Failing for two errors (or some other number) has a name -- Fatal Error
Policy.
If you go to
http://ncarbone.blogspot.com/2014/09/slow-editing-and-student-error.html,
my post leads off with a link and quote from an FEP that fails for three.
On Fri, Oct 10, 2014 at 3:09 PM, Castilleja, Janet <
[log in to unmask]> wrote:
> Boy, you guys are tough! It's not a fragment, and I would be very happy
> to get a sentence like this from my students. It's hard for me to imagine a
> grading system that would require failure for "two fatal errors."
>
> Janet
>
> -----Original Message-----
> From: Assembly for the Teaching of English Grammar [mailto:
> [log in to unmask]] On Behalf Of Scott Catledge
> Sent: Wednesday, October 08, 2014 5:51 PM
> To: [log in to unmask]
> Subject: Re: ATEG Digest - 23 Sep 2014 to 5 Oct 2014 (#2014-47)
>
> I am a former English teacher and professor and a grammar buff. I do not
> like the sentence (poorly worded) but I do not find it a fragment. One of
> my final exam questions for a senior college prep class at a fundamentalist
> university required each student to diagram "For I know whom I have belived
> and am persuaded that He is able to keep that which I have committed unto
> Him against that day." It's passing but barely.
> Scott Catledge, Professor Emeritus
> ---- ATEG automatic digest system <[log in to unmask]> wrote:
> > There are 7 messages totaling 810 lines in this issue.
> >
> > Topics of the day:
> >
> > 1. Advice! (7)
> >
> > To join or leave this LISTSERV list, please visit the list's web
> interface at:
> > http://listserv.muohio.edu/archives/ateg.html
> > and select "Join or leave the list"
> >
> > Visit ATEG's web site at http://ateg.org/
> >
> > ----------------------------------------------------------------------
> >
> > Date: Sun, 5 Oct 2014 08:55:24 -0500
> > From: Geoffrey Layton <[log in to unmask]>
> > Subject: Advice!
> >
> > I'm a member of a listserve populated by AP English teachers (primarily
> lit but also comp), and the following issue has recently arisen. Please
> comment - I would very much appreciate it (I won't tell you how I commented
> just yet - I'd like to get your views):
> >
> > Please read the following and tell me if you would consider the last
> sentence a fragment:
> >
> > "This quote from Beowulf exemplifies not only the
> best of man but he worst of man as well. For this quote is a reminder to
> all that standing by each other, through thick and thin,is the real test
> of being a man of true worth."
> > The
> paper from which this is taken is extremely weak in content, wording, and
> mechanics.This is marked as a fragment and with two fatal errors (she has
> another which the parent admits is a fragment), the rubric being used gives
> the student a score of 50 and, of course, the parent is questing (sic)
> this one sentence and is thinking it if it is changed to non-fragment her
> daughter will receive a B on the paper--but that is another
> argument.Please respond ASAP. The principal, the teacher who scored the
> essay, the parent, and I have a meeting Monday. Exams are Wednesday and
> Momma wants a B.
> >
> > To join or leave this LISTSERV list, please visit the list's web
> interface at:
> > http://listserv.muohio.edu/archives/ateg.html
> > and select "Join or leave the list"
> >
> > Visit ATEG's web site at http://ateg.org/
> >
> > ------------------------------
> >
> > Date: Sun, 5 Oct 2014 10:18:19 -0400
> > From: Don Stewart <[log in to unmask]>
> > Subject: Re: Advice!
> >
> > Geoff,
> >
> > I have noticed sentences beginning with the coordinating conjunction
> "For"
> > with increasing frequency over the past couple of decades. But "But"
> > and "And" seem to have become pretty common and accepted as sentence
> > starters, so I would be hard-pressed to nail a kid for this error.
> >
> > Will the girl be at the meeting? Has she been asked about why she
> > constructed the sentence this way? Interesting family dynamics, though.
> >
> > Don Stewart
> >
> > Visit ATEG's web site at http://ateg.org/
> > >
> >
> > To join or leave this LISTSERV list, please visit the list's web
> interface at:
> > http://listserv.muohio.edu/archives/ateg.html
> > and select "Join or leave the list"
> >
> > Visit ATEG's web site at http://ateg.org/
> >
> > ------------------------------
> >
> > Date: Sun, 5 Oct 2014 07:26:25 -0700
> > From: Karl Hagen <[log in to unmask]>
> > Subject: Re: Advice!
