Punctuation Review

Period/Full Stop
Use a period to end a complete sentence. A sentence is a group of words containing a subject and predicate. In British English a period is called a ‘full stop’.

 Examples:
He went to Detroit last week.
They are going to visit.

 Comma
There are a number of different uses for commas in English. Commas are used to:

• Separate a list of items. This is one of the most common uses of a comma. Notice that a comma is included before the conjunction ‘and’ which comes before the final element of a list.

Examples:
I like reading, listening to music, taking long walks, and visiting with my friends.
They would like books, magazines, DVDs, video cassettes, and other learning materials for their library.

• Separate phrases (clauses). This is especially true after a beginning dependent clause or a long prepositional phrase.

 Examples:
In order to qualify for your certificate, you will need to take the TOEFL exam.
Although he wanted to come, he wasn’t able to attend the course.

• Separate two independent clauses that are connected by a conjunction such as ‘but’.

 Examples:
They wanted to purchase a new car, but their financial situation would not allow it.
I’d really enjoy seeing a film this evening, and I’d like to go out for a drink.

• Introduce a direct quote (as opposed to indirect speech i.e. He said he wanted to come …).

 Examples:
The boy said, “My father is often away during the week on business trips.”
His doctor replied, “If you don’t stop smoking, you run the risk of a heart attack.”

• Separate appositives (a noun, or noun phrase) or non-defining modifying clauses.

Examples:
Bill Gates, the richest man in the world, comes from Seattle.
My only sister, who is a fantastic tennis player, is in great shape.

 

Question Mark
The question mark is used at the end of a question.

 Examples:
Where do you live?
How long have they been studying?
 

Exclamation Point
The exclamation point is used at the end of a sentence to indicate great surprise. It is also used for emphasis when making a point. Be careful not to use an exclamation point too often.

 Examples:
That ride was fantastic!
I can’t believe he is going to marry her!

 Semicolon
There are two uses for a semicolon:

• To separate two independent clauses. One or both of the clauses are short and the ideas expressed are usually very similar.

 Examples:

He loves studying; He can’t get enough of school.
What an incredible situation; it must make you nervous.

• To separate groups of words that are themselves separated by commas.

Examples:
I took a holiday and played golf, which I love; read a lot, which I needed to do; and slept late, which I hadn’t done for quite a while.
They plan to study German, for their travels; chemistry, for their work; and literature, for their own enjoyment.

Colon
A colon can be used for two purposes:

• To provide additional details and explanation.

 Examples:
He had many reasons for joining the club: to get in shape, to make new friends, to lose some weight, and to get out of the house.
She gave notice for the following reasons: bad pay, horrible hours, poor relations with colleagues, and her boss.

• To introduce a direct quote (a comma can also be used in this situation).

 Examples:
He announced to his friends: “I’m getting married!”
She cried out: “I never want to see you again!”

Apostrophe 
There are two functions of the apostrophe

•  to indicate possession  

Examples:
The teacher’s pen. 
The students’ books. 

• to indicate omitted characters in contractions.

Examples: 
I can’t make it to the party tonight. 
It’s a cold day today. 

Brackets
The nonmathematical function of brackets is to enclose editorial insertions, corrections, and comments in quoted material and in reference citations

Example:
“[Mandela] created hope where there was none.” (Andrew Mlangeni) 

Hyphen
The hyphen is used to connect words or parts of words: it connects the syllables of words broken at the ends of lines, it connects prefixes and suffixes to words, and it connects compound words. The modern trend is away from hyphenation. Permanent compounds tend to become solid, and temporary compounds tend to be hyphenated only when necessary to avoid ambiguity.

Quotation Marks
Quotation marks are used to enclose words quoted from another source, direct discourse, or words requiring differentiation from the surrounding text. Since they enclose, they always come in pairs. They can also be overused and render a text visually hard to read.

Examples:
“I am travelling this weekend,” he said. 
Have you been reading “The New York Times” recently? 

Homework Assignment 6/12/13

There are two assignments for this week: 

1. Re-write your narrative essays and include the changes you made today. Bring your second draft to class next week. 

2. Complete the Subject-Verb Agreement worksheet. 

See you next week! 

