This example highlights one of the problems with standardized tests for grammar and mechanics, the assumption that there is a clear correct answer.  The better treatments of punctuation would allow all of these as correct answers.  A. works becausse the second clause is a logical consequence of the first.  B. works for essentially the same reason, the close logical link between the two clauses allowing a comma.  C. works if the author intends to make two separate, less related points.  D. works for the same reasons as A. and B., a comma not obligatory before a coordinating conjunction if the second clause has a close logical relationship to the first.  Granted, C. is probably the only one taught to most high school students, aside from the "; however," option not included as a possibility.  But better writers even at the high school level know that punctuation is neither that simple nor that inflexible, and a good writer recognizes the different meanings associated with the four answers, even a good high school writer.

So what makes C. right?  Is it that it is a default?  Arguably there are no defaults in punctuation:  it's to closely related to meaning.  Is it that it is what the test writers expect?  In that case this is a naked example of teaching to the test:  the test sets up artificial, unrealistic, and untrue standards that deny what good writers know.

Herb

> > Item #2:
> >
> > The frightened pilot's face was ashen as he
> gingerly lowered the plane onto the Smiths' private
> __________ that time was running out for his ailing
> friend.
> >
> > A. runway: he knew
> >
> > B. runway, he knew
> >
> > C. runway. He knew
> >
> > D. runway but he knew
> >
> > There are two perfectly acceptable answers here:
> A and C.  I can also construe a very reasonable
> context that would make D acceptable.
>
Your D answer is not acceptable; that would be a run
on in my book. Sorry. I agree, however, with the A and C

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