60 class pack fall 2… · web vie

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English 60Ms. Parks - professor

FALL 2010

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English 60 Professor Parks

Questionnaire name _____________1. What high school did you attend? When did you graduate?

2. What is your career goal?

3. What ACDV classes (if any) have you taken?

4. What classes are you taking now?

5. What is the hardest thing about writing?

6. What is the best English class you’ve ever taken? Why?(Answer in at least five complete sentences.)

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Name _________________

Introduce yourself to your classmates and find people who

….weren’t born in Bakersfield. ..went somewhere over vacation.1. 1.

2. 2.

3. 3.

…….have a job. …play an instrument.1. 1.

2. 2.

3. 3.

….have a pet. ..have siblings or children.1. 1.

2. 2.

3. 3.

What are your impressions of this class (the students, teacher, and subject matter)? What are your expectations?

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(OCE # 1) Outline for argument essay with response to oppositionParagraph # 1Introduction

*thesis statement:

paragraph # 2*Topic sentence:

example or detail

paragraph # 3 (response to the opposition)*Topic sentence: Some say ......................., but……..

explain why you are right

Practice peer edit, first draftBy Josie Anderson

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Some athletes with prosthetic legs have asked to be allowed to compete with other athletes in the Olympics. While some people may see this as a signal that these athletes are as good as others, this move could give these athletes an advantage. So, athletes with artificial legs should not be allowed to compete in college, national, and international competitions.

Some argue that it would show those athletes that they are accepted, thus boosting their self esteem. As they grow, they would feel that no doors were closed to them. They would know that they could achieve anything in a career realm as well as in the professional sports realm. But, they would not be competing on a level field. Prosthetic legs have improved, and the athletes could have an advantage. Prosthetic legs are becoming more light weight and with more spring. Conceivably, they would be able to jump higher, push off stronger, and run faster. This would not be fair.

If athletes with prosthetic legs were allowed to compete in the Olympics, where would this end? Would athletes in wheelchairs want to be part of the National Basketball Association? They could plow down another player with their chair. A boxer with a prosthetic arm and hand would have an unfair advantage with a hard hand that never got tired. In baseball a player with a prosthetic arm could throw a faster pitch and possibly hit more homeruns. These are unfair situations that should not be considered. So the line needs to be drawn to keep those with prosthetic limbs in a different league.

Athletes with artificial limbs can, and should, feel good about what they can accomplish in every field. They have wonderful role models and have broken down many barriers. But athletes with prosthetics and those with real limbs need to compete in different college and professional sporting categories. Now, what they do at the playground on the weekend is up to them.

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Writer _________________ Reader ___________________

peer feedback sheet for argument writing first draft

3 – excellent 2- OK 1- weakscore

Is the thesis/opinion stated in one clear sentence?

Is the strongest point last?

Does each paragraph contain only one idea?

Does the writer include enough details and examplesto back up his/her opinion?

Is one of the points an answer to the opposition?

Does the conclusion sum up the argument?

How would you rate the strength of the argument?

My top two suggestions to improve this paper:

1.

2.

Words, phrases, or ideas I like best:

1.

2.

Practice peer edit, first draftBy Miranda Lewis

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At a high school football game, students cheer for their team, dressing up in their school colors and wearing items associated with their mascot. If their mascot is a Brave, a Warrior, a Redskin, or an Apache, students might dress up in red war paint, wear a feathered headband, and carry a tamahawk. While they are indeed supporting their team, they are, perhaps unintentionally, making fun of Native Americans. Many of the mascots have exaggerated clownish features and red skin. High schools should not use ethnic mascots. They are demeaning and send the signal that making fun of someone’s ethnicity is okay.

Some argue that ethnic mascots are in good fun and that people are being overly sensitive. But if people weren’t so prejudiced, they would realize that America has made fun of Native Americans for so long that it is taken for granted. We have seen them in cartoons and in movies as violent or unable to utter a word except “how.” They deserve more respect; Europeans took this country from them, killed them with their diseases, and put them on reservations. America turned them into a caricature. They are real people. One problem is many people don’t know real Native Americans to counter the cartoon the media has fed us.

Some argue that it would be expensive to change the school mascot. But if the mascot was your ethnicity, then you would want to change it. No one would allow the Orlando Orientals, who had squinty eyes, or the Washington Wetbacks, who drove around in low riders. Imagine the Nebraska Negroes, who ate watermelon. Each of the above ethnicities would be up in arms, and no one would blame them. We have made fun of Native Americans so long that it is part of our culture.

No matter the cost, this should not be permitted in high school sports. As teams buy new uniforms, replace helmets, and paint the gym, the change can take place. Allowing ethnic mascots teaches our youngsters that it is okay to make fun of Native Americans. This attitude only continues as they grow older and spreads to their treatment of other cultures.

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Writer _________________ Reader ___________________











1.

2.


1.

2.

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Writing assignments

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services assignmentIdentify a service on campus. Choose from the following: library, child care center, health and wellness center, counseling, supportive services, tutoring, student government association, financial aid, and job placement.

Visit the place. Ask what services they provide, their hours (drop in, make an appointment), how to qualify for their services (testing, application, etc.), whether they offer classes, what the cost is, etc. You may go in groups and share information.

