[Type text] [Type text] [Type text] English 60
Professor Parks Fall 2013 Tuesday/Thursday 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
Journal information
The particulars
Your journal is due once a week, as noted on your assignment sheet. I will return it the next class day. Each week you will write four entries of at least seventy-five words each. Number and date each entry, for example “June 30 # 5.” Use a separate page for each entry, and write on one side of the page. Entries must be kept together in order in a 100-sheet spiral-bound notebook used only for this class. I only accept journals on the assigned day.
The topics
For two entries each week, you may write about anything: thoughts, feelings, opinions. Explore your dreams. Write about where you are going, where you have been, or where you’d like to go. Make it colorful. It is a treasury of your ideas.
Other possibilities include school, sports, religion, children, items in the local or national news, computers, exercise, art, sleep, moving, friends, food, animals career, business, music, fears, vacations, hobbies, pets, family, plants, environment, crime, love, work....The list is endless.
You can earn two points per entry if it is the right length and on time. You earn one point per entry if it is too short or one week late. I will not grade your feelings or opinions. I will make comments if you’d like.
For two entries per week, you will write on an assigned topic. It may be from America Now. You must argue a point or give your opinion on the assigned topic. Back up your argument as well as you can. Provide support or evidence for your position.
You can earn three points per entry if you state an opinion and back it up. If it’s late, you earn 1 1/2 points. If you don’t back up your argument, you earn 2 points.
So weekly journals are worth a total of ten points.
I am the only one who will read your journal.
Let me know how you want me to respond.
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 | 3
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? 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 | 4
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 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 | 5
Fill in the blanks about students in the class
Classmates......
...... who have hobbies .....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 sports 1. 1.
2. 2.
3. 3.
....who have favorite foods .... who have had embarrassing moments 1. 1.
2. 2.
3. 3. 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 | 6
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). 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 | 7
PREPOSITIONS about down regarding above during since across except through after for throughout 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 | 8
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-ons Correct 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. 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 | 9
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. 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 | 10
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. 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 | 11
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. 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 | 12 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. 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 | 13
List of irregular verbs infinitive present past past participle to arise arise arose arisen to awake awake awoke/ awoke/awaked to be is/am/are was/were been to bear bear bore borne to become become became become to begin begin began begun to bend bend bent bent to bite bite bit bitten to blow blow blew blown to break break broke broken to bring bring brought brought to build build built built to burst burst burst burst to buy buy bought bought to catch catch caught caught to choose choose chose chosen to cling cling clung clung to come come came come to cost cost cost cost to cut cut cut cut to dive dive dove dived/ dove to do do(es) did done to drag drag dragged dragged to draw draw drew drawn to drink drink drank drunk to drive drive drove driven to eat eat ate eaten to fall fall fell fallen to feed feed fed fed to feel feel felt felt to fight fight fought fought to find find found found 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 | 14 infinitive present past past participle to fly fly flew flown to forgive forgive forgave forgiven to freeze freeze froze frozen to get get got gotten to give give gave given to go go(es) went gone to grow grow grew grown to hang(clothes) hang hung hung to hang(execute) hang hanged hanged to have have(has) had had to hear hear heard heard to hide hide hid hidden to hold hold held held to hurt hurt hurt hurt to keep keep kept kept to know know knew known to lead lead led led to lay(to place) lay laid laid to lie(to recline) lie lay lain to leave leave left left to lend lend lent lent to let let let let to light light lit lit to lose lose lost lost to make make made made to mean mean meant meant to meet meet met met to pay pay paid paid to pet pet pet pet to put put put put to raise(lift/increase) raised raised to read read read read to ride ride rode ridden 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 | 15 infinitive present past past participle to ring ring rang rung to rise(to get up) rise rose risen to run run ran run to say say said said to see see saw seen to seek seek sought sought to sell sell sold sold to send send sent sent to set(to place) set set set to shake shake shook shaken to shine shine shone shone to shrink shrink shrank shrunk to shut shut shut shut to sing sing sang sung to sink sink sank sunk to sit(to rest) sit sat sat to sleep sleep slept slept to speak speak spoke spoken to spend spend spent spent to spin spin spun spun to spit spit spat spat to spring spring sprang sprung to stand stand stood stood to steal steal stole stolen to stick stick stuck stuck to sting sting stung stung to stink stink stank stunk to strike strike struck struck to strive strive strove strove to swear swear swore sworn to swim swim swam swum to swing swing swung swung to take take took taken to teach teach taught taught to tear tear tore torn 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 | 16 to tell tell told told to think think thought thought to throw throw threw thrown to understand understand understood understood to wake wake woke/ waked woken/waked to weave weave wove woven to wear wear wore worn to win win won won to wring wring wrung wrung to write write wrote written 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 | 17
parts of speech 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 | 18
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. 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 | 19
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. 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 | 20
SENTENCE TYPES
A simple sentence has a single independent clause. The sentence may be long or short. 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 | 21
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. 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 | 22
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. 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 | 23
8. I stayed up late ______I woke up on time feeling rested.
2. I; ca, i
common conjunctive adverbs:
consequently also as a result indeed obviously afterward therefore for example besides unfortunately accordingly frequently then moreover in fact nevertheless however for this reason furthermore in addition still likewise on the other hand thus hence
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 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 | 24 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; i The 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 ______. 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 | 25
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: 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 | 26
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: Debra had car problems. She called a friend who lived near her for a ride to school. 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: 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 | 27
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 dishes 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 | 28 dependent clause: After I finished eating Dependent clauses start with subordinating conjunctions: after although until as because whether before even though if since so that while unless when whenever where 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 i 2. D, i or Sc i, i 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 | 29
example: I drank a cup of tea. I went to bed 1. 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. 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 | 30
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. 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 | 31
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 combining directions: 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. 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 | 32
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.
