A RUN-ON SENTENCE (sometimes called a "fused sentence") has at least two parts, either one of which can stand by itself (in other words, two independent clauses), but the two parts have been smooshed together instead of being properly connected. See the section below which describes “Things That Can Happen Between Two Independent Clauses.”

It is important to realize that the length of a sentence really has nothing to do with whether a sentence is a run-on or not; being a run-on is a structural flaw that can plague even a very short sentence:

The sun is high, put on some sun block.

An extremely long sentence might be a "run-off-at-the-mouth" sentence, but it can be otherwise sound, structurally.

Click here to see a 239-word sentence <http://www.ccc.commnet.edu/grammar/> that is a perfectly fine sentence (structurally).

When two independent clauses are connected by only a comma, they constitute a run-on sentence that is called a comma-splice.

The example just above (about the sun-block) is a comma-splice.

When you use a comma to connect two independent clauses, it must be accompanied by a little conjunction (BUT, OR, YET, SO, FOR, AND, NOR). BOYSFAN

The sun is high, so put on some sun-screen.

Run-on sentences happen typically under the following circumstances:

When an independent clause gives an order or directive based on what was said in the prior independent clause:

This next chapter has a lot of difficult information in it, you should start studying right away.

(We could put a period where that comma is and start a new sentence. A semicolon might also work there.)

When two independent clauses are connected by a transitional expression (conjunctive adverb) such as however, moreover, nevertheless.

Mr. Nguyen has sent his four children to ivy-league colleges, however, he has sacrificed his health working day and night in that dusty bakery.

(Again, where that first comma appears, we could have used either a period -- and started a new sentence -- or a semicolon.)

When the second of two independent clauses contains a pronoun that connects it to the first independent clause.

This computer doesn't make sense to me, it came without a manual.

(Although these two clauses are quite brief, and the ideas are closely related, this is a run-on sentence. We need a period where that comma now stands.)

Most of those computers in the Learning Assistance Center are broken already, this proves my point about American computer manufacturers.

Again, two nicely related clauses, incorrectly connected -- a run-on. Use a period to cure this sentence.

WEB ADDRESS: http://webster.commnet.edu/HP/pages/darling/grammar.htm

Sentence Fragments

I. A SENTENCE FRAGMENT fails to be a sentence

A. It cannot stand by itself; it does not make sense.

1. It does not contain at least one independent clause.

B. There are several reasons why a group of words may seem to act like a sentence but not have the wherewithal to make it as a complete thought.

1. It may locate something in time and place with a prepositional phrase or a series of such phrases, but it lacks a proper subject-verb relationship within an independent clause:

a. In Japan, during the last war and just before the armistice.

i). This sentences tells us where and when, but has no subject or verb.

2. It describes something, but there is no subject-verb relationship:

a. Working far into the night in an effort to salvage her little boat.

i). This is a verbal phrase that wants to modify something, the real subject of the sentence, probably the “she” who was working so hard.

3. It may have most of the makings of a sentence but still be missing an important part of a verb string:

a. Some of the students working in Professor Espinoza's laboratory last semester.

i). Remember that an “-ing verb” form, all by itself, without an auxiliary form to accompany it, can never be a verb.

4. It may even have a subject-verb relationship, but it has been subordinated to another idea by a dependent word and so cannot stand by itself:

a. Even though he had the better arguments and was by far the more powerful speaker. This sentence has a subject, he, and two verbs, had and was, but it cannot stand by itself because of the dependent word (subordinating conjunction) even though.

i). We need an independent clause to follow up this dependent clause: . . . the more powerful speaker, he lost the case because he didn't understand the jury.

5. There are occasions when a sentence fragment can be stylistically effective, exactly what you want and no more.

a. Harrison Ford has said he would be more than willing to take on another Indiana

a). Jones project. In a New York minute.

ii). As long as you are clearly in control of the situation, this is permissible, but the freedom to exercise this stylistic license depends on the circumstances.

ê Perhaps your final research paper in English Composition is not the place to experiment -- or, then again, maybe it is. Ask your teacher.

