The word ‘which’ is a relative pronoun in simpler terms, it is a word used in the middle of a clause or sentence to refer to something previously mentioned in that same sentence. Which is why I thought I should write about it in this blog post.Īnd there it is, my dear readers, a perfect example of a fragmented sentence: “Which is why I thought I should write about it in this blog post.” This is a very common problem we teachers come across in students’ writing, and we often take a very long time to either address the problem, or to teach students how to avoid them. In the same way you would know that a glass fragment is something incomplete or broken off from something ‘complete’, fragmented sentences are sentences in which you can sense that some information is missing for the sentence to be complete. Sentence fragments - or fragmented sentences - can be more simply understood as incomplete sentences. That’s what it’s like for teachers when we read fragmented sentences - we sense what you mean to say, but it reads awkwardly because it is not ‘complete’. If you look at the fragment of glass, you know what it is: a piece of glass, but you also know that that piece is incomplete on its own and that more of such pieces of glass are needed for there to be something ‘complete’. I want you to imagine holding a shard of glass or a broken fragment of glass. In this blog post, I’m going to address something English language teachers quite certainly hate dealing with: sentence fragments. Hello everyone! I’m Mr Ng Guo Liang, an English Language Curriculum Specialist and Teacher at Lil’ but Mighty.
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