______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 | 33
______
______
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. 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 | 34
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 review 1. Write a compound sentence using “and.”
______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 | 35
______
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.
______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 | 36
______
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. 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 | 37
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 her 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.
4. Identify the following sentence as simple, compound, or complex. Underline the dependent clause.
Since one of the kittens looked like Jackson, we decided to take it when it was old enough to leave its mother.
5. Write your own sentence like # 4.
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. 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 | 38
9. Identify the following sentence as simple, compound, or complex. Underline the dependent clause.
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.
10. Write your own sentence like # 9.
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. 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 | 39
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. 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 | 40
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.” 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 | 41
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: commas Add 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 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 | 42 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 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 | 43 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 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 | 44 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. 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 | 45
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. 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 | 46
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.
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. 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 | 47
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. 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 | 48 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 lanky
2. The movie is starting please don't talk to me. 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 | 49
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 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 | 50 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 g.p.a. and finished college in three years while running a cake business. 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 | 51
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 advocates 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?" 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 | 52
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. 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 | 53
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 my brother visit with a good friend and to shop.
10. She voted for two reasons she believes in her candidate and in the electoral process.
11. Kids who spend a lot of time on the computer don’t get much exercise.
12. Mr. Henson the guest artist prepared an impressive art display.
13. Among those competing were Judy Mason Fairfax High School Marilyn
May Bellville High School and Peter Benjamin Golden Valley High School.
14. Our itinerary requires the following stops Las Vegas Barstow and
Tehachapi.
15. His castle in Laguna Beach California was burned down in the fire.
16. Realizing that she was unprepared for the recital she feigned illness.
17. I went snowboarding a few years ago and I’m not eager to go 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 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 | 54 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 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 | 55 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. 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 | 56 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 | 57
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’re there - location or introductory word e.g.. their- shows possession e.g.. they’re - contraction of they are e.g.. a. Let’s go ______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 | 58 b. ______leaving in the morning. c. She sang at ______wedding.
2. too, to, two too - also, excessively e.g.. to - toward (a preposition) e.g.. two- 2 e.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’s whose - shows possession e.g.. who’s - contraction of who is e.g.. a. ______going on the picnic? b. ______jacket is this?
4. your, you’re your - shows possession e.g.. you’re - contraction of you are 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 | 59 e.g.. a. It is ______turn. b. ______one of the most intelligent people I’ve known.
5. it’s, its its- possession e.g. it’s - contraction of it is e.g. a. ______getting late. b. The dog is wagging ______tail. c. ______a nice day.
6. our, are our - shows possession e.g.. are- a verb e.g.. a. We ______going to buy a newspaper. b. We ______on ______way to Los Angeles.
7. whether, weather weather - climate e.g.. whether - compares ideas (subordinating conjunction) e.g.. 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 | 60
a. It will be an enjoyable event, ______or not it rains. b. Today’s ______is foggy.
8. threw, through threw - past tense of to throw e.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 ready already - previously e.g.. all ready - everyone or everything is ready e.g.. a. I ______made dinner. b. We are ______to go.
10. advice, advise advice - a suggestion (noun) e.g.. advise - to suggest (verb) e.g.. 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 | 61
a. I ______you to do your best. b. My ______to all students would be to come to class.
Preposition usage list
accuse 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 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 | 62 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 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 | 63
(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 examples A, an not, without amoral, atypical Arch chief architect Am, amat love amateur, amiable Ante before anteroom, antecedent Anti opposite, against antipathy, antibody Aqu water aquarium, aqueduct Aud, audit hear audible, auditorium Auto self autograph, autobiography Bene good benefit, benediction Bi teo bicycle, bifocal Bio life biology, biopsy Chron time chronic, chronology Circum around circumscribe, circumference Co together coagulate, coeducational Crypt secret cryptic, cryptonym De from, down deport, descend Dem people democracy, epidemic 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 | 64
Derm skin dermatologist, pachyderm Dic, dict say contradict, dictate Dis opposite of disagree, disappear Dyn power dynamic, dynamite Eu good, well euphoria, eulogy Fac make, do factor, factory Hyper excessive hyper Im, in not incorrect, immovable In in inland, inhaling Inter between intercultural Log word, study monologue, embryology Luc light translucent, lucid Mal bad malice, malodorous Man hand manufacture, demand Mis wrong misquote Mot, mov move motive, commotion Mor, mort death mortician, mortal Neur nerve neurologist, neuron Non not nonsense Orth right, true orthodontists, orthodox Pan all panacea, panhellenic Path feelings empathy Ped foot pedestrian, centipede Pend spend, think, hang pending, expend Phil loving bibliophile, philanthropist Psych mind, spirit psychic, psychotherapy Port, portal carry portable, transport Post after postgraduate Pre before prehistoric Pro to move ahead,for promotion, propose Re again recycle Scrib, script write conscription, prescribe Soph wisdom philosophy, sophomore Sol alone isolate, solitaire Spec, spect look introspection, circumspect Sub under subtitle, submarine Super more than supermarket Tele far telephone Terra earth territory, terra cotta Therm heat thermostat, hydrothermal Trans across transversal, transport Tri three trio, tricycle Un not unquestionable Uni one unicorn 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 | 65
Urb city urban, suburb Ver true verify Voc, 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 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 | 66
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 adverb I – independent clause D – dependent clause SC- subordinating conjunction Common subordinating conjunctions (SC) used in complex sentences
Cause or effect Condition as even if because if in order that if only since provided so that since unless Concession when although whenever as if whether even if how even though though 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 | 67
Comparison or contrast Purpose as as if so that as though that ______than Relative connectors whereas (pronouns, adj., adv.) whether which while that whatever Space or time whose after since whichever as long as whom before when what now that who once where whomever whenever whoever wherever why until 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 contrast also however besides in comparison further in contrast furthermore instead conversely in addition likewise on the other hand incidentally nevertheless moreover otherwise similarly nonetheless Emphasis certainly indeed Cause or effect 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 | 68 in fact accordingly still as a result undoubtedly consequently specifically hence therefore Time thus finally meanwhile next now Misc. then for example thereafter for instance subsequently after all even so anyway incidentally
** Conjunctive adverbs connect equal clauses (in compound sentences). I: ca, i
Common prepositions about into above like according near according to of across off after on against onto along out along with outside among over around past as regarding at round because of since 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 | 69 before through behind throughout below to beneath toward beside under between underneath beyond unlike by until concerning up despite upon down up to during till except with except for within excepting without for next to from in in addition to inside in spite of instead 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 statement Action - shows action Linking - 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, 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 | 70 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, so Subordinating 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 parts Subject - a noun, pronoun, gerund, or infinitive is never in the prepositional phrase is never here or there can be understood or implied part of the sentence about which something is being said
Verb - see previous page
Clauses 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 | 71
Independent clauses - can stand on their own.
