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TRANSCRIPT
Ms
Ms. Carmichael’s
Witty, Gritty, Writing & Citing
HANDBOOK
EXTRAODINAIRE (IV)
Basics of writing good…er…I mean well…
Basic rule #1: Writing is not scary.
I am not the boogeyman. When I assign you a piece of writing, it shouldn’t be a nightmare to you. Writing and reading are a basic part of the human experience and valuable skills to master. Most professions use reading and writing in some capacity, so perfecting you skills in writing can be practical as well as enjoyable…if you let them. Check it out.
Common college majors:
Ways writing is used
Business – Includes: business administration, management, finance, marketing, and accounting.
Business plans: writing an effective business plan can make or break you; important focus: reducing the wordiness and coming to a clear concise point. Other writings include internal memos, technical reports, letters to clients, colleagues, agencies and supervisors and narratives of financial statements.
Social Sciences and History - Includes anthropology, economics, geography, sociology and political science.
Lab reports, observation notes, speeches, letters. Most science fields live by the cardinal rule: publish or perish; if you aren’t producing work, you’ll not survive long in the field and that requires writing. Your main focus would be on technical writing and reducing the wordiness and coming to a clear concise point.
Education – Includes Elementary and Secondary
Lesson plans, published documents, letters to parents, memos, professional development ideas. This type of writing must be concise, and also must be polite and professional
Psychology - Many psych majors don't work in the psych field, but other related careers such as human resources, public relations, market research and sales.
Psychological reports and analysis are used; observations and clinical reports; most science fields live by the cardinal rule: publish or perish; if you aren’t producing work, you’ll not survive long in the field and that requires writing. Your main focus would be on technical writing and reducing the wordiness and coming to a clear concise point.
Nursing
Patient charts, professional articles
Communications - Includes journalism
Duh—to be able to communicate ideas, you must be able to express them on paper; along with the technical usage, you also need to focusing on reducing the wordiness and coming to a clear concise point.
Biology - Includes research and development (both lab and field work), hospitals, national & state parks, universities, pharmaceutical companies, research firms, aquariums and zoos.
most science fields live by the cardinal rule: publish or perish; if you aren’t producing work, you’ll not survive long in the field and that requires writing. Your main focus would be on technical writing and reducing the wordiness and coming to a clear concise point.
Engineering
Technical reports, memos, this will vary widely according to the field.
English – Includes copywriting, editing, gateway to law school
Duh, again.
Computer Science
Various articles, reports, memos, financial statements etc.
Obviously, the amount and type of writing will vary according to the profession, but the point is clear. Writing is something we all do, so it should not be feared. Follow the cardinal rule and writing gets much easier
How do you think you might use writing in your future career? Explain.
Cardinal rule: DON’T GIVE UP! ALWAYS ASK FOR HELP.
Basics of writing good…er…I mean well…
There are two kinds of papers that students MOST OFTEN turn in.
1. There are “Bull” papers. These are the papers that are filled with flowery words that sound nice but really have little or nothing to do with fact. Sometimes a professor or a teacher will read this, realize that it is bull, but will mark them with a higher grade because it sounds like the writer knows what they are talking about. More often, however, teachers and professors realize that you are just talking to hear yourself talk and your paper will be marked down despite the formality of the paper.
2. There are “Cow” papers. These are the papers that are filled with facts and facts alone. These papers show extensive knowledge of a subject, but are structured in such a way that it is hard to read and difficult to make interesting.
Neither of these papers are great papers. They are fluff.
For a really great paper, you need to have a “calf paper.” These papers have a little bit of bull, and a little bit of cow mixed together to create something new and fresh.
SO, how do we achieve “calf papers”? You practice. Sometimes the hardest thing for us to do is write with a formal yet unstilted tone. To make this concept stick more readily and to understand it better, we will first determine who our audience, mode and purpose which will then help us establish proper diction and tone.
What type of papers (cow, bull, or calf) do you typically write? Explain.
Audience, mode and purpose.
Your audience is simple to determine. Essentially, you ask yourself: to whom am I writing?
BUT WAIT, if I am writing an essay, my audience is ALWAYS my teacher, because I am NEVER going to write an essay for anything other than SCHOOL (YUCK!).
Fair enough. Yes, your audience is your teacher on a narrow scale, but to improve your writing you have to think in more broad terms. Think about the following as you identify the audience
1. The Chicago Tribune (newspaper)
2. The New Yorker (magazine)
3. An Dan Brown novel (mystery novel)
4. The Adventures of Huckleberry Finn
5. A Presidential Speech
Formality and Format: Mode
There are three basic modes we will focus on in this class. Establishing the mode helps you establish the purpose Authors, including you, have to have a purpose—a REASON to write. There are many purposes, but a few MAIN purposes…
To EntertainTo InformTo Explain/TeachTo PersuadeTo Reflect
Identify the purpose for each of the modes of writing. If there is a different purpose for a sub-mode, indicate that as well.
Mode:
The main purpose of this mode is…
Narrative Writing:
-engages and orients the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple points of view and introducing a narrator and/or characters creating a smooth progression of experiences or events
-relates a personal experience, tells a story based on a real or imagined events, culminates in theme
Expository Writing:
-introduces a topic; organizes complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; Develops topic with relevant facts and evidence using precise language.
-gives information, explains something, clarifies a process or defines a concept
Argument Writing:
-introduces precise, knowledgeable claims; establish, develop and organize claims, logically distinguish counterclaims; and create logical sequencing using reason and evidence as support
-attempts to convince the reader of something
-based on a topic that is limited, debatable, and meaningful.
BASIC FORMAT
Writing is a series of circles, you mature as a writer when the circles are not all trite replicates of each other, but to begin, you must know the structure of the paragraph.
1. Introduction—usually has a transition OF SOME KIND (not always at the beginning). Tells the reader what the paragraph is about.
2. Example—this is where you present your proof. The way you back your self up
3. Analysis—YOUR OWN WORDS! You draw conclusions about things.
4. Conclusion—ties back to your introduction. You don’t want to leave the reader hanging off a cliff. You have to tie off those ends so you can move on.
ALWAYS CIRCLE BACK TO THE PROMPT/ESSENTIAL QUESTION!
All your paragraphs will follow this circular pattern. The introduction and conclusion have different kinds of intros and concluding sentences, but follows the pattern to the beat of their own drum
Introductory paragraphs start with a (1) hook, follow with (2) background information, and end with the (3) thesis while concluding paragraphs mirror the introduction by starting with the (3) thesis, following with (2) suggestions, or ideas drawn from the paper, and finally ending with a (1) clincher that most effectively REFERS BACK to the hook from the intro. More sophisticated writers utilize style and syntax to avoid redundancy.
What shape is your writing? Is it circular or something else? Draw it and then explain.
Formality and Format: Hooks for Introductions
The introduction has a "hook or grabber" to catch the reader's attention. Some "grabbers" include:
1. Opening with an unusual detail: (Manitoba, because of its cold climate, is not thought of as a great place to be a reptile. Actually, it has the largest seasonal congregation of garter snakes in the world.)
2. Opening with a strong statement: (Cigarettes are the number one cause of lighter sales in Canada.)
3. Opening with a Quotation: (Elbert Hubbard once said, "Truth is stronger than fiction.")
4. Opening with an Anecdote: An anecdote can provide an amusing and attention-getting opening if it is short and to the point.