> >
> > The sentence is not a fragment. It’s inane and stylistically inept, but
> it’s syntactically complete.
> >
> > The matrix of the main clause follows a subject-linking verb-complement
> structure: “this quote is a reminder …”
> >
> > The complement contains a content clause. The subject of the content
> clause is a gerund phrase: “standing by each other”, and the verb in this
> clause is finite, as it should be.
> >
> > There are multiple issues with this sentence, in style and substance,
> that go far beyond anything a simple fix could do even it were a fragment.
> >
> > A side note: I’m curious if the teacher marked the sentence this way
> because of “for”. I’ve run across teachers in the past who mark sentences
> beginning with the FANBOYS words as incorrect because they believe that
> such creates a fragment.
> >
> > On Oct 5, 2014, at 6:55 AM, Geoffrey Layton <[log in to unmask]>
> wrote:
> >
> > > I'm a member of a listserve populated by AP English teachers
> (primarily lit but also comp), and the following issue has recently arisen.
> Please comment - I would very much appreciate it (I won't tell you how I
> commented just yet - I'd like to get your views):
> > >
> > > Please read the following and tell me if you would consider the last
> sentence a fragment:
> > >
> > > "This quote from Beowulf exemplifies not only the best of man but he
> worst of man as well. For this quote is a reminder to all that standing by
> each other, through thick and thin,is the real test of being a man of true
> worth."
> > >
> > > The paper from which this is taken is extremely weak in content,
> wording, and mechanics.This is marked as a fragment and with two fatal
> errors (she has another which the parent admits is a fragment), the rubric
> being used gives the student a score of 50 and, of course, the parent is
> questing (sic) this one sentence and is thinking it if it is changed to
> non-fragment her daughter will receive a B on the paper--but that is
> another argument.
> > > Please respond ASAP. The principal, the teacher who scored the essay,
> the parent, and I have a meeting Monday. Exams are Wednesday and Momma
> wants a B.
> > >
> > > To join or leave this LISTSERV list, please visit the list's web
> interface at:http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list"
> > > Visit ATEG's web site at http://ateg.org/
> >
> > To join or leave this LISTSERV list, please visit the list's web
> interface at:
> > http://listserv.muohio.edu/archives/ateg.html
> > and select "Join or leave the list"
> >
> > Visit ATEG's web site at http://ateg.org/
> >
> > ------------------------------
> >
> > Date: Sun, 5 Oct 2014 07:29:11 -0700
> > From: Karl Hagen <[log in to unmask]>
> > Subject: Re: Advice!
> >
> > Don,
> >
> > I don’t believe there’s anything recent about it:
> >
> > “For God so loved the world, that he gave his only begotten Son…”
> >
> > And all the major style books approve of the practice, in moderation. It
> doesn’t create a fragment.
> >
> > On Oct 5, 2014, at 7:18 AM, Don Stewart <[log in to unmask]> wrote:
> >
> > > Geoff,
> > >
> > > I have noticed sentences beginning with the coordinating conjunction
> "For" with increasing frequency over the past couple of decades. But "But"
> and "And" seem to have become pretty common and accepted as sentence
> starters, so I would be hard-pressed to nail a kid for this error.
> > >
> > > Will the girl be at the meeting? Has she been asked about why she
> constructed the sentence this way? Interesting family dynamics, though.
> > >
> > > Don Stewart
> > >
> > > Visit ATEG's web site at http://ateg.org/
> > >
> > >
> > > To join or leave this LISTSERV list, please visit the list's web
> interface at: http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list"
> > > Visit ATEG's web site at http://ateg.org/
> > >
> >
> > To join or leave this LISTSERV list, please visit the list's web
> interface at:
> > http://listserv.muohio.edu/archives/ateg.html
> > and select "Join or leave the list"
> >
> > Visit ATEG's web site at http://ateg.org/
> >
> > ------------------------------
> >
> > Date: Sun, 5 Oct 2014 09:38:33 -0500
> > From: Geoffrey Layton <[log in to unmask]>
> > Subject: Re: Advice!
> >
> > Karl - I'm curious about your finding the clause "inane and
> stylistically inept." Could you comment on that some more?
> >
> > > Date: Sun, 5 Oct 2014 07:26:25 -0700
> > > From: [log in to unmask]
> > > Subject: Re: Advice!
> > > To: [log in to unmask]
> > >
> > > The sentence is not a fragment. It’s inane and stylistically inept,
> but it’s syntactically complete.