Dependent clauses - can not stand on their own start with a subordinating conjunction (listed on a previous page) have a subject and a verb need an independent clause are needed to create complex sentences Example: 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. 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 | 72
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. 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 | 73
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.” 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 | 74
mechanics
Underlining or italics Underline the complete work: newspaper, magazine, Cds, movie, novel, play
Quotes Put quotes around the part: article, song, poem, short story, TV episode
Apostrophe used to make words possessive and in contractions never used on verbs never used on possessive pronouns (his, hers, ours, theirs, etc.) if the word is plural and ends in s, just add an apostrophe
Capitalization Capitalize the first word in a sentence Capitalize proper nouns 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 | 75
Sentences for grammar practice 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 | 76
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. 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 | 77
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 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 | 78
Parts of speech
i slipped on a piece of paper and broke a large window
sentence parts
clauses and sentence type
i slipped on a piece of paper and broke a large window
mechanics 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 | 79
Parts of speech
the four men worked hard to finish the job their boss gave them a large bonus
sentence parts
clauses and sentence type
the four men worked hard to finish the job their boss gave them a large bonus
mechanics 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 | 80
Parts of speech
she never attends meetings she cannot sit still
sentence parts
clauses and sentence type
she never attends meetings she cannot sit still
mechanics 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 | 81
Parts of speech
marsha flies kites so we bought her a new ball of string
sentence parts
clauses and sentence type
marsha flies kites so we bought her a new ball of string
mechanics 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 | 82
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
clauses and sentence type
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 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 | 83
Parts of speech
i must have drunk four cups of cocoa because i was cold after I skated on lake kenton
sentence parts
clauses and sentence type
i must have drunk four cups of cocoa because i was cold after I skated on lake kenton
mechanics 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 | 84
Parts of speech
while we were driving on brewton highway we saw a burning garage with several cars in it so we called the fire department
sentence parts
clauses and sentence type while we were driving on brewton highway we saw a burning garage with several cars in it so we called the fire department
mechanics 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 | 85
Parts of speech
my uncle from pittsburgh pennsylvania recently bought a green boat which he will keep on our lake
sentence parts
clauses and sentence type
my uncle from pittsburgh pennsylvania recently bought a green boat which he will keep on our lake
mechanics 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 | 86
Parts of speech
many students in the school work on the star our school newspaper
sentence parts
clauses and sentence type
many students in the school work on the star our school newspaper
mechanics 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 | 87
parts of speech
i like the fact that edgar allen poe uses dark imagery in the raven
sentence parts
clauses and sentence type
i like the fact that edgar allen poe uses dark imagery in the raven
mechanics 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 | 88
parts of speech after we read the book the pact ms parks showed us the movie
sentence parts
clauses and sentence type after we read the book the pact ms parks showed us the movie
mechanics 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 | 89
parts of speech
alfonso my mothers cousin bought new running shoes since he runs on his schools track team
sentence parts
clauses and sentence type
alfonso my mothers cousin bought new running shoes since he runs on his schools track team 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 | 90
mechanics
Parts of speech
jack who rides the bus to school on fridays has the best grade in spanish
sentence parts
clauses and sentence type
jack who rides the bus to school on fridays has the best grade in spanish
mechanics 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 | 91
Parts of speech
donnas friend moved here from manteca california on january 11 2004 but now her family is moving again
sentence parts
clauses and sentence type
donnas friend moved here from manteca california on january 11 2004 but now her family is moving again 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 | 92
mechanics
Parts of speech
ethels aunt kaitlyn likes to babysit so that she can play with childrens toys
sentence parts
clauses and sentence type
ethels aunt kaitlyn likes to babysit so that she can play with childrens toys
mechanics 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 | 93
Parts of speech
andre took his wrinkled shirt to his neighbors house because the neighbor has a nice new iron
sentence parts
clauses and sentence type
andre took his wrinkled shirt to his neighbors house because the neighbor has a nice new iron 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 | 94
mechanics
Parts of speech
mrs berry our teacher has told us that this is our last sentence of the year but it is a pretty tricky one
sentence parts
clauses and sentence type
mrs berry our teacher has told us that this is our last sentence of the year but it is a pretty tricky one 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 | 95
mechanics 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 | 96
Practice peer edit, first draft By 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 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 | 97 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
3 – excellent 2- OK 1- weak score Is the thesis/opinion stated in one clear sentence?