5. Opening with a Statistic or Fact: Sometimes a statistic or fact will add emphasis or interest to your topic. It may be wise to include the item's authoritative source.
6. Opening with a Question. (What would happen if the world was filled with no one over the age of 40?)
7. Opening with an Exaggeration or Outrageous Statement. (The whole world watched as the comet flew overhead.)
8. Opening with an unusual statement: (The fountain of youth could be as close as Florida, or as far as the disillusions of the mind.)
Emily Pankhurst - Freedom or Death 1913 - Call for Women's suffrage
· I do not come here as an advocate, because whatever position the suffrage movement may occupy in the United States of America, in England it has passed beyond the realm of advocacy and it has entered into the sphere of practical politics. It has become the subject of revolution and civil war, and so tonight I am not here to advocate woman suffrage. American suffragists can do that very well for themselves. I am here as a soldier who has temporarily left the field of battle in order to explain - it seems strange it should have to be explained - what civil war is like when civil war is waged by women.
VS.
· Women’s rights is an important issue to discuss with you today.
What makes Pankhurst’s opening more effective?
Franklin D. Roosevelt - The only thing we have to fear is fear itself - March 4th 1933 at the height of the Great Depression in America. Roosevelt went on to be president for the next 12 years.
· I am certain that my fellow Americans expect that on my induction into the Presidency I will address them with a candor and a decision which the present situation of our people impel. This is preeminently the time to speak the truth, the whole truth, frankly and boldly. Nor need we shrink from honestly facing conditions in our country today. This great Nation will endure as it has endured, will revive and will prosper. So, first of all, let me assert my firm belief that the only thing we have to fear is fear itself—nameless, unreasoning, unjustified terror which paralyzes needed efforts to convert retreat into advance.
VS.
· War is inevitable. We must begin immediately.
How does Roosevelt’s introduction “grab” the reader/listener?
BE CREATIVE BUT ACCURATE, AND USE YOUR RHETORICAL DEVICES TO ACHIEVE DIFFERENT EFFECTS—THROUGHOUT THE PIECE OF WRITING
Formality and Format: Thesis
Thesis Formula:
EQ: Should distracted driving be a criminal offense?
Answer to EQ+ Opinions/reasons =Thesis
Distracted driving should 1. They kill people so they should be tried as such.
be a criminal offense. 2. The knowingly endanger the public.3. They are breaking the law of the road.
*HINT: Consider parallel structure when formulating your thesis!
Thesis 1 (1 sentence): Distracted drivers knowingly endanger the public, inadvertently kill people and intentionally break the law proving that distracted driving should be a criminal offense.
Thesis 2 (2 sentences): Distracted drivers knowingly endanger the public, inadvertently kill people and intentionally break the law. As a result, distracted driving should be a criminal offense.
* your thesis should not be more than 2 sentences.
YOU TRY the Thesis Formula:
EQ: How does bullying affect society?
Answer to EQ+ Opinions/reasons =Thesis
1.
2.
3.
Thesis:
BS BS BS BS BE SPECIFIC BS BS BS BS
Be Specific, that is. Often, students make the mistake of not using specifics, thus their points are lost in a shallow sea of filler phrases and the other kind of BS. So, to avoid this, we step it up and add specifics!
EQ: Should distracted driving be a criminal offense?
Example Thesis: Distracted drivers knowingly endanger the public, inadvertently kill people and intentionally break the law. As a result, distracted driving should be a criminal offense.
Good! We have a nice clear road map, but to fully appreciate the road trip we need to know more about how to reach our final destination. The more detailed we are, the less likely we are to get lost along the way. To do that, we need to BE SPECIFIC with our examples.
BE
SPECIFIC
How do you make it specific?
--A specific person/group (Phil LeBeau)
--Specific Instance (tested Car and Driver Magazine’s documented and published distracted driving statistics—specifically texting and driving)
--during a specific period of time (2009—after 14 states have banned the law)
This all goes into your explanation of your example.
Basic rule #4: To an alien with love
Explain. Analyze. Relate. These are the basics. Specific examples are meaningless without explanation. Always, always, always analyze and explain how the example relates to your topic. It should be as though an alien is reading your paper (which, some of you may believe that your teacher is an alien, so this shouldn’t be too difficult for you!).
What would you need to say to make sure that alien understands exactly what you’re saying?
Ask yourself SO WHAT? Why does this matter?
Then answer the question in your writing. You want to break it down:
Yes, Phil LeBeau tested Car and Driver’s statistics in 2009. So what?
RELATE TO THESIS: This relates knowingly endangering the public because…
-Phil LeBeau and other journalists have been testing, reporting and discussing the issue of distracted driving for years. The published statistics and the fact that Car and Driver reports distracted driving decreases reaction time proves that people who succumb to distractions are not acting out of ignorance. In fact, people are taught these things before being issued a license. Therefore, they are knowingly endangering the public thereby committing a criminal offense that is as bad, if not worse, than drunk driving.
Now you try…by looking at your previous example
EQ: How does bullying affect society? (look back at your generated thesis to help you come up with a SPECIFIC example.
--A specific person/group
--Specific instance
--during a specific period of time
Basic rule #2: Show and Tell
Generally when writing, it is better to SHOW rather than to TELL. Obviously, you’ll do a little of both in GREAT writing, but the more you can SHOW, the better off you’ll be. This helps your reader really SEE and UNDERSTAND what you see and know.
This requires using more INDIRECT CHARACTERIZATION and ACTION VERBS (see page #).
Telling
Showing
George is a monster.
George went to the store and shot three people in cold blood, after which he laughed.
The goo dripped off of George’s green face and splattered the sidewalk next to his massive bare feet.
The telling is ambiguous. Okay, George is a monster…why? What did he do? What does he look like? Do you mean a literal monster like Big Foot, or is he just an evil person?
The showing is more precise. It lets the reader infer that George is a monster, but gives them more detail.
Example 1
From an early age, we accept death as the inevitable, but do not comprehend its actual denotation. Death is the impending future that all people must eventually grasp. In my early teens, my grandfather tragically perished. As a youth who did not identify with such a cataclysm I was saturated with various emotions. Initially, I was grieved by the loss of a loved one and could not understand why this calamity had to befall upon my family. I always considered death to have a devastating effect, but was shocked by the emotional strain it places upon an individual
Example 2
The coughing came first, the hacking in the idle of the night. Then there were the multiple doctor visits, each one the same: the little white rooms with magazines where I tried not to stare at the bald, gaunt woman across from me. One of the white coats finally said something steadily, forecasting an eighty percent chance of rain. The list of second opinions grew too long to count, looking for someone to say the right thing. Finally, there was relief in hearing the name of a kinder killer: lymphoma.
Identify the major differences between the two paragraphs above, then decide which one you think is the better paragraph. Which one does more showing? Give an example.
Narrative Writing
There are seven major components or elements in most short stories: plot, character, setting, theme, mood, tone, and narrative viewpoint.
___________: a series of related actions or episodes that will lead to the ___________ and _____________ of a story.
Every interesting plot must have a ___________, the struggle between two forces in the story. Conflict creates the interest and the suspense in a story. There are two basic types of conflict: ___________ (outside of a character) and ___________ (inside a character).
