Abstract
<p style="text-align:justify">The syntactic complexities of English sentence structures induced the Indonesian students’ sentence-level accuracies blurred. Reciprocally, the meanings conveyed are left hanging. The readers are increasingly at sixes and sevens. The Sentence Crimes were, therefore, the major essences of diagnosing the students’ sentence-level inaccuracies in this study. This study aimed at diagnosing the 2nd-year PNP ED students’ SCs as the writers of English Paragraph Writing at the Writing II course. Qualitatively, both observation and documentation were the instruments of collecting the data while the 1984 Miles & Huberman’s Model and the 1973 Corder’s Clinical Elicitation were employed to analyse the data as regards the SCs produced by the students. The findings designated that the major sources of the students’ SCs were the subordinating/dependent clauses (noun, adverb, and relative clauses), that-clauses, participle phrases, infinitive phrases, lonely verb phrases, an afterthought, appositive fragments, fused sentences, and comma splices. As a result, the SCs/fragments flopped to communicate complete thoughts because they were grammatically incorrect; lacked a subject, a verb; the independent clauses ran together without properly using punctuation marks, conjunctions or transitions; and two or more independent clauses were purely joined by commas but failed to consider using conjunctions. In conclusion, the success of the Indonesian and or other EFL students constructs sentences rests upon the knowledge, sensitivity and the mastery of complex syntactic structures through transformational/structural grammar.</p>
Highlights
Why are the sentence crimes (SCs for its marking symbol) or another popular term called “the sentence boundary errors” (SBE for short) displeasing and disquieting though they can still be understood? Analogously, all of us have probably heard the old adage that if one of a couple dies, the abandoned one, feels lonely and vacuous
The total number of sentence crimes/errors produced by the students, before teaching the Writing Skills II including the theoretical rules of sentence structures and their complex structures was 1,012
It could be clearly seen that the discrepancies between the total numbers of errors before and after instructing the cruxes of sentence and complex structures of English as theoretical rules for “diagnosing and correcting” the EFL Student’s Sentence Crime/Errors signified that the teaching of the Cruxes of sentence and complex structures in the Writing Skills II was totally helpful and completely impinged on the students’ sentence-structure-level accuracies and meaning communicated
Summary
Why are the sentence crimes (SCs for its marking symbol) or another popular term called “the sentence boundary errors” (SBE for short) displeasing and disquieting though they can still be understood? Analogously, all of us have probably heard the old adage that if one of a couple dies, the abandoned one, feels lonely and vacuous. S/he does not have a perfect life, tethered by pseudo-happiness, and blanketed by melancholy and despondency. The bases from which the primary ideas of proposing the “Sentence Crimes”: Blurring the Boundaries between the Sentence-Level Accuracies and their Meanings conveyed as the topic of discussion and or writing of this article, sturdily stood on the nine raisons d’être. The followings were the emblematic details of the writing issues made by the Indonesian students. The Indonesian English Department (ED) students unconsciously assumed that the following examples, “getting tired of doing the Reading tasks; watching the El Clasico match,” are complete sentences expressing or bringing up the complete thoughts. The assumed examples, which are considered as complete sentences, have not yet represented the complete thoughts due to lacking the subjects and verbs or predicates
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