In your paper, describe the place inside and where it is (what building, what part of campus), describe the services they provide, and how you can use their services.

length: one page typed

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outline for services assignment

Thesis statement:

1. where you visited and what it looks like

2. what services they provide

3. how you can benefit from their services

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peer review of outline of student services assignment

writer's name ___________________________

reader's name __________________________

1. Does the writer have a thesis statement that includes where he/she went and how he/she can benefit from the service?

2. Does the writer have description of where he/she visited and where it is located?

3. Does the writer have information on what services are provided?

4. Does the writer have information on how he/she can benefit from the service?

5. Any suggestions for the writer?

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peer review of outline of student services assignment

writer's name ___________________________

reader's name __________________________

1. Does the writer have a thesis statement that includes where he/she went and how he/she can benefit from the service?

2. Does the writer have description of where he/she visited and where it is located?

3. Does the writer have information on what services are provided?

4. Does the writer have information on how he/she can benefit from the service?

5. Any suggestions for the writer?

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grade sheet for services assignment

Aidentifies a serviceprovides details on what the office providesdescribes the location of the officeexplains how the student will use those servicesorganized with transitionsone page in lengthfew grammar errors

Bidentifies a serviceprovides some details on what the office providestouches on how the student will use the servicesorganizedone page in lengthsome grammar errors that don't interfere with meaning

Cidentifies a serviceprovides a few details on what the office providesa few details on how the student will use the servicesalmost a page in lengthgrammar errors that interfere with meaning

Didentifies a serviceprovides few details on what the office providesnot clear how the student will use the servicesless than a page in lengthmany grammar errors

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Assignment for OCE #1: social networking

argumentative essay with example

Write an argumentative essay of at least 250 words. Your essay should have an introduction, two body paragraphs, and a conclusion. Note on your assignment sheet due dates for the first draft/peer editing, conference where your second draft is due, and final draft.

You are required to respond to use an example from the reading and an example from your life.

Choose one topic:1. Do you think something is lost when people spend so much time of their interpersonal communication time online. Some say that people don't learn how to read cues, such reading body language and intonations. Others say technology improves our communication.

2.How is privacy viewed in the arena of social networking? What privacies are important? Which aren't? How do we safeguard the ones we value? Some people feel very comfortable displaying photos and daily updates of their lives for all their "friends" to see. Others worry about potential repercussions from perspective employers or colleges.

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OCE # 1) Outline for argument essay with evidenceParagraph # 1Introduction

*thesis statement:


example or detail

paragraph # 3 *Topic sentence:

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Conclusionsummary of points plus

Writer _________________ Reader ___________________











1.

2.

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1.

2.

Writer _________________ Reader ___________________


3 – excellent 2- OK 1- weak

score









1.

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2.


1.

2.

conference sheet SECOND DRAFT : Social Networking

1. What comments did you receive on your first draft?

2. What changes did you make?

3. What specific questions do you have on your second draft? (introduction, conclusion, how to develop your ideas, how to respond to the other side, punctuation, fragments, run-ons, etc.)

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Grade sheet for argument essay (100 points)A Excellent organization and development, errors aren’t noticeable _____________

introductory paragraph includes a clear thesis statement each paragraph has one idea, one refers to text essay is insightful and interesting, makes a strong argument paragraphs are developed with sufficient examples, details paragraphs are organized transition words connect ideas point of view is consistent conclusion predicts, expands virtually free of sentence level errors (frags, run-ons)

virtually free of verb errors (tense and agreement) virtually free of awkward sentences uses a variety of sentence types successfully above average control of mechanics (punctuation, apostrophes) above average control of diction (word choice) very few spelling errors

B Good organization and development, errors are barely noticeable ___________ introductory paragraph has a thesis statement each paragraph has one idea, one refers to text paragraphs include some examples, details paragraphs are organized and put forth an argument transition words connect ideas conclusion predicts mostly free of sentence level errors (frags, run-ons)

mostly free of verb errors (tense and agreement) mostly free of awkward sentences uses a variety of sentence types average control of mechanics (punctuation, apostrophes) average control of diction (word choice) few spelling errors

C Adequate organization and development, some noticeable errors _____________ introductory paragraph has a weak thesis statement or weak development paragraphs include few examples, details, organization may be inconsistent or argument may be weak paragraphs may need topic sentences or transitions

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has a conclusion relatively free of sentence level errors (frags, run-ons)

relatively free of verb errors (tense and agreement) relatively free of awkward sentences uses a variety of sentence types with some errors some errors in mechanics (punctuation, apostrophes) some errors in diction (word choice) some spelling errors

D Poor organization and development, distracting errors _______________ introductory paragraph has no thesis statement or only a thesis

statement organization is hard to follow repetitive or confusing content paragraphing is inconsistent or otherwise confusing examples, details may not fit topic sentences weak conclusion many sentence level errors (frags, run-ons)

many verb errors (tense and agreement) many awkward sentences sentence variety not used successfully many errors in mechanics (punctuation, apostrophes) many errors in diction (word choice) many spelling errors

F Inadequate organization and development, errors interfere ____________ does not respond to topic does not have a discernible organization no conclusion Errors interfere with communication

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journal questions on The Pact

Journal questions will not be accepted lateLength: one to 1 1/2 page typed

1. Read chapters 1 - 3 in The Pact. Even though all three of the guys were poor and didn't grow up with both parents, all of them could identify a family member or neighbor or teacher or friend's father who made a difference. Take the authors and discuss who inspired him. What did those people have in common? Who inspires you and what does that person have in common with the authors' people?

2. a. The authors write about friends in chapters 4-7 (pages 59-110). What do you think about the choices they made in friendships and with their friends? You may focus on one or two of the authors, if you like. What do you notice about your friendships and how they have influenced you?OR b. The authors write about getting in trouble and learning a lesson. How was that a defining moment for them? Have you had any such moment(s)?

3. Read "The Pursuit of Just Getting By" p. 268 in AN. Compare Amy Widner's ideas with those in chapters 4 -7 (pg. 59-110) of

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The Pact. What have you seen and heard at your school. What are your ideas on just getting by?

4. Read "Protest is Dead. Long Live Protest" pg. 303 in AN. Compare Joseph Hart's ideas with those in chapters 4-7 (pg. 59-110) of The Pact. What are your ideas on protest or political engagement?

5. Read chapters 8-12 (pages 11-167) in The Pact. The authors adjust to college life. What do they have to overcome (psychologically, socially, culturally, etc)? How can you identify with their transitions?

6. Read "Class Struggle is Race Struggle in U.S." p. 338 in AN. Compare Robert Reece's ideas with those in chapters 13 -16 (pages 169-224) in The Pact. What are your thoughts on racism?

7. Read chapters 17 through the epilogue (pages 225- 254) in The Pact. What piece of advice from the epilogue resonates the most with you and why?