External ConflictsInternal Conflicts
There are six steps in a typical plot. In the ___________, the author introduces us to the characters, setting, and situation. The ___________ ___________ is the point at which the author involves us in the story by making us aware of the conflict. The ___________ ___________ builds suspense by adding complications to the conflict. The ___________, the point of greatest tension or crisis, indicates how the ___________ will be resolved. It is the turning point. The ___________ ___________ relates events that are a result of the ___________. The ___________ tells or implies the final outcome of the story and ties all the loose ends together.
___________: the people (or animals) who struggle with the conflict. The ___________ is the main character, and the ___________ is the person in direct conflict with the main character. The protagonist might be considered a hero and the antagonist might be considered a villain.
___________ characterization is when the narrator describes the character directly and tells us his qualities. ___________ characterization is when the author does not tell us what the character is like. We learn about the character from his speech and his actions and dealings with other characters.
Characters may either be ___________ (do not grow or change) or ___________ (undergo a great change). Characters may also be either ___________ (only one major trait) or ___________ (many different traits).
___________: the time and the place of a story. The setting includes geographical location, the specific place (park, mall, schoolhouse), the time period, and even specific times of day or seasons of the year. The setting often helps create the ___________ of the story and can contribute to ___________.
___________: expresses a truth about life or a central idea about life. It is the reader’s job to come up with the best statement for the theme—a single sentence that applies to all people, not just the characters in the story.
___________: the emotion created in the reader by a piece of literature. Some stories are sad, some are comic and playful, some are serious, and some are frightening. ___________, descriptive words, and action all contribute to mood.
___________: the attitude or feeling of the author toward his subject, characters, and readers. A writer’s tone can be serious, sarcastic, humorous, playful, nostalgic, angry, or threatening. The author’s tone is directly related to the ___________.
___________ ___________: the relationship between the author and the characters in the story. The author can let a character in the story be the narrator or he can let a voice outside the story be the narrator.
___________ -___________ point-of-view occurs when a character, usually the main one, tells the story. This type is easy to recognize because of the first-person “I” pronoun.
___________ -___________ point-of-view is extremely rare and occurs when the reader is a character in the story, causing the narrator to use the second-person “you” pronoun.
___________ -___________ limited point-of-view occurs when the narrator is not a character in the story and all of the details in the story are limited to one character’s viewpoint. Everything in the story must be something that this one character sees, feels, knows, or does.
___________ -___________ omniscient point-of-view occurs when the narrator is not a character in the story and is omniscient or all-knowing. The narrator can see into the minds of more than one character to tell the reader exactly what they are thinking and feeling. The narrator can also give the reader information that none of the other characters have.
tone = speaker’s attitude
POSITIVE TONE WORDS
NEUTRAL
(+, -, or neutral)
NEGATIVE TONE WORDS
admiring
adoring
affectionate
appreciative
approving
bemused
benevolent
blithe
calm
casual
celebratory
cheerful
comforting
comic
compassionate
complimentary
conciliatory
confident
contented
delightful
earnest
ebullient
ecstatic
effusive
elated
empathetic
encouraging
euphoric
excited
exhilarated
expectant
facetious
fervent
flippant
forthright
friendly
funny
gleeful
gushy
happy
hilarious
hopeful
humorous
interested
introspective
jovial
joyful
laudatory
light
lively
mirthful
modest
nostalgic
optimistic
passionate
placid
playful
poignant
proud
reassuring
reflective
relaxed
respectful
reverent
romantic
sanguine
scholarly
self-assured sentimental
serene
silly
sprightly
straightforward
sympathetic
tender
tranquil
whimsical
wistful
worshipful
zealous
commanding
direct
impartial
indirect
meditative
objective
questioning
speculative
unambiguous
unconcerned
understated
ambiguous
angry
annoyed
antagonistic
anxious
apathetic
apprehensive
belligerent
bewildered
biting
bitter
blunt
bossy
conceited
condescending
confused
cynical
demanding
derogatory
desperate
detached
diabolic
disappointed
disliking
disrespectful
doubtful
embarrassed
enraged
evasive
fatalistic
fearful
forceful
foreboding
frantic
frightened
frustrated
furious
gloomy
grave
greedy
grim
harsh
haughty
holier-than-thou
hopeless
hostile
impatient
incredulous
indifferent
indignant
insecure
irreverent
melancholy
mischievous
miserable
mocking
mournful
ominous
paranoid
pathetic
patronizing
pensive
psychotic
sarcastic
selfish
serious
severe
sinister
skeptical
solemn
somber
stressful
strident
suspicious
tense
threatening
tragic
uncertain
uneasy
unfriendly
unsympathetic
upset
violent
wry
mood = emotional effect that the text creates for the audience
POSITIVE MOOD WORDS
NEGATIVE MOOD WORDS
amused
awed
bouncy
calm
cheerful
chipper
confident
contemplative
content
determined
dignified
dreamy
ecstatic
empowered
energetic
enlightened
enthralled
excited
exhilarated
flirty
giddy
grateful
harmonious
hopeful
hyper
idyllic
joyous
jubilant
liberating
light-hearted
loving
mellow
nostalgic
optimistic
passionate
peaceful
playful
pleased
refreshed
rejuvenated
relaxed
relieved
satiated
satisfied
sentimental
silly
surprised
sympathetic
thankful
thoughtful
touched
trustful
vivacious
warm
welcoming
aggravated
annoyed
anxious
apathetic
apprehensive
barren
brooding
cold
confining
confused
cranky
crushed
cynical
depressed
desolate
disappointed
discontented
distressed drained
dreary
embarrassed
enraged
envious
exhausted
fatalistic
foreboding
frustrated
futile
gloomy
grumpy
haunting
heartbroken
hopeless
hostile
indifferent
infuriated
insidious
intimidated
irate
irritated
jealous
lethargic
lonely
melancholic
merciless
moody
morose
nauseated
nervous
nightmarish
numb
overwhelmed
painful
pensive
pessimistic
predatory
rejected
restless
scared
serious
sick
somber
stressed
suspenseful
tense
terrifying
threatening
uncomfortable
vengeful
violent
worried
Short Story “Poop Sheet”
Believe it or not, “poop” is a slang term for “inside information” and a “poop sheet” is a page that provides someone with the lowdown on something. We will use this poop sheet throughout our unit on short stories. These are questions designed to guide your reading of any story. I will ask you to write answers to some or all of these questions whenever we read a story. SAVE THIS HANDOUT and always write your answers on notebook paper so that you can reuse these questions.
1. What is the title? Why do you think the author chose this title? (2 pts)
2. Who is the author? List what you know about the author based on our class discussions. (2 pts)
3. From what point-of-view is the story told (1 pt)? What are the advantages and/or disadvantages of this perspective (2 pts)? Explain at least one other alternative point of view? (2 pts)
4. Identify the setting. Is it specific or vague? How does the setting create a particular mood? (4 pts)
5. List and describe some of the characters in a chart like the one below. Consider: how does the writer bring each character to life? (Be sure to make your chart large enough for your responses.
character’s name ( 1 pt)
traits, habits, and important actions (2 pts)
protagonist? antagonist? other? (1 pt)
round or flat? Explain. (2 pts)
dynamic or static? Explain. (2 pts)
6. Explain the story’s main conflict. (2 pts)
7. Does the author use similes, metaphors, hyperbole, personification, flashback, foreshadowing, symbolism, motifs, or irony? Give examples and comment on the overall effect. (5 pts)
8. What is the tone? Describe the author’s attitude toward the subject or the characters. (2 pts)
9. In your own words, state the theme of this story. (2 pts)
10. What is your personal reaction to this story? Explore it. Are you bored? Delighted? Entertained? Why? Does the story have a certain truth or honesty—a rendering of the human condition and/or experience? Would you have finished reading it if you hadn’t HAD to? Would you read it again? What are the story’s major strengths and/or weaknesses? Are there any memorable lines, scenes, or descriptions? Specify your reaction; attach it to causes; dig deep! attach it to causes; dig deep! (if you haven’t written AT LEAST 7 sentences, you really haven’t done what you should have for this particularly question. (10 points)
Argument Writing
Logos
EthosPathos
Logos:
Is the thesis…
· clear and specific?