WEB ADDRESS: http://webster.commnet.edu/HP/pages/darling/grammar.htm

It is the struggle itself that is most important. We must strive to be more than we are. It does not matter that we will never reach our ultimate goal. The effort yields its own rewards.

~ Data in Star Trek: The Next Generation

Kingwood College Library Documentation Guide

MLA Works Cited

Website and Database Sources

· When listing an online source originally produced in a printed format, use the general guidelines you would use to cite the printed form. Then follow it with information that tells where to find the source online.

· For further assistance, refer to MLA Handbook for Writers of Research Papers, 6^th ed. New York: MLA, 2003. REF LB2369 .G53 2003.

· Web sites should have author (if given), title underlined, date of publication or update (if available), originator (if available), date of access, and the URL or electronic address. [MLA 5.9.1]

· Articles from library subscription services (databases) are cited just like the print version with the addition of the name of the database (underlined), the name of the service, the library, the date of access, and URL if known. When an electronic version of an article provides only the starting page number of an article’s original print publication, give the number followed by a hyphen, a space, and a period: “192- .” [MLA 5.9.7]

· When a source has no page numbers or any other kind of reference numbers (such as paragraph or section numbers), no number can be given in the parenthetical reference. The work should be cited in its entirety [MLA 6.4.2]

· When in doubt about any citation or parenthetical documentation, consult your teacher -- the person who will be grading your work.

Example with appropriate spacing:

Jost, Kenneth. “Medical Malpractice: Are Lawsuits Out of Control?” CQ Researcher 14 Feb. 2003: 129-52. Congressional Quarterly. Kingwood Coll. Lib., Kingwood. 15 Sep. 2003 <http://libraryip.cq.com>.

WEB SITES [MLA 5.9.1–5.9.4]

No Author [MLA 5.9.1]

Dutch Recipes. 8 June 1998. 16 Sept. 2003 <http://www.fortunecity.com/victorian/verona/190/eten.htm>.

Author, no publication date [MLA 5.9.1]

Mazer, Cary M. Bernard Shaw: A Brief Biography. U. of Penn. 16 Sept. 2003

<http://www.english.upenn.edu/~cmazer/mis1.html>.

Online Periodical [MLA 5.9.4]

Hebel, Sara. “Appeals Court Says Colleges May Consider Applicant’s Race in Striving for Diversity.” Chronicle of Higher Education 6 Dec. 2000. 10 Sept. 2003 <http://chronicle.com/daily/2000/12/2000120601n.htm>.

Online Government Publication (Includes Occupational Outlook) [MLA 5.9.3c]

United States. Department of Health and Human Services. Ctr. for Disease Control and Prevention. Skin Cancer: Preventing America’s Most Common Cancer. 2003 Program Fact Sheet. 20 Aug. 2003. 20 Sept. 2003

<http://www.cdc.gov/cancer/nscpep/skin.htm>.

ONLINE DATABASES [MLA 5.9.7]

Academic Search Premier

May, Mike. “Adding Sugar to Bioscience.” Scientific American Oct. 2002: 38+. Academic Search Premier. Ebscohost. Kingwood Coll. Lib., Kingwood. 17 Sept. 2003 <http://www.epnet.com>.

BiographiesPlus Illustrated

“Robinson, Smokey (William) (1940-).” Hutchinson Encyclopedia of Biography. Helicon Pub. 2000. BiographiesPlus Illus. Wilson. Kingwood Coll. Lib., Kingwood. 20 Sept. 2003

<http://hwwilsonweb.com>.

Britannica Online

“Cold War.” Britannica Online. 2002. Encyclopedia Britannica. 24 Sept. 2003 <http://www.eb.com>.

Business & Company Resource Center

“Dynergy Promotes Roth.” The Oil Daily 25 Jan. 2001: 17. Business & Company Resource Center. Gale. Kingwood Coll. Lib., Kingwood. 18 Sept. 2003 <http://infotrac.galegroup.com>.

