Abstract
S entence fragments have long been a form that most teachers try to eradicate from student writing. However well intentioned this may be, does it help students become better writers of nonfiction? Partly to answer this question, I examined the fifty essays reprinted in The Best American Essays, 2001 (Norris and Atwan) and The Best American Essays, 2003 (Fadiman and Atwan). It was exciting to observe the range of the syntactic resources these writers called on and used effectively. They include some things we English teachers commonly teach against, such as comma splices, single-sentence paragraphs, even occasional rambling sentences. But what struck me far more
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