· supported with reasons and evidence?
Is the argument logical and orderly?
Ethos:
What makes you an expert?
How have you connected to the topic?
Do you demonstrate respect for multiple viewpoints by using sources in the text?
Are your sources credible? Are your sources documented appropriately?
Do you use a suitable tone and diction for the audience/purpose?
Is the paper polished and professional?
How does improper usage affect your ethos?
Adapt: Verb: means to change
VS
Adopt: Verb: means to take ownership
All right: Always use this spelling in your writing—standard
VS
Alright: NON standard spelling. Do not use in your writing
All together: All at once
V S
Altogether: Completely; in all
Among: Implies three or more
VS
Between: Implies just 2 items
All ready: Ready
VS
Already: Even now, or by or before this time
Lay: To put or set something down; usually followed by a direct object
VS
Lie: To recline; never followed by a direct object
Farther : Distance
VS
Further: Means “additional” or “to a greater degree
A while: Noun: usually used after the preposition “for” ex. Concern about the rain forest has been growing for a while
VS
Awhile: Adverb: means “for a while” ex. Vines live off trees awhile.
Beside: “at the side of” or “close to”
VS
Besides: “in addition to”
Bring: To carry from a distant place to a nearer one
VS
Take: THE OPPOSITE: to carry from a near place to a more distant place
Can: “has the ability to”
VS
May: “has permission” or “possible/likely to”
Fewer: Use with objects that can be counted
VS
Less: Use with quantities and qualities that cannot be counted
Gone: Past participle of go and needs a helping verb
VS
Went: Past tense of go and is never used with a helping verb
In: Position
VS
Into: Suggests motion
Pathos:
Do the examples, details, images, facts, statistics etc.
· effectively engage the reader?
· relate to the reader?
Expository Writing
What is an essay? You write them, but what are they?
Essay:
First used in ___________by the French philosopher Michel de Montaigne Essais: “___________” or “___________,”-- casual ___________of a subject
Classifying essays
· Tone
· Purpose
· Content
Tone
!) ___________essays
___________tone
analyze ___________issues or ___________topics.
2) ___________essays (personal essays)
___________tone
explore everyday topics
conversational style
loose structure
circling around a topic
developing ideas indirectly
Purpose
An expository essay gives ___________, discusses ___________, or explains a ___________.
HOWEVER, essayists often combine different types of writing to achieve their overall purpose. Primary and secondary purposes do exist!
Strategies for reading Essays
1)Identify the Author’s ___________
Helps to identify effectiveness
2) Identify the Author’s ___________
Helps to identify the point
3) Analyze the Writer’s ___________
Helps to understand meaning
Formality and Format: Editing
Seek and Destroy: Making your paper better
1. Filler words: in which, centers around, when it came close/comes to
2. Words that question your validity or knowledge: may, might, seem, in my opinion, etc.
3. Filler phrases: these examples show, in my opinion, to me it/they, I believe that, I think etc.
4. Forbidden words: nice, very, a lot, stuff, things, really, real, even, plus, just
5. Repetition
6. Cliché: over used phrases
7. Homophones:
8. Reduce wordiness!
9. Check “commonly misspelled words” list & correct (http://grammar.yourdictionary.com/spelling-and-word-lists/misspelled.html)
10. Check grammar and conventions
11. Remove all personal pronouns (I, you, us, we, me, my, yours, ours etc.)
Called on a technicality
ABC easy as 123…Basics:
Rules for Writing Real Good (http://7-12educators.about.com/blswritegd.htm)
RULE
Practice Sentence
1.
Don't use no double negatives.
I don’t have no money.
2.
Make each pronoun agree with their antecedents. (pg #)
Everyone needs to buy their own ticket.
3.
Do not split two complete sentences with a comma, it’s called a comma splice.
I love my mother, she has always been there for me.
4.
About them sentence fragments.
On the way to the park.
5.
When dangling, watch your participles.
While walking to the park, the bus hit the kitten.
6.
Verbs has got to agree with their subjects. (pg #)
She really need to get a new car.
7.
Don't write run-on sentences they are hard to read.
I never listen to the teacher that is why I always fail the tests I know I should listen but I don’t.
8.
Don't use commas, which aren't necessary.
Let’s meet at the gas station, that is on the corner of 3rd and Elm.
9.
Try to not ever split infinitives
I really want to just sit down and relax.
10.
Its important to use your apostrophe's correctly.
Venus Williams has won 4 Wimbledon’s.
11.
Proofread your writing to see if you any words out.
That is such a grate essay! I am so glad I proofread it before aI turned it in.
12.
Correct speling is essential.
I didn’t look over my essay before I turned it in, and I am probly going to get a bad grade.
13.
Eschew ostentatious erudition.
(pg. #)
The circumstances of the calamity that has befallen me have completely intimidated my previous giddiness about this topic.
14.
Avoid cliches like the plague.
I have always marched to the beat of a different drummer.
*Bold denotes rule is addressed later in the handbook
Called on a technicality
Power Verbs
Linking/Auxiliary verbs are okay—but power verbs make your writing better!
Linking Verb List
Forms of "to be"
Forms of "to become"
Forms of "to seem"
Common verbs that can exist as either action verbs or linking verbs include:
Am, Is, Is being,
Are, Are being, Was, Was being, Were, Has, Has been, Have been, Will have been,
Had been, Are being, Might have been,
Become, Becomes,
Became, Has become,
Have become, Had become, Will become,
Will have become,
Seemed, Seeming,
Seems, Has seemed, Have seemed, Had seemed, Will seem
Grow, Look,
Prove, Remain,
Smell, Sound,
Taste, Turn,
Stay, Get,
Appear, Feel,
POWER VERBS!
(15)
abolishacquireadvocateassimilateauthorize
balanceblockbolsterbrandbroadencalculatecollaboratecommendconveycreatedebatedelegatedifferentiatedisplaydocumenteffectelaborateengageexamineexpeditefabricatefinishformulatefortifyfulfillgaugegenerategreetgroupguidehalthandle
heldhirehoneigniteillustrateinterveneinvestigateisolatejoinjudgejustifylectureliftlimitliquidateloadmandatemaneuvermanipulateminimizemotivatenavigatenegotiateneutralizenominatenurtureobserveoperateorchestrateorderorganizeparticipateperceivepersuadepinpointpublicizequadruplequantifyqueryquestionquoterecruitreiteraterepairreplicateretrievesafeguardsalvagesecureseizesketchsurveytackleterminatetestifytransmittutoruncoverunearthunifyupdateurgevalidateverbalizeverifyvisualizevolunteerwidenwithstandworkwroteyield
List at least 10 more ACTION/POWER verbs below:
Called on a technicality
The Holy Matrimony of Verbs & Subjects
The STRONGEST verbs
· SHOW instead of tell
Weak: I came home and told Mother my crime.