Business Source Premier

Weisser, Cybele. “Don’t Pass up El Paso.” Money Oct. 2000: 48D. Business Source Premier. Ebscohost. Kingwood Coll. Lib., Kingwood. 24 Sept. 2003 <http://www.epnet.com>.

Computer Source

Gowan, Michael. “MP3 Players.” PC World Sept. 2002: 136. Computer Source. Ebscohost. Kingwood Coll. Lib., Kingwood. 17 Sept. 2003 <http://www.epnet.com>.

CountryWatch

“Sweden: Country Overview.” CountryWatch 16 Sept. 2003. Kingwood Coll. Lib., Kingwood. 16 Sept. 2003

<http://www.countrywatch.com>.

CQ Researcher

Jost, Kenneth. "Grade Inflation." CQ Researcher 7 June 2001: 505-20. Congressional Quarterly. Kingwood Coll. Lib., Kingwood. 17 Sept. 2003 <http://library.cqpress.com>.

ERIC

Lamkin, Anne. “International Students at Community Colleges.” ERIC Digest 2000. ED451855. ERIC. 18 Sept. 2003 <http://ericir.syr.edu>.

Grove Dictionary of Art

Korvenmaa, Pekka. “Eliel Saarinen.” The Grove Dictionary of Art Online. Grove Art. Kingwood Coll. Lib., Kingwood. 18 Sept. 2003 <http://www.groveart.com>.

Handbook of Texas

Weems, John Edward. “Galveston Hurricane of 1900.” Handbook of Texas Online. 4 Dec. 2002. Texas St. Hist. Assoc. Kingwood Coll. Lib., Kingwood. 17 Sept. 2003 <http://www.tsha.utexas.edu>.

Health Reference Center Academic

Vocovic, Laurel. “Clearing up Back Acne.” Natural Health July 2001: 46. Health Reference Center – Academic. Gale. Kingwood Coll. Lib., Kingwood. 18 Sept. 2003 <http://infotrac.galegroup.com>.

Health Source: Nursing/Academic

Williams, Eric and Milford Fulop. “A Puzzling Case of Hyperkalaemia.” Lancet 357:1176. Health Source Nursing/Academic. Ebscohost. Kingwood Coll. Lib., Kingwood. 15 Sept. 2003

<http://www.epnet.com>.

Issues & Controversies

“Airport Security.” 9 Nov. 2002. Issues & Controversies. Facts.com. Kingwood Coll. Lib., Kingwood. 18 Sept. 2003 <http://www.2facts.com>.

Literature Resource Center

Colmer, John. “E.M. Forster: Overview.” Reference Guide to English Literature. 2nd ed. Ed. D.L. Kirkpatrick. St. James P., 1991. Literature Resource Center. Gale. Kingwood Coll. Lib., Kingwood. 19 Sept. 2003

<http://infotrac.galegroup.com>.

NetLibrary

Bloom, Harold. Mark Twain's Adventures of Huckleberry Finn: Bloom's Notes. Broomall, PA: Chelsea House, 1996. NetLibrary. Kingwood Coll. Lib., Kingwood. 14 Sept. 2002 <http://www.netlibrary.com>.

Opposing Viewpoints

Pillay, Suren. “The Media Contribute to Gang-Related Juvenile Crime.” Juvenile Crime. Ed. Auriana Ojeda. Opposing Viewpoints Resource Center. Gale. 2002. Kingwood Coll. Lib., Kingwood. 18 Sept. 2002

<http://infotrac.galegroup.com>.

ProQuest

Lichtblau, Eric. “Administration Plans Defense of Terror Law.” New York Times 19 Aug. 2003, late ed. (East Coast): A-1. ProQuest. ProQuest Direct. Kingwood Coll. Lib., Kingwood. 15 Sept. 2003

<http://www.proquest.com>.

Note Taking Tips

I. The night before

A. Get your readings done. Be prepared to ask intelligent questions for clarifications in class. If you’ve done the reading beforehand, you’ll actually understand what your teacher is talking about, as opposed to staring into open space and trying to figure out the Laffer Curve.