Grammar Review: Subject-Verb Agreement

Subject: The person or thing that performs the verb.
The subject always determines whether the verb is singular or plural. If the subject is singular, use the singular version of the verb:
I am on the bus.
If the subject is plural (more than one) use the plural version of the verb: 
Joe and Tom are with me. 

Sometimes it can get confusing when there is a clause between the subject and the verb.
My friend from Tokyo, who has a lot of dogs and cats, is a computer genius.

Common Mistakes:
1. Nobody is here.
Everybody helps when there is a crisis.
After Everybody/Nobody/Everyone/Someone/Neither/Either – singular form of verb.

2. Either the teacher or the students write on the blackboard.
Either the students or the teacher writes on the blackboard. 
When you use Either/Or, look at the subject closest to the verb. That is the one that agrees.

3. My problem with you guys is that you don’t listen.
Ford, in addition to Mercedes Benz, is lowering its car prices.
When using With/In addition – look at the noun before the phrases to determine verb agreement

4. One hundred dollars is a lot of money.
Four miles is a long walk. 
Measurements of money, time, and distance usually require SINGULAR verb.

5. None of them is here.
None are helpless.
Look at the meaning of the phrase – none can be used to refer to singular or plural

6. A number of people are waiting.
The number of the stars in the sky is impossible to count.
Pay attention to articles. A number – plural / The number – singular

Revising Your Writing

Revising (or Rewriting) is the third stage in a four-step writing process. When you revise your writing, you should focus first on “higher-order concerns”. In general this refers to the focus, organization, and development of your writing as opposed to sentence level errors (“lower order concerns”). Revision is a time to re-think and make changes. You have to be brave and not be afraid to take whole paragraphs out, re-write a section, or insert a completely new paragraph. 

In class today, we practiced three important revising strategies:
       1) Reverse Outlines – underline the main idea of each paragraph, list the main ideas separately, examine the order and development of ideas.    
       2) Eliminating Irrelevant Information – read each sentence in your paragraph and refer back to the main idea each time. Does every sentence belong in that paragraph? Is there any information that is repeated or unnecessary? 
       3) Peer Editing – have a partner read your work and discuss their reactions, their thoughts on your strengths and weaknesses. 

Reverse Outlines

1. Underline one sentence in each paragraph that captures the main idea of that paragraph
2. Re-write the sentences you underlined in the order they appear in your essay.
3. Read through the sentences:
             Does the order of ideas make sense?
             Are there any ideas that are redundant (repeated)?
             Are there ideas that are missing, that should be included to help
             the flow of your essay?
4. Go back to your original essay. Start with the first paragraph and read the sentence you underlined (main idea). Now read all the other sentences in the paragraph. Do all the sentences support and connect to your main idea?
5. Remove any sentences/ideas that do not belong and write them on a separate piece of paper.
6. Repeat process with each paragraph.

 

Peer Editing Questionnaire

Thesis or focus:

• Can you, if asked, offer a one-sentence explanation or summary of what the paper is about?
• Ask someone to read the first paragraph or two and tell you what he or she thinks the paper will discuss.

Audience and purpose:

• Do you have an appropriate audience in mind? Can you describe them?
• Do you have a clear purpose for the paper? What is it intended to do or accomplish?
• Why would someone want to read this paper?
• Does the purpose match the assignment?

Organization:

• Does the paper progress in an organized, logical way?
• Ask your partner to read the paper, paragraph by paragraph. At the end of each paragraph, ask the person to forecast where the paper is headed. If the paper goes in a direction other than the one forecasted by the reader, is there a good reason, or do you need to rewrite something there?

Development:

• Are there places in the paper where more details, examples, or specifics are needed?
• Do any paragraphs seem much shorter and in need of more material than others? (For more help, see our handout on paragraphing.)
• Ask your partner to comment if something is unclear and needs more description, explanation, or support.

Important Announcement

There will be no class next Friday (29/11/13). 

So, our next class will be on Friday, December 6th. 

Therefore, you have two weeks to work on your narrative essay. It is mandatory to bring a rough draft of this essay to class on December 6th. 

