60 spring 2… · web viewon a separate sheet of paper, combine these sentences into a single...

[Type text] [Type text] [Type text]

Writing ExpressACDV 65/ English 60

Professor ParksOnly for

Spring 2014

P r o f e s s o r P a r k s E n g l i s h 6 0 P a g e | 2

Student Questionnaire

name ____________________________


(kindly, attach a picture of you)Please answer the following questions in complete

sentences.

1. When did you finish high school? What high school did you attend?

2. Why did you choose to attend B.C.?

3. What is your career goal?

4. How will writing help you achieve your goals?

5. What are your strengths as a writer?

6. What are your strengths as a student?

7. What newspapers or magazines do you read on a regular basis?

8. What do you write about in your spare time?

Fill in your school (specific classes) and work schedule.

name ________________________


address __________________________________

phone __________________________

email ________________________________

Monday Tuesday Wednesday Thursday Friday _______________________________________________________8AM________________________________________________________9 AM__________________________________________________________10AM

_______________________________________________________11 AM_______________________________________________________12 Noon _______________________________________________________1 PM _______________________________________________________2 PM _______________________________________________________3 PM_______________________________________________________4 PM_______________________________________________________5 PM_______________________________________________________6 PM_______________________________________________________7 PM

Fill in the blanks about students in the class

Classmates.....................


.......who have children .....who play an instrument or sing

1. 1.

2. 2.

3. 3.

.......who have read a good book ...who were not born in Bakersfield

1. 1.

2. 2.

3. 3.

....who have pets ......who like sports1. 1.

2. 2.

3. 3.

....who have favorite foods .... who have had embarrassing moments

1. 1.

2. 2.

3. 3.

Quick Write - Write for 3 to 5 minutes on your impressions of this class (you can include your


thoughts on the instructor, coursework, books, and classmates).


PREPOSITIONS

about down regarding

above during since


across except through

after for throughout

against from to

along in toward

amid inside under

among into underneath

around like until

at near up

atop of upon

before off with

behind on within

below onto without

beneath out

beside outside

between over

beyond past

but (meaning except)

by concerning

Exercise: Run-onsCorrect each run-on by putting a period at the end of

the first complete thought and a capital letter at the beginning of the second complete thought.


Some of the run-ons may be three complete thoughts.

1. I got to the sale too late no sweatshirts were left.

2. He came home tired and hungry he ate and took a nap.

3. The beach was once beautiful, now soda cans and discarded

candy wrappers are everywhere.

4. The private school down the street just closed down it ran out of

money.

5. The car needed to be vacuumed the kids emptied the sand from

their shoes.

6. It rained a lot last winter, we turned the sprinklers off.

7. Our son misbehaved at school he went to the principal’s office.

8. Mindy uses the cartoon section of the newspaper as wrapping

paper it saves money and the environment all her friends like it.

9. Ted bought a cell phone the instructions were impossible to

understand he asked a friend for help.


Exercise: Fragments and run-ons.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 was unhappy about the school's dirty bathrooms I found others who we also unhappy we complained. Things changed.

________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.


Exercise: Cross out the prepositional phrase. Underline the subject once and the verb/verb phrase twice. Put parenthesis around any infinitives.

1. A bird is sitting on our sidewalk.2. Take this to the train station with you.3. Many large hotels have been built along the beach.4. The gardener and his helper have finished all their work.5. The children ate lunch, rested under the trees, and swam

in the pool.6. They didn’t want to drive so far.7. May I offer you another helping of dessert?8. Two classmates met to talk about their homework.9. Please finish this sewing project for me. 10. Each of the parents had been sent a note concerning flu shots.11. When do you plan to eat?12. Don’t expect to see the lions.13. We prefer to use a dish towel and not to use paper towels.


name ____________________________Exercise: Cross out the prepositional phrase. Underline the subject once and the verb/verb phrase twice. Put parenthesis around any infinitives.

1. Please put the table and chairs in the closet.2. I have two extra tickets to the basketball game.3. She has never been to Canada.4. Maggie has always wanted to have a twin.5. Some Saturdays Josh’s family gathers at his uncle’s house, plays Scrabble, and eats pizza.6. My brother and his wife have traveled from L.A. to visit me.7. Snoopy and the Pink Panther are popular characters.8. My cat will go to the vet to get shots next summer.9. Give the turtle some lettuce. 10. People depend on their cell phones.


List of irregular verbs

infinitive present past past participleto arise arise arose arisento awake awake awoke/ awoke/awaked to be is/am/are was/were beento bear bear bore borneto become become became becometo begin begin began begunto bend bend bent bentto bite bite bit bittento blow blow blew blownto break break broke brokento bring bring brought broughtto build build built builtto burst burst burst burstto buy buy bought boughtto catch catch caught caughtto choose choose chose chosento cling cling clung clungto come come came cometo cost cost cost costto cut cut cut cutto dive dive dove dived/ doveto do do(es) did doneto drag drag dragged draggedto draw draw drew drawnto drink drink drank drunk


to drive drive drove drivento eat eat ate eatento fall fall fell fallento feed feed fed fedto feel feel felt feltto fight fight fought foughtto find find found found

infinitive present past past participle

to fly fly flew flownto forgive forgive forgave forgivento freeze freeze froze frozento get get got gottento give give gave givento go go(es) went goneto grow grow grew grownto hang(clothes) hang hung hungto hang(execute) hang hanged hangedto have have(has) had hadto hear hear heard heardto hide hide hid hiddento hold hold held heldto hurt hurt hurt hurtto keep keep kept keptto know know knew knownto lead lead led ledto lay(to place) lay laid laidto lie(to recline) lie lay lainto leave leave left leftto lend lend lent lentto let let let letto light light lit litto lose lose lost lostto make make made madeto mean mean meant meantto meet meet met met


to pay pay paid paidto pet pet pet petto put put put putto raise(lift/increase) raised raised

to read read read readto ride ride rode ridden

infinitive present past past participle

to ring ring rang rungto rise(to get up) rise rose risento run run ran runto say say said saidto see see saw seento seek seek sought soughtto sell sell sold soldto send send sent sentto set(to place)set set setto shake shake shook shakento shine shine shone shoneto shrink shrink shrank shrunkto shut shut shut shutto sing sing sang sungto sink sink sank sunkto sit(to rest) sit sat satto sleep sleep slept sleptto speak speak spoke spokento spend spend spent spentto spin spin spun spunto spit spit spat spatto spring spring sprang sprungto stand stand stood stoodto steal steal stole stolento stick stick stuck stuckto sting sting stung stungto stink stink stank stunk


to strike strike struck struckto strive strive strove stroveto swear swear swore swornto swim swim swam swumto swing swing swung swungto take take took takento teach teach taught taughtto tear tear tore tornto tell tell told toldto think think thought thoughtto throw throw threw thrown

to understand understand understood understoodto wake wake woke/ waked woken/wakedto weave weave wove wovento wear wear wore wornto win win won wonto wring wring wrung wrungto write write wrote written


parts of speech


Exercise: 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 about freecycling.

2. Will the girls practice this evening?

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

4. Howard should have seen my new hybrid 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.


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.


SENTENCE TYPES


A simple sentence has a single independent clause. The sentence may be long or short.

examples:Sally studies with a tutor.

Sally and Bob study with a tutor.

Sally and Bob study with a tutor and form study groups.

A compound sentence has two or more simple sentences joined


with a comma and coordinating conjunction (FAN BOYS - for, and, nor, but, or, yet, and so); with a semi-colon and conjunctive adverb (consequently, accordingly, therefore, nevertheless, however, then, moreover); or with just a semi-colon. A compound sentence has no subordinate clause.

1. I, cc i

, F A N B O Y S

for-

and-

nor-

but-

or-

yet-

so-

Exercise: Choose the correct punctuation and conjunction (FANBOYS). Put them in the space

provided.