Better: I stumbled home and blurted my crime to Mother.
· Demonstrate ACTIONS
Weak: His work shirt had dark rings where it had been stained with sweat.
Better: Dark rings of sweat stained his work shirt.
· Are ACTIVE instead of passive
Weak: The truck was loaded with crates of bananas by the workers.
Better: The workers loaded the truck with crates of bananas.
Subjects are NOUNS and PRONOUNS that
PERFORM the action of the verb
· NOUNS: a person, place, thing or idea
· PRONOUNS: replace nouns (antecedents)
SUBJECTS and VERBS must AGREE
· A SUBJECT is either SINGULAR (one) or PLURAL (many)
· The VERB must always AGREE (change form to match) with the SUBJECT
· SINGLE subject = SINGLE verb; PLURAL subject = PLURAL verb
The parking lot was full.
The parking lots were full.
REGULAR verbs
HINT: ‘s’ is added to 3rd person singular. Most regular verbs work this way
Singular
Plural
First Person
I like bananas.
We like bananas.
Second Person
You like bananas.
Third Person
He/she/it likes bananas.
They like bananas.
IRREGULAR verbs
Common irregular verbs & their verb forms
Infinitive form
Singular
Plural
To do
I do.
He/she/it does.
To have
I have.
He/she/it has.
To go
I go.
He/she/it goes.
To be
I am.
He/she/it is.
IRREGULAR subjects
· COLLECTIVE nouns are nouns that SEEM like they are plural, but they are in a group and that group acts as one UNIT.
A swarm of bees = 1 swarm, containing many bees (The swarm attacks my friend. [not attack])
A pack of cards = 1 pack, containing many cards (The pack of cards sits on the chair. [not sit])
A family of 5 = 1 family, containing multiple members (The family goes on vacation. [not go])
· SUBJECTS joined by OR or NOR then the verb takes the form of the CLOSEST subject
Either the actors or the director is at fault.
Either the director or the actors are at fault.
· SUBJECT is MORE THAN ONE thing/person
My colleague and manager were promoted. (THEY were promoted)
Rupert and Jane are football fans, but Colin prefers shopping. (They are football fans, but he prefers shopping)
PRACTICE TIME!
Practice choosing strong verbs:
A. Rewriting passive voice
1. Before the semester was over, the new nursing program had been approved by the Curriculum Committee and the Board of Trustees.
_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
2. With five seconds left in the game, an illegal time-out was called by one of the players.
_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
3. Later in the day, the employees were informed of their loss of benefits by the boss herself.
_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
4. The major points of the lesson were quickly learned by the class, but they were also quickly forgotten by them.
_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
5. For several years, Chauncey was raised by his elderly grandmother.
_________________________________________________________________________________________________________________ _________________________________________________________________________________________________________________
B. Choosing stronger verbs: Rewrite the paragraph and remove ALL the being/linking verbs! Action verbs only so you show instead of tell!!
The man is a monster. His skin looks sickly green and purple. His mouth resembles a snout. His teeth appear long and sharp like a wolf's. His ears are on top of his head and are pointed and furry. His eyes seem to be slits of purple light. His nose is an empty hollow. He smells of rotten meat. His skin feels slimy. Truly, the man must have been ugly from birth!
Practice Subject/Verb Agreement
1. Almost everybody (has / have) some difficulty with writing.
2. Our team (play / plays) hard every night.
3. Both of us (is / are) voting in the next election.
4. Milo, Phoebe, and I (was / were) offering our help.
5. Neither of you (jump / jumps) to conclusions.
6. Some say the Indians (has / have) been treated unfairly.
7. There (was / were) only two choices on the menu.
8. Rudy as well as his cat (like / likes) milk.
9. He (is / are) my boss and friend.
10. Sunbathing (is / are) my favorite form of exercise.
Called on a technicality
Combine Sentences
Compound
Subject
Bethany enjoys writing persuasive essays.
Linda enjoys writing persuasive essays.
Compound
Verb
Kris wrote the essay.
Kris proofread the essay.
Compound
Object
Amanda used the computer.
Amanda used the printer.
Join two independent clauses—use a comma w/a conjunction or a semicolon (;)
The final draft due date was moved to November 2. Everyone rejoiced.
And, But, Or, Nor, For, So, Yet
Turn one into a subordinate clause (shows relationships)
Subordinating conjunctions:
“Standby” transitions can be used in an essay. Varied transitions show maturity in your writing.
because, although, while, even though
Change one into a phrase when the second sentence just adds detail
Rhetoric is an important part of persuasive writing. It is an effective technique.
1. Vary Sentence Length
· Too many short sentences make your writing sound choppy.
· Too many long sentences make your writing sound dull.
· Varying length adds rhythm and emphasizes key ideas.
· Ex. Insert short, direct sentences to drive home a main point.
2. Vary Sentence Beginnings
Starting Sentences with Different Parts of Speech
Start with a noun
Start with an adverb
Start with a participle
Start with a prepositional phrase
3. Use Inverted Word Order
· Subject-linking verb-complement: Jarrett is here.
· Complement-linking verb-subject: Here is Jarrett.
· Subject-verb-prepositional phrase: Madi wrote on her laptop.
· Prepositional Phrase-Verb-Subject: On herd laptop wrote Madi.
4. Avoid Fragments
· Make sure there is a subject and a verb; most fragments are phrases, subordinate clauses, or words in a series.
Ex. A chair built by my father.
5. Avoid Run-ons: four ways
With End Marks and Capitals
Run-on
Sentence
Ashlyn turned at the sudden noise Djay had dropped a book on the floor.
With Commas and Conjunctions
Run-on
Sentence
I worked hard on my lesson this morning, I knew my students would appreciate it.
With semicolons
Run-on
Sentence
Anna kept writing even after the bell rang, however she just couldn’t seem to finish the essay.
By Rewriting
Run-on
Sentence
Ian stayed focused throughout class, never once did he fall asleep.
Called on a technicality
First comes love, then comes Antecedents,
then comes the Pronouns in it…
Pronouns
· Replace nouns
· Should agree with and HAVE an antecedent (a noun that precedes it)
· Suzy loves her new bag. (underline the pronoun and circle the antecedent)
· Possessive pronouns show ownership
· John’s bag is on the counter = His bag is on the counter
Common Pronouns
It is important to be able to recognize pronouns…these include:
He/him
She/her
It/its
They/Their
Me/my/I
You/Yours
Nobody/one
Anybody/one
Everybody/one
Somebody/one
Whom
Whose
Who
Whoever
Whosever
*Highlight the possessive pronouns in the chart above.
Singular vs. Plural
· A singular personal pronoun should be used with 2 or more singular antecedents joined by or or nor
· Neither Tom nor Ken brought his equipment. (circle the pronoun; underline the antecedent)
· A plural personal pronoun should be used with 2 or more antecedents joined by and.
· Sue and Stan have chosen their instruments. (circle the pronoun; underline the antecedent)
· EXCEPT when distinguishing between joint and individual ownership.
· Neither Linda nor Maria let me play her guitar (they both have a guitar)
· Neither Linda nor Maria let me play their guitar (the guitar belongs to both of them)
· Indefinite pronouns anyone, anybody, everyone, everybody, someone, somebody, no one, and nobody are always singular. Circle the grammatically correct sentence.
· Somebody left his or her bag at the station.
· Somebody left their bag at the station.
Compound Pronouns
· Form should stay the same when something is compounded.