II. In the beginning

A. If you haven’t managed to preview the topic for each class, make sure you maximize the time you spend in class.

1. Get on track by reviewing your notes from the previous class while you sit and wait for the class to settle.

a. Doing this, you will know what to expect or at least know the title of what you should have read.

2. Arrive ready to think, and listen, and write (that means with pen and paper).

a. The purpose of taking notes is not to record everything that goes on ("teacher pauses to sneeze") exactly, but to record your understanding of what has transpired.

b. Each person’s notes are individual (and non-transferable), based on the selectivity of the note-taker, and what they find most important to record.

III. During the class

A. Your mind works much faster than any teacher’s mouth –

1. use your incredible speed to understand, to retain and to stay on track.

B. As ideas are presented to you, don’t just scribble like a blind automaton, but try to follow them to their logical conclusions, consider their implications, anticipate what the teacher will say next, devise questions and make connections and associations while keeping up on paper.

1. THINK while you’re in class (a crazy notion, I know).

2. Attempt to stay particularly attentive.

3. Listen or watch for verbal and physical cues, which indicate the value of what is being said.

a. transition words

b. enumeration

c. summation

d. repetition

e. voice inflection

f. body language

g. writing on the board

h. All these coincide with key concepts.

IV. The nitty-gritty on method

A. The point is to get accurate notes you understand, so any method that achieves this is good.

B. General guidelines include:

1. use a loose-leaf notebook

a. you can add pages to it

b. number and date each page of notes

c. leave spaces between ideas

d. write only on one side of the paper

e. cross out any mistakes you make while writing

f. devise short forms (abbreviations that you can understand!) for words you use often.

i). Some people prefer the Cornell Note Taking method

a). divide the page by a vertical margin into one-third/two-thirds

ê one side for headings and the other for details

ii). Some use a mind map to create a visual representation of the discussion.

g. Plain, old-fashioned notes, writing down what you hear, works, too.

i). Just make sure you can understand what you wrote when you review them a month after taking them.

V. Post-discussion

A. Finally, review your notes as soon as possible after class.

1. Sit down for ten minutes, look over them.

a. Add anything you may have missed, but that may have stuck in your head.

2. Revise headings

3. underline the important stuff,

4. write down questions or clarifications in the margins

5. Make your notes as user-friendly for later, so you don’t have to ask yourself, "Did I write these?

More Help from College Board.com

Basic Essay Outline

I. Introductory Paragraph

a. Provides background and gives information to introduce subject.

i. Thesis Statement: a strong, concise, well-worded thesis statement.

1. Write the thesis statement first.

a. This will keep you focused on your topic.

2. Write exactly what it is you want to say, and do it briefly.

a. Determine your purpose for writing. Do you want to:

i. Inform and convey factual information?

ii. Persuade readers to accept your point?

iii. Entertain and amuse your readers?

iv. Explain something to your readers?

v. Evaluate to make judgment or recommendation?

vi. Reflect and express a private feeling?

II. Body

a. Paragraph 1

i. Transition/Topic Sentence:

1. Relates back to thesis statement. Use to remind reader of thesis.

a. Detail 1 to support Topic Sentence.

b. Detail 2 to support Topic Sentence.

c. Detail 3 to support Topic Sentence.

b. Paragraph 2

i. Transition/Topic Sentence:

1. Relates back to thesis statement. Use to remind reader of thesis.

a. Detail 1 to support Topic Sentence.

b. Detail 2 to support Topic Sentence.

c. Detail 3 to support Topic Sentence.

c. Paragraph 3

i. Transition/Topic Sentence

1. Relates back to thesis statement. Use to remind reader of thesis.

a. Detail 1 to support Topic Sentence.

b. Detail 2 to support Topic Sentence.

c. Detail 3 to support Topic Sentence.

III. Concluding Paragraph

a. Summary Paragraph of the three elements. Paraphrase your thesis statement. Review for the reader your purpose for writing.

