Transcript Tentative Unit 1 Schedule

Tentative Unit 1 Schedule
 Week 2
 1/20-Using library
databases (bring computer
to class)
 1/22- Intro to Exploratory
Narrative & Source
evaluations
 Week 3
 1/27-Research questions
and results
 Minor Essay 1 Due
 1/29-Strategies for
introductions
 Week 4
 2/3-Reflective writing and
body paragraphs
 2/5- Synthesizing sources
&First Draft peer review
 Week 5
 2/10- Strategies for
conclusions & grammar
 2/12-Editing, peer review,
& unit 1 wrap up
 2/15-Exploratory
Narrative Due
Creating sentences
 A subject and predicate are the bare minimum to form
an independent clause in English
 An independent clause can stand on its own as a
sentence or be combined with other clauses
 A dependent clause cannot stand on its own and
must be combined with an independent clause to form
a sentence. A dependent clause will often be part of a
sentence or have a subordinating conjunction at its
beginning
Common Comma Usage
If you do not know why a comma should be used in a
particular place, do not add one!
1.
2.
3.
4.
5.
6.
Separate clauses (may require a conjunction) p. 372
List items in a series (p.375)
Offset quotations (p. 379)
Offset address
Offset Introductory elements (p.370)
Show non-restrictive elements (p. 373)
 Read 372-381
Common Sentence Structures
 Independent clause
 Ex: I went to the store
 Independent clause, (coordinating conjunction)
independent clause
 Ex: I went to the store, and I stopped by the bank
 Note: when combining two independent clauses, a
comma is not sufficient on its own.
Common sentence structures
 Independent clause; independent clause
 Ex: I went to the store; we were running low on milk
 Note: don’t be scared of semicolons! They can join two
independent clauses without a comma.
 Independent clause dependent clause
 Ex: I went to the store because we were running low on
milk
 Dependent clause, independent clause
 Ex: Because we were low on milk, I went to the store
Coordinate Conjunctions
 Coordinate conjunction: linking words use to join equal
phrases or clauses
Remember: FAN BOYS
 For
 And
 Nor
 But
 Or
 Yet
 So
Examples
 I have never been to Australia but I have always
wanted to go
 I didn’t want to admit defeat so I kept on going
 The scientist wasn’t sure about his theory and it
showed in his presentation
 I have always wanted to play basketball but I am
probably too short
Items in a series
 A and B
 A, B, and/or C
 A, B
Examples:
 I bought a soda hamburger and fries from McDonalds
 I went to the store mailed my bills and walked the dog
 I have never seen such a colorful elegant dress before
 Jason brought cups and napkins to the party
Nonrestrictive Elements
Comma usage: offset nonrestrictive elements
Nonrestrictive elements: contain nonessential
information that could be removed without
significantly changing the meaning of a sentence.
They will often provide extra information about the
subject of the sentence.
 Her stepfather whom she disliked intensely was a
deadbeat
 The three police officers who had just finished eating
donuts arrived at the scene of the crime
Common Prescriptive Grammar
Rules:
a) No double negation
b) No splitting of infinitives/prepositions
c) Who/whom distinction
d) You and I/me distinctions
e) Shall/will distinction
Double Negation:
You haven’t got no money
2. I didn’t see nothing
3. I ain’t never been there
1.
Splitting Infinitives/Prepositions
“To boldly go where no man has gone before”
2. Who are you speaking to?
3. She hopes to always win her games
4. Where are you travelling to?
1.
Recognizing Subject/Object Form
 Subject form: works as
the subject of the sentence
or the person/place/thing
that is ‘doing’ the verb or
having its state described.
 Object form: used for the
objects of prepositions or
verbs. If there is a verb or
preposition preceding the
pronoun, you may have to
use this form.
Pronoun
Subject
form
Object
form
1st person
I
Me
2nd person
You
You
3rd person
He/she
Him/her
Indefinite
Who
whom
Who/whom Distinction
Who/whom are you going to the dance with?
2. The doctor, who/whom my sister married, is very
well respected
3. Who/whom is the leader of the gang?
4. To who/whom am I speaking?
1.