> > >
> > > The matrix of the main clause follows a subject-linking
> verb-complement structure: “this quote is a reminder …”
> > >
> > > The complement contains a content clause. The subject of the content
> clause is a gerund phrase: “standing by each other”, and the verb in this
> clause is finite, as it should be.
> > >
> > > There are multiple issues with this sentence, in style and substance,
> that go far beyond anything a simple fix could do even it were a fragment.
> > >
> > > A side note: I’m curious if the teacher marked the sentence this way
> because of “for”. I’ve run across teachers in the past who mark sentences
> beginning with the FANBOYS words as incorrect because they believe that
> such creates a fragment.
> > >
> > > On Oct 5, 2014, at 6:55 AM, Geoffrey Layton <[log in to unmask]>
> wrote:
> > >
> > > > I'm a member of a listserve populated by AP English teachers
> (primarily lit but also comp), and the following issue has recently arisen.
> Please comment - I would very much appreciate it (I won't tell you how I
> commented just yet - I'd like to get your views):
> > > >
> > > > Please read the following and tell me if you would consider the last
> sentence a fragment:
> > > >
> > > > "This quote from Beowulf exemplifies not only the best of man but he
> worst of man as well. For this quote is a reminder to all that standing by
> each other, through thick and thin,is the real test of being a man of true
> worth."
> > > >
> > > > The paper from which this is taken is extremely weak in content,
> wording, and mechanics.This is marked as a fragment and with two fatal
> errors (she has another which the parent admits is a fragment), the rubric
> being used gives the student a score of 50 and, of course, the parent is
> questing (sic) this one sentence and is thinking it if it is changed to
> non-fragment her daughter will receive a B on the paper--but that is
> another argument.
> > > > Please respond ASAP. The principal, the teacher who scored the
> essay, the parent, and I have a meeting Monday. Exams are Wednesday and
> Momma wants a B.
> > > >
> > > > To join or leave this LISTSERV list, please visit the list's web
> interface at:http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list"
> > > > Visit ATEG's web site at http://ateg.org/
> > >
> > > To join or leave this LISTSERV list, please visit the list's web
> interface at:
> > > http://listserv.muohio.edu/archives/ateg.html
> > > and select "Join or leave the list"
> > >
> > > Visit ATEG's web site at http://ateg.org/
> >
> > To join or leave this LISTSERV list, please visit the list's web
> interface at:
> > http://listserv.muohio.edu/archives/ateg.html
> > and select "Join or leave the list"
> >
> > Visit ATEG's web site at http://ateg.org/
> >
> > ------------------------------
> >
> > Date: Sun, 5 Oct 2014 08:58:06 -0700
> > From: Karl Hagen <[log in to unmask]>
> > Subject: Re: Advice!
> >
> > Sure, Geoff.
> >
> > Stylistically, notice that the skeleton of the sentence is build around
> two instances of the verb “to be”—the prototypical light verb, one lacking
> in semantic content. As a result of that decision, concepts that express
> the real activity in the sentence are expressed as abstract nouns or
> gerunds. The second gerund (“being a man of true worth”) is worse than the
> first. It’s particularly unfortunate in that using a gerund here requires
> repeated “of” phrases in succession. Additionally (and this may just be my
> personal preference), I find, as a general rule, that gerunds read better
> as subjects than as objects of prepositions.
> >
> > If we start playing with the sentence structure to try to fix some of
> these problems, other issues start turning up that are somewhat concealed
> by the original phrasing.
> >
> > For example (see, I started a sentence with “for”!), lets change “is a
> reminder” to “reminds,” getting rid of the first light verb. We then have
> to decide what to make the object of the verb. What does the author mean by
> “to all”? Are we talking about the community of people in Beowulf? The
> original audience of the poem? Human beings generally? If the author has
> the last one in mind, we could say “this quote reminds us that.” But if so,
> the author is effectively quote-mining Beowulf for tidy, didactic, moral
> lessons, a practice that should not be acceptable in an AP-level course.
> (This is partly what I had in mind when I called the passage inane.) If one
> of the other interpretations was intended, then the author is unacceptably
> vague, and has further chosen a subject for his or her sentence that
> misleads the reader into assuming that the universal interpretation is
> intended. If you say “this quote reminds,” you are implying that we’re
> discussing the quote as an isolated entity, rather than for its relevance
> to the poem itself.
> >
> > Additional stylistic problems include the awkward repetition of “this
> quote” as the subject of two successive sentences and the reliance on
> cliched phrasing (best of man…worst of man; through tick and thin).