THE PARTS OF SPEECH

I. The eight parts of speech

1. Verbs

2. Nouns

3. Pronouns

4. Adverbs

5. Adjectives

6. Prepositions

7. Conjunctions

8. interjections

II. Powerpoint presentation: Parts of Speech.

III. Here's a rhyme — by David B. Tower & Benjamin F. Tweed —that teachers used in days gone by to help students learn the parts of speech.

A. Why the song leaves out pronouns is a mystery.

1. A writer from Richland, Washington, suggests "A PRONOUN replaces any noun: / he, she, it, and you are found. It is set to music, can you guess the tune?

Over 300 Terms are listed in the INDEX.

Three little words you often see
Are ARTICLES: a, an, and the.

A NOUN's the name of anything,
As: school or garden, toy, or swing.

ADJECTIVES tell the kind of noun,
As: great, small, pretty, white, or brown.

VERBS tell of something being done:
To read, write, count, sing, jump, or run.

How things are done the ADVERBS tell,
As: slowly, quickly, badly, well.

CONJUNCTIONS join the words together,
As: men and women, wind or weather.

The PREPOSITION stands before
A noun as: in or through a door.

The INTERJECTION shows surprise
As: Oh, how pretty! Ah! how wise!

The whole are called the PARTS of SPEECH,
Which reading, writing, speaking teach.

Source: http://cctc.commnet.edu/grammar/definitions.htm#verbal

Prepositions:
Locators in
Time and Place

A preposition describes a relationship between other words in a sentence. In itself, a word like "in" or "after" is rather meaningless and hard to define in mere words. For instance, when you do try to define a preposition like "in" or "between" or "on," you invariably use your hands to show how something is situated in relationship to something else. Prepositions are nearly always combined with other words in structures called prepositional phrases. Prepositional phrases can be made up of a million different words, but they tend to be built the same: a preposition followed by a determiner and an adjective or two, followed by a pronoun or noun (called the object of the preposition). This whole phrase, in turn, takes on a modifying role, acting as an adjective or an adverb, locating something in time and space, modifying a noun, or telling when or where or under what conditions something happened.

Consider the teacher's desk and all the prepositional phrases we can use while talking about it.

You can sit before the desk (or in front of the desk). The teacher can sit on the desk (when he's being informal) or behind the desk, and then his feet are under the desk or beneath the desk. He can stand beside the desk (meaning next to the desk), before the desk, between the desk and you, or even on the desk (if he's really strange). If he's clumsy, he can bump into the desk or try to walk through the desk (and stuff would fall off the desk). Passing his hands over the desk or resting his elbows upon the desk, he often looks across the desk and speaks of the desk or concerning the desk as if there were nothing else like the desk. Because he thinks of nothing except the desk, sometimes you wonder about the desk, what's in the desk, what he paid for the desk, and if he could live without the desk. You can walk toward the desk, to the desk, around the desk, by the desk, and even past the desk while he sits at the desk or leans against the desk.

All of this happens, of course, in time: during the class, before the class, until the class, throughout the class, after the class, etc. And the teacher can sit there in a bad mood [another adverbial construction].

Those words in bold blue font are all prepositions. Some prepositions do other things besides locate in space or time — "My brother is like my father." "Everyone in the class except me got the answer." — but nearly all of them modify in one way or another. It is possible for a preposition phrase to act as a noun — "During a church service is not a good time to discuss picnic plans" or "In the South Pacific is where I long to be" — but this is seldom appropriate in formal or academic writing.

You may have learned that ending a sentence with a preposition is a serious breach of grammatical etiquette. It doesn't take a grammarian to spot a sentence-ending preposition, so this is an easy rule to get caught up on (!). Although it is often easy to remedy the offending preposition, sometimes it isn't, and repair efforts sometimes result in a clumsy sentence. "Indicate the book you are quoting from" is not greatly improved with "Indicate from which book you are quoting."

Based on shaky historical precedent, the rule itself is a latecomer to the rules of writing. Those who dislike the rule are fond of recalling Churchill's rejoinder: "That is nonsense up with which I shall not put." We should also remember the child's complaint: "What did you bring that book that I don't like to be read to out of up for?"