· This bag is for me.
· This bag is for Fred and me/I. (circle the correct pronoun)
Who, Whose, Whom
· To choose correctly among the forms of who, rephrase to choose between he and him.
· Whom/Who do you think is responsible? (Do you think he/him is responsible?)
· Whom/Who should we ask to the club? (Should we ask he/him to the party?)
Use the chart to help you circle the correct pronouns in the sentence above.
Subject form
Possessive Form
Object Form
Singular
He
Who
His
Whose
Him
Whom
Plural
They
Who
Their
Whose
Them
Whom
PRACTICE TIME!
Choose the correct pronoun in parentheses to complete the sentence.
1. Many People are discovering that (you, they) can enjoy different forms of music, such as the blues.
2. During early rehearsals, an actor may forget (his or her, their) lines
3. Men and women who have worked hard all day are finding that (you, they) can unwind by listening to Bessie Smith sing the blues.
4. The Washington team was opportunistic; (it, they) took advantage of every break.
5. Sue likes to listen to Bessie Smith because (you, she) can relate to the feelings expressed.
Write the pronoun in the first blank and the antecedent in the second.
1. Sam and I travel together because we are good friends. ___________ __________
2. Maria is looking for her coat. ___________ __________
3. The students came for their grades. ___________ __________
4. The children waited for me to pick them up. ___________ __________
5. William and Loretta, you have to start arriving on time. ___________ __________
6. My tennis teacher felt that she had to raise her fee. ___________ __________
7. Robert brought those books home because they looked interesting. ___________ __________
8. I saw Tito and gave him the money I owed him. ___________ __________
9. Tito took his money and thanked me. ___________ __________
10. Roberto always gets A's because he studies so much. ___________ __________
11. Where is Dorothy? I can't find her. ___________ __________
12. She and I have been dating for five years; it's time for us to settle down. ___________ __________
13. Harvey, have you done your homework? ___________ __________
14. We drove our car all the way to Miami Beach. ___________ __________
Circle the correct word
1. (Who, Whom) will you invite to the party?
2. (Whoever, Whomever) parked this car needs to move it.
3. There is a fifty-dollar reward for (whoever, whomever) finds and returns my dog.
4. (Who, Whom) is Elaine living with?
5. (Who, Whom) is that man at the end of the alley?
6. He is the kind of person (who, whom), my father says, will always be able to multiply his money.
7. There will be a five-minute break for (whoever, whomever) among you needs it.
8. To (who, whom) should I give this letter?
9. The parents of that baby, (whoever, whomever) they are, shouldn’t leave it alone.
10. Can you tell (who, whom) she looks like?
Called on a technicality
Homophone, Homonym, Homowhat?
Directions: Translate the following sentence by defining what the underlined word means…then write a short statement about what you think a homophone is.
I love my too Ants. They came over to our manner and brought they’re dog. I got too baby-sit the dog scents they were flying on a plain to a mountain peek for a ski trip. I got along well with there dog while it stayed with me, and he had a good time, even though he was scratching and trying two flea from his flees. My mom was angry, though, when he snuck into the desert leaving his knows and pause all read. I let him sleep on a caught at night, and he wagged his tale every mourning when he woke up. He stayed a hole weak, and he didn’t even brake a thing!
Translated:
Homophone
Homonym
Bear(to carry a burden; a big animal)
Bare (naked)
Bear (to carry a burden; a big animal)
Common Homophones
Bored
board
Paste
paced
allowed
aloud
they’re
their
Peek
peak
Manner
manor
sea
see
there
Seize
sees
Plain
plane
Hear
here
Too
to
Here
hear
Wait
weight
Red
read
two
Ring
wring
Affect
effect
Past
passed
Lose
Loose
Knot
not
Accept
except
Know
no
Desert
Desserts
Where
wear
Effect/Affect/Affected
· Affect—verb; to act upon, to change or to cause a change
· Effect—noun; result; consequence
· Affected—adjective; influenced by an outside force
PRACTICE TIME!
Common Homophones
1. I have _____________ lunch today. (no, know)
2. There is a ________________ in my jeans. (hole, whole)
3. I won the game _____________ two points. (by, buy)
4. I would like ______________ have cookies with my milk. (to, two)
5. Billy _______________ the race. (one, won)
6. Please make sure to _______________ a jacket outside. (wear, where)
7. My favorite story is the “Tortoise and the _______________”. (hair, hare)
8. _______________ sister will walk you home from school. (You’re, Your)
9. Maggie will _______________ a story in her notebook. (write, right)
10. Can you help me find ________________ shoes? (their, they’re)
Accept/Except
Top of Form
A1. The whole army is out of step ____________ Fred.
2. I'll ____________ no money from that cheapskate.
3. Please ____________ this pot of Mama's chicken soup.
4. It will cure anything ____________ flat feet.
5. Rip could do anything ____________ make money.
Affect/Effect?
1. This salary cut may ____________ his living habits.
2. The supply of a certain item may have an ____________ except on the price.
3. The ____________ of the speech was visible on the faces of the sleeping audience.
4. The beauty of the scene will surely ____________ his indifference.
5. We shall never know the full ____________ of the drink. 6. The heavy snows will ____________ the first crops this winter.
7. What kind of ____________ can this quiz have on your dinner tonight?
Called on a technicality
Parallelism isn’t just for Math Class
Consider the definition of parallelism (repeating grammatical structures). The sentence below exhibits FAULTY parallelism. Decide why and explain your response (even if you are not sure—at least TRY—say something. IDK is not acceptable). Then, answer the questions below.
A police officer must uphold the law by patrolling the streets, controlling traffic, catch criminals, and arresting law-breakers.
1. How does the sentence above display FAULTY parallel structure?
______________________________________________________________________________________________________________________________________________________________________________
2. Why is this sentence different than just saying?
A police officer has many duties.
______________________________________________________________________________________________________________________________________________________________________________
3. How does parallelism help improve your writing?
______________________________________________________________________________________________________________________________________________________________________________
_
4.Why is having correct parallelism (or even just correct grammar) so important in good writing?
______________________________________________________________________________________________________________________________________________________________________________
Notice the parallel structure in each example below:
· Parallel words: He has called together legislative bodies at places, unusual, uncomfortable, and distant from the depository of their public records. (parallel words are:______________)
· Parallel phrases: He has constrained our fellow citizens taken captive on the high seas to bear arms against their country, to become the executioners of their friends and brethren, or to fall themselves by their hands. (Parallel phrases are: ______________)
· Parallel clauses: The harder the conflict, the more glorious the triumph. (understood verb:___)
Correct the parallel structure in the following sentences
1. Banana splits are colorful, yummy, and they can make you fat.
2. The room was furnished with sofas, chairs, flowering plants, and oriental rugs were on the floor.
There are 5 sentences that are not parallel. Correct these.
Some people today are “survivalists.” These people, because they fear some great disaster in the near future (like economic collapse or nuclear war), are preparing for a catastrophe. Hoarding food, stockpiling weapons, and the achievement of self-sufficiency are some of the activities of survivalists. In Arkansas, for example, one group has built a mountain fortress to defend its supplies and staying safe. Arkansas, the group feels, is the best place to be for several reasons: it is an unlikely target for nuclear attack; it offers plentiful supplies of food and water; a good climate. Some Americans feel that the attitude of survivalists is selfish and greed. These people say that such a philosophy turns society into a “dog-eat-dog” race for life. Other people believe that after a nuclear war, the world, with radiation and where there would be disease, wouldn’t be worth living in.