See you then!

Homework Assignment 11/22/13

Homework Assignment

1. Complete the gaps with: although, as soon as, before, despite, however, in spite, since

33 Elm Wood Drive Potterley  Lincs Dear Sir, After watching the discussion about boxing on television last night, I felt I must write to you. 1 __________ I saw that programme, I had not given any thought to the danger of boxing. 2 __________ , thanks to your programme, I am now keenly aware of the dangers, particularly of brain damage. 3 __________ the government seems unwilling to ban boxing 4 __________ the evidence that it is harmful, it seems that the general public must make a stand. I am particularly concerned about the dangers to young boys who attend boxing clubs. 5 __________ they step into a ring, they are in danger. But, 6 __________ of all the publicity about the harmful effects of boxing, parents still let their sons attend these classes. 7 __________ I believe that people should be free to choose their own sports, I feel that boxing is not a sport and should be banned. I should like to invite your readers to write to me and tell me their own views on this matter. If there is sufficient support, I shall start a ‘Ban Boxing’ campaign. Yours faithfully, J.R. Samson

2. Fill in the gaps using: besides, finally, also, first, although, and (2), so, in addition.

Writing a paper is often difficult and many times rewarding. ……….. , I don’t always know what to write about, …………… I often need to research, talk to people, …………… think about what I know before I come up with a strong topic. …………………, writing a paper takes time and energy. Time is needed to select and narrow a topic, to generate information and structure ideas, to knock out draft after draft, …………… to edit for my usual typos and mechanical errors. ………………… the time involved, energy (and lots of food to produce it) is needed so I can produce my best work. …………….. writing a paper is sometimes difficult, it can be very rewarding. I enjoy seeing words which say exactly what I want them to. l ………… feel proud when everything “clicks.” ……………., knowing that I’ve done my best work and earned a good grade too are strong personal rewards.

3. Look at this paragraph:

The Japanese can develop highly profitable products because their labor is technologically oriented. Many Japanese work as engineers, technicians, or scientists, or some other occupation related to technology and production. Many Japanese students choose to major in high-tech fields instead of the humanities. The United States is less materialistic than Japan. Many college students pursue their dreams instead of profits, majoring in the fine arts, history and philosophy. Many Americans work in the areas of humanities and social work. Only a small percentage of the Japanese population work in those areas.

Now divide the paragraph into two separate paragraphs and place some linkers in the text to make it clearer.

 

Writing Assignment: Narrative Essay
Narrative writing involves the production personal essays. It recounts a personal or fictional experience or tells a story based on a real or imagined event. Examples include autobiographies or fictional stories.

Choose ONE of the three prompts below and write a story using creativity and powers of observation. Your essay must be one page minimum and must include
–      Introduction Paragraph
–      At least two Body Paragraphs
–      Conclusion Paragraph

Be sure to apply the rules of capitalization, spelling, punctuation and grammar in your writing.

Bring a rough draft of your essay, preferably hand-written, to our next class. 
This is mandatory. 

 

1. We all have memories connected to our experiences. Think about an experience you feel you’ll always remember. Try to picture the time, the place, and the people involved. Try to remember everything you can about this experience. Write about the experience you remember. Be sure to include enough details so that your reader can share your experience. Show why this memory stands out for you.
2. Write about a time you experienced or learned something for the first time. It could be when you first rode a bike or learned a new game. It could have been your first day of school, your first train or plane ride, or your first trip to an amusement park. First experiences are special for some reason. They may be funny, scary, or exciting.
3. Choose a time when you did something that took a lot of nerve, a time when you didn’t follow the crowd or a time when you stood up for your beliefs. Think about the details of the event and write a story that tells about what happened. Your narrative should show your readers why you decided to make a stand or try something that took nerve, give specifics on the events, and share how you felt after the event.

Cohesion Within Paragraphs and Transitions Between Paragraphs

There are two ways writers connect their ideas and create flow within their writing. This is important so that readers can follow your ideas and enjoy your writing more. 