Is it any wonder that prepositions create such troubles for students for whom English is a second language? We say we are at the hospital to visit a friend who is in the hospital. We lie in bed but on the couch. We watch a film at the theater but on television. For native speakers, these little words present little difficulty, but try to learn another language, any other language, and you will quickly discover that prepositions are troublesome wherever you live and learn. This page contains some interesting (sometimes troublesome) prepositions with brief usage notes. To address all the potential difficulties with prepositions in idiomatic usage would require volumes, and the only way English language learners can begin to master the intricacies of preposition usage is through practice and paying close attention to speech and the written word. Keeping a good dictionary close at hand (to hand?) is an important first step.

Prepositions of Time: at, on, and in

We use at to designate specific times.
The train is due at 12:15 p.m.

We use on to designate days and dates.
My brother is coming on Monday.
We're having a party on the Fourth of July.

We use in for nonspecific times during a day, a month, a season, or a year.
She likes to jog in the morning.
It's too cold in winter to run outside.
He started the job in 1971.
He's going to quit in August.

Prepositions of Place: at, on, and in

We use at for specific addresses.
Grammar English lives at 55 Boretz Road in Durham.

We use on to designate names of streets, avenues, etc.
Her house is on Boretz Road.

And we use in for the names of land-areas (towns, counties, states, countries, and continents).
She lives in Durham.
Durham is in Windham County.
Windham County is in Connecticut.

Prepositions of Location: in, at, and on and No Preposition
IN (the) bed* the bedroom the car (the) class* the library* school*	AT class* home the library* the office school* work	ON the bed* the ceiling the floor the horse the plane the train	NO PREPOSITION downstairs downtown inside outside upstairs uptown
* You may sometimes use different prepositions for these locations.

Prepositions of Movement: to
and No Preposition

We use to in order to express movement toward a place.
They were driving to work together.
She's going to the dentist's office this morning.

Toward and towards are also helpful prepositions to express movement. These are simply variant spellings of the same word; use whichever sounds better to you.
We're moving toward the light.
This is a big step towards the project's completion.

With the words home, downtown, uptown, inside, outside, downstairs, upstairs, we use no preposition.
Grandma went upstairs
Grandpa went home.
They both went outside.

Prepositions of Time: for and since

We use for when we measure time (seconds, minutes, hours, days, months, years).
He held his breath for seven minutes.
She's lived there for seven years.
The British and Irish have been quarreling for seven centuries.

We use since with a specific date or time.
He's worked here since 1970.
She's been sitting in the waiting room since two-thirty.

Prepositions with Nouns, Adjectives, and Verbs.

Prepositions are sometimes so firmly wedded to other words that they have practically become one word. (In fact, in other languages, such as German, they would have become one word.) This occurs in three categories: nouns, adjectives, and verbs.

NOUNS and PREPOSITIONS
approval of awareness of belief in concern for confusion about desire for	fondness for grasp of hatred of hope for interest in love of	need for participation in reason for respect for success in understanding of

ADJECTIVES and PREPOSITIONS

afraid of
angry at
aware of
capable of
careless about
familiar with

fond of
happy about
interested in
jealous of
made of
married to

proud of
similar to
sorry for
sure of
tired of
worried about

VERBS and PREPOSITIONS

apologize for
ask about
ask for
belong to
bring up
care for
find out

give up
grow up
look for
look forward to
look up
make up
pay for

prepare for
study for
talk about
think about
trust in
work for
worry about

A combination of verb and preposition is called a phrasal verb. The word that is joined to the verb is then called a particle. Please refer to the brief section we have prepared on phrasal verbs for an explanation.