Remember: THESIS STATEMENTS for PAPERS should also contain parallel structure. Correct the parallel structure in the following thesis statements.
Known as the “father of the atomic bomb,” Robert J. Oppenheimer’s being curios and lack of prudent actions led to the death of millions of Japan’s citizens, but doubting over his own work and trust in the American public led to a lobby for atomic control as he learned from his mistakes.
Modifier Placement
Modifiers
· An adjective, an adverb, or a phrase or clause acting as an adjective or adverb
· The modifier adds information to another element in the sentence.
Misplaced Modifiers
· Some modifiers, especially simple modifiers — only, just, nearly, barely — have a bad habit of slipping into the wrong place in a sentence.
Confusing
Clear
He barely kicked that ball twenty yards.
He kicked that ball barely twenty yards.
What does it mean to "barely kick" something?
After our conversation lessons, we could understand the Spanish spoken by our visitors from Madrid easily.
We could easily understand the Spanish spoken by our visitors from Madrid.
Do we understand the Spanish easily, or do the visitors speak it easily?
Dangling Modifiers
· When a sentence begins with a modifying word, phrase, or clause, the next element of the sentence can, in fact, be modified by that modifier.
· When a modifier improperly modifies something, it is called a "dangling modifier."
· This often happens with beginning participial phrases, making "dangling participles" an all too common phenomenon.
· This can happen with infinitive phrases as well.
Confusing
Clear
Changing the oil every 3,000 miles, the car seemed to run better.
Changing the oil every 3,000 miles, Fred found he could get much better gas mileage.
A car cannot change its own oil.
To keep the young recruits interested in getting in shape, an exercise program was set up for the summer months.
To keep the young recruits interested in getting in shape, the coaching staff set up an exercise program for the summer months.
Notice that the first sentence not only dangles, but is also passive.
Squinting Modifiers
· Adverbs can appear anywhere in the sentence and comes under scrutiny
· Structurally, the adverb may function fine, but its meaning can be obscure or ambiguous.
Confusing
Clear
Clear
Students who seek their instructors' advice often can improve their grades.
Student who often seek their instructors' advice can improve their grades.
Students who seek their instructors' advice can often improve their grades.
Do the students seek advice frequently or can they frequently improve their grades by seeking advice? You can't tell from that sentence because the adverb often is "squinting" (you can't tell which way it's looking).
Recognizing Misplaced Modifiers: Underline each misplaced modifier. If the sentences is correct write ‘C’.
1. The house was broken into that he recently purchased
2. Bob gave his cassette deck to his sister with Dolby.
3. The book won a prize with many color photos.
4. Damaged in the accident, Phil saw his car in the repair shop.
5. The books that you want will cost thirty-five dollars.
Recognizing Dangling Modifiers: Underline each dangling modifier. If a sentence has no dangling modifier, write ‘C’.
1. Eating in the restaurant, his manners were deplorable.
2. Brought before the judge, the plea was not guilty.
3. Snatched from its mother’s arms, the child cried pitifully
4. Performing before a real audience, her talent was quickly recognized.
5. Swimming in the pool, his chores were left undone.
Correcting Misplaced and Dangling Modifiers: Choose two sentences from EACH exercise above (total 4) and rewrite the sentence so that it no longer contains dangling or misplaced modifiers.
1.____________________________________________________________________________________
2. ____________________________________________________________________________________
3. ____________________________________________________________________________________
4. ____________________________________________________________________________________
Identifying and Correcting Misplaced Modifiers: Write each sentence correcting all the misplaced modifiers
1. The pianist played a new compositions sitting on the piano bench.
2. Turning green, I watched the lights.
3. We boarded the train with three suitcases heading toward our winter home in Florida.
4. We heard the bus had crashed on the radio.
5. I arranged the flowers for my mother using the new vase.
Identifying and Correcting Dangling Modifiers: Write each sentence correcting all the dangling modifiers
1. Wrapped in my blanked, the cold was no problem.
2. To knit a sweater, all the yarn must be bought at once.
3. Having ignored the problem, little could be done now.
4. To get the job, my references must be verified.
5. While taking inventory, the store was closed.
Called on a technicality
It’s All About the Commas, Baby.
1. Use commas to separate independent clauses when they are joined by any of these seven coordinating conjunctions: and, but, for, or, nor, so, yet.
· Lorraine Hansberry is one modern dramatist but Arthur Miller is more famous.
2. Use commas after introductory a) clauses, b) phrases, or c) words that come before the main clause.
a. Common starter words for introductory clauses that should be followed by a comma include after, although, as, because, if, since, when, while. However, don't put a comma after the main clause when a dependent (subordinate) clause follows it (except for cases of extreme contrast).
Incorrect: She was late for class, because her alarm clock was broken.
Incorrect: The cat scratched at the door, while I was eating.
Correct: She was still quite upset, although she had won the Oscar. (This comma use is correct because it is an example of extreme contrast)
b. Common introductory phrases that should be followed by a comma include participial and infinitive phrases, absolute phrases, nonessential appositive phrases, and long prepositional phrases (over four words).
c. Common introductory words that should be followed by a comma include yes, however, well
· Clearly The Crucible can teach us many lessons.
3. Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that are not essential to the meaning of the sentence. Use one comma before to indicate the beginning of the pause and one at the end to indicate the end of the pause.
Here are some clues to help you decide whether the sentence element is essential:
· If you leave out the clause, phrase, or word, does the sentence still make sense?
· Does the clause, phrase, or word interrupt the flow of words in the original sentence?
· If you move the element to a different position in the sentence, does the sentence still make sense?
If you answer "yes" to one or more of these questions, then the element in question is nonessential and should be set off with commas.
· Arthur Miller author of The Crucible wrote during the 1950s.
4. Do not use commas to set off essential elements of the sentence, such as clauses beginning with that (relative clauses). That clauses after nouns are always essential. That clauses following a verb expressing mental action are always essential.
Examples of other essential elements (no commas):
Students who cheat only harm themselves.
The baby wearing a yellow jumpsuit is my niece.
The candidate who had the least money lost the election.
Examples of nonessential elements (set off by commas):
Fred, who often cheats, is just harming himself.
My niece, wearing a yellow jumpsuit, is playing in the living room.
The Green party candidate, who had the least money, lost the election.
Tom, the captain of the team, was injured in the game.
5. Use commas to separate three or more words, phrases, or clauses written in a series.
· Communism politics and Salem are all used to make purposeful meaning in The Crucible
6. Use commas to separate two or more coordinate adjectives that describe the same noun. Be sure never to add an extra comma between the final adjective and the noun itself or to use commas with non-coordinate adjectives.
Coordinate adjectives are adjectives with equal ("co"-ordinate) status in describing the noun; neither adjective is subordinate to the other. You can decide if two adjectives in a row are coordinate by asking the following questions:
· Does the sentence make sense if the adjectives are written in reverse order?
· Does the sentence make sense if the adjectives are written with and between them?
If you answer yes to these questions, then the adjectives are coordinate and should be separated by a comma. Here are some examples of coordinate and non-coordinate adjectives:
He was a difficult, stubborn child. (coordinate)
They lived in a white frame house. (non-coordinate)
She often wore a gray wool shawl. (non-coordinate)
Your cousin has an easy, happy smile. (coordinate)
7. Use a comma near the end of a sentence to separate contrasted coordinate elements or to indicate a distinct pause or shift.