1. I turned off my sprinklers ________________it was raining.

2. Every Friday night, I order Chinese food __________I order a pizza.

3. I love my car __________it rattles and squeaks a lot.

4. She couldn’t play the piano ______________could she sing.


5. I fed the cats ____________I went to school.

6. I put gas in my car _________the tank was almost empty.

7. I was hungry _________I stopped to get a veggie sandwich.

8. I stayed up late ______________I woke up on time feeling rested.

2. I; ca, i

common conjunctive adverbs:

consequently also as a resultindeed obviously afterwardtherefore for example besidesunfortunately accordingly frequentlythen moreover in factnevertheless however for this reasonfurthermore in addition stilllikewise on the other hand thushence

Exercise: Choose the correction punctuation and


conjunctive adverb. Put them in the space provided.

1. Yesterday my car battery went dead ________________ I am taking the bus today.2. Maggie loves her dog ________________ she wishes it didn’t shed so much.3. My nephew does well in college __________________ the whole family is proud.

4. My aunt is an excellent cook ________________________ she makes an incredible spinach quiche. 5. The saleswoman didn’t know which price codes to use _____________ she was rude.6. First he got out all his tools _________________ he changed the oil in his truck.

3. I; iThe two independent clauses must be related ideas.

examples:

1. Saturday the vet’s office is closed; I take my cat during the week.

2. My uncle ate a high meat diet; he had a heart attack and died.

3. It was windy; the power went out.


Exercise: Finish the following compound sentences with a related idea, and add the punctuation.

1. My cat sleeps all day ______________________________.

2. Lorenzo likes to dance ______________________________.

3. Marlon has big feet ________________________________.

4. Many families watch too much T.V. ___________________


Exercise: Practice all three kinds of compound sentences.example:two simple sentences: He made some muffins. He squeezed some fresh orange juice.compound sentences:He made some muffins, and he squeezed some fresh orange juice .He made some muffins; then, he squeezed some fresh orange juice.He made some muffins; he squeezed some fresh orange juice.

1. two simple sentences: Delores felt sick. She went to the health center. compound sentences:

2. two simple sentences: Reyna called a friend who lived near her for a ride to school. Her car wouldn't start.compound sentences:


3. two simple sentences: She formed a study group, saw a tutor, visited her counselor, and asked her professor for help. She had a successful semester. compound sentences:

4. two simple sentences: My friend left early for the play. She arrived late.compound sentences:

5. two simple sentences: Annie doesn't want to contribute to the land fill. She fixes her broken things instead of throwing them away and buying new ones. She saves money.compound sentences:


The complex sentence is an independent clause with one or more dependent clauses. example: After I finished eating, I washed the dishes.or I washed the dishes after I finished eating.independent clause: I washed the dishesdependent clause: After I finished eatingDependent clauses start with subordinating conjunctions:

after although untilas because whetherbeforeeven though ifsince so that whileunless when wheneverwhere wherever


In a complex sentence one idea is emphasized over the other. The more important idea is in the independent clause; the lesser idea is in the dependent clause.1. I d or I sc i2. D, i or Sc i, i

example: I drank a cup of tea. I went to bed1. I drank a cup of tea when I went to bed.

2. After I went to bed, I drank a cup of tea.

Exercise: Create complex sentences from simple sentences. Be sure to use correct punctuation.1. My dad grew forgetful. He stopped working.

2. You have been gone. I have not been the same.

3. Aaron had a test. He spent hours in the library.


4. The janitors cleaned up. The program was over.

5. I don’t believe it will rain. I will take my jacket.

6. You will be hired. You do well on the tests.

7. You may go to the party. Your homework is done.


Exercise: Add the independent clause to create a complex sentence.

1. ___________________________________________ before you forget.

2. _____________________________________________even if it rains.

3. _____________________________________________since you are here.

4. ____________________________________________after I drove away.

5. ______________________________________if you ask nicely.

6. __________________________________________ although I just cleaned the kitchen.

7. ____________________________________________because your car broke down.


Exercise: Sentence combiningdirections: Combine the following groups of short sentences into one or two longer sentences. Create compound and complex sentences. You may add, delete, or alter words in the interest of clarity.

1. My dog is black and white. Her name is Sammie. She is ten years old. She hates the letter carrier. He must have startled her one time.

___________________________________________________

___________________________________________________

_________________________________________________2. Every Tuesday my parents play bridge. I have the house to myself. I make popcorn. I also rent videos.

__________________________________________________

__________________________________________________


__________________________________________________

3. Our cabin is located in the Sierra Nevada Mountains. It is near Lake Tahoe. It is small. It needs a new roof. We want to sell it.__________________________________________________

__________________________________________________

__________________________________________________

4. Helen has her learner’s permit. She took her first driving lesson yesterday. It lasted half an hour on a deserted highway. Her mother was a nervous wreck afterwards.

__________________________________________________

________________________________________________

__________________________________________________


Exercise: sentence combining

On a separate sheet of paper, combine these sentences into a single paragraph. You may add, delete, or change words to make the paragraph clearer.

1. The kitchen was full of quiet activity.2. Little Vera poured the milk into the mixing bowl.

3. Sammie added an egg.4. Some of the liquid fell on the floor.5. The cat licked it up.6. Timothy put flour and spices in the bowl.7. Louise stirred the batter.8. Hailey poured some into the griddle.9. They made eight pancakes.10. Janice scrambled the eggs.11. Sammie wanted to add cheese to the eggs.12. Timothy wanted to add some spinach.13. Sammie didn’t want to add anything green.14. They made two omelets.15. Louise sliced fresh oranges and apples for a fruit salad.


16. They tried to be quiet.17. Mom was sleeping.18. Today was her birthday. 19. Breakfast was her present.

Exercise: sentence type review1. Write a compound sentence using “and.”

________________________________________________

________________________________________________

2. Write a complex sentence with “because” as the subordinating conjunction in the middle of the sentence.

_________________________________________________________

_________________________________________________________

3. Write a simple sentence with compound verbs.

_______________________________________________

_________________________________________________

4. Write a complex sentence with “when” as the subordinating conjunction at the beginning of the sentence.

___________________________________________________

__________________________________________________

5. Write a compound sentence with the conjunctive adverb “however.”

_________________________________________________


_________________________________________________

6. Write a simple sentence with compound subjects.

______________________________________________

_____________________________________________

7. Write a complex sentence with “while” as the subordinating conjunction in the middle of the sentence.

_______________________________________________

________________________________________________

8. Write a compound sentence using a semi-colon.

________________________________________________

_______________________________________________

9. Write a complex sentence with “whenever” as the subordinating conjunction at the beginning of the sentence.

________________________________________________

________________________________________________

10. Write a simple sentence with compound subjects and compound verbs.

________________________________________________

________________________________________________


a review of simple, compound, and complex sentences

1. Join the two sentences using a coordinating conjunction. adverb.

Jay was a stray cat and lived in the garage of our neighbor. We took the only surviving kitten from one litter ________________ we named the kitten Jackson. Our neighbors planned to catch Jay before she had more kittens.

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

Before they could enact their plan, she was pregnant again.

3. Write your own sentence like # 2.


Since one of the kittens looked like Jackson, we decided to take it when it was old enough to leave its mother.


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


complex.

Luckily for us, 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. We took the kitten and named him Jayme.


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

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.

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.”


Commas: Three rules for use

1. Use a comma in front of a coordinating conjunction (FAN BOYS) that connects two independent clauses.

example:

1. I drive by the bakery everyday but I don’t stop.

Exercise: commasAdd a comma before a coordinating conjunction in

the compound sentences. Note: not all sentences are compound and need commas.