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Assignment for OCE # 2: The Pactargumentative essay

Write an argumentative essay of at least 250 words. Your essay should have an introduction, at least two body paragraphs, and a conclusion. Note on your assignment sheet due dates for the first draft/peer editing, due dates for your second draft, and final draft. Choose one of the following:

1. Take your journal 3 on TP and "The Pursuit of Just Getting By" pg. 268 in AN

2. Take your journal 4 on TP and "Protest is Dead. Long Live

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Protest" pg. 303 in AN

3. Take your journal 6 on TP and "Class Struggle is Race Struggle in U.S." pg. 338 in AN

Revise it into an argumentative essay that uses The Pact and the AN article as evidence to back up your point.

(OCE # 2) Outline for argument essay: The Pactparagraph # 1Introduction

*thesis statement:


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Writer _________________ Reader ___________________






Does the writer include enough evidence from TP and AN to back up his/her opinion?



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1.

2.


1.

2.

Writer _________________ Reader ___________________



score




Does the writer include enough evidence from TP and ANto back up his/her opinion?



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1.

2.


1.

2.

Conference sheet : The PactSECOND DRAFT



3. Did you check forFragments?Run ons?Wrong word, such as their/there or were/where?Verb errors?Use of “you”?

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Grade sheet for argument essay (100 points) A Excellent organization and development, errors aren’t noticeable _____________ introductory paragraph includes a clear thesis statement each paragraph has one idea essay is insightful and interesting, makes a strong argument paragraphs are developed with sufficient examples, details paragraphs are organized transition words connect ideas point of view is consistent conclusion predicts, expands virtually free of sentence level errors (frags, run-ons)


B Good organization and development, errors are barely noticeable ___________ introductory paragraph has a thesis statement each paragraph has one idea paragraphs include some examples, details paragraphs are organized and put forth an argument transition words connect ideas conclusion predicts mostly free of sentence level errors (frags, run-ons)

mostly free of verb errors (tense and agreement) mostly free of awkward sentences

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uses a variety of sentence types average control of mechanics (punctuation, apostrophes) average control of diction (word choice) few spelling errors

C Adequate organization and development, some noticeable errors _____________ introductory paragraph has a weak thesis statement or weak development paragraphs include few examples, details organization may be inconsistent, argument may be weak paragraphs may need topic sentences or transitions has a conclusion relatively free of sentence level errors (frags, run-ons)






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Assignment for OCE # 3: Illegal immigrationargument essay with response to opposition

Write an argumentative essay of at least 250 words. Your essay should have an introduction, two body paragraphs, and a conclusion. Note on your assignment sheet due dates for the first draft/peer editing, conference where your second draft is due, and final draft.

In one of the paragraphs you are required to respond to the opposition. Respond to a position that someone who disagrees with you might take. In the first sentence state that position, such as “Others might think that....” or “opponents say.......” . The next sentence should have a transition word, such as “but.” The rest of that paragraph is your position, why it is correct, or why the other side is wrong.

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In the other paragraph, you can defend your position with a brief example. Or you can use cause/effect or comparison contrast as well.

One paragraph must use AN as evidence for a point.

You can argue about the guest worker program, protecting our border with a wall, amnesty, the DREAM act, etc. Your thesis must be specific on how to tackle some part of this issue of illegal immigrants.

(OCE # 3) Illegal ImmigrationOutline for argument essay with response to oppositionParagraph # 1Introduction

*thesis statement:

paragraph # 2 (example or cause/effect or comparison contrast)*Topic sentence:

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paragraph # 3 (response to the opposition)*Topic sentence: Some say ..... , but

explain why you are right


Writer _________________ Reader ___________________








Does the writer end with an insight/prediction?

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1.

2.


1.

2.

Writer _________________ Reader ___________________



score






Does the writer end with an insight/prediction?

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1.

2.


1.

2.

Conference sheet : Illegal ImmigrationSECOND DRAFT



3. Check forFragmentsRun onsVerb errorsVocabulary errorsPunctuation errorsUse of “you”

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4. What specific questions do you have for me regarding structure or grammar?

Grade sheet for argument essay (100 points)

A Excellent organization and development, errors aren’t noticeable _____________ introductory paragraph includes a clear thesis statement each paragraph has one idea, one answers opposition,essay is insightful and interesting, makes a strong argumentparagraphs are developed with sufficient examples, details, modes of dev.paragraphs are organized transition words connect ideaspoint of view is consistentconclusion predicts, expands virtually free of sentence level errors (frags, run-ons)


B Good organization and development, errors are barely noticeable ___________ introductory paragraph has a thesis statement each paragraph has one idea, one answers opposition paragraphs include some examples, details, modes of dev. paragraphs are organized and put forth an argument transition words connect ideas conclusion predicts mostly free of sentence level errors (frags, run-ons)

mostly free of verb errors (tense and agreement) mostly free of awkward sentences

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uses a variety of sentence types average control of mechanics (punctuation, apostrophes) average control of diction (word choice) few spelling errors

C Adequate organization and development, some noticeable errors _____________ introductory paragraph has a weak thesis statement or weak development paragraphs include few examples, details, one tries to answer opposition organization may be inconsistent, argument may be weak, may be one

reason paragraphs may need topic sentences or transitions has a conclusion relatively free of sentence level errors (frags, run-ons)



statement organization is hard to follow repetitive or confusing content

No response to the other side paragraphing is inconsistent or otherwise confusing examples, details may not fit topic sentences weak conclusion many sentence level errors (frags, run-ons)



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Grade sheets for ICEs

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Grade sheet for ICE # 1 (100 points)

A Excellent organization and development, errors aren’t noticeable _______________ introductory paragraph includes a clear thesis statement each paragraph has one ideaessay is insightful and interesting, responds to assignmentparagraphs are developed with sufficient examples, detailsparagraphs are organized and are in a logical ordertransition words connect ideaspoint of view is consistentconclusion predicts, expands

virtually free of sentence level errors (frags, run-ons) virtually free of verb errors (tense and agreement) virtually free of awkward sentences uses a variety of sentence types successfully above average control of mechanics (punctuation, apostrophes) above average control of diction (word choice) very few spelling errors