Is the strongest point last?
Does each paragraph contain only one idea?
Does the writer include enough details and examples to back up his/her opinion? 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 | 98
Is one of the points an answer to the opposition?
Does the conclusion sum up the argument?
How would you rate the strength of the argument?
My top two suggestions to improve this paper:
1.
2.
Words, phrases, or ideas I like best:
1.
2.
Practice peer edit, first draft By 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 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 | 99 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 ______
peer feedback sheet for argument writing first draft
3 – excellent 2- OK 1- weak score Is the thesis/opinion stated in one clear sentence?
Is the strongest point last?
Does each paragraph contain only one idea?
Does the writer include enough details and examples to back up his/her opinion?
Is one of the points an answer to the opposition? 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 | 100
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.
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. 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 | 101
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 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 | 102 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 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 | 103 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. 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 | 104
2.
concluding sentence
essay template
1. introduction
2. body paragraph # 1 body paragraph #1 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 | 105
3. body paragraph #2
4. conclusion
Peer conference sheet for essay writer's name ______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 | 106
Writing assignments 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 | 107
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 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 | 108
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? ______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 | 109
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?
______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 | 110
______
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?
Attach a brochure or handout
Student Government office
1. Where is it? ______
______
2. When are you open? ______
3. What clubs are on campus? ______
______
______
______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 | 111
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?
Attach a brochure or handout
Child Care Center
1. Where is it? ______
______
2. When are you open? ______
3. What age kids do you accept? ______
______
4. How do I apply? ______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 | 112
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?
______
______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 | 113
______
4. Do you have emergency loans or grants ?
______
______
5. How can I find out about other scholarships? ______
______
6.What is the EOPS program? ______
______
Attach brochure or handout
Library
1. Where is it? ______
______
2. When are you open? ______
3. What do I need to check out a book? ______
______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 | 114
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.
______
Attach brochure or handout
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? 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 | 115
______
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? ______
______
Attach brochure or handout
Accommodations
1. Where is it? ______
______
2. When are you open? ______
3. What services can you provide? ______
______
______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 | 116
6. ______
______
______
Attach a brochure or handout
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?
______
______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 | 117
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 # 1 Introduction
*thesis statement:
paragraph # 2 *Topic sentence: where you visited and what it looks like/what services they provide) example or evidence 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 | 118
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
Conclusion summary of points plus 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 | 119
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? 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 | 120
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? 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 | 121
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?
My top two suggestions to improve this paper:
1.
2.
Words, phrases, or ideas I like best:
1.
2. 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 | 122
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?
My top two suggestions to improve this paper:
1.
2.
Words, phrases, or ideas I like best:
1.
2. 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 | 123
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) 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 | 124
Criteria for Keep it up! Opportunities Want to talk? argumentative (Met expectations) (Inconsistently met (Didn't meet essay. Services expectations) expectations) Content Responds to Responds to the Does not respond (40%) assigned topic. assigned topic. to assigned topic. Is insightful and Has an argument. No argument. interesting. Argument could No details or Shows critical include more critical evidence. thinking about thinking or analysis. Examples may not goals and services. The argument fit the topic. Has a strong, could include more Repetitive or logical argument. details, examples, confusing content. Includes or evidence. appropriate details, Evidence could examples, details, connect to point and evidence. better or cite more Evidence is cited correctly. correctly. Organization Thesis is in the first Thesis is in the first No thesis or thesis (30%) paragraph. paragraph. is not in the Introduction has Intro could have introduction. appropriate more background. No transition background and Thesis could be words. hooks the reader. stronger. No conclusion. Each paragraph Topic sentence(s) Paragraphing is not has one idea. could be stronger clear. Evidence is in the reasons or connect Hard to follow. middle. to thesis. Transition words Body paragraphs connect ideas. could be on Conclusion wraps different points, up the topic and include more predicts or examples, expands. evidence, or development.
Grammar virtually free of Noticeable errors in Many distracting (30%) sentence errors: awk sentences, errors in awk awk sentences, punct, sp, frag, run- sentences, punctuation errors ons, verbs, vocab, punctuation, sp, or sp errors. Has pronouns, sentence frags, run-ons, or sentence variety variety. verbs. and appropriate vocabulary. 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 | 125 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) 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 | 126
Get it?
ICE in blue book
What comments did you get on content? (such as both body paragraph have similar ideas, too short and needs more ideas, don't copy prompt, intro needs more background, needs thesis in first paragraph, etc)
What comments did you get on grammar? (such as punctuation, fragments, run-ons)
What do you need to do differently on the next ICE?
What did you do well (or better) and need to keep doing? (such as well organized, good examples, etc) 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 | 127
Get it?
ICE 2 in blue book
What comments did you get on content? (such as both body paragraph have similar ideas, too short and needs more ideas, don't copy prompt, intro needs more background, needs thesis in first paragraph, etc)
What comments did you get on grammar? (such as punctuation, fragments, run-ons)
What do you need to do differently on the next ICE?
What did you do well (or better) and need to keep doing? (such as well organized, good examples, etc) 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 | 128
Assignment for OCE 2: A Place to Stand
argument essay with examples
Write an argumentative 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?
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. 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 | 129
(OCE 2) A Place to Stand: Outline for argument 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.
