| If you find your sentences filled with commas, | | | | periods, and leave run-ons to the Valley Girls. |
| and they went from one topic to another, then | | | | What if Someone Doesn't Like My Cause: Bringing |
| you, like many people, may be guilty of writing | | | | Out One's Unique Features |
| run-on sentences. | | | | What if somebody doesn't like my cause? Or |
| The run-on sentence is annoying. The run-on is | | | | religion? Or hobby? Or nationality? Or height? |
| boring. Most important, utilizing run-ons in your | | | | I can't believe how many times clients have said |
| work is a sure-fire way of losing your reader. | | | | to me, "But what if the adcom doesn't like |
| The run-on works in one instance - if it is part of | | | | _________ [fill-in-the-blank: tennis players, |
| one of your character's personality. For instance, | | | | Iranians, Christians, Republicans, other]. |
| if you are writing dialogue spoken by a typical | | | | I'll tell you something. I can guarantee that |
| teenage girl, run-ons would be acceptable ("Well, | | | | somebody somewhere won't like something that |
| we went, you know, to the mall, and, like, we | | | | is important to you. Does that mean you shouldn't |
| tried on some clothes and makeup, and then | | | | write about it? |
| Sheila saw this really cute guy in The Gap, so we | | | | No. |
| went over and like, started talking, and ..." you get | | | | Except for criminal pursuits, your distinctive |
| the picture.) | | | | interests, special experiences, and background |
| Curing a mania for run-ons may be a simple as | | | | distinguish you from your competition. Those |
| implementing an outline for your work. Break each | | | | singular passions tell the admissions committees |
| topic down into logical, organized subtopics and | | | | that you can contribute a unique perspective to |
| details. Relegate each thought to a single | | | | your class. Leaving out those exceptional |
| sentence. When a topic or subtopic requires | | | | elements from your essay and application may |
| further discussion, create unique sentences | | | | mean that you don't trigger a mildly negative |
| containing each of these details (or group related | | | | reaction in a few individuals who "don't like" |
| details) after your lead-in sentence. | | | | whatever it is you are writing about. The omission |
| If your topic ultimately branches out to other | | | | will also ensure that your essay(s), personality, |
| major topics, reference those topics in your initial | | | | and individual viewpoint blur into the great, gray |
| paragraph, but address them in other paragraphs | | | | mass of blob-like applicants. Far more damaging. |
| (or chapters.) This acts as a "teaser" to your | | | | Completely counter-productive. |
| audience, leaves them wanting more, and | | | | Bring out your distinct values, causes, and |
| motivates them to read on. | | | | motivations by discussing your initiatives and |
| These instructions sound like high school stuff, but | | | | accomplishments in different arenas. I do, |
| I recently edited a college-level text written by a | | | | however, have one caveat: No soapboxes please. |
| Ph D that was fraught with run-ons. The subject | | | | Don't preach to the adcoms. Liked this tip? The |
| matter was economics. The combination was | | | | above tip and many, many more can be found in |
| deadly from the standpoint of maintaining | | | | Submit a Stellar Application: 42 Terrific Tips to |
| consciousness. So for the sake of your readers, | | | | Help You Get Accepted. |
| form a working relationship with semicolons and | | | | |