1. He did the laundry and folded the clothes.

2. He does not watch sports on television nor does he like to attend sporting events.

3. Mom bakes breads and she juices vegetables for she likes to be healthy.

4. Alisa played the piano then did her homework.


5. I went to Kentucky in the winter yet I did not see any snow.

6. My husband will go to his meeting or he will return phone calls.

7. I will make dinner or order pizza in.

8. I planted new plants for the others died.

9. I called my aunt but she wasn’t home.

10. The machine hadn’t been turned on yet.

2. Use commas to separate three or more items (words or phrases) in a series.

example:

1. A toothbrush toothpaste and mouthwash had been packed.

2. Before the party, I need to pick up the food hose off the patio set up the tables and chairs and find the dominoes.

Exercise: commas in a series

1. After the basketball team won the game, everyone wore team shirts attached team banners to their cars and attended the parade.


2. Participants included accountants bookkeepers and the IRS.

3. Pass the salt and pepper.

4. Before her trip to Amsterdam, Natalie applied for a passport brushed up on her Dutch and bought her Eurorail tickets.

5. Ron Tyrone and Ernest are leaving for Australia today.

6. College sweatshirts are available in the cafeteria in the bookstore and in the student union.

7. Eat drink and be merry.

8. The librarian purchased two encyclopedias and dictionaries.

9. My mother didn’t allow me to throw a ball in the house eat cookies in bed or answer the door when she wasn’t home.

10. Can you bend the rules and accept my application after the deadline?

3. Use a comma after an introductory word, phrase, or clause.


example:

1. Yes they can use the camper.

2. As far as I am concerned everyone is welcome.

3. While he waited for the bus he read the newspaper.

Exercise: commas after introductory material.

1. By the way you are going to be late.

2. If you need additional information please don’t hesitate to call.

3. Bill please tell me what time it is.

4. During the storm snow drifted through the cracks in the roof of the cabin.

5. Since she had burned dinner she ordered Chinese food.

6. From behind the curtain he could see the audience was getting restless for the show to start.

7. Though feeling awkward Robyn continued her speech.

8. When you study the history of the post World War II period you can understand the women’s movement better.


9. Yes my second draft is much better than my first.

10. First of all none of us knows the future.

11. After watching a YouTube video he knew how to compost his leftover food.

12. He also learned that coffee grounds were good fertilizer for roses.

13. In other words most people eat more protein than they need.

14. In contrast cats are quite clean.

Exercise: 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.

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

Exercise: 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 and hit his knee on the table.

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 Junior 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.

The semi-colon: two rules for use

1. Use a semi-colon between two independent clauses when the ideas are related.


example:

1. The skates were too small; my feet hurt after skating.2. The fence blew down my dog is running around the neighborhood.3. The car show is in town this weekend my son has math homework and can't go.

2. Use a semi-colon between two independent clauses when a conjunctive adverb is used to separate them.

Common conjunctive adverbs:

Also, use a comma after conjunctive adverbs that are more than one word. Examples are

example:

1. My aunt’s house is cluttered moreover it is dirty.2. My cousins spend every Christmas with their mom consequently they spend Thanksgiving with their dad.3. Pat enjoys exercising for instance she can’t wait to get to her kickboxing class three nights a week.

Exercise: the semi-colon

Put a semi-colon and/or comma where needed.

1. Mary is tall and thin likewise her brother is tall and lanky2. The movie is starting please don't talk to me.


3. It’s tax time so my accountant is busy.4. It’s almost final exam time consequently the library is full of students.5. The former president called a press conference however no one showed up.6. The instructor was sick unfortunately class had to be canceled.7. The laundry was in one big pile and Mom asked the kids to sort it. 8. The car was badly damaged thus the tow truck was called.9. Sandy plays soccer her mom is the coach.10. The yard sale fund-raiser was a huge success hence they voted not to have the bake sale. 11. Jay’s brother plays the piano very well.


The colon: three rules for use

1. Use a colon before a list of items. I: list

example:

1. We visited four states last year Nevada, Idaho, Montano, and Colorado.2. Mix the following eggs milk flour and vanilla.3. Three items came in the mail a bill a package and a letter.note: Do not use a colon after a preposition or a verb.practice:

1. At the zoo, I saw tigers lions bears and zebras.2. At the zoo, I saw the following tigers lions bears and zebras.3. My favorite newspapers are the Los Angeles Times, the Washington Post, the Wall Street Journal, and The New York Times.

2. Use a colon before an explanation. (A semi-colon is OK as well if the explanation is a complete sentence)

I: explanation

example:

1. My son's other love is music: he sings in the choir, plays the piano, and plays the drums.2. My daughter's friend is an overachiever: she graduated


from high school with a 4.0 GPA and finished college in three years while running a cake business.

3. Use a colon before a quote.

I: "quote"

example:

1. Isaac Asimov's advocates not trying to avoid challenges: "It has been my philosophy of life that difficulties vanish when faced boldly."2. Chris Rock shows his support for gay marriage by joking: "Gay people have a right to be as unhappy as the rest of us."3. Martin Luther King said "Take the first step in faith. You don't have to see the whole staircase. Just take the first step."

Exercise: the colon

Insert a colon and commas where needed.1. Vanessa’s favorite flowers are daisies roses and marigolds.2. Please purchase five things from the market butter broccoli apples tofu and lettuce.


3. The bank teller loan officer and receptionist seemed uneasy.4. Those who passed the test are Ruby Jessica and Luisa.5. Famous basketball coach John Wooden is known for his quips about life: "If you don't have time to do it right, when will you have time to do it over?"

Exercise: 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.

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

in stock.

9. I went to Los Angeles to see a play to 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

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.

27. Benjamin Franklin encourages people not to waste time "Lost

time is never found again."

Exercise: comma review

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

Advice

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 quarter finals Jon had placed fourth this was just enough to qualify him for the semi-finals. As he walked home he pondered 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 the old man’s words came to his mind. Since Jon figured he had nothing to lose he decided to change his blocks at the last minute. At the sound of the gun shot he exploded out of his blocks although it felt awkward to start on his left foot. During the race he felt no one on either side of him. Exhilarated Jon crossed the finish line .5 seconds ahead of the rest and set a meet record. After he caught his breath he looked up to see the bum sitting on the sidelines.


After the content is complete, peer editing a second draft involves looking for errors, such as spelling, verbs, punctuation, and vocabulary. Review these commonly confused words.

Vocabulary: confused words

1. there, their, they’rethere - location or introductory worde.g..

their- shows possessione.g..

they’re - contraction of they aree.g..

a. Let’s go ______________


b. ______________ leaving in the morning.c. She sang at _____________wedding.

2. too, to, twotoo - also, excessivelye.g..

to - toward (a preposition)e.g..

two- 2e.g..

a. We would like ________ install ________phones in the office.b. That man had _______much sand on his feet ______go into the restaurant.

3. whose, who’swhose - shows possessione.g..

who’s - contraction of who ise.g..

a. _____________ going on the picnic?

b. _______________jacket is this?

4. your, you’reyour - shows possessione.g..

you’re - contraction of you aree.g..


a. It is ___________turn.

b. _____________one of the most intelligent people I’ve known.

5. it’s, itsits- possessione.g.

it’s - contraction of it ise.g.

a. ________ getting late.b. The dog is wagging _______tail.c. ____________a nice day.

6. our, areour - shows possessione.g..

are- a verbe.g..

a. We _________ going to buy a newspaper.

b. We _______ on _________way to Los Angeles.

7. whether, weatherweather - climatee.g..

whether - compares ideas (subordinating conjunction)e.g..


a. It will be an enjoyable event, ____________ or not it rains.

b. Today’s ____________ is foggy.

8. threw, throughthrew - past tense of to throwe.g..

through - used to compare ideas (subordinating conjunction)e.g..

a. She ___________the ball over the fence.

b. ______________the years, my children have had many colds.

