Chapter 6 Parts II & III

Chapter 6 Parts II & III Name: ______Period ______Words That Connect Ideas Logical Relationship Coordinating Subordinating Transition Words Words/Phrases Words/Phrases Addition and, not only . . . but also, in addition, furthermore, both . . . and moreover, also, besides Concession or but, yet although, though, while, however, nevertheless, Contrast even though, in spite of on the other hand, still, the fact that, despite the in contrast, instead, on fact that the contrary Alternatives, Choice, or, nor, either . . . or, alternatively, on the or Option neither . . . nor other hand Cause or Reason for because, since, as, in that therefore, consequently, thus, for that reason Result so so that, such that as a result, therefore, thus, consequently, for this reason Purpose so that, in order that, (in order) to* Condition if, even if, unless, otherwise provided that, as long as, when(ever), wherever Time or Sequence when, after, before, until, then, first, second, third, till, as, while, since, once, finally, next, afterwards, now that, whenever, as after that, before that, soon as, by the time that meanwhile, at first, eventually Place where, wherever Comparison or but whereas, if similarly, likewise, in Contrast contrast Restatement in other words, that is Example, for example, for Generalization, or instance, in general, Conclusion overall, in conclusion *“In order that” is followed by a subordinate clause: In order that juries can be impartial, they have to understand juvenile psychology. “In order to” is followed by a phrase: In order to win sympathy in juvenile trials, defense lawyers try to demonstrate that their clients are just ordinary kids. Exercise 5: Using connecting words to join clauses

Directions: Using Chart 6.3, rewrite the following sentences with alternative connecting words and phrases. Make sure the logical relationship stays the same. Check that you have punctuated the sentences correctly. Circle the new connecting word or phrase. 1. Since age can shape every aspect of a capital case, questions are raised about how reliable and consistent jurors have been. Rewrite with a transition: ______2. Although some jurors believe that adolescents have diminished responsibility and should be treated leniently, others view them as a terrible danger to society. Rewrite with a coordinating word: ______3. Despite the fact that he is only fourteen, Lionel Tate might be sentenced to life in prison. Rewrite with a transition: ______4. Teenagers under eighteen are not allowed to smoke, drink, or vote; nevertheless, we are eager to try and sentence them as adults when they commit crimes. Rewrite with a subordinating word: ______5. We don’t really believe that fourteen-year-olds are adults; otherwise, we would let them vote. Rewrite with a subordinating word: ______

Exercise 7: Editing student writing to make logical connections clear

Directions: Use the three ways to combine clauses to improve the following passage from a student essay. Circle the connecting words and the punctuation that you use with them. Some people would say that teenagers should know right from wrong. Teenagers are very young. Do we, as teenagers, know right from wrong? We are prone to do things. They are frowned on by adults. We are in a stage of life. We are most susceptible to peer pressure. During my own limited research, I have found something surprising. Teenagers feel the death penalty should be strongly enforced. They believe teens should be treated as adults. The teenagers I interviewed believed that we should face the consequences of our actions like adults. Jurors should not accept excuses like, “Well, I’m just a kid and it was a stupid mistake.” Adults were faced with the question of whether adolescents should be tried as adults. They said they didn’t have the “power” or “right” to judge whether someone should die or not. Teenagers should face up to their actions. They should accept the consequences of their behavior. The death penalty should not be applied to any person. No one has the right to judge that someone else should die.

6.5 Connecting Ideas Using Parallel Structure

Coordinating words are used not only to connect main clauses, but also to join other elements in sentences: verb phrases, infinitives, -ing forms, nouns, noun phrases, adjectives, adverbs, and subordinate clauses. When two matching grammatical structures are joined by coordinating words, we call them parallel structures. Using parallel structures shows that the elements are equal and enables writers to write more varied and interesting sentences. To make elements in a sentence parallel, use the same grammatical form (nouns, adjectives, verbs, phrases, clauses) for each element in the series. Use a conjunction (and, but, or, either . . . or, neither . . . nor) to join the elements. Parallel Structures Example Verb phrases Nathaniel Brazill would be tried as an adult and (would)* face life in prison. Infinitives His inability to give a reason for his actions or (to)* understand his sentence indicated he was not really an adult. -ing words Studying the brain and showing how it changes as children grow up may explain the behavior of teens. Nouns/noun phrases Reporters and advocates for teens ask if new studies explain the erratic behavior of teenagers. Adjectives I believe the behavior of teens is neither impulsive nor erratic. Adverbs I don’t believe teens behave either impulsively or erratically. Subordinate Clauses that clauses The jury ruled that Brazill would be tried as an adult and (that he)* was guilty of second-degree murder. who clauses Brazill, who looked dazed during his trial and (who)* could not explain why he killed his teacher, was nevertheless tried as an adult. *Note: Words that are part of a parallel structure do not have to be repeated if they are the same in the second structure. However, it is all right to repeat them to make the parallel structure clear. A pronoun may replace a noun in the second parallel structure.

Exercise 9: Identifying parallel elements

Directions: Underline the parallel elements in the following sentences. 1. My research group has scanned the brains of kids aged from three to twenty and has pieced together “movies” showing how brains develop. 2. Language systems and mathematical systems develop at different times. 3. In children, brain growth and skill development occur together. 4. The loss of brain tissue in teenagers was massive and dramatic. 5. Brain cells and connections are lost during the teenage years in the areas controlling impulses, risk-taking, and self-control. 6. The frontal lobes of the brain regulate our emotions and are vastly immature throughout the teenage years. 7. Prosecutors said that he brought a gun to school and that therefore he planned the crime. 8. Scientists say that teenagers, who have lost brain cells and who have less self-control, should not be treated as adults.

Exercise 10: Editing sentences for parallel structure

Directions: Rewrite the following sentences to make the relevant elements parallel. Underline the parallel elements. 1. A judge will decide whether Lionel Tate is a child or should he be tried as an adult. 2. Kids under eighteen can’t smoke, drink, or going to R movies without our permission. 3. The immaturity of juveniles is the reason why they don’t vote, having curfews, and have their driving privileges restricted. 4. Charging children as adults is inconsistent and unfairly because of their immaturity. 5. Today we see criminal defendants who cannot shave, still playing with fire trucks, and loved to act out scenes from video games. 6. Kids’ brains are different and still develop.

Exercise 11: Completing sentences with parallel elements

Directions: Complete the following sentences by adding parallel elements so that the sentences make sense in the context of the topic of juvenile justice. Underline the parallel elements. 1. The kids’ crimes are heinous and ______. 2. The zeal to round up kids and ______. 3. The two seemingly “good kids” brutally and ______. 4. The nation’s juvenile arrest rate for murder fell and ______. 5. The media have perpetuated the image of violent children and ______. 6. Research suggests that sentencing adolescents as adults creates career criminals and Exercise 12: Editing student writing

Directions: Find the elements in this essay that should be parallel and correct them so that they are parallel. Write the new version on a separate sheet of paper. Then underline the parallel structures. As a high school student I am up close and personally with teens every day of my life. Some of these kids are bright and maturely, but there are others who are obviously not. I have seen boys snort bleach to make their classmates laugh or drinking liquid dish soap in order to win 10 dollars. When they were doing these stunts, they were not thinking that they could be injured or getting sick. All they were thinking was that they could get a few kicks out of it and made their friends think they were cool.

Another thing I have seen is teenage emotion. Teenagers have strong emotions and moody. I have seen brutal fights break out over name calling and insulting. I have seen a kid breaking down and bawl their eyes out over a failed test. Emotions are not an excuse for violent behavior, but if you mix emotions with poor decision-making skills, you are definitely in for a disaster.