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It argues that learners struggle because current writing materials often fail to treat fragments and run-ons as sentence-structure issues. The method uses “Glue” as a system of clause markers, guiding students through exercises to label clause connections and identify fragments, run-ons, and complete sentences. It also emphasizes affective engagement through analysis-based instruction rather than correction-only feedback.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/glue-a-technique-for-eliminating-fragments-and-run-ons/597957/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/glue-a-technique-for-eliminating-fragments-and-run-ons/597957.png","ImageObject",300,407,{"name":92,"@type":93},"Indoniesian Boy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What sentence-level issue does the paper focus on for many nonnative English writers?","Question",{"text":112,"@type":113},"It focuses on students’ difficulty recognizing sentence boundaries, which leads to frequent fragments and run-ons.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the “Glue” concept help students improve their writing?",{"text":117,"@type":113},"“Glue” refers to clause markers; students label them and systematically identify fragments, run-ons, and complete sentences, building control over written conventions.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper recommend analysis rather than correction as the main focus?",{"text":121,"@type":113},"Because correction-only editing and revising can reduce engagement; analysis helps students reread their writing nonthreateningly and participate in their own learning.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597957,1792210317,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760608,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","HELAINE W. MARSHALL  \nLong Island University, New York  \nANDREA DECAPUA  \nThe College of New Rochelle, New York  \nGlue: A Technique for Eliminating Fragments and Run-Ons  \nMany students who are nonnative speakers of English, yet highly proficient, are placed into basic writing or English as a Second Language courses when they enter college. While these students may have advanced oral English proficiency, their writing frequently suffers from a lack of training in academic writing and commonly contains fragments and run-ons, a frustrating sentence-level problem for these students. A review of current writing texts uncovered a general failure to treat these problems as a sentence-boundary issue. The approach taken here is that such students will be able to monitor their writing for incorrectly formed sentences if given a system designed to help them understand English sentence structure. The key concept is Glue, a term used for all clause markers. Working through exercises, in which they label the Glue and systematically identify fragments, run-ons, and complete sentences, students see a system emerging, which brings them to an understanding of English written conventions. Using Glue, the students gain control of their writing and are able to avoid fragments and run-ons.  \nSince the late 1980s, [U.S. community](U.S. community) colleges have been experiencing a  \ngrowing influx of immigrant students who have exited ESL programs  \nand have graduated from U.S. high schools. These students, who exhibit strong oral and aural language proficiency, still share many characteristics with their ESL counterparts; however, because of their extensive exposure to English and U.S. schooling, they have different academic needs from those of ESL students (Miele, 2003) . For the college writing instructor, this population frequently poses a particularly challenging problem.  \nThese students, while fluent speakers who may communicate effectively via text messaging, e-mail, and sundry other forms of informal writing, often lack college-level academic writing proficiency. These students typically suffer from a lack of training in academic reading and writing in English, and they also lack academic skills in their native language (Goen, Porter, Swanson, & VanDommelen, 2002; Myles, 2002; Roberge, 2002; Sohn & Shin, 2007) . In addition, their language typically contains fossilized language errors that may not be readily apparent in speech because of their lack of hesitations, pauses, and/ or accent, among other factors. This population is often referred to as Genera  \nThe CATESOL Journal 21.1 • 2009/2010 • 175  \ntion 1.5 because the linguistic abilities of these students place them somewhere between native speakers and ESL students (Harklau, Losey, & Siegal, 1999) .  \nBecause these students have graduated from a U.S. secondary school, they consider themselves familiar with the culture in ways that ESL learners are not (Blumenthal, 2002) . Because of their “in-between” status, many of these students do not respond positively to an ESL approach to writing instruction, nor are their needs adequately addressed in writing classes designed for native English speakers (Blanton, 1999) . To become successful writers of academic English, these students need to make the switch from colloquial, everyday English to written, academic English, and to do so, they require a nontraditional approach to the teaching of writing (Blumenthal, 2002; Hageman, 2003) .  \nOne especially problematic area for these students is the recognition of sentence boundaries. The writing of these students commonly contains fragments and run-ons, often their most frustrating sentence-level problem. Because they believe that they are communicating effectively and because they have no reliable self-monitoring system for analyzing their writing, these students do not direct their attention and energy to the elimination of fragments and run-ons in their work. The focus of this paper is to suggest","cbCaibHseIZWGDfo","https://ap.wps.com/l/cbCaibHseIZWGDfo","pdf",142672,"English","# Background\n## Learners and the sentence-level problem\n# Glue-based instructional framework\n## Clause markers and sentence monitoring\n# Affective issues in writing instruction\n## Shifting from correction to analysis\n## Addressing learner frustration","[{\"question\":\"What sentence-level issue does the paper focus on for many nonnative English writers?\",\"answer\":\"It focuses on students’ difficulty recognizing sentence boundaries, which leads to frequent fragments and run-ons.\"},{\"question\":\"How does the “Glue” concept help students improve their writing?\",\"answer\":\"“Glue” refers to clause markers; students label them and systematically identify fragments, run-ons, and complete sentences, building control over written conventions.\"},{\"question\":\"Why does the paper recommend analysis rather than correction as the main focus?\",\"answer\":\"Because correction-only editing and revising can reduce engagement; analysis helps students reread their writing nonthreateningly and participate in their own learning.\"}]","Glue: A Technique for Eliminating Fragments and Run-Ons | PDF",1792086025,25]