9. already, all readyalready - previouslye.g..

all ready - everyone or everything is readye.g..

a. I ___________made dinner.

b. We are ________________to go.

10. advice, adviseadvice - a suggestion (noun)e.g..

advise - to suggest (verb)e.g..

a. I ___________you to do your best.


b. My _____________ to all students would be to come to class.

Preposition usage listaccuse someone of (be) good at think about

(be) accustomed to (be) grateful to someone for

adjust to (be) guilty of (be) tired of

(be) afraid of (be) happy about

agree with hear about (be) upset about

(be) amazed at/by hear of (be) upset with

(be) angry about hope for (be) used to

(be) angry at/with (be) incapable of wait for

apologize for insist on/upon (be) worried about

approve of (be) interested in worry about

argue about (be) involved in


argue with (be) jealous of

(be) ashamed of (be) known for

(be) aware of (be) lazy about

believe in listen to

blame someone for look at

(be) bored with/ by look for

(be) capable of look forward to

care about/ for (be) mad about

compare to/with (be) mad at

complain about (be) made from/of

(be) concerned about (be) married to

concentrate on object to

consist of (be) opposed to

count on participate in

deal with plan on

decide on pray to

depend on/upon pray for

(be) different from (be) prepared for

disapprove of prevent someone from

(be) divorced from protect someone from

(be) engaged to (be) proud of

(be) excited about recover from

(be) familiar with (be) related to

(be) famous for rely on/upon

feel like (be) responsible for


(be) fond of (be) sad about

forget about (be) satisfied with

forgive someone for (be) scared of

(be) glad about (be) sick of

(be) sorry about/for speak about

speak to/with succeed in

(be) sure of/about (be) surprised at

take care of talk about

talk to/with thank someone for

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 aquarium, 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, descendDem people democracy, epidemicDerm skin dermatologist, pachydermDic, dict say contradict, dictateDis opposite of disagree, disappearDyn power dynamic, dynamiteEu good, well euphoria, eulogy


Fac 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 orthodontists, 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 unquestionableUni one unicornUrb city urban, suburbVer true verifyVoc, vocat call revoke, vocation


Sentence 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


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

___________________________than Relative connectors


whereas (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 thusfinally


meanwhilenextnow 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 underneathbeyond unlike


by 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); possessive (his, hers, mine) 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.


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)have a subject and a verbneed an independent clause


are 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.

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 friend, who lives in Los Angeles.

Colon rules

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


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


Sentences for grammar practice


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,

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

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



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


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 cannot sit still


sentence parts


she never attends meetings she cannot sit still

mechanics

Parts of speech

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

sentence parts



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


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 i skated on

lake kenton

sentence parts



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

lake kenton

mechanics

Parts of speech

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

several cars in it so we called the fire department

sentence parts



while we were driving on rosedale 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


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 college contribute to the roughneck review our online

journal


sentence parts


many students in the college contribute to the roughneck review our online

journal

mechanics

parts of speech

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


sentence parts


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

mechanics

parts of speech

after we read the book a place to stand dr parks showed us the movie

sentence parts



after we read the book a place to stand dr parks showed us the movie

mechanics

parts of speech

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

schools track team


sentence parts


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 spanish

sentence parts



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

mechanics

Parts of speech

donnas friend moved here from manteca california on january 11 2004 but

now her family is moving again

sentence parts



donnas friend moved here from manteca california on january 11 2004 but

now her family is moving again

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

Parts of speech

andre took his broken- down car to his neighbors house because the

neighbor has tools

sentence parts



andre took his broken-down car to his neighbors house because the neighbor

has tools

mechanics

Parts of speech

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

but it is a tricky one

sentence parts



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

but it is a tricky one

mechanics


Practice peer edit, first draftBy Josie Anderson

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.

Writer _________________ Reader ___________________

peer feedback sheet for argument writing first draft

How clear is the thesis?

How well does the writer include details and examples


to back up his/her opinion?

Is one of the points an answer to the opposition?

How well 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

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.

Writer _________________ Reader ___________________



How well does the writer include details and examplesto back up his/her opinion?


Is one of the points an answer to the opposition?




1.

2.


1.

2.

by Paula Lynn Parks

High school students need more homework


High school students would get more out of their education and

practice time management skills if teachers assigned more homework and if

students completed it. One benefit of students completing homework is that

it reinforces what was taught in class that day. Homework provides

additional practice, and it should not require help at home because many

parents are not available to help or are not able to help. This type of

reinforcement allows students to get more out of what was covered that day.

In addition to increasing learning, homework can help students with time

management. Students who successfully juggle homework, responsibilities at

home, sports, and part-time jobs are better prepared for college or full-time

work. The time students set aside to spend on homework is a valuable

investment that would increase what they learn in high school as well as

increase their success in college and the work place.

by Paula Lynn Parks

High school students need more homework


As long as there has been school, there has been homework.

Preschoolers love it because it makes them feel grown up. But as students

get older, their interest wanes, and they may feel it's busy work or takes up

too much time. In fact, as students get older, the value of homework

increases. So much material needs to be covered in high school that

practicing what has been taught is imperative. Students would get more

from their education and practice time management skills if high school

teachers assigned more homework and if students completed it.

Students benefit from doing homework because it reinforces what was

taught in class that day. Homework provides additional practice, and it

should not require help at home because many parents are not available to

help or are not able to help. Reinforcement helps cement the lesson that

was introduced and practiced in class. This type of reinforcement allows

students to get more out of what was covered that day. The next day the

teacher can clear up any questions and move on to the next topic rather

than repeating the previous day's lesson.

In addition to increasing learning, homework can help students with

time management. Certainly, students have lives outside of high school.

But students who successfully juggle homework, responsibilities at home,

sports, and part-time jobs are better prepared for college or for full-time

work. Since college students will be assigned homework, students need to


practice combining homework with other responsibilities. Since full time work

is equally time consuming, students need practice juggling for that as well.

The time students set aside to spend on homework is a valuable

investment that would increase what they learn in high school as well as

increase their success in college and the workplace. When students learn

more in high school, they are better prepared for the rigors of college. If

they used effective time management techniques in high school, students

would find themselves better able to combine homework and other

activities. This is good practice for their life ahead whether they go to college

or to work or both.


Create a reverse outline by identifying the thesis statement in the first paragraph and the topic sentence of each body paragraph and conclusion.

Thesis:

1.

2.

concluding sentence

essay template


1. introduction

2. body paragraph # 1

body paragraph #1

3. body paragraph #2

4. conclusion

Peer conference sheet for essay

writer's name ________________________________________

Thesis statement:

Topic sentence:

topic sentence:


Writing assignments


OCE services assignment

Identify a service on campus. Choose from the following: library, child care center, health and wellness center, writing center, counseling, tutoring, student government association, and financial aid.

Visit the place with your group. 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, how you can use their services, and how that service fits in with your goals.

