Grammar lesson: The Run-on Sentence
Although most of what I am expected to do on a daily basis involves reading and writing, I am convinced that graduate school is killing my (up to now, somewhat decent) ability to communicate via the written word. In my college writing workshops and literature classes, language was something to be manipulated–once you had mastered it. (Manipulation was off-limits if you didn’t know where to put the apostrophe, in other words.) My long sentences and parenthetical style suit themselves to my brand of communicating. This was something that people at my job noticed. “Your case notes are always the best to read,” my supervisor at the women’s shelter commented. I’d like to think she meant more of it than just the plain fact I am able to string together words with subject, verb and predicate. Name the parts of speech of this sentence: “Advocate informed S.C. once again that she could not change her child’s diaper on the kitchen counter during meal preparation.”