Cohesion Within Paragraphs
Within paragraphs, linking words or phrases can connect ideas. When choosing which linking word/phrase to use, you must consider the context. There are 8 different types of linking words: 

1. Sequence/Order – steps 1, 2, 3 or events that happen in a certain order
          First, Second, Third, Next, Then, Finally, Lastly
2. Cause/Effect – something happens and as a result, something else occurs.
           Consequently, As a consequence, For this reason, As a result, Hence, Thus, Therefore
3. Adding Information – building on your last sentence, expanding/supporting an idea
           Furthermore; Moreover; In addition;
4. Giving Examples – examples that illustrate your ideas 
           For example; For instance; To illustrate; 
5. Contrast – opposing ideas
           However; By contrast; On the other hand; Nonetheless; On the contrary; 
6. Similarity – shows similarity between two ideas, different from adding information because here you are comparing 
             Like X, Y is…., Similarly;  Likewise; In the same way
7. Adding Emphasis – demonstrating your strong agreement or the importance of an idea 
            Indeed; Overall; In fact,
8. Conclusion – the last sentence of a paragraph, or the opening sentence of a conclusion paragraph 
            In conclusion; To summarize; In brief; To sum up; Overall

Note: “but” is a linking word that shows contrast, but you should never begin a sentence with but 
          ” such as” is a linking phrase used when giving examples, but again you should never begin a sentence with it. 
These two words can only be used within a sentence. 

 

Transitions Between Paragraphs: 

In an essay with multiple paragraphs, you must use effective transitions to build a bridge from one paragraph to the next. This is important because it connects your ideas and avoids abrupt jumps in your essay.

A transition either directly summarizes the content of the preceding paragraph or it helps the reader anticipate and understand new information that you will present in the next paragraph.

A transition can be a single word, a phrase, or a whole sentence. There are two main types of transitions.

Transitions that Build
When your next paragraph continues to build or support a main idea, use transition words that ‘Add Information’

Example:
One day Ethan confided in me that he got picked on a lot. “It’s because I have a little stutter,” he explained in a meek voice. Immediately I knew that this was one of those sensitive moments where it is incumbent on the adult to say just the right thing to make the child feel better. It’s the type of thing that’s not so hard if you’re a psychologist in practice twenty years. But since I lacked the degree and the years, I just said the first thing that came to mind. “Everyone stutters.” He looked up at me. “Not really. That’s that what I meant to say. I mean that everyone has something about them that seems weird to other people.” Was I making him feel worse? “You’re smarter than them anyway,” I added, trying to look at him encouragingly. In response, he only muttered “okay” and continued to fidget with the computer keyboard.

 There were many similar moments in the eight months I worked with Ethan, times when I could only guess at the proper way to handle the situation….

 
Compare/Contrast Transitions  

Make your reader compare preceding thoughts to the new information you are going to present. Use contrasting transition words. 

Example: 
Two years ago, I joined the no-cut swim team. That winter, my coach unexpectedly assigned me to swim the 500 freestyle. After stressing for hours about swimming 20 laps in a competition, I mounted the blocks, took my mark, and swam. Around lap 14, I looked around at the other lanes and did not see anyone. “I must be winning!” I thought to myself. However, as I finally completed my race and lifted my arms up in victory to the eager applause of the fans, I looked up at the score board. I had finished my race in last place. In fact, I left the pool two minutes after the second-to-last competitor, who now stood with her friends, wearing all her clothes. The blue for the first loser went to me.

However, as I walked back to my team, carrying the seventh place blue, listening to the splash of the new event’s swimmers, I could not help but smile. I could smile because despite my loss, life continued; the next event began. I realized that I could accept this failure, because I should not take everything in life so seriously…

To create effective transitions compare two paragraphs:
What is similar between them? What is different? How are they linked? Are there key words in both paragraphs? 

Homework Assignment 11/15/13

Please do the exercises from the Introductions and Conclusions Worksheet: 

Introductions and Conclusions Exercises

1. Below you will find an introduction and a conclusion for an essay on computers. Rewrite them, bringing them to life by showing instead of telling. Consider using the envelope strategy.