Include a reference to the TIB article and/or NPR program "Struggle for Smarts."

length: about 250 words typed


Tutoring Center

1. Where is it? ___________________________________________________

___________________________________________________________

2. When are you open? _____________________________________________

3. How can I sign up for a tutor? ____________________________________

______________________________________________________________

______________________________________________________________

4. How much does it cost? _____________________

5. How often can I see a tutor? ____________________________________

6. Do you have drop in tutoring? What subjects?

______________________________________________________________

_______________________________________________________________

7. Do you have ESL tutors? If yes, what are their hours?

_________________________________________________________________

_________________________________________________________________


8.________________________________________________________________

_________________________________________________________________

Attach a brochure or handout

Health and Wellness Center

1. Where is it? ___________________________________________________

_______________________________________________________________

2. When are you open? _____________________________________________

3. What services do you offer? _______________________________________

_________________________________________________________________

_________________________________________________________________

4. Do I need an appointment or can I drop in?

_________________________________________________________________

_________________________________________________________________

4. What is the cost?

_________________________________________________________________

5. When is the doctor in? _____________________________________________

_________________________________________________________________

6. What additional services does he provide? _____________________________

_________________________________________________________________


7. When is the counselor in? How do I make an appointment?


Student Government office

1. Where is it? ___________________________________________________

___________________________________________________________

2. When are you open? _____________________________________________

3. What clubs are on campus? _____________________________________

_______________________________________________________________

_______________________________________________________________

________________________________________________________________

4. How can I find out more about a club or start a club? _______________________

_________________________________________________________________

5. How does student government work? _________________________________

_________________________________________________________________

_________________________________________________________________

6. How can I get involved? ___________________________________________

_________________________________________________________________


7. How does the food pantry work?

_________________________________________________________________

8. Do you have other special programs? What is the AAMP? Veterans' Center?


Child Care Center

1. Where is it? ___________________________________________________

___________________________________________________________

2. When are you open? _____________________________________________

3. What age kids do you accept? ____________________________________

_______________________________________________________________

4. How do I apply? ____________________________________________

5. How long does it take to be accepted? __________________________

6. What is the cost? ____________________________________________

_____________________________________________________________

7. What do kids do? What equipment is there? _____________________

_____________________________________________________________


8. ______________________________________________________________

_________________________________________________________________

Attach brochure or handout

Financial Aid Office

(Since they are so busy during the beginning of the semester, you might have to pick up brochures and gather information online.)

1. Where is it? ___________________________________________________

_______________________________________________________________

2. When are you open? _____________________________________________

3. What type of government aid is available? What are the deadlines?

______________________________________________________________

_______________________________________________________________

________________________________________________________________

4. Do you have emergency loans or grants ?

_____________________________________________________________

______________________________________________________________

5. How can I find out about other scholarships? __________________________

________________________________________________________________


6.What is the EOPS program? ____________________________________________________________

_________________________________________________________________


Library

1. Where is it? ___________________________________________________

________________________________________________________________

2. When are you open? _____________________________________________

3. What do I need to check out a book? _________________________________

_________________________________________________________________

4. Are there computers for doing homework or typing papers? Where?

_________________________________________________________

_________________________________________________________________

5. Are there places to study? _________________________________________

_________________________________________________________________

6. What workshops or classes do you offer?


_________________________________________________________________

7.

_________________________________________________________


Counseling Center

1. Where is it? ___________________________________________________

___________________________________________________________

2. When are you open? _____________________________________________

3. How can I make an appointment to see a counselor or advisor?

_________________________________________________________________

4. How long would I have to wait for the appointment? ____________________

5. Is there drop in counseling? _____________What days and times?

_________________________________________________________________

6. How can advisors/counselors help a student? _____________________________________________________________

_________________________________________________________________

_________________________________________________________________

7. What classes do you offer?_________________________________________

8. Are any of them required? In what ways are those classes helpful? _____________________________________________


_________________________________________________________________


Accommodations

1. Where is it? ___________________________________________________

___________________________________________________________

2. When are you open? _____________________________________________

3. What services can you provide? _____________________________________

_________________________________________________________________

_________________________________________________________________

4. When do you offer testing? _______________________________________

_______________________________________________________________

_________________________________________________________________

_________________________________________________________________



Writing Center

1. Where is it? _______________________________________________________

2. What are your hours? ________________________________________________

3. Do you have study areas or places to use the computers or places to print out papers?

____________________________________________________________________

___________________________________________________________________

4. How can a writing consultant help me with my papers? ____________________

____________________________________________________________________

5. Is this just for papers written for English classes? ________________________________________

6. Do you have handouts on writing or grammar? _____________

____________________________________________________________________


bring a brochure or handout


outline for services assignment


paragraph # 1Introduction

*thesis statement:

paragraph # 2*Topic sentence: where you visited and what it looks like/what services they provide)

example or evidence

paragraph # 3*Topic sentence:(about how you can benefit from their services and how using this service fits in with your goals)

example or evidence

Conclusionsummary of points plus


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 paragraph 2 have description of where he/she visited and where it is located?

3. Does paragraph 2 have information on what services are provided?

4. Does paragraph 3 have information on how he/she can benefit from the service and how the service fits in with his/her goals?

5. Any suggestions for the writer?


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 paragraph 2 have description of where he/she visited and where it is located?

3. Does paragraph 2 have information on what services are provided?

4. Does paragraph 3 have information on how he/she can benefit from the service and how using the service fits in with his/her goals?

5. Any suggestions for the writer?


Writer _________________ Reader ___________________

peer feedback sheet for services first draft

Is the thesis/opinion stated in one clear sentence?

How well does the second paragraph describe the service?

How completely does the writer explain how his/her goals fit in with the service ? How well is the article used as evidence to back up his/her opinion?

Does the conclusion sum up the argument?


1.

2.


1.

2.


Writer _________________ Reader ___________________

peer feedback sheet for services first draft

Is the thesis/opinion stated in one clear sentence?

How well does the second paragraph describe the service?

How completely does the writer explain how his/her goals fit in with the service ? How well is the article used as evidence to back up his/her opinion?

Does the conclusion sum up the argument?


1.

2.


1.

2.

Conference sheet : services essay


fill this out and take it to your conference with your second draft and letter to the professor 1. What comments did you receive on your first draft?

2. What changes did you make?

3. What specific questions do you have for me on your second draft? (introduction, how to develop your ideas, quoting, punctuation, fragments, run-ons, etc)


Criteria for argumentative essay. Services

Keep it up!(Met expectations)

Opportunities (Inconsistently met expectations)

Want to talk?(Didn't meet expectations)

Content(40%)

Responds to assigned topic.Is insightful and interesting.Shows critical thinking about goals and services. Has a strong, logical argument. Includes appropriate details, examples, details, and evidence.Evidence is cited correctly.

Responds to the assigned topic. Has an argument.Argument could include more critical thinking or analysis.The argument could include more details, examples, or evidence.Evidence could connect to point better or cite more correctly.

Does not respond to assigned topic.No argument.No details or evidence. Examples may not fit the topic. Repetitive or confusing content.

Organization(30%)

Thesis is in the first paragraph. Introduction has appropriate background and hooks the reader. Each paragraph has one idea. Evidence is in the middle.Transition words connect ideas.Conclusion wraps up the topic and predicts or expands.

Thesis is in the first paragraph. Intro could have more background.Thesis could be stronger.Topic sentence(s) could be stronger reasons or connect to thesis.Body paragraphs could be on different points, include more examples, evidence, or development.

No thesis or thesis is not in the introduction.No transition words.No conclusion.Paragraphing is not clear. Hard to follow.

Grammar(30%)

virtually free of sentence errors: awk sentences, punctuation

Noticeable errors in awk sentences, punct, sp, frag,

Many distracting errors in awk sentences, punctuation, sp,


errors or sp errors. Has sentence variety and appropriate vocabulary.

run-ons, verbs, vocab, pronouns, sentence variety.

frags, run-ons, or verbs.


name _______________________________ class time _________

Get it?

OCE on services

What comments did you get on content? (such as needs topic sentences before examples, needs to use publication, each paragraph should be a different idea, quote is too long, needs your ideas, etc.)

What comments did you get regarding grammar? (such as punctuation, run-ons, fragments, stay in third person, w, etc)

What do you need to do differently on the next OCE?

What did you do well (or better) and need to keep doing? (such as good use of evidence, good conclusion, good topic sentences, etc)


OCE on What I Know for Sure and spanking

Write an argumentative essay of at least 2 typed pages. Your essay should have an introduction, body paragraphs, and a conclusion.

Should California legislators pass a law making it illegal for parents to spank their child?

