The jargon you use should have intuitive names. Don’t feel bound to the traditional terminology. Some common examples of grammar jargon have misleading names, and should thus be avoided. Let’s consider the term “run-on sentence,” an error which occurs when two sentences are right next to one another, and there is no connective word or ending punctuation between the two.
I find that students readily misinterpret the term “run-on” to mean that the sentence goes on for too long. But there’s nothing wrong per se with a long sentence; in fact, many of us aim for students to write long, elegant sentences. Instead, the issue that there’s a missing connective or ending punctuation. A more intuitive way to talk about this issue would be to eschew the term “run-on” and instead say that two sentences run-together. Once students get this concept, then you can name it as a “run-together sentence.”—a term that’s more intuitive.
Avoid English Grammar jargon if a more common lay-term would work just as well. A common example of unneeded jargon is the term “suffix.” Many basic and developmental writing students may not know this term, so using it would introduce an added layer of confusion and might take up additional class time. Instead, why not use the synonymous lay-term “word ending”, which works just as well.
I’ve found that in many situations, you can refer to many different categories of errors—such as missing/incorrect suffixes, subject-verb agreement, possessive usage—all under the category of errors with word endings. Word ending errors are especially common when students’ written literacy is strongly influenced by their oral literacy, given that in general, the endings off words are not as clearly pronounced in speech (even with native speakers) as the rest of the word. Much of the time, if you tell a student that there’s an error with the word ending, they will be able to correct it on their own, and you don’t have to burden them with any more jargon.