> >
> > Now let’s turn to the core proposition of the sentence: "standing by
> each other, through thick and thin, is the true test of being a man of
> worth."
> >
> > “Each other” is a reciprocal expression. It requires a plural
> antecedent. (cf., *Bob helped each other). And while it’s true that
> antecedent here is “to all,” we immediately shift to talking about “a man.”
> On the surface level, that’s a noun-noun agreement error, but if we fix it
> at that level, we highlight the sexism inherent in the sentence: all = men.
> >
> > As is so often the case, the cliche substitutes for clear thought.
> Standing by someone during the “thick” (i.e., good) times is not the point
> here. The real issue is how you treat your companions when you’re all in
> extreme danger. And although I’m not sure exactly what lines are under
> discussion (perhaps something from Wiglaf in his final speech?), it’s clear
> that the author has abstracted the situation and denuded it of the military
> context of the original. Facing grave danger in battle has become merely
> “standing by each other.” Like so many students, the writer takes refuge in
> vague generalities.
> >
> > Beyond all this, there’s the question of how the two sentences at issue
> are logically linked. My problem with “for” is not syntactic but semantic.
> Here’s the structure:
> >
> > Proposition 1: The quote illustrates both the best and worst qualities
> of man.
> >
> > - Because -
> >
> > Proposition 2: It reminds us that the worthy man stands by his
> companions in all circumstances.
> >
> > Proposition 2 is not a logical explanation of proposition 1. It
> > doesn’t show both the best and worst qualities. At most it shows one
> > positive quality. The author may have some fuzzy notion that, by
> > emphasizing the quality of steadfast devotion to one’s companions as
> > the measure of the heroic warrior, the passage simultaneously marks
> > cowardice as the ordinary condition of men, but nothing close to that
> > is ever expressed. It seems more likely that the author is making a
> > series of unconnected statements and slapping a connecting word on to
> > give the semblance of a link. (More inanity.)
> >
> > Side note: does the author really want to say that the quote illustrates
> these qualities, or is the quote actually asserting something about the
> nature of these qualities?
> >
> > Karl
> >
> > On Oct 5, 2014, at 7:38 AM, Geoffrey Layton <[log in to unmask]>
> wrote:
> >
> > > Karl - I'm curious about your finding the clause "inane and
> stylistically inept." Could you comment on that some more?
> > >
> > > > Date: Sun, 5 Oct 2014 07:26:25 -0700
> > > > From: [log in to unmask]
> > > > Subject: Re: Advice!
> > > > To: [log in to unmask]
> > > >
> > > > The sentence is not a fragment. It’s inane and stylistically inept,
> but it’s syntactically complete.
> > > >
> > > > The matrix of the main clause follows a subject-linking
> verb-complement structure: “this quote is a reminder …”
> > > >
> > > > The complement contains a content clause. The subject of the content
> clause is a gerund phrase: “standing by each other”, and the verb in this
> clause is finite, as it should be.
> > > >
> > > > There are multiple issues with this sentence, in style and
> substance, that go far beyond anything a simple fix could do even it were a
> fragment.
> > > >
> > > > A side note: I’m curious if the teacher marked the sentence this way
> because of “for”. I’ve run across teachers in the past who mark sentences
> beginning with the FANBOYS words as incorrect because they believe that
> such creates a fragment.
> > > >
> > > > On Oct 5, 2014, at 6:55 AM, Geoffrey Layton <[log in to unmask]>
> wrote:
> > > >
> > > > > I'm a member of a listserve populated by AP English teachers
> (primarily lit but also comp), and the following issue has recently arisen.
> Please comment - I would very much appreciate it (I won't tell you how I
> commented just yet - I'd like to get your views):
> > > > >
> > > > > Please read the following and tell me if you would consider the
> last sentence a fragment:
> > > > >
> > > > > "This quote from Beowulf exemplifies not only the best of man but
> he worst of man as well. For this quote is a reminder to all that standing
> by each other, through thick and thin,is the real test of being a man of
> true worth."
> > > > >
> > > > > The paper from which this is taken is extremely weak in content,
> wording, and mechanics.This is marked as a fragment and with two fatal
> errors (she has another which the parent admits is a fragment), the rubric
> being used gives the student a score of 50 and, of course, the parent is
> questing (sic) this one sentence and is thinking it if it is changed to
> non-fragment her daughter will receive a B on the paper--but that is
> another argument.