You and I/me Distinctions
Jamie and me went to the store
2. The shopkeeper gave the package to Marie and I
3. Between you and I, there is nothing so great as a
relaxing day of fishing
4. Eunice agreed to go to the fair with Lana and I
1.
Shall/will Distinction
 She shall/will never eat donuts again
 I shall/will do my homework as soon as I get home
 Jason shall/will graduate at the top of his class
Common Prescriptive Rules:
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No double negation
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No splitting of infinitives/prepositions
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‘Who’ is the subject form, and ‘whom’ is the object form
The object form will be used when the word is the object (or receiver) of a verb or the object of a preposition
The subject form will be used when that is the person performing the main verb of the sentence
Excellent test for who/whom is to replace the word with ‘he’ or ‘him’. “he” is the subject form and correlates to ‘who’
while ‘him’ is the object form and correlates to ‘whom’
You and I/me distinctions
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Do not place words between prepositions and their modifiers or between an infinitival ‘to’ and its following verb
Do not separate infinitives/prepositions from the accompanying verb/noun
Common prepositions can be found on p. 193-194 of your EW
Who/whom distinction
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Do not use more than one negative word in a single sentence.
‘I’ is the subject form and ‘me’ is the object form
‘You’ is both subject form and object form
When combing first person (I), second person (you), and third person (he/she, James/Jill) into one noun phrase, they
must go in the order: second person, third person, first person
Ex: You, Jason, and I should go to the movies this weekend
Shall/will distinction
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‘Shall’ is always used with first person
‘Will’ is always used with second and third person
Group Activity: Grammar
Worksheet
 In your unit 1 groups
 Edit the sentences on the grammar worksheet based
on our discussion in class and your previous
knowledge of English grammar
 For each sentence, provide an explanation as to why
you made a particular revision
 Because we have not had any grammar lessons
previously, this assignment will be graded on
thoroughness and effort
Editing and Revision
 Two types of revision:
 Local revision: whenever you make changes to a text that affect
only one or two sentences.
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Grammar and spelling revision usually falls into this category
Local revisions should be focused on towards the end of the writing
process, after global revisions or changes that affect the content of the
essay
 Global revision: when a change in one part of your essay affects
other parts of your essay
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Any changes to your thesis statement or thesis question will likely fall
here
Also includes changes to the main ideas of the essay, the structure,
purpose, audience, and genre
Changes to topic sentences and transitions also fall here
You should be globally revising your essay throughout the writing
process and certainly with every new draft. The most important revisions
Editing and Revision
 At this point in the development of our essays (since we
have gone through our first draft and completed all sources
and the conclusion), we can begin to focus on local
revisions as well as global revisions
 Local
 Check MLA format and citations
 Look out for sentence level grammatical issues, such as
comma usage, incorrect words, etc
 Global:
 Focus on new source entries (4 through 6)
 Evaluate thesis question & results
 Evaluate conclusion (does it sum up the research findings?
How does it leave the reader with something memorable?)
Group Activity: Second Draft Peer
Review
 In groups of 2 students (choose someone other than your last peer review partner)
 Exchange the second draft of your Exploratory Narrative and answer the questions below.
Make sure to share the answers with your peer reviewee before turning them in.
1.
What is your reaction to the student’s introduction? Does it sufficiently grab your
interest
2.
What is the student’s research question? (take this directly from the text) Is this
research question clear and open?
3.
How would you evaluate the sources that have been found for the essay? Are they
credible and current? Do they examine the issue from multiple perspectives? Are these
properly documented on the Works Cited page?
4.
How would you evaluate the critical thinking and reflection in the body paragraphs of
the essay? Does the student sufficiently evaluate each source from multiple
perspectives?
5.
What is your reaction to the student’s conclusion? What is the student’s final answer to
their research question? Does the writer leave the reader with something memorable?
6.
Identify at least one positive, strong element of the essay and explain why you feel it is
strong. Then identify one area of the essay that you feel needs improvement and how it
could be improved
Homework
 Review grammar material (by Monday)in EW if necessary
 3-17
 318-339,
 385-395
 340-354
 Revise and refine your exploratory narratives to reach a
final version for submission next Thursday (due 2/19)
 Submit exploratory narrative second draft to Turnitin.com
 Password: 4English (case sensitive)
 Class ID
 U64:9537889