#2 paragraph *Topic sentence: One thing/person that contributed to Baca embracing his culture example or evidence Example from book (APS) add your ideas
# 3 paragraph *Topic sentence: Another thing/person that contributed to Baca embracing his culture example or evidence Example 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 evidence Example from your life add your ideas paragraph # 5 Conclusion summary of points plus 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 | 130
(OCE 2) A Place to Stand: Outline for argument essay with evidence paragraph # 1 Introduction
*thesis statement:
paragraph # 2 *Topic sentence: example or evidence
paragraph # 3 *Topic sentence: example or evidence
paragraph # 4 *Topic sentence: example or evidence
paragraph # 5 Conclusion summary of points plus 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 | 131 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?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up the thesis?
3. Does paragraph 2 include evidence from APS? 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?
5. Does paragraph 3 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? 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 | 132 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?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up the thesis?
3. Does paragraph 2 include evidence from APS? 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?
5. Does paragraph 3 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? 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 | 133
Writer ______Reader ______peer feedback sheet for APS first draft
How clear is the thesis?
How well do paragraphs 2 and 3 focus on one person/situation that contributed to Baca embracing his culture?
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. ?
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. 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 | 134
Writer ______Reader ______peer feedback sheet for argument writing first draft
How clear is the thesis?
How well do paragraphs 2 and 3 focus on one person/situation that contributed to Baca embracing his culture?
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. ?
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. 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 | 135
Conference sheet : argumentative essay, APS OCE 2
SECOND DRAFT
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, responding to the other side, punctuation, fragments, run-ons, etc) 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 | 136
Criteria for Keep it up! Opportunities Want to talk? argumentative (Met expectations) (Inconsistently met (Didn't meet essay. OCE 2 expectations) expectations) Content Responds to Responds to the Does not respond (40%) assigned topic. assigned topic. to assigned topic. Is insightful and Has an argument. No argument. interesting. Argument could No details or Shows critical include more critical evidence. thinking. Has a thinking or analysis. Examples may not strong, logical The argument fit the topic. argument. Includes could include more Repetitive or appropriate details, details, examples, confusing content. examples, details, or evidence. and evidence. Evidence could Evidence is cited connect to point correctly. better or cite more correctly.
Organization Thesis is in the first Thesis is in the first No thesis or thesis (30%) paragraph. paragraph. is not in the Introduction has Intro could have introduction. appropriate more background. No transition background and Thesis could be words. hooks the reader. stronger. No conclusion. Each paragraph Topic sentence(s) Paragraphing is not has one idea. could be stronger clear. Evidence is in the reasons or connect Hard to follow. middle. to thesis. Transition words Body paragraphs connect ideas. could be on Conclusion wraps different points, up the topic and include more predicts or examples, expands. evidence, or development.
Grammar virtually free of Noticeable errors in Many distracting (30%) sentence errors: awk sentences, errors in awk awk sentences, punct, sp, frag, run- sentences, punctuation errors ons, verbs, vocab, punctuation, sp, or sp errors. Has pronouns, sentence frags, run-ons, or sentence variety variety. verbs. and appropriate vocabulary. 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 | 137 name ______Time ______
Get it?
OCE on APS #2
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)
What questions do you have? 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 | 138
Assignment for OCE 3: What I Know for Sure
argument essay with examples
Write an argumentative essay of at least 2 typed pages. Your essay should have an introduction, body paragraphs, and a conclusion.
What aspects of Tavis Smiley's childhood most contributed to his desire to attend college?
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: 12 point font, Times New Roman, double spaced. 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 | 139
(OCE 3) What I Know for Sure: Outline for argument essay with evidence EXAMPLE
# 1 paragraph Introduction *thesis statement: Answers the question what most contributed to Tavis Smiley's desire to attend college.
#2 paragraph *Topic sentence: One thing/person that contributed to Smiley's desire to attend college. example or evidence Example from book (WIKFS) add your ideas
# 3 paragraph *Topic sentence: Another thing/person that contributed to Smiley's desire to attend college. example or evidence Example from book (WIKFS) add your ideas
# 4 paragraph *Topic sentence: What situation/person contributed to your desire to attend college. example or evidence Example from your life add your ideas paragraph # 5 Conclusion summary of points plus 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 | 140
(OCE 3) What I Know for Sure: Outline for argument essay with evidence paragraph # 1 Introduction
*thesis statement:
paragraph # 2 *Topic sentence: example or evidence
paragraph # 3 *Topic sentence: example or evidence
paragraph # 4 *Topic sentence: example or evidence
paragraph # 5 Conclusion summary of points plus 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 | 141 peer review of outline of What I Know for Sure assignment writer's name ______reader's name ______
1. Does the writer have a thesis that responds to the question about what/who contributed to Smiley's desire to attend college?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up the thesis?
3. Does paragraph 2 include evidence from WIKFS? 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?
5. Does paragraph 3 include evidence from WIKFS? Does it seem to fit the topic sentence?
6. Does paragraph 4 have a topic sentence about what/who contributed to the student wanting to attend college?
7. What suggestions do you have for the writer? 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 | 142 peer review of outline of What I Know for Sure assignment writer's name ______reader's name ______
1. Does the writer have a thesis that responds to the question about what/who contributed to Smiley's desire to attend college?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up the thesis?
3. Does paragraph 2 include evidence from WIKFS? 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?
5. Does paragraph 3 include evidence from WIKFS? Does it seem to fit the topic sentence?
6. Does paragraph 4 have a topic sentence about what/who contributed to the student wanting to attend college?
7. What suggestions do you have for the writer? 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 | 143
Writer ______Reader ______peer feedback sheet for What I Know for Sure first draft
How clear is the thesis?