> > > > > Please respond ASAP. The principal, the teacher who scored the
> essay, the parent, and I have a meeting Monday. Exams are Wednesday and
> Momma wants a B.
> > > > >
> > > > > To join or leave this LISTSERV list, please visit the list's web
> interface at:http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list"
> > > > > Visit ATEG's web site at http://ateg.org/
> > > >
> > > > To join or leave this LISTSERV list, please visit the list's web
> interface at:
> > > > http://listserv.muohio.edu/archives/ateg.html
> > > > and select "Join or leave the list"
> > > >
> > > > Visit ATEG's web site at http://ateg.org/
> > > To join or leave this LISTSERV list, please visit the list's web
> interface at:http://listserv.muohio.edu/archives/ateg.html and select
> "Join or leave the list"
> > > Visit ATEG's web site at http://ateg.org/
> >
> > To join or leave this LISTSERV list, please visit the list's web
> interface at:
> > http://listserv.muohio.edu/archives/ateg.html
> > and select "Join or leave the list"
> >
> > Visit ATEG's web site at http://ateg.org/
> >
> > ------------------------------
> >
> > Date: Sun, 5 Oct 2014 18:32:29 +0000
> > From: "Hancock, Craig G" <[log in to unmask]>
> > Subject: Re: Advice!
> >
> > It's hard to make a judgement about the quality of student writing from
> a single sentence taken out of context. Writing about literature is a very
> specialized discourse, and students routinely go about it awkwardly in
> early stages. (Is she writing about a quote or a statement? That's a
> routine awkwardness.) On the other hand, calling the sentence a "fragment"
> is a clear mistake. That doesn't give me much faith in the teacher. I would
> hope that the grade is based on far more substantial judgements about a
> much larger text than we have in front of us. Clearly, the student and her
> mother are confused about the grade and want to jump on this sentence as
> part of a claim that the grade wasn't thoughtful. You can't use a grade as
> a teaching tool if the judgement is unclear or the student thinks it's
> arbitrary. I would hope that the teacher could place the student's current
> writing on a continuum of expected progress. That's what the meeting should
> be about. How would the student work toward improving? What is she
> currently doing well? how can the teacher design assignments that would
> help that process along?
> Craig
> _________________________________
> From: Assembly for the Teaching of English Grammar <
> [log in to unmask]> on behalf of Karl Hagen <[log in to unmask]>
> Sent: Sunday, October 05, 2014 11:58 AM
> To: [log in to unmask]
> Subject: Re: Advice!
>
> Sure, Geoff.
>
> Stylistically, notice that the skeleton of the sentence is build around
> two instances of the verb “to be”—the prototypical light verb, one lacking
> in semantic content. As a result of that decision, concepts that express
> the real activity in the sentence are expressed as abstract nouns or
> gerunds. The second gerund (“being a man of true worth”) is worse than the
> first. It’s particularly unfortunate in that using a gerund here requires
> repeated “of” phrases in succession. Additionally (and this may just be my
> personal preference), I find, as a general rule, that gerunds read better
> as subjects than as objects of prepositions.
>
> If we start playing with the sentence structure to try to fix some of
> these problems, other issues start turning up that are somewhat concealed
> by the original phrasing.
>
> For example (see, I started a sentence with “for”!), lets change “is a
> reminder” to “reminds,” getting rid of the first light verb. We then have
> to decide what to make the object of the verb. What does the author mean by
> “to all”? Are we talking about the community of people in Beowulf? The
> original audience of the poem? Human beings generally? If the author has
> the last one in mind, we could say “this quote reminds us that.” But if so,
> the author is effectively quote-mining Beowulf for tidy, didactic, moral
> lessons, a practice that should not be acceptable in an AP-level course.
> (This is partly what I had in mind when I called the passage inane.) If one
> of the other interpretations was intended, then the author is unacceptably
> vague, and has further chosen a subject for his or her sentence that
> misleads the reader into assuming that the universal interpretation is
> intended. If you say “this quote reminds,” you are implying that we’re
> discussing the quote as an isolated entity, rather than for its relevance
> to the poem itself.
>
> Additional stylistic problems include the awkward repetition of “this
> quote” as the subject of two successive sentences and the reliance on
> cliched phrasing (best of man…worst of man; through tick and thin).
>
> Now let’s turn to the core proposition of the sentence: "standing by each
> other, through thick and thin, is the true test of being a man of worth."
>
> “Each other” is a reciprocal expression. It requires a plural antecedent.