Make sure you address the involvement of the government, not just the issue of spanking. Remember spanking is not the same as discipline or punishment.

sources: You should refer to articles using proper citation for summaries, paraphrases and quotes.format: 2 pages types, 12 pt, double spaced typed

OCE What I Know for Sure outline for argumentative essay EXAMPLE



*thesis statement: YOUR THESIS ANSWERS THE QUESTION OF WHETHER CALIFORNIA LEGISLATORS SHOULD PASS A LAW MAKING IT ILLEGAL FOR PARENTS TO SPANK THEIR CHILD

paragraph # 2*Topic sentence: A REASON THAT BACKS UP THE THESIS

example or evidence

WHICH ARTICLE

paragraph # 3*Topic sentence: A REASON THAT BACKS UP THE THESIS

example or evidence

ARTICLE, WIKFS, PERSONAL

paragraph # 5 Conclusionsummary of points plus

OCE What I Know for Sure outline for argumentative essay



*thesis statement:

paragraph # 2*Topic sentence:

example or evidence


example or evidence



**************************************************peer review of outline of What I Know for Sure/spanking assignment

writer's name ___________________________

reader's name __________________________

1. Does the writer have a thesis that responds to the question about should California legislators pass a law making it illegal for parents to spank their child?

2. Does paragraph 2 have a topic sentence? Is it a reason that backs up the thesis?


3. Does paragraph 2 include evidence from an article? Does it seem to fit the topic sentence?

4. 2. Does paragraph 3 have a topic sentence? Is it a reason that backs up the thesis?


6.. What suggestions do you have for the writer?peer review of outline of What I Know for Sure/spanking assignment

writer's name ___________________________

reader's name __________________________

1. Does the writer have a thesis that responds to the question about should California legislators pass a law making it illegal for parents to spank their child?






6. What suggestions do you have for the writer?Writer _________________ Reader ___________________

peer feedback sheet for What I Know for Sure/spanking first draft

How clear is the thesis in answering the question?

How well do paragraphs 2 and 3 focus on one reason that supports the thesis of a law that makes it illegal for a parent to spank his/her child?

How well does the writer use evidence from an article/WIKFS to back up his/her opinion?





1.

2.


1.

2.Writer _________________ Reader ___________________

peer feedback sheet for What I Know for Sure/spanking first draft

How clear is the thesis in answering the question?

How well do paragraphs 2 and 3 focus on one reason that supports the thesis of a law that makes it illegal for a parent to spank his/her child?

How well does the writer use evidence from an article/WIKFS to back up his/her opinion?





1.

2.


1.

2.

Conference sheet : argumentative essay, WIKFS OCE

SECOND DRAFT

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


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


Criteria for argumentative essay. OCE




Content(40%)

Responds to assigned topic.Is insightful and interesting.Shows critical thinking. Has a strong, logical argument. Includes appropriate details, examples, details, and evidence.Evidence is cited correctly from article/WIKFS



Organization(30%)




Grammar(30%)





name _______________________________ Time ______________

Get it?

OCE on WIKFS


What comments did you get regarding grammar? (such as punctuation, run-ons, fragments, w, etc)


What questions do you have?


Assignment for ICE : What I Know for Sure

expository essay with examples

Write an expository essay of at least five paragraphs. Your essay should have an introduction, body paragraphs, and a conclusion.

What aspects of Tavis Smiley's childhood most contributed to his persistence and transformation?

Options include, but are not limited to, growing up poor, his family's religion, being beaten, his relationship with his parents, growing up in a community where he was one of few African-Americans, enjoying public speaking, etc.

sources: You should refer to What I Know for Sure using proper citation for summaries, paraphrases and quotes.

format: in class


(ICE ) What I Know for Sure: Outline for essay with evidence EXAMPLE

# 1 paragraph Introduction*thesis statement: Answers the question what most contributed to Tavis Smiley's persistence and transformation.

#2 paragraph *Topic sentence: One thing/person that contributed to Smiley's persistence and transformation.

example or evidenceExample from book (WIKFS)

add your ideas

# 3 paragraph *Topic sentence: Another thing/person that contributed to Smiley's persistence and transformation.

example or evidenceExample from book (WIKFS)

add your ideas

# 4 paragraph *Topic sentence: What situation/person contributed to your desire to persistence and/or transformation.

example or evidenceExample from your life

add your ideasparagraph # 5 Conclusionsummary of points plus


(ICE ) What I Know for Sure: Outline for expository essay with evidence paragraph # 1Introduction

*thesis statement:


example or evidence


example or evidence


example or evidence



Criteria for expository essay. ICE




Content(40%)

Responds to assigned topic.Is insightful and interesting.Shows critical thinking. Has a strong, logical point. Includes appropriate details, examples, details, and evidence.Evidence is cited correctly from WIKFS

Responds to the assigned topic. Has a point. Essay could include more critical thinking or analysis.The essay could include more details, examples, or evidence.Evidence could connect to point better or cite more correctly.

Does not respond to assigned topic.No point. No details or evidence. Examples may not fit the topic. Repetitive or confusing content.

Organization(30%)




Grammar(30%)

virtually free of sentence errors: awk sentences, punctuation errors or sp

Noticeable errors in awk sentences, punct, sp, frag, run-ons, verbs,

Many distracting errors in awk sentences, punctuation, sp, frags, run-ons, or


errors. Has sentence variety and appropriate vocabulary.

vocab, pronouns, sentence variety.

verbs.


Get it?

ICE

What comments did you get on content?

What comments did you get on grammar? (such as punctuation, fragments, run-ons)

What do you need to do differently on the next ICE?



Assignment for OCE : A Place to Stand

expository essay with examples

Write an essay of at least 2 typed pages. Your essay should have an introduction, body paragraphs, and a conclusion.

What situations or people caused Baca to embrace his culture?How did that ethnic pride contribute to his new identity/his transformation?

Options include, but are not limited to, friends/family on the outside, fellow prisoners, what he read or studied, dealing with the past, etc.

sources: You should refer to A Place to Stand using proper citation for summaries, paraphrases and quotes.

format: 12 point font, Times New Roman, double spaced.


note taking guide for OCE

Situation that involved his culture (include page number). This could involve religion, language, family, holidays, history, etc.

People involved, such as family, friends, etc.

Effect on Jimmy Baca, how he felt/how he transformed


(OCE ) A Place to Stand: Outline for essay with evidence EXAMPLE

# 1 paragraph Introduction*thesis statement: Answers the question what caused Baca to embrace his culture and how that contributed to his new identity/transformation.

#2 paragraph *Topic sentence: One thing/person that contributed to Baca embracing his culture

example or evidenceExample from book (APS)

add your ideas


# 3 paragraph *Topic sentence: Another thing/person that contributed to Baca embracing his culture

example or evidenceExample from book (APS)

add your ideas

# 4 paragraph *Topic sentence: What situation/person contributed to your embracing your culture/ethnicity/gender/sexual orientation/nationality/religion/etc.

example or evidenceExample from your life

add your ideasparagraph # 5 Conclusionsummary of points plus

(OCE ) A Place to Stand: Outline for essay with evidence paragraph # 1Introduction

*thesis statement:


example or evidence


example or evidence



example or evidence



peer review of outline of A Place to Stand assignment


writer's name ___________________________

reader's name __________________________

1. Does the writer have a thesis that responds to the question about what/who contributed to Baca pride in his culture?


3. Does paragraph 2 include evidence from APS? Does it seem to fit the topic sentence?



6. Does paragraph 4 have a topic sentence about what/who contributed to the student feeling pride in culture/heritage/orientation/etc?

7. What suggestions do you have for the writer?



writer's name ___________________________

reader's name __________________________

1. Does the writer have a thesis that responds to the question about what/who contributed to Baca pride in his culture?





6. Does paragraph 4 have a topic sentence about what/who contributed to the student feeling pride in culture/heritage/orientation/etc?