Idiomatic Expressions with Prepositions

agree to a proposal, with a person, on a price, in principle
argue about a matter, with a person, for or against a proposition
<

		Look here for help with your classes. Check back often because this list will grow. Some links will take you to note files.
Writing	Literature	Study Guides
Reading	Grammar	Vocabulary
Reading Better & Faster	Daily Grammar Lessons	Visual Thesaurus This is just fun to watch!
Reading the Short Story	English Learner.com	Handouts
Chugiak High School Reading Strategies	Grammar Help Page	edHelper.com (spelling)
Study Guides & Strategies	Common Errors in English	Vocabulary University
Library in the Sky	Professor Darling's Grammar Page	Vocabulary Training Exercises
America's Library from the Library of Congress	Grammar Safari	Vocabulary Building
Books on Line	The English Zone	BookWorm (This game will improve your spelling. Go to this site and choose BookWorm). Email Mr. Marrs with your highest score.
Top	Syvum Grammar Worksheets	Memorize these 8 Rules of Spelling Building a Better Vocabulary
	Grammar Gorillas	Spelling it Right - Learn to Spell Confidently
	Self-Study Grammar Quizzes	Eight Common Spelling Rules
	Guide to Grammar and Writing	Mindy McAdam's Test for the 50 Most Misspelled Words. Email Mr. Marrs with your highest score.
	Elements of Style	Infoplease Spell Checker
	Grammar, Punctuation, & Capitalization Rules	Top
Writing	Grammar Worksheets	Study Guides
Mr. Marrs' “Writing Elements Help File”	Subject-Verb Agreement	Penn State University
Guide to Writing a Basic Essay	Modifiers	Effective Notetaking Improves your GPA
Guide to Grammar and Writing	Verbs	University of Toronto
Academic Info	Using Verbs	Effective Study Skills
Practical Hints for Better Writing	Verbals	Plagiarism and Note Taking © Bill Stifler, 1997, 2003
Write Place	Parts of Speech	Virginia Tech
Oswego High School Writing Guide	Grammar Terms	High School Survival Kit Project Specifications Note Taking Instructional Plan
Writing Prompts from Prentice Hall	Prepositions Quiz	Note Taking Tips
Writing the Research Paper	Gerunds	Top
Literary Vocabulary	Dynamic Verbs
Writing About Literature	More Grammar Terms
Fragments	Punctuation

Run On Sentence

Independent Clause
	Literature	Top
Dependent Clause	Archetypes in Literature
14 Steps to Writing an Essay	Bibliomania
Term Paper Edge.com	Jack Lynch's Glossary of Literary and Rhetorical Terms
Ring of Student Resources	Literary Terms
Infoplease A neat place to go when you just want to learn something.	Online Library of Literature
Simple Sentences	Project Gutenberg
Compound Sentences	English Literature on the Web
Complex Sentences	Classic Authors Online
Compound/Complex Sentences	American Literature on the Web

Predicates, Objects, Complements
Guide to Writing a Basic Essay
Essay Grading Criteria
Basic Essay Outline		Top

MLA Works Cited

Website and Database Sources

No Author [MLA 5.9.1]

Author, no publication date [MLA 5.9.1]

Online Periodical [MLA 5.9.4]

Online Government Publication (Includes Occupational Outlook) [MLA 5.9.3c]

BiographiesPlus Illustrated

Britannica Online

Business & Company Resource Center

Business Source Premier

Computer Source

CountryWatch

CQ Researcher

ERIC

Grove Dictionary of Art

Handbook of Texas

Health Reference Center Academic

Health Source: Nursing/Academic

Issues & Controversies

Literature Resource Center

NetLibrary

Opposing Viewpoints

ProQuest

Prepositions: Locators in Time and Place

Prepositions of Time: at, on, and in

Prepositions of Place: at, on, and in

Prepositions of Location: in, at, and on and No Preposition

Prepositions of Movement: to and No Preposition

Prepositions of Time: for and since

Prepositions with Nouns, Adjectives, and Verbs.

NOUNS and PREPOSITIONS

ADJECTIVES and PREPOSITIONS

VERBS and PREPOSITIONS

Idiomatic Expressions with Prepositions

Prepositions:
Locators in
Time and Place

Prepositions of Location: in, at, and on
and No Preposition

Prepositions of Movement: to
and No Preposition