How well do paragraphs 2 and 3 focus on one person/situation that contributed to Smiley wanting to attend college ?
How well does the writer use evidence from WIKFS to back up his/her opinion?
How completely does the writer describe what contributed to his/her wanting to attend college ?
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. 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 | 144
Writer ______Reader ______peer feedback sheet for What I Know for Sure first draft
How clear is the thesis?
How well do paragraphs 2 and 3 focus on one person/situation that contributed to Smiley wanting to attend college ?
How well does the writer use evidence from WIKFS to back up his/her opinion?
How completely does the writer describe what contributed to his/her wanting to attend college ?
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. 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 | 145
Conference sheet : argumentative essay, WIKFS OCE 3
SECOND DRAFT
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, responding to the other side, punctuation, fragments, run-ons, etc)
Criteria for Keep it up! Opportunities Want to talk? argumentative (Met expectations) (Inconsistently met (Didn't meet 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 | 146 essay. OCE 3 expectations) expectations) Content Responds to Responds to the Does not respond (40%) assigned topic. assigned topic. to assigned topic. Is insightful and Has an argument. No argument. interesting. Argument could No details or Shows critical include more critical evidence. thinking. Has a thinking or analysis. Examples may not strong, logical The argument fit the topic. argument. Includes could include more Repetitive or appropriate details, details, examples, confusing content. examples, details, or evidence. and evidence. Evidence could Evidence is cited connect to point correctly from better or cite more WIKFS correctly.
Organization Thesis is in the first Thesis is in the first No thesis or thesis (30%) paragraph. paragraph. is not in the Introduction has Intro could have introduction. appropriate more background. No transition background and Thesis could be words. hooks the reader. stronger. No conclusion. Each paragraph Topic sentence(s) Paragraphing is not has one idea. could be stronger clear. Evidence is in the reasons or connect Hard to follow. middle. to thesis. Transition words Body paragraphs connect ideas. could be on Conclusion wraps different points, up the topic and include more predicts or examples, expands. evidence, or development.
Grammar virtually free of Noticeable errors in Many distracting (30%) sentence errors: awk sentences, errors in awk awk sentences, punct, sp, frag, run- sentences, punctuation errors ons, verbs, vocab, punctuation, sp, or sp errors. Has pronouns, sentence frags, run-ons, or sentence variety variety. verbs. and appropriate vocabulary. name ______Time ______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 | 147
Get it?
OCE on WIKFS #3
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, 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)
What questions do you have? 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 | 148
Assignment for OCE 4: Persistence
argument essay with examples
Write an argumentative 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 both books around persistence and generate questions for this essay.
sources: You should refer to both 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. 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 | 149
(OCE 4) Persistence: A Place to Stand and What I Know for Sure: Outline for argument essay with evidence paragraph # 1 Introduction
*thesis statement:
paragraph # 2 *Topic sentence: example or evidence
paragraph # 3 *Topic sentence: example or evidence
paragraph # 4 *Topic sentence: example or evidence
paragraph # 5 Conclusion summary of points plus 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 | 150 peer review of outline of assignment on persistence writer's name ______reader's name ______
1. Does the writer have a thesis that responds to the question about persistence?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up the thesis?
3. Does paragraph 2 include evidence from APS or WIKFS? 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?
5. Does paragraph 3 include evidence from APS or WIKFS? Does it seem to fit the topic sentence?
6. Does paragraph 4 have a topic sentence about persistence?
7. What suggestions do you have for the writer? 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 | 151 peer review of outline of assignment on persistence writer's name ______reader's name ______
1. Does the writer have a thesis that responds to the question about persistence?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up the thesis?
3. Does paragraph 2 include evidence from APS or WIKFS? 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?
5. Does paragraph 3 include evidence from APS or WIKFS? Does it seem to fit the topic sentence?
6. Does paragraph 4 have a topic sentence about persistence?
7. What suggestions do you have for the writer? 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 | 152
Writer ______Reader ______peer feedback sheet for first draft on persistence
How clear is the thesis?
How well do paragraphs 2, 3, and 4 focus on persistence?
How well does the writer use evidence from APS and WIKFS to back up his/her opinion?
How critically and completely does the writer argue about persistence?
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. 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 | 153
Writer ______Reader ______peer feedback sheet for first draft on persistence
How clear is the thesis?
How well do paragraphs 2, 3, and 4 focus on persistence?
How well does the writer use evidence from APS and WIKFS to back up his/her opinion?
How critically and completely does the writer argue about persistence?
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. 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 | 154
Conference sheet : argumentative essay, persistence, OCE 4
Fill out this sheet, and take it with your second draft and letter to the professor to your conference.
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, responding to the other side, punctuation, fragments, run-ons, etc) 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 | 155
Criteria for Keep it up! Opportunities Want to talk? argumentative (Met expectations) (Inconsistently met (Didn't meet essay. OCE 4 expectations) expectations) Content Responds to Responds to the Does not respond (40%) assigned topic. assigned topic. to assigned topic. Is insightful and Has an argument. No argument. interesting. Argument could No details or Shows critical include more critical evidence. thinking. Has a thinking or analysis. Examples may not strong, logical The argument fit the topic. argument. Includes could include more Repetitive or appropriate details, details, examples, confusing content. examples, details, or evidence. and evidence. Evidence could Evidence is cited connect to point correctly. Two better or cite more sources correctly.