B Good organization and development, barely noticeable errors __________________

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introductory paragraph has a thesis statement each paragraph has one idea paragraphs include some examples, details paragraphs are organized transition words connect ideas conclusion predicts

mostly free of sentence level errors (frags, run-ons) mostly free of verb errors (tense and agreement) mostly free of awkward sentences uses a variety of sentence types average control of mechanics (punctuation, apostrophes) average control of diction (word choice) few spelling errors

C Adequate organization and development, noticeable errors __________________ introductory paragraph has a weak thesis statement or weak development paragraphs include few examples, details organization may be inconsistent paragraphs may need topic sentences or transitions has a conclusion

relatively free of sentence level errors (frags, run-ons) relatively free of verb errors (tense and agreement) relatively free of awkward sentences uses a variety of sentence types with some errors some errors in mechanics (punctuation, apostrophes) some errors in diction (word choice) some spelling errors

D Poor organization and development, distracting errors _________________ introductory paragraph has no thesis statement or only a thesis



F Inadequate organization and development _______________ does not respond to topic does not have a discernible organization no conclusion

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Errors interfere with communication

Problem areas:

length – should be a minimum of 250 words

content – needs to respond to assigned topic with enough

examples

organization – needs thesis statement, transitions, conclusion

sentences – needs to be free of fragments, verb form errors,

tense errors, awkward sentences, run-ons. Needs a variety of

sentence types.

usage – needs be free of spelling, capitalization, punctuation, and

vocabulary errors

high pass(6) pass(5) low pass(4) high fail(3) fail(2) low

fail(1)

Grade sheet for ICE # 2 (200 points)A Excellent organization and development, errors aren’t noticeable _______________

introductory paragraph includes a clear thesis statement each paragraph has one ideaessay is insightful and interesting, responds to assignmentparagraphs are developed with sufficient examples, detailsparagraphs are organized and are in a logical ordertransition words connect ideaspoint of view is consistentconclusion predicts, expands

virtually free of sentence level errors (frags, run-ons) virtually free of verb errors (tense and agreement) virtually free of awkward sentences uses a variety of sentence types successfully above average control of mechanics (punctuation, apostrophes) above average control of diction (word choice) very few spelling errors

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B Good organization and development, barely noticeable errors __________________ introductory paragraph has a thesis statement each paragraph has one idea paragraphs include some examples, details paragraphs are organized transition words connect ideas conclusion predicts







F Inadequate organization and development _______________

does not respond to topic does not have a discernible organization

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no conclusion Errors interfere with communication

Problem areas:



examples




sentence types.


vocabulary errors.


fail(1)

Grade sheet for ICE # 3 (200 points)A Excellent organization and development, errors aren’t noticeable _______________

introductory paragraph includes a clear thesis statement each paragraph has one ideaessay is insightful and interesting, responds to assignmentparagraphs are developed with sufficient examples, detailsparagraphs are organized and are in a logical ordertransition words connect ideaspoint of view is consistentconclusion predicts, expands

virtually free of sentence level errors (frags, run-ons) virtually free of verb errors (tense and agreement) virtually free of awkward sentences uses a variety of sentence types successfully above average control of mechanics (punctuation, apostrophes) above average control of diction (word choice)

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very few spelling errors

B Good organization and development, barely noticeable errors __________________ introductory paragraph has a thesis statement each paragraph has one idea paragraphs include some examples, details paragraphs are organized transition words connect ideas conclusion predicts







F Inadequate organization and development _______________

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does not respond to topic does not have a discernible organization no conclusion Errors interfere with communication

Problem areas:



examples




sentence types.


vocabulary errors


fail(1)

Read the sample FEEs and answer the following questions.

Sample A Sample B1. Is there enough background from the question in the introductory paragraph?

Yes no yes no

2. Does the introductory paragraph have a clear thesis statement that states the writer’s opinion?

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Yes no yes no

3. Does each paragraph have one idea that supports the thesis?

Yes no yes no 4. Is there enough support (such as evidence and examples) in each paragraph?

Yes no yes no

5. Does the concluding paragraph bring the ideas together?

Yes no yes no

6. Do you find the grammatical mistakes distracting?

Yes no yes no

7. What does this writer do well? What did you learn from either sample?

8. What FEE score would you give this essay?

___________ ___________



Yes no yes no


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Yes no yes no



Yes no yes no


Yes no yes no


Yes no yes no



___________ ____________



Yes no yes no


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Yes no yes no



Yes no yes no


Yes no yes no


Yes no yes no



___________ ____________

Helpful information

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Instructions for writing summaries

1. Mark the thesis statement, main ideas, and important supporting details.

2. Make a brief outline.3. The thesis is the author’s main point or opinion. 4. The supporting details are examples/evidence/facts that

support the main ideas. 5. Include only the most important supporting details.6. Don’t include your opinions.

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Instructions for writing reading responses

A reading response is your reaction to what you read. It can include your opinion on the issue as well as how you connect to the article or essay. Do you think differently about the issue now? A reading response does not include a summary. Do not quote the article.

1. Use verbs like (I) like, feel, think. 2. Use phrases like.. this reminds me of…, gives me the

impression….., I wonder if….., If I were in that situation…., I was surprised that…., I didn’t understand why…., I agree because....., I disagree because....