8. Use commas to set off phrases at the end of the sentence that refer back to the beginning or middle of the sentence. Such phrases are free modifiers that can be placed anywhere in the sentence without causing confusion.
Nancy waved enthusiastically at the docking ship, laughing joyously. (correct)
Incorrect:Lisa waved at Nancy, laughing joyously. (Who is laughing, Lisa or Nancy?)
Laughing joyously, Lisa waved at Nancy. (correct)
Lisa waved at Nancy, who was laughing joyously. (correct)
9. Use commas to set off all geographical names, items in dates (except the month and day), addresses (except the street number and name), and titles in names.
10. Use a comma to shift between the main discourse and a quotation.
John said without emotion, "I'll see you tomorrow."
"I was able," she answered, "to complete the assignment."
In 1848, Marx wrote, "Workers of the world, unite!"
11. Use commas wherever necessary to prevent possible confusion or misreading.
Comma Abuse
Commas in the wrong places can break a sentence into illogical segments or confuse readers with unnecessary and unexpected pauses.
12. Don't use a comma to separate the subject from the verb.
Incorrect: An eighteen-year old in California, is now considered an adult.
Incorrect: The most important attribute of a ball player, is quick reflex actions.
13. Don't put a comma between the two verbs or verb phrases in a compound predicate.
Incorrect: We laid out our music and snacks, and began to study.
Incorrect: I turned the corner, and ran smack into a patrol car.
14. Don't put a comma between the two nouns, noun phrases, or noun clauses in a compound subject or compound object.
Incorrect (compound subject): The music teacher from your high school, and the football coach from mine are married.
Incorrect (compound object): Jeff told me that the job was still available, and that the manager wanted to interview me.
15. Don't put a comma after the main clause when a dependent (subordinate) clause follows it (except for cases of extreme contrast).
Incorrect (extreme contrast):She was late for class, because her alarm clock was broken.
Incorrect: The cat scratched at the door, while I was eating.
Correct: She was still quite upset, although she had won the Oscar.(This comma use is correct because it is an example of extreme contrast)
Exercise: write the word the comma should following the blank provided
EXAMPLE: This recipe is a delicious creative treat!
delicious
1.
I had hoped to see Linda but she wasn't at the party.
2.
We had hoped to go shopping and sightseeing but we planned too much for one day.
3.
Few things are worse than tough overcooked meat.
4.
Grandma received a bouquet of beautiful petite yellow roses.
5.
Please drop these letters at the post office and then you can go to the library.
6. Thou shalt follow all the
rules of MLA format
7. Thou shalt document
everything & give proper respect to those who thought before you.
8. Thou shalt avoid
redundancy and wordy sentences
9. Thou shalt not use any
forbidden word.
10. THOU SHALT BE
SPECIFIC!
1. Thou shalt not use the word “I” or other 1st/2nd person pronouns (unless the prompt specifically asks for your experiences)
2. Thou shalt not use any informal language or slang.
3. Thou shalt not use contractions of any kind (don’t=do not)
4. Thou shalt avoid speaking in IM or TEXT.
5. Thou shalt check, double check and triple check all grammatical rules
Formality and Format: MLA Format
Monkeys Learn Alphabet…? No, of course not.
MLA stands for Modern Language Association founded in 1833 by teachers and scholars to promote literature and language teaching and learning. MLA format refers to a STANDARDIZED way to set up and document papers and sources for students, teachers, and scholars. When you are asked to write a paper in MLA format, you are asked to set it up in the way shown below. Follow these step by step instructions to ensure your objective format points don’t disappear (this is step by step for pre-word 2007)
Getting Started
1. Open a word processor blank document.
2. Make sure the FONT is Times New Roman
3. Make sure the type is 12 point
4. DON”T CHANGE IT FROM THIS TYPE AND SIZE FOR ANY REASON
ALL MARGINS SHOULD BE AT ONE INCH
5. Click on File
6. Click on page set up
7. In the box that pops up make sure that the margins tab is up
8. set bottom, top, left and right margins at 1
9. click OK
THE DOCUMENT SHOULD BE DOUBLE SPACED THROUGHOUT
10. Click on Format
11. Click on paragraph
12. In the box that pops up make sure the lines and spacing tab is up
13. under the spacing section, click the down arrow and highlight double
14. Click OK
THE HEADER
15. click on View
16. click on header and footer
17. In the header at the top of the page hit the RIGHT alignment button
18. type your last name
19. hit space bar once
20. click on insert page number ( # )
21. close header footer
MLA HEADING SHOULD BE ONE INCH FROM THE EDGE OF THE PAGE
22. On the first line of the document (NOT IN THE HEADER) on the LEFT side of the page you should type your first and last name
23. hit enter
24. Type your teacher’s name
25. hit enter
26. type the class/period
27. hit enter
28. type the DUE date in this format ( 1 January 2008 ) make sure you type out the month. Abbreviations are not acceptable
TITLE SHOULD BE CENTERED
29. After the date make sure you hit the enter ONLY once then hit the center alignment and type your title DO NOT bold it, change the size, underline, italicize or anything.
30. Hit enter then fix the alignment back to the left and you are ready to type your paper.
Directions for Word 2010
-Open a blank word document and click on file and ‘new”
-Under ‘document templates’ double click ‘reports’ then double click ‘research papers and reports’ and then chose the ‘research paper in MLA style’
-This is set up in MLA format, but you need to select all and change the font to Times New Roman and 12 pt. While Ariel is technically acceptable in MLA format, here at West we require Times New Roman 12 pt
Formality and Format: Works Cited
Works Cited and Parentheticals…Avoiding plagiarism by documenting sources
Works Cited Checklist:Do I have the minimum number of sources?
· Are all my sources cited in my paper?
· Is everything double spaced?
· Is my header my last name with a space and the page number?
· Is everything in Times New Roman 12 point?
· Are the sources in alphabetical order?
· Did I make sure each one is a hanging indention?
Darcy 7
Works Cited
Begley, Sharon, et al. "Mapping the Brain." Newsweek 20 Apr. 1992: 66-70.
Damasio, Antonio R. "Aphasia." The New England Journal of Medicine 326 (1992): 531-39. Diagram Group. The Brain: A User’s Manual. New York: Putnam’s, 1982.
"Nurturing Development of the Brain." Editorial. New York Times 28 Apr. 1997,late ed.: A14. New York Times Ondisc. CD–ROM. UMI. 1997.
PARENTHETICAL CITATIONS: Usually a citation is composed of the author’s last name and the page or paragraph number. However, you do not have to use the author’s last name if you’ve used it in your sentence already.
Olivier creates Richard III’s “central device of coherence” by using a cyclical theme of the crown (Brown 133).
Constance Brown argues that Olivier uses a cyclical theme of the crown to create “the central device of coherence” (133).
If you cite a source with more than one author, be sure to credit both authors. If you cite an anonymous or unsigned text, use a shortened version of the title in place of a name.
If you cite a multivolume work, include the volume number (followed by a colon and a space) before the page number.
As Katherine Raine has argued, “true poetry begins where human personality ends” (2: 247).
(Ask if you are unsure how to cite other types. You can always consult a style guide in the media center or even online! Ignorance is no excuse.)
Ex. (Begley 67) Ex (Damasio par. 6) Ex. (“Nurturing” 80)
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