Organization Thesis is in the first Thesis is in the first No thesis or thesis (30%) paragraph. paragraph. is not in the Introduction has Intro could have introduction. appropriate more background. No transition background and Thesis could be words. hooks the reader. stronger. No conclusion. Each paragraph Topic sentence(s) Paragraphing is not has one idea. could be stronger clear. Evidence is in the reasons or connect Hard to follow. middle. to thesis. Transition words Body paragraphs connect ideas. could be on Conclusion wraps different points, up the topic and include more predicts or examples, expands. evidence, or development.
Grammar virtually free of Noticeable errors in Many distracting (30%) sentence errors: awk sentences, errors in awk awk sentences, punct, sp, frag, run- sentences, punctuation errors ons, verbs, vocab, punctuation, sp, or sp errors. Has pronouns, sentence frags, run-ons, or sentence variety variety. verbs. and appropriate vocabulary. 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 | 156 name ______Time ______
Get it?
OCE 4 on Persistence
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)
What questions do you have? 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 | 157
Assignment for OCE 5 : 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.
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 | 158
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)?
7. What suggestions do you have for the writer? 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 | 159
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)?
7. What suggestions do you have for the writer? 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 | 160
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 strength of the argument?
My top two suggestions to improve this paper:
1.
2.
Words, phrases, or ideas I like best:
1.
2. 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 | 161
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 strength of the argument?
My top two suggestions to improve this paper:
1.
2.
Words, phrases, or ideas I like best:
1.
2. 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 | 162
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?
2. What changes did you make?
3. What questions do you have related to fragments, run ons, verb errors, vocabulary errors, punctuation errors, introduction, etc. 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 | 163
Criteria for Keep it up! Opportunities Want to talk? argumentative (Met expectations) (Inconsistently met (Didn't meet essay. TIB expectations) expectations) Content Responds to Responds to the Does not respond (40%) assigned topic. assigned topic. to assigned topic. Is insightful and Has an argument. No argument. interesting. Argument could No details or Shows critical include more critical evidence. thinking. Has a thinking or analysis. Examples may not strong, logical The argument fit the topic. argument. Includes could include more Repetitive or appropriate details, details, examples, confusing content. examples, details, or evidence. and evidence. Evidence could connect to point better Organization Thesis is in the first Thesis is in the first No thesis or thesis (30%) paragraph. paragraph. is not in the Introduction has Intro could have introduction. appropriate more background. No transition background and Thesis could be words. hooks the reader. stronger. No conclusion. Each paragraph Topic sentence(s) Paragraphing is not has one idea. could be stronger clear. Evidence is in the reasons or connect Hard to follow. middle. to thesis. Transition words Body paragraphs connect ideas. could be on Conclusion wraps different points, up the topic and include more predicts or examples, expands. evidence, or development.
Grammar virtually free of Noticeable errors in Many distracting (30%) sentence errors: awk sentences, errors in awk awk sentences, punct, sp, frag, run- sentences, punctuation errors ons, verbs, vocab, punctuation, sp, or sp errors. Has pronouns, sentence frags, run-ons, or sentence variety variety. verbs. and appropriate vocabulary. 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 | 164
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, 120 words 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 | 165
Summary and response sheet
Name ______
Title of article ______
Author ______
Thesis/main idea (in your words)
______
______
One supporting detail or piece of evidence ______
______
Another supporting detail or piece of evidence
______
______
Your opinion on the issue
______
______
______
______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 | 166
______Summary and response sheet
Name ______
Title of article ______
Author ______
Thesis/main idea (in your words)
______
______
One supporting detail or piece of evidence ______
______
Another supporting detail or piece of evidence
______
______
Your opinion on the issue
______
______
______
______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 | 167
______Summary and response sheet
Name ______
Title of article ______
Author ______
Thesis/main idea (in your words)
______
______
One supporting detail or piece of evidence ______
______
Another supporting detail or piece of evidence
______
______
Your opinion on the issue
______
______
______
______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 | 168
______Summary and response sheet
Name ______
Title of article ______
Author ______
Thesis/main idea (in your words)
______
______
One supporting detail or piece of evidence ______
______
Another supporting detail or piece of evidence
______
______
Your opinion on the issue
______
______
______
______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 | 169
______Summary and response sheet
Name ______
Title of article ______
Author ______
Thesis/main idea (in your words)
______
______
One supporting detail or piece of evidence ______
______
Another supporting detail or piece of evidence
______
______
Your opinion on the issue
______
______
______
______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 | 170
______
Grade sheets for ICEs 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 | 171
Criteria for Keep it up! Opportunities Want to talk? argumentative (Met expectations) (Inconsistently met (Didn't meet essay. ICE 1 expectations) expectations) Content Responds to Responds to the Does not respond (40%) assigned topic. assigned topic. to assigned topic. Is insightful and Has an argument. No argument. interesting. Argument could No details or Shows critical include more critical evidence. thinking. Has a thinking or analysis. Examples may not strong, logical The argument fit the topic. argument. Includes could include more Repetitive or appropriate details, details, examples, confusing content. examples, details, or evidence. and evidence. Evidence could connect to point better or cite more correctly.
Organization Thesis is in the first Thesis is in the first No thesis or thesis (30%) paragraph. paragraph. is not in the Introduction has Intro could have introduction. appropriate more background. No transition background and Thesis could be words. hooks the reader. stronger. No conclusion. Each paragraph Topic sentence(s) Paragraphing is not has one idea. could be stronger clear. Evidence is in the reasons or connect Hard to follow. middle. to thesis. Transition words Body paragraphs connect ideas. could be on Conclusion wraps different points, up the topic and include more predicts or examples, expands. evidence, or development.
