This sentence-fragment game uses three core cards and an unscored imperative challenge. It checks fixed-card classification, then reveals a sample repair and its explanation. A separate open repair field stays subject to teacher review, since several suitable revisions may express the intended meaning.
Declare the writing context
The task concerns statements intended to stand independently in formal prose. Purdue OWL distinguishes unattached dependent clauses and phrases from sentences missing a subject or main verb. It also discusses deliberate journalistic fragments. Apply the formal-prose criterion to these original cards rather than declaring a universal ban across fiction and journalism.
F1 says “Because the studio door was locked.” “The studio door” is the subject, and “was locked” supplies the verb phrase. “Because” makes the clause dependent. Its problem is independence, not a missing verb. Ask the learner to identify that evidence before opening a repair.
Use different diagnoses for different gaps
F2 says “The blue folders beside the printer.” “Beside the printer” locates the folders but does not supply a main verb. A possible repair is “The blue folders were beside the printer.” Adding the finite verb “were” creates the missing predicate in that original sample sentence.
C1 says “The courier placed the packet on the desk.” It already supplies “the courier” as subject and “placed” as a finite main verb in an independent statement. The suitable action is to leave it unchanged. A repair game should not encourage changing every card merely because an editing box is available.
Check classification before showing a model
Choose a card, select Fragment or Complete, and check the classification. Blank is unanswered. For F1, a fragment result explains the dependent because-clause; for F2, it explains the missing main verb; for C1, it identifies the independent statement. The feedback names the grammatical reason rather than only marking a selection.
Open Sample repair to see one possibility for F1: “We waited outside because the studio door was locked.” It adds an independent clause and attaches the reason. This does not reject other grammatically and semantically suitable wording. The local check never compares a free repair to the model as an exact-string grade. Card changes clear old choices, repairs, and feedback.
Challenge the written-subject shortcut
The unscored challenge says “Close the window.” It is a complete imperative with understood “you” as its subject. The lack of a written subject therefore does not settle the classification. Ask why this card differs from the folder phrase rather than treating the command as a hidden fourth scored round.
Keep the three core diagnosis records separate from the challenge. Each record needs card ID, classification, grammatical evidence, proposed repair, and explanation. A sample repair is one answer, not the only answer. Reset restores F1 with blank fields. These invented studio and courier sentences describe no actual event or student performance. Use the teacher's review to decide whether an actual repair preserves a sensible meaning and supplies an independent formal-prose sentence.
Copy this prompt to adapt the example
Design a sentence workshop with one clearly identified sentence card, classification choices, a repair field, and an explanation of the missing or dependent part. Return one self-contained HTML file with embedded styling and working interactions. Use readable type, strong contrast, clearly labeled keyboard controls, and a layout that flows on a narrow phone. Identify the supplied data as a fictional example.
Create an original formal-prose sentence diagnosis activity with three core cards. F1: “Because the studio door was locked.” Fragment: dependent because-clause despite a subject and verb. Sample repair: “We waited outside because the studio door was locked.” F2: “The blue folders beside the printer.” Fragment: missing main verb. Sample repair: “The blue folders were beside the printer.” C1: “The courier placed the packet on the desk.” Complete; retain unchanged with subject “the courier” and finite verb “placed”.
Provide card buttons, Fragment/Complete choice buttons, Check classification, optional free repair/reason fields, separate Sample repair reveal, and reset. Classification checks only the sample card and gives the precise reason. Never grade free repairs by matching the sample string. Blank choice is unanswered. Selection and card changes clear stale feedback; switching cards clears repair and reason. Reset returns F1 blank. Add an explicitly unscored challenge: “Close the window.” Explain that it is a complete imperative with understood “you”. Do not count it as a fourth scored core item. Explain formal-prose scope without a universal stylistic fragment ban. No arbitrary pasted-prose checker, timer requirement, learner data, saved response, grading service, or claimed classroom outcome.
Choose the next repair from the diagnosis: F1 needs a clause connection, while F2 needs a main verb. Render the HTML cards in NOS when preparing that contrast with a colleague. Bring more than one sound revision to the discussion, too. A learner who solves the grammatical problem should be able to explain the repair even when the sentence differs from the model.