> (cf., *Bob helped each other). And while it’s true that antecedent here is
> “to all,” we immediately shift to talking about “a man.” On the surface
> level, that’s a noun-noun agreement error, but if we fix it at that level,
> we highlight the sexism inherent in the sentence: all = men.
>
> As is so often the case, the cliche substitutes for clear thought.
> Standing by someone during the “thick” (i.e., good) times is not the point
> here. The real issue is how you treat your companions when you’re all in
> extreme danger. And although I’m not sure exactly what lines are under
> discussion (perhaps something from Wiglaf in his final speech?), it’s clear
> that the author has abstracted the situation and denuded it of the military
> context of the original. Facing grave danger in battle has become merely
> “standing by each other.” Like so many students, the writer takes refuge in
> vague generalities.
>
> Beyond all this, there’s the question of how the two sentences at issue
> are logically linked. My problem with “for” is not syntactic but semantic.
> Here’s the structure:
>
> Proposition 1: The quote illustrates both the best and worst qualities of
> man.
>
> - Because -
>
> Proposition 2: It reminds us that the worthy man stands by his companions
> in all circumstances.
>
> Proposition 2 is not a logical explanation of proposition 1. It doesn’t
> show both the best and worst qualities. At most it shows one positive
> quality. The author may have some fuzzy notion that, by emphasizing the
> quality of steadfast devotion to one’s companions as the measure of the
> heroic warrior, the passage simultaneously marks cowardice as the ordinary
> condition of men, but nothing close to that is ever expressed. It seems
> more likely that the author is making a series of unconnected statements
> and slapping a connecting word on to give the semblance of a link. (More
> inanity.)
>
> Side note: does the author really want to say that the quote illustrates
> these qualities, or is the quote actually asserting something about the
> nature of these qualities?
>
> Karl
>
> On Oct 5, 2014, at 7:38 AM, Geoffrey Layton <[log in to unmask]> wrote:
>
> > Karl - I'm curious about your finding the clause "inane and
> stylistically inept." Could you comment on that some more?
> >
> > > Date: Sun, 5 Oct 2014 07:26:25 -0700
> > > From: [log in to unmask]
> > > Subject: Re: Advice!
> > > To: [log in to unmask]
> > >
> > > The sentence is not a fragment. It’s inane and stylistically inept,
> but it’s syntactically complete.
> > >
> > > The matrix of the main clause follows a subject-linking
> verb-complement structure: “this quote is a reminder …”
> > >
> > > The complement contains a content clause. The subject of the content
> clause is a gerund phrase: “standing by each other”, and the verb in this
> clause is finite, as it should be.
> > >
> > > There are multiple issues with this sentence, in style and substance,
> that go far beyond anything a simple fix could do even it were a fragment.
> > >
> > > A side note: I’m curious if the teacher marked the sentence this way
> because of “for”. I’ve run across teachers in the past who mark sentences
> beginning with the FANBOYS words as incorrect because they believe that
> such creates a fragment.
> > >
> > > On Oct 5, 2014, at 6:55 AM, Geoffrey Layton <[log in to unmask]>
> wrote:
> > >
> > > > I'm a member of a listserve populated by AP English teachers
> (primarily lit but also comp), and the following issue has recently arisen.
> Please comment - I would very much appreciate it (I won't tell you how I
> commented just yet - I'd like to get your views):
> > > >
> > > > Please read the following and tell me if you would consider the last
> sentence a fragment:
> > > >
> > > > "This quote from Beowulf exemplifies not only the best of man but he
> worst of man as well. For this quote is a reminder to all that standing by
> each other, through thick and thin,is the real test of being a man of true
> worth."
> > > >
> > > > The paper from which this is taken is extremely weak in content,
> wording, and mechanics.This is marked as a fragment and with two fatal
> errors (she has another which the parent admits is a fragment), the rubric
> being used gives the student a score of 50 and, of course, the parent is
> questing (sic) this one sentence and is thinking it if it is changed to
> non-fragment her daughter will receive a B on the paper--but that is
> another argument.
> > > > Please respond ASAP. The principal, the teacher who scored the
> essay, the parent, and I have a meeting Monday. Exams are Wednesday and
> Momma wants a B.
> > > >
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> > >
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> > ------------------------------
> >
> > End of ATEG Digest - 23 Sep 2014 to 5 Oct 2014 (#2014-47)
> > *********************************************************
>
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--
nick.carbone at gmail dot com
http://ncarbone.blogspot.com
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