Grammar virtually free of Noticeable errors in Many distracting (30%) sentence errors: awk sentences, errors in awk awk sentences, punct, sp, frag, run- sentences, punctuation errors ons, verbs, vocab, punctuation, sp, or sp errors. Has pronouns, sentence frags, run-ons, or 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 | 172
sentence variety variety. verbs. and appropriate vocabulary.
Problem areas:
A. length – should be a minimum of 250 words
B. content – needs to respond to assigned topic with enough
examples, has a thesis in intro
C. organization – needs thesis statement, transitions, conclusion
D. sentences – needs to be free of fragments, verb form errors, tense
errors, awkward sentences, run-ons. Needs a variety of sentence
types.
E. GUM– needs be free of spelling, capitalization, punctuation, and
vocabulary errors
high pass(6) pass(5) low pass(4) high fail(3) fail(2) low fail(1) 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 | 173
Criteria for Keep it up! Opportunities Want to talk? argumentative (Met expectations) (Inconsistently met (Didn't meet essay. ICE 2 expectations) expectations) Content Responds to Responds to the Does not respond (40%) assigned topic. assigned topic. to assigned topic. Is insightful and Has an argument. No argument. interesting. Argument could No details or Shows critical include more critical evidence. thinking. Has a thinking or analysis. Examples may not strong, logical The argument fit the topic. argument. Includes could include more Repetitive or appropriate details, details, examples, confusing content. examples, details, or evidence. and evidence. Evidence could connect to point better or cite more correctly.
Organization Thesis is in the first Thesis is in the first No thesis or thesis (30%) paragraph. paragraph. is not in the Introduction has Intro could have introduction. appropriate more background. No transition background and Thesis could be words. hooks the reader. stronger. No conclusion. Each paragraph Topic sentence(s) Paragraphing is not has one idea. could be stronger clear. Evidence is in the reasons or connect Hard to follow. middle. to thesis. 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 | 174
Transition words Body paragraphs connect ideas. could be on Conclusion wraps different points, up the topic and include more predicts or examples, expands. evidence, or development.
Grammar virtually free of Noticeable errors in Many distracting (30%) sentence errors: awk sentences, errors in awk awk sentences, punct, sp, frag, run- sentences, punctuation errors ons, verbs, vocab, punctuation, sp, or sp errors. Has pronouns, sentence frags, run-ons, or sentence variety variety. verbs. and appropriate vocabulary. Problem areas:
A. length – should be a minimum of 250 words
B. content – needs to respond to assigned topic with enough examples
C. organization – needs thesis statement, transitions, conclusion
D. sentences – needs to be free of fragments, verb form errors, tense
errors, awkward sentences, run-ons. Needs a variety of sentence
types.
E. GUM – needs be free of spelling, capitalization, punctuation, and
vocabulary errors.
high pass(6) pass(5) low pass(4) high fail(3) fail(2) low fail(1) 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 | 175
Criteria for Keep it up! Opportunities Want to talk? argumentative (Met expectations) (Inconsistently met (Didn't meet essay. ICE 3 expectations) expectations) Content Responds to Responds to the Does not respond (40%) assigned topic. assigned topic. to assigned topic. Is insightful and Has an argument. No argument. interesting. Argument could No details or Shows critical include more critical evidence. thinking. Has a thinking or analysis. Examples may not strong, logical The argument fit the topic. argument. Includes could include more Repetitive or appropriate details, details, examples, confusing content. examples, details, or evidence. and evidence. Evidence could connect to point better or cite more correctly.
Organization Thesis is in the first Thesis is in the first No thesis or thesis (30%) paragraph. paragraph. is not in the Introduction has Intro could have introduction. appropriate more background. No transition background and Thesis could be words. hooks the reader. stronger. No conclusion. 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 | 176
Each paragraph Topic sentence(s) Paragraphing is not has one idea. could be stronger clear. Evidence is in the reasons or connect Hard to follow. middle. to thesis. Transition words Body paragraphs connect ideas. could be on Conclusion wraps different points, up the topic and include more predicts or examples, expands. evidence, or development.
Grammar virtually free of Noticeable errors in Many distracting (30%) sentence errors: awk sentences, errors in awk awk sentences, punct, sp, frag, run- sentences, punctuation errors ons, verbs, vocab, punctuation, sp, or sp errors. Has pronouns, sentence frags, run-ons, or sentence variety variety. verbs. and appropriate vocabulary.
Problem areas:
A. length – should be a minimum of 250 words
B. content – needs to respond to assigned topic with enough examples
C. organization – needs thesis statement, transitions, conclusion
D. sentences – needs to be free of fragments, verb form errors, tense
errors, awkward sentences, run-ons. Needs a variety of sentence
types.
E. usage – needs be free of spelling, capitalization, punctuation, and
vocabulary errors 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 | 177 high pass(6) pass(5) low pass(4) high fail(3) fail(2) low fail(1)
Read the sample FEEs and answer the following questions.
Sample A Sample B 1. 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? 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 | 178
Yes no yes no
5. Does the concluding paragraph bring the ideas together?
Yes no yes no
6. Do you find the grammatical mistakes distracting?
Yes no yes no
7. What does this writer do well? What did you learn from either sample?
8. What FEE score would you give this essay?
______
Read the sample FEEs and answer the following questions.
Sample A Sample B 1. 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? 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 | 179
Yes no yes no
5. Does the concluding paragraph bring the ideas together?
Yes no yes no
6. Do you find the grammatical mistakes distracting?
Yes no yes no
7. What does this writer do well? What did you learn from either sample?
8. What FEE score would you give this essay?
______