Double spaced, typed, 12-point font, 120 words

Summary and response sheet

Name __________________________ days/time _________

Title of article _____________________________________

Author _______________________________

Thesis/main idea (in your words)

______________________________________________________

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One supporting detail or piece of evidence ______________________________________________________

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Another supporting detail or piece of evidence

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Your opinion on the issue

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________________________________________________________Summary and response sheet

Name __________________________ days/time _________

Title of article _____________________________________

Author _______________________________


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Name __________________________ days/time _________

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Name __________________________ days/time _________

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One supporting detail or piece of evidence

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Word Parts and Prefix List

Word part means examplesA, an not, without amoral, atypicalArch chief architectAm, amat love amateur, amiableAnte before anteroom, antecedentAnti opposite, against antipathy, antibodyAqu water aquairium, aqueductAud, audit hear audible, auditoriumAuto self autograph, autobiographyBene good benefit, benedictionBi teo bicycle, bifocalBio life biology, biopsyChron time chronic, chronologyCircum around circumscribe, circumferenceCo together coagulate, coeducationalCrypt secret cryptic, cryptonymDe from, down deport, descend

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Dem people democracy, epidemicDerm skin dermatologist, pachydermDic, dict say contradict, dictateDis opposite of disagree, disappearDyn power dynamic, dynamiteEu good, well euphoria, eulogyFac make, do factor, factoryHyper excessive hyperIm, in not incorrect, immovableIn in inland, inhalingInter between interculturalLog word, study monologue, embryologyLuc light translucent, lucidMal bad malice, malodorousMan hand manufacture, demandMis wrong misquoteMot, mov move motive, commotionMor, mort death mortician, mortalNeur nerve neurologist, neuronNon not nonsenseOrth right, true orthodonists, orthodoxPan all panacea, panhellenicPath feelings empathyPed foot pedestrian, centipedePend spend, think, hang pending, expendPhil loving bibliophile, philanthropistPsych mind, spirit psychic, psychotherapyPort, portal carry portable, transportPost after postgraduatePre before prehistoricPro to move ahead,for promotion, proposeRe again recycleScrib, script write conscription, prescribeSoph wisdom philosophy, sophomoreSol alone isolate, solitaireSpec, spect look introspection, circumspectSub under subtitle, submarineSuper more than supermarketTele far telephoneTerra earth territory, terra cottaTherm heat thermostat, hydrothermalTrans across transversal, transportTri three trio, tricycleUn not unquestionable

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Uni one unicornUrb city urban, suburbVer true verifyVoc, vocat call revoke, vocation

Error marking guidefrag incomplete sentence

c/s two sentences separated by a comma

r-o two sentences run together

verb errors in form or agreement

tense incorrect /inconsistent verb tense

pro incorrect pronoun ref or agreement

w wrong word/ word choice

slang informal English or slang

dm/mm dangling or misplaced modifier

cap capitalization needed or omitted

? not clear

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something missing

this should be one word

awk sentence is awkward

construction of sentences is not parallel

p punctuation (comma, semi-colon, colon) error

a apostrophe error

no ll don’t indent here

ll indent for new paragraph

sp spelling error

wu wrong usage

V vocabulary error, such as their/thereSentence types

Simple – one independent clause

Compound – two or more independent clauses

Complex – one independent clause and one or more dependent (subordinate) clauses

Compound complex – two or more independent clauses

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and one or more dependent (subordinate) clauses

Coordinating Conjunctions (cc)(FANBOYS)for, and, nor, but, or, yet, so

CA- conjunctive adverbI – independent clauseD – dependent clauseSC- subordinating conjunction

Common subordinating conjunctions (SC) used in complex sentences

Cause or effect Conditionas even ifbecause ifin order that if onlysince providedso that since

unlessConcession whenalthough wheneveras if whethereven if howeven thoughthough

Comparison or contrast Purposeasas if so thatas though that

___________________________

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than Relative connectorswhereas (pronouns, adj., adv.)whether whichwhile that

whateverSpace or time whoseafter since whicheveras long as whombefore when whatnow that whoonce where whomeverwhenever whoeverwherever whyuntil while where

** Subordinating conjunctions and relative connectors start subordinate (dependent) clauses in complex sentences

Common conjunctive adverbs (CA) and transitional phrases

Used in compound sentences

Addition Comparison or contrastalso howeverbesides in comparisonfurther in contrastfurthermore instead converselyin addition likewise on the other handincidentally neverthelessmoreover otherwise

similarlynonetheless

Emphasiscertainlyindeed Cause or effectin fact accordinglystill as a resultundoubtedly consequentlyspecifically hence

thereforeTime thus

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finallymeanwhilenextnow Misc.then for examplethereafter for instancesubsequently after all

even soanywayincidentally

** Conjunctive adverbs connect equal clauses (in compound sentences).I: ca, i

Common prepositions

about intoabove likeaccording nearaccording to ofacross offafter onagainst ontoalong outalong with outsideamong overaround pastas regardingat roundbecause of sincebefore throughbehind throughoutbelow tobeneath towardbeside underbetween underneath

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beyond unlikeby untilconcerning updespite upondown up toduring tillexcept withexcept for withinexcepting withoutfor next tofrominin addition toinsidein spite ofinstead of *** start prep. phrases, which add details

Parts of speech

Noun - names a person, place, thing, idea, feeling.

Pronoun - takes the place of a noun. Personal (I, you, he, she, etc.); reflexive (myself, himself, etc.); relative (that, which, that, whose, etc.); demonstrative (this, that, these, those); indefinite (everybody, few, each); and interrogative (who, what, etc.).

Verb - shows action or helps make a statementAction - shows actionLinking - links a subject to a describing word. These can be linking verbs : to be, to feel, to remain, to grow, etc.Helping - helps an action or linking verb. Examples are do, does, did, has, had, have, may, might, must, should, would, could, shall, will, can, is, am, are, was, were, be, being, been.

Adjective - modifies a noun, tells which one, how many, what kind.

Adverb - modifies adjectives and other adverbs, tells how, when where, and to what extent.

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Preposition - shows a relationship between a noun or pronoun and some other word in the sentence. List is on previous page.

Conjunction - joins words, phrases, and clauses.Coordinating conjunction - for, and, nor, but, or, yet, soSubordinating conjunction - start dependent clauses (since, when, after, if, etc.)Correlative - (not only/but also, neither/nor, either/or, both/and)

Infinitive - to + a verb

Articles - a, an, the (are also adjectives)

Sentence partsSubject - a noun, pronoun, gerund, or infinitiveis never in the prepositional phraseis never here or therecan be understood or impliedpart of the sentence about which something is being said

Verb - see previous page

Clauses

Independent clauses - can stand on their own.

Dependent clauses - can not stand on their ownstart with a subordinating conjunction (listed on a previous page)

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have a subject and a verbneed an independent clauseare needed to create complex sentencesExample: When I get up

Comma rules

1. Put commas around nonessential information, such as adjective clauses and appositives. Example: My brother, who drives a red truck, works in the film industry.I like to eat at Olive Garden, an Italian restaurant.