Writer _________________ Reader ___________________

peer feedback sheet for APS first draft


How well do paragraphs 2 and 3 focus on one person/situation that contributed to Baca embracing his culture/transforming?

How well does the writer use evidence from APS to back up his/her opinion?

How completely does the writer describe what contributed to his/her embracing his culture/gender, etc. ?




1.

2.


1.

2.

Writer _________________ Reader ___________________




How well do paragraphs 2 and 3 focus on one person/situation that contributed to Baca embracing his culture/transforming?

How well does the writer use evidence from APS to back up his/her opinion?

How completely does the writer describe what contributed to his/her embracing his culture/gender, etc. ?




1.

2.


1.

2.

Conference sheet: essay, APS OCE


SECOND DRAFT





Criteria for expository essay. OCE




Content(40%)

Responds to assigned topic.Is insightful and interesting.Shows critical thinking. Has a strong, logical argument. Includes appropriate details, examples, details, and evidence.Evidence is cited correctly.

Responds to the assigned topic. Has an argument.Essay could include more critical thinking or analysis.The essay could include more details, examples, or evidence.Evidence could connect to point better or cite more correctly.


Organization(30%)




Grammar(30%)





name _______________________________ Time ______________

Get it?

OCE on APS






Assignment for ICE : APS and non-violent drug offenders.

argumentative essay with examples

Write an argumentative essay of at least four paragraphs. Your essay should have an introduction, body paragraphs, and a conclusion.

Should non-violent drug offenders be subject to mandatory sentencing laws reserved for violent criminals? If so, why? If not, why not? What other options do you support?

sources: You should refer to articles using proper citation for summaries, paraphrases and quotes.

format: in class


(ICE ) A Place to Stand Outline for argumentative essay with evidence EXAMPLE

# 1 paragraph Introduction*thesis statement: Answers the question whether non-violent drug offenders should be subject to mandatory sentencing laws

#2 paragraph *Topic sentence: a reason that backs up thesis

example or evidenceExample from article

add your ideas

# 3 paragraph *Topic sentence: a reason that backs up thesis

example or evidenceExample from article or book (APS)

add your ideas



(ICE ) A Place to Stand Outline for argumentative essay with evidence paragraph # 1Introduction

*thesis statement:


example or evidence


example or evidence



writer's name ___________________________

reader's name __________________________

1. Does the writer have a thesis that responds to the question about whether non-violent drug offenders should be subject to mandatory sentencing laws?


3. Does paragraph 2 include evidence from article? Does it seem to fit the topic sentence?


5. Does paragraph 3 include evidence from article/APS/your life? Does it seem to fit the topic sentence?



Criteria for argumentative essay. ICE




Content(40%)

Responds to assigned topic.Is insightful and interesting.Shows critical thinking. Has a strong, logical argument. Includes appropriate details, examples, details, and evidence.Evidence is cited correctly from WIKFS

Responds to the assigned topic. Has a point. Argument could include more critical thinking or analysis.The essay could include more details, examples, or evidence.Evidence could connect to point better or cite more correctly.

Does not respond to assigned topic.No argument. No details or evidence. Examples may not fit the topic. Repetitive or confusing content.

Organization(30%)




Grammar(30%)

virtually free of sentence errors: awk sentences, punctuation errors or sp

Noticeable errors in awk sentences, punct, sp, frag, run-ons, verbs,

Many distracting errors in awk sentences, punctuation, sp, frags, run-ons, or


errors. Has sentence variety and appropriate vocabulary.

vocab, pronouns, sentence variety.

verbs.


Get it? name __________________________________

ICE - non-violent drug offenders

What comments did you get on content?

What comments did you get on grammar? (such as punctuation, fragments, run-ons)

What do you need to do differently on the next ICE?



Assignment for OCE: Persisting and transforming


essay with examples

Write an expository essay of at least 2 1/2 typed pages. Your essay should have an introduction, body paragraphs, and a conclusion.

In class, we will look themes in all books around persisting and transforming and generate questions for this essay.

sources: You should refer to What the Best College Students Do, A Place to Stand and What I Know for Sure using proper citation for summaries, paraphrases, and quotes.

format: 12 point font, Times New Roman, double spaced.


***************************************************(OCE ) Persisting and transforming: What the Best College Students Do, A Place to Stand, and What I Know for Sure: Outline for essay with evidence paragraph # 1Introduction

*thesis statement:


example or evidence


example or evidence


example or evidence



peer review of outline of assignment on persisting and transforming

writer's name ___________________________

reader's name __________________________

1. Does the writer have a thesis that responds to the question about persisting and transforming?


3. Does paragraph 2 include evidence from WBCSD, APS or WIKFS? Does it seem to fit the topic sentence?


5. Does paragraph 3 include evidence from WBCSD, APS or WIKFS? Does it seem to fit the topic sentence?

6. Does paragraph 4 have a topic sentence about persisting and transforming?



peer review of outline of assignment on persisting and transforming

writer's name ___________________________

reader's name __________________________

1. Does the writer have a thesis that responds to the question about persisting and transforming?


3. Does paragraph 2 include evidence from WBCSD, APS, or WIKFS? Does it seem to fit the topic sentence?


5. Does paragraph 3 include evidence from WBCSD, APS, or WIKFS? Does it seem to fit the topic sentence?

6. Does paragraph 4 have a topic sentence about persisting and transforming?

7. What suggestions do you have for the writer?Writer _________________ Reader ___________________


peer feedback sheet for first draft on persisting and transforming


How well do paragraphs 2, 3, and 4 focus on persisting and transforming?

How well does the writer use evidence from WBCSD, APS, and WIKFS to back up his/her opinion?

How critically and completely does the writer argue about persisting and transforming?




1.

2.


1.

Writer _________________ Reader ___________________


peer feedback sheet for first draft on persisting and transforming?


How well do paragraphs 2, 3, and 4 focus on persisting and transforming?

How well does the writer use evidence from WBCSD, APS, and WIKFS to back up his/her opinion?

How critically and completely does the writer argue about persisting and transforming?




1.

2.


1.

Conference sheet : argumentative essay, persisting and transforming, OCE


Fill out this sheet, and take it with your second draft and letter to the professor to your conference.





Criteria for argumentative essay. OCE




Content(40%)

Responds to assigned topic.Is insightful and interesting.Shows critical thinking. Has a strong, logical argument. Includes appropriate details, examples, details, and evidence.Evidence is cited correctly. Three sources



Organization(30%)




Grammar(30%)





name _______________________________ Time ______________

Get it?

OCE on Persisting and transforming






Assignment for OCE : This I Believe


Write your own "This I Believe" about what you think is important and your values. Instructions are on page 272-273 in This I Believe.

Note due dates in your assignment sheet.


peer review of outline of TIB


writer's name ___________________________

reader's name __________________________

1. Does the writer have a thesis that responds to the TIB assignment?

2. Put the thesis in your own words.

3. How well does the outline show a plan that backs up the thesis?

4. What story or stories back up the thesis?

5. How appropriate is(are) the story (stories)?



peer review of outline of TIB

writer's name ___________________________

reader's name __________________________

1. Does the writer have a thesis that responds to the TIB assignment?

2. Put the thesis in your own words.

3. How well does the outline show a plan that backs up the thesis?

4. What story or stories back up the thesis?

5. How appropriate is(are) the story (stories)?



Writer _________________ Reader ___________________

peer feedback sheet for first draft TIB

Is the thesis/opinion stated in one clear sentence early in the essay?

Does each paragraph contain only one idea?

Does the writer include enough details, examples, and stories with feeling to back up his/her opinion?

How would you rate the effectiveness of the essay?


1.

2.


1.

2.


Writer _________________ Reader ___________________

peer feedback sheet for first draft, TIB

Is the thesis/opinion stated in one clear sentence early in the essay?

Does each paragraph contain only one idea?