2. Put commas around interrupters.Example: The information, however, is subject to discussion.

3. Put a comma after a dependent clause.Example: After the cats ate, they went to sleep.

4. Put a comma after a coordinating conjunction in a compound sentence.Example: Jackson sleeps on the sofa, but Jayme likes to sleep in a hidden place.

5. Put a comma between items in a series of three or more.Example: Jayme meowed, ate his food, and ran around the house.

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6. Put a comma after introductory word groups and direct address.Example: Luckily, I found the source of the leak.

7. Put a comma between a city and state. Example: Her house in Bakersfield, California, is air-conditioned.

Semi-colon rules

1. Put a semi-colon between independent clauses.Example: Jayme is Jack’s brother; they play well together.

2. Put a semi-colon before a conjunctive adverb in a compound sentence.Example: Jack is blind; consequently, he runs into the furniture if he gets scared. 3. Put a semi-colon between items in a series that has commas.Example: I have invited my sister, who lives in Tennessee; my aunt, who lives in Maryland; and my brother, who lives in Los Angeles.

Colon rules

1. Put a colon after an independent clause and before a list or explanation.

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Example: The career has three qualifications: outgoing personality, good with statistics, and impressive research skills.

2. Put a colon after an independent clause and before a quote.Example: He explained the colon rule clearly: “When a colon is used to introduce a quotation, the part of the sentence that precedes the colon should be grammatically independent.”

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mechanics

Underlining or italicsUnderline the complete work: newspaper, magazine, Cds, movie, novel, play

Quotes Put quotes around the part: article, song, poem, short story, TV episode

Apostropheused to make words possessive and in contractionsnever used on verbsnever used on possessive pronouns (his, hers, ours, theirs, etc.)if the word is plural and ends in s, just add an apostrophe

CapitalizationCapitalize the first word in a sentenceCapitalize proper nouns

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Extra Practice

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Parts of speech. Identify the following: noun, adjective, verb, article, pronoun, coordinating conjunction, and preposition. After crossing out the prepositional phrase, underline the subject once and the verb twice. Put the infinitive in parenthesis.

1. You must attend the meeting after work.

2. Will the girls practice this evening?

3. One of the cats ran down the stairs to eat.

4. Howard should have seen my car.

5. Kacie and Tamie are famous in their hometown.

6. Everyone has a radio in his or her car.

7. Around the corner and down the street is Edgehill Drive.

8. Stop that car.

9. There are three eggs in the refrigerator.

10. In the morning, Sal jogs down the street and chats with a

neighbor by the high school.

11. I have searched for the check.

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12. He joined a law firm in Orlando.

13. Mary doesn’t like loud people.

14. The young author read from her book of poems.

15. Courtney is nervous about the swim meet.

16. There are many reasons to stay in school.

17. No one wanted to buy the green apples or the purple grapes.

18. They did not agree on her plan and would not vote for her.

19. Do your homework at night and be on time for class.

20. After the party, everyone went home.

Fragments and run-ons.

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Identify which of the below are sentences, fragments, or run-ons. Fix the fragments by adding words. Fix the run-ons by adding a period.

_________ 1. On the way to the hospital.

_________2. She got the paper and took it in the house.

_________3. Darlene ran a red light, luckily she didn’t hit anyone.

_________4. The waiting room was full she had a long wait.

_________5. Henry was glad that he had brought a book.

_________6. Cats are cute. Especially long-haired ones.

_________7. I went to the pound. And saw many barking dogs.

________8. At finals time, many students are in the library studying for tests, writing term papers, and reading their text books, so if you want a desk or a computer, get there early.

_________9. Get up.

_________10. To run down the street.

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Compound sentences--- add a coordinating conjunction in the blank.

1. Jesse is our cat, __________ first he was a stray.

2. He was my father-in-law’s office cat, ________ he needed a home after my father-in-law died.

3. Jesse is friendly, _________ he was used to being around a lot of people.

4. I brought him home ___________ our cat Whisper was not thrilled to have a play mate.

5.I didn’t know how to get them to like each other ________ did my husband have any ideas.

6. The vet had an idea to trick them____________ it sounded silly at first.

Add a conjunctive adverb in the blank.

7. First we rubbed a towel on Whisper __________________ we rubbed the towel on Jesse.

8. Neither one liked smelling like the other ________________ we kept doing it.

9. We did it for about a week _____________________ they each got used to the other’s smell.

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10. The next time they met they didn’t fight __________________ they only growled at each other.

11. They didn’t love each other over night ____________________ it took a while for a real cat friendship to develop.

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Complex sentences practice. Fill in correct subordinating conjunction.

1. I’ll never forget ______________ our cat Whisper came into our lives.

2. We felt like we already knew him ____________________ our pastor used to talk about his cat Whisper in sermons.

3. _____________________ he wanted to get rid of Whisper, he put a note in the bulletin.

4. My minister’s wife, Silvia, brought Whisper over, and we could hardly wait ________________ she opened the cage.

5. ____________________ we were friendly, he was scared of us and ran around the house; then, I realized the back door was open.

6. We didn’t know ________________ he was inside or outside.

7. The next day, their daughter came over ___________________ she could help us find him.

8. Two days later, Silvia jokingly suggested that she bring their dog Sparky over to help find Whisper ____________________ Whisper and Sparky were such good friends.

9. Sparky, ___________ was a small brown dog with short legs, walked around our yard and house.

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10. ___________________ Sparky walked through the laundry room, I heard a little meow.

11. ________________ Sparky barked near one cabinet, Whisper’s nose appeared, and they touched noses.

12. I don’t know _____________ we would have found Whisper without Sparky.

13. We hugged and kissed Whisper _______________ we were so glad ___________________ he was found.

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a review of simple, compound, and complex sentences

1. Join the two sentences using a conjunctive adverb.

Jackson’s mother was a stray ________________ she was pregnant soon after giving birth to Jackson.

2. Identify the following sentence as simple, compound, or complex. Underline the dependent clause.

Our neighbors had planned to catch her and get her spayed, but she had kittens before they realized it.

3. Write your own sentence like # 2.


Since one of the kittens looked like Jack, we decided to take it.


6. Join the two sentences to create a compound sentence either using a conjunctive adverb or a coordinating conjunction.

The kittens were as scared of people as their mother _______________ we couldn‘t catch him.

7. Identify the following sentence as simple, compound, or

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complex.

Luckily, that kitten fell in the neighbor’s pool and couldn‘t get out.

8. Write your own sentence like #7.


Our neighbors who had been feeding the family of mother and kittens fished him out and called us.


11. Join the two sentences to create a compound sentence either using a coordinating conjunction or a conjunctive adverb.

I don’t know if Jackson knows that Jayme is his younger brother _____________ they get along and play like brothers.

12. Add a subordinating conjunction to create a complex sentence.

____________ I am the only one who took time to comfort and get to know Jayme, he has become my cat.

sentence types review

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Identify the following types of sentences as simple, compound, complex, or compound complex. Underline any dependent clauses.

1. Last July was hot, but August was even hotter.

2. When the rain started, everyone left.

3. Recycling takes time and effort, but it reduces garbage in landfills.

4. The snails ate my marigolds; only the stems remain.

5. Sam can improve his health if he just walks three times a week.

6. I left because you were late; I couldn’t wait any longer.

7. You need to hurry up; otherwise, we won’t be on time.

8. Even though there was a sale, many people stayed home, and others went to the fair.

9. My son went outside to get wood for the fire but returned empty handed because the wood was too wet to burn.

10. When the telephone rang, everyone ran to answer because they were expecting phone calls.

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Underline the subject once, and underline the verb twice. Put parenthesis around any infinitives. Cross out any prepositional phrases.

1. Scrambled eggs are good on Sunday mornings.

2. Other people would rather eat poached eggs.

3. Sallie and Maggie make the best pancakes in the world.

4. They add milk, sprinkle in cinnamon, pour in a little vanilla, and stir in the pancake mix.

5. Will you ever go to the store for me?

6. Write a compound sentence using “but.”

7. Write a complex sentence using a “although.”

8. Write a simple sentence.

9. Write a complex sentence that starts with “Since.”

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Add the necessary commas using the following comma rules: comma around nonessential information or interrupters, comma after a dependent clause, and comma before a coordinating conjunction in a compound sentence.

1. Will Smith who was promoting his new movie attended the basketball game.

2. Lung cancer the leading cause of cancer deaths kills more than 150,000 Americans.

3. I did not stop searching until I found the perfect dress for the party.

4. While Gordon was working on the student newspaper he decided to become a journalist.

5. Beer vending machines some say will encourage minors to drink.

6. My cat that used to be a stray will share the sofa with anyone. (I have three cats; only one used to be a stray.)

7. Jayme scratched on the door and I let him in the house.

8. After I let him in I saw that he had something in his mouth. 9. It had a tail and was moving.

10. I was of course quite surprised.

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11. I thought it was a mouse but I was wrong.

Add the necessary commas using the following comma rules: items in a series, comma after introductory word groups, and other rules.

1. When he studied at college he realized that he wanted to be a high school teacher.

2. Sallie enjoyed talking with her grandchildren playing tennis and teaching art at the senior center.

3. Before the cat ran away he meowed at me.

4. Startled at the noise he jumped.

5. After he picked out the notebook textbook and pens he paid for his purchase.

6. With a smile on his face he gave his speech.

7. He went around town picking up cans and taking them to the recycling plant.

8. Sweating and panting Jackson finished weeding the yard.

9. Parents should have their children in activities so that the children will improve their skills meet other kids and stay out of trouble.

10. First of all don’t insult your reader.

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Add the necessary commas, semi-colons, and colons.

1. I have several interests photography water skiing and

traveling.

2. Gardening is a hobby I enjoy in addition my yard looks

beautiful.

3. After recovering from surgery my aunt had only one request

go shopping.

4. Sharon remodeled her house consequently her property

value went up.

5. I have a quote by Maya Angelou that helps me keep life in

perspective “I want to thank you, Lord, for life and all that is in

it.”

6. I have several tasks this weekend.

7. There are several people who contributed to my success my

mom my dad my grandparents and a few teachers.

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8. I went to the store to get several items not everything was

in stock.

9. I went to Los Angeles to see my brother visit with a good

friend and to shop.

10. She voted for two reasons she believes in her candidate and

in the electoral process.

11. Kids who spend a lot of time on the computer don’t get much

exercise.

12. Mr. Henson the guest artist prepared an impressive art display.

13. Among those competing were Judy Mason Fairfax High School

Marilyn May Bellville High School and Peter Benjamin Golden

Valley High School.

14. Our itinerary requires the following stops Las Vegas Barstow

and Tehachapi.

15. His castle in Laguna Beach California was burned down in the

fire.

16. Realizing that she was unprepared for the recital she feigned

illness.

17. I went snowboarding a few years ago and I’m not eager to go

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again.

18. People who get spam every day can get annoyed.

19. Pass the peas potatoes and bread.

20. He didn’t leave when the fire alarm rang on the contrary he

continued talking on the phone.

21. Tom get the newspaper while I’m out of town.

22. Marion planned my trip bought my ticket and drove me to the

airport.

23. Yes dinner will be on time.

24. We will if time permits consult Jared our next door neighbor.

25. Jim Satherson who lives on North Street asked to speak to the

class.

26. Their first child was born on June 16 2008 in San Diego.

Add commas, semi-colons, and colons where needed.

Advice can come from unusual places. Jon was a high school track star

but he was still nervous about the upcoming meet. Although he regularly ran

in and won the 220-meter at the last minute his coach had entered him in

the 100-meter. In the quarterfinals Jon had placed fourth this was just

enough to qualify him for the semi-finals. As he walked home he pondered

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many things getting a good start running his fastest making his coach proud

and bringing home a trophy. He was so deep in thought that he didn’t notice

the neighborhood bum sitting in the middle of the sidewalk. Startled Jon

almost walked into him. The bum pulled Jon close and whispered in his ear.