Does the writer include enough details, examples, and stories with feeling to back up his/her opinion?

How would you rate the effectiveness of the essay?


1.

2.


1.

2.


conference sheet: This I Believe

Fill this out and bring it and your second draft, and letter to the professor to your conference 1. What comments did you receive on your first draft?


3. What questions do you have related to fragments, run ons, verb errors, vocabulary errors, punctuation errors, introduction, etc.


Criteria for essay. TIB




Content(40%)

Responds to assigned topic.Is insightful and interesting.Shows critical thinking. Has a strong, logical argument. Includes appropriate details, examples, details, and evidence.

Responds to the assigned topic. Has an argument.Argument could include more critical thinking or analysis.The argument could include more details, examples, or evidence.Evidence could connect to point better


Organization(30%)




Grammar(30%)

virtually free of sentence errors: awk sentences, punctuation errors or sp errors. Has

Noticeable errors in awk sentences, punct, sp, frag, run-ons, verbs, vocab, pronouns,

Many distracting errors in awk sentences, punctuation, sp, frags, run-ons, or verbs.


sentence variety and appropriate vocabulary.

sentence variety.

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.

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, 1 1/2 pages


Read the sample essays and answer the following questions.

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

Yes no yes no

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

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?


Read the sample essay 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?

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?


Discussion questions for What I Know For Sure

Gulfport to Gotham

Gotham to Gulfport1. Compare how drinking is discussed in APS and in WIKFS.

Gulfport to Bunker Hill

The Trailer and the Church

Men Were walking on the Moon

2. What historical references are mentioned? What is the purpose?

3. What are your thoughts on the Holiness Pentecostal denomination and the family's church schedule?

4. What are your thoughts on family life and structure in the trailer?

5. What is Tavis' relationship with the white world? Compare to Baca's.

P. 37The Bully and the Lesson

6. What do you think about how Tavis' mother reacted to Tavis being beat up?

The Revelation

In My Fathers' House

"Shame on the Smileys!"


The Boxcar Children

7. On page 72, Smiley writes that he had trouble making sense of how his father whom he respected as a hardworking man and as a father had reacted that way.

How do you make sense of what his father did?A Rage That Reaches to Heaven

8. How does Smiley understand what happened in the context of his faith in God?

Despising the Shame

9. How does the beating change him and his relationship with his family? How is he able to go home?

P. 85 Turn the Fear to Energy

10. How would you describe Tavis' 8th grade year? How does his culturalisolation contribute?

America Has Defaulted

11. What does Dr. Martin Luther King, Jr. 's March on Washington speech (1963) mean to Tavis?

High School Hierarchy

Hustle and Flow

12. "My spirit remained walled off," writes Smiley.

Dangerous Unselfishness

Conflict of Suffering


13. How would you describe his relations with his parents? What about hisrelations with God?

P. 125 The Paradox Paradigm

14. What do you think of how he lived a compartmentalized life?

IU

15. " Anyone who thinks he's gotten ahead in life without the help of others is living in a fool's paradise," writes Smiley.

Brave New World

16. How is his adjustment to college and freedom?

Discuss Richard Pryor

RIP Denver Smith

17. What is the significance of Smith's death to Smiley?

Madam Mayor

Why does Tavis include the information about him padding his hours?

End of the Road

18. What was your reaction to his father's phone call?

P. 167 Urban Angels

19. What are your comments on Tavis' campaign to get an unpaid internship in Mayor Bradley's office? Have you ever done anything like that to get a job?

Discuss Mayor Bradley


Hustle and Flow Revisited

Urban Angels Revisited

20. Any thoughts on his determination to advance in the office?

P. 193 Lame-Duck Hoosier

21. What are the factors that contributed in Tavis not finishing his senior year?

How could the situation have been avoided?

Chillin' in the Deep Freeze

End of the Eighties

I Lost

22. What do you think of the risks he takes?

Just a Thought

23. Any comments on his networks/contacts?

24. Other thoughts on his successes to date?

Discuss Tom Joyner.

P. 219 A Good Bet

25. What do you think of his on-air response to Russell Simmons?

The Press and the President

26. Can someone be a journalist and an advocate? Page 223

Castro


27. Any thoughts on Smiley's exchange with Castro? Why did Smiley include it in the book?

Big Mama

Spring Thaw

28. Any thoughts on Smiley's relationship with his dad?

Final Bet

The Beginning29. Smiley included two examples of him being "justified but not dignified." Why?

Forces of Light

30. How do you think about him at the end of the book? His personal life,spiritual life, accomplishments, etc?

Discuss Tavis 10.


Discussion questions for A Place to Stand

Prologue:

1. Why did Baca write the book?

Chapter 1:2. What is Baca's relationship with the white world? Compare to Smiley's.

3. Why is there so much alcoholism and drug use in his family? Compare to Smiley's

4. How did he cope with his circumstances?

Chapter 2:5. How did Baca's time in the detention home change him?

6. What are some differences between Meiyo and Jimmy?

Chapter 3:7. How do you think his past, including time in the D-home, affect his relationships with others? How do you think it affected his short stint in jail with Marco?


8. What do you think his reference to the title means on page 62?

Chapter 4:9. How much of his current situation is what happens to him as compared with what he is responsible for?

10. Do you notice any references Baca makes to culture?

Chapter 5:11. What conflicting thoughts does Baca have about books?

12. What was the purpose of the pig story?

13. Why does Baca describe his trip to Florence in such detail?

Chapter 6:14. What are the prison rules that he learns from Macaron and others?

15. What do you think about his statement on the very bottom of page 121: "Implicit in his encouragement was that it was up to me to decide my fate, but it really wasn't like that. Others had a lot to do with whether you did good or bad."

16. How would you characterize his time in solitary this first time?

17. How would you explain Macaron's explanation on page 130 - 131 on the heart and mind and surviving prison?

Chapter 7:18. How would you characterize his second time in solitary?

19. What does the wind represent as described on pages 152-153?

Chapter 8:20. Explain Baca's statement on page 164 : "I knew in my soul that if I had gone along with their classifying me as they wished,


simply ignoring my request for school, that I would still be in prison today."

21. How would you characterize his third time in solitary?

22. Explain Baca's comment on page 172 that his grandfather "died of a broken heart."

23. Comment on how Baca ends chapter 8 about betrayals.

Chapter 9:24. What does Baca mean on page 188: "A little voice in my head was finally talking about what I had known all my life. With every word I was gulping fresh air and filling my lungs. I felt I was writing for my life."

25. What does Baca notice that prison does to someone? Include inmates and guards and from all you've read.

26. Visits with Mieyo/Lori and Theresa.

Chapter 10:27. His poetry. William Carlos Williams

28. How is poetry changing him?

29. Nut run and his "need to speak"

Chapter 11:30. What is Baca learning about his history and culture and what is the effect on him? Compare to Smiley.

31. Any comments on Baca's statement on page 224: "When their dreams had been crushed, when their prayers seemed never to be answered, when life seemed to cheat them out of every glimmer of happiness, their hearts broke. And then alcoholism and despair set in."


32. What do you get out of the poem "Healing Earthquakes" and the reference to the title of the book?

33. Discuss the news he gets from the warden and how Baca reacts to it.

Chapter 12:34. How does his relationship with Virginia affect his view of himself in the context of his culture?

35. What do you think of his out-of-body travels and what he describes as a"nervous breakdown"?

36. What does he mean by "power of vision"? Any connection to the story about when he was born on page 107-108?

Chapter 13:37. Why all the appearances before the parole board? What was it doing to him? Was It what Macaron described on page 130-131?

Epilogue:38. Baca writes: "It has taken me a long time to understand how so much injustice could happen to such good people." What does he understand?

39. What does the ending in the church mean?

60 spring 2… · web viewon a separate sheet of paper, combine these sentences into a single...

Documents