His voice was raspy his breath smelled like whiskey and his clothes reeked of

urine. “Hey boy I saw you run the 100 today. Tomorrow put your starting

blocks in the opposite position ” the bum said. Jon was caught off guard but

nodded. By the next day Jon had disregarded the drunken man’s advice. He

put his blocks in their usual position and looked at his competition. The other

runners looked fast prepared and intimidating. Then something came to

mind the old man’s words. Since Jon figured he had nothing to lose he

decided to change his blocks at the last minute. At the sound of the gun he

exploded out of his blocks although he felt awkward starting on his left foot.

During the race he felt no one on either side of him but he didn’t dare turn to

look certainly he knew that would waste time. Exhilarated Jon crossed the

finish line .5 seconds ahead of the rest and set a meet record. After he

caught his breath Jon looked over to see the bum sitting on the sidelines

smiling.

Create possessives by adding an apostrophe and an s.

1.a teacher (lecture) ______________________

2. the men (locker room) ______________________

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3. Lee (jacket) _______________________

4. Tess (new job) ________________________

5. the Martin (car) __________________________

6. a mouse (hole) _________________________ 7. children (beds) __________________________

8. Prof. Ross (tests) _______________________

9. students (books) _________________________

10. a nation (resources) ________________________

Add apostrophes as needed to create possessives.

1. Our neighbor went to her grandparents house.

2. The students bus broke down on their field trip.

3. I invited Janet to my friends graduation.

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4. Two of my sisters didnt go to our dads retirement party.

5. Karens apartment is similar to yours.

6. Jacques was owed two weeks pay when he resigned.

7. The Marquez farm house is just outside of town.

8. The womens team played the mens team.

9. The students handed the teacher their essays.

10. The Christmas card was signed, “The Nelsons.”

11. One of my students makes her Fs backwards.

12. That was last weeks news.

13. Whose shoes are the size 9s?

Sentences for grammar practice

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Instructions for marking sentences

Every day we will go over a different sentence and discuss parts of speech,

sentence parts, clauses, and mechanics. Each sentence is written twice so

that we can discuss all of the above in an organized way.

On the sentence at the top of the page,

1. First mark parts of speech: noun, pronoun, verb, adverb, adjective,

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preposition, conjunction, infinitive, and article.

2. Mark sentence parts: subject, verb, and prepositional phrases

On the sentence in the middle of the page,

1. Mark clauses: independent or dependent; then identify sentences as

simple, compound, complex, or compound complex.

2. Mark punctuation (comma, semi-colon, and colon), capitalization,

apostrophes, underlining, and quotes.

Each sentence should be finished before class. You may make any

corrections to your copy in class.

Some aspects of grammar that are discussed will not be taught at any other

time; others will serve as springboards into a grammar lesson.

There may be announced or unannounced quizzes on the sentences.

Parts of speech

many people have a cell phone in their pocket

sentence parts

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clauses and sentence type

many people have a cell phone in their pocket

mechanics

Parts of speech

i slipped on a piece of paper and broke a large window

sentence parts

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i slipped on a piece of paper and broke a large window

mechanics

Parts of speech

the four men worked hard to finish the job their boss gave them a large

bonus

sentence parts

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the four men worked hard to finish the job their boss gave them a large

bonus

mechanics

Parts of speech

she never attends meetings she can not sit still

sentence parts

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she never attends meetings she can not sit still

mechanics

Parts of speech

marsha flies kites so we bought her a new ball of string

sentence parts

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marsha flies kites so we bought her a new ball of string

mechanics

Parts of speech

donnas expensive book fell in a puddle consequently the pages are wrinkled

and faded and donna won’t be able to sell the book

sentence parts

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donnas expensive book fell in a puddle consequently the pages are wrinkled

and faded and donna won’t be able to sell the book

mechanics

Parts of speech

i must have drunk four cups of cocoa because i was cold after skating on lake

kenton

sentence parts

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i must have drunk four cups of cocoa because i was cold after skating on lake

kenton

mechanics

Parts of speech

while we were driving on brewton highway we saw a burning garage with

several cars in it so we called the fire department

sentence parts

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while we were driving on brewton highway we saw a burning garage with

several cars in it so we called the fire department

mechanics

Parts of speech

my uncle from pittsburgh pennsylvania recently bought a green boat which

he will keep on our lake

sentence parts

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my uncle from pittsburgh pennsylvania recently bought a green boat which

he will keep on our lake

mechanics

Parts of speech

many students in the school work on the star our school newspaper

sentence parts

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many students in the school work on the star our school newspaper

mechanics

parts of speech

i like the fact that edgar allen poe uses dark imagery in his poem the raven

sentence parts


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i like the fact that edgar allen poe uses dark imagery in his poem the raven

mechanics

parts of speech

after we read the book coma ms parks showed us the movie

sentence parts


after we read the book coma ms parks showed us the movie

mechanics

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parts of speech

alfonso my mothers cousin bought new running shoes since he runs on his

schools track team

sentence parts


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alfonso my mothers cousin bought new running shoes since he runs on his

schools track team

mechanics

Parts of speech

jack who rides the bus to school on fridays has the best grade in latin

sentence parts


jack who rides the bus to school on fridays has the best grade in latin

mechanics

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Parts of speech

dons friend moved here from manteca california on january 11 2004 but now

his family is moving again

sentence parts


dons friend moved here from manteca california on january 11 2004 but now

his family is moving again

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mechanics

Parts of speech

ethels aunt kaitlyn likes to babysit so that she can play with childrens toys

sentence parts


ethels aunt kaitlyn likes to babysit so that she can play with childrens toys

mechanics

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Parts of speech

andre took his wrinkled shirt to his neighbors house because the neighbor

has a nice new iron

sentence parts


andre took his wrinkled shirt to his neighbors house because the neighbor

has a nice new iron

mechanics

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Parts of speech

mrs berry our teacher has told us that this is our last sentence of the year

but it is a pretty tricky one

sentence parts


mrs berry our teacher has told us that this is our last sentence of the year

but it is a pretty tricky one

mechanics

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