Introduction
Computers are changing the way we live. Computers have become very important in day-to- day life. This is especially true in the workplace, where computers are a necessity. In this essay, I will show you some of the major ways computers have changed the way we live.

Conclusion
In conclusion, I have shown how computers have caused great changes to come about in society. Both our home life and our work life have been changed by e-mail, the Internet, and so forth. In the future, there will probably be even more changes.

2. For each of the following topics, write an attractive introduction and conclusion.

A. Racism
B. Chocolate
C. Vacations 

Writing Introductions and Conclusions

The Essay is structured very much like a paragraph, but on a larger scale. Here are some Diagrams to illustrate: 

∨        Introduction: General Theme that you want to focus on
*              Specific Thesis (Topic Sentence for your whole Essay) 
______
______      Body Paragraphs: Support and Develop your Argument 
______     
 *               Reintroduce thesis in the light of the evidence/explanation you have provided
 ∧              Conclude in more general terms.

 

 

In an essay, the introduction and conclusion serve very specific and important purposes. While the introduction narrows your topic and provides a clear focus for your essay, the conclusion generalizes your ideas.  

The Introduction: 

•  Hooks your reader  – creates interest, makes them want to read further 
•  Provides a road map  – what is your topic, how you are going to proceed, the information 
                                         you will include 
• States your argument or your focus in a straightforward, confident way

The introduction of a paper serves two purposes: (1) It clarifies what the essay is about, and (2) it grabs the reader’s interest. The first goal is straightforward. The second one is more challenging.

Think about a few of your favorite movies. Now think about how they begin. You’ll probably discover that most movies begin with a dramatic or suspenseful opening. This is called a hook. Whether it’s a bit of slapstick humor or a violent encounter, the hook is intended to get you involved with the story right away and keep you watching. This same principle applies to essay writing. Now, this does not mean that you have to have a sensational opening, but it should interest the reader by showing—not telling. 

Tips to Writing a Good Introduction: 

–   Think about the questions you will be answering in your essay

–  What is the background information and general context your reader needs to understand before reading your essay

–   Don’t be afraid to write your introduction last.  Or write a tentative introduction and go back to change it later.

–   Open with an attention grabber (story, example, quotation or question) 

Let’s look at two versions of introductions to open a “Health Food for Kids” paper. Which one does a better job of introducing the essay? Which one would make you want to continue reading?

Example 1
Kids eat a lot of food that is really bad for them. They eat so much junk food that they get used to it and think it’s the way they’re supposed to eat. They eat candy and chew gum, too. In this essay I am going to write about different healthful foods that are also tasty. After all, “you are what you eat.”  

Example 2
The sugar-coated purple cereal is disappearing as you slurp it down with chocolate milk. You jam some bubble gum in your mouth and hop on your bike. After hanging out at your friend’s house, you get hungry and head for the nearest fast-food joint for your hamburger, fries, and Coke. Does this sound familiar? There are too many kids who eat very unhealthful foods and do not know there are tasty foods that are not bad for them. So, do yourself a favor and read ahead for a healthful menu for breakfast, lunch, and dinner.

Example 3
What do you think of when you hear the words “health food?” Most kids think of food that tastes bad. After eating a health food candy bar, one of my friends said it tasted like cardboard. However, not all health food tastes bad. Here is a healthful menu for kids to choose from.

The Conclusion

The primary purpose of your conclusion is to bring your paper to an end, to “wrap it up.” Like introductions, good conclusions are interesting, leaving the reader with a strong sense of the paper. You should mention the points you just covered, but you don’t need to “spell them out.” 

• Wrap it Up – reminder to your reader of what you have covered. Your reader should be able to put your essay down and explain very clearly what they just read about.
• “Re-state” – does not mean repeat. Review your main points, but use different words. 

Here are some example from the “Health Food for Kids” paper. 

Example 1

In conclusion, eating healthful foods makes a lot of sense. Those kids who continue to eat junk food all the time will only end up with bad eating habits when they get older. The foods for breakfast, lunch, and dinner that I have listed are great alternatives to unhealthful foods. You should always remember that “you are what you eat!”

 Example 2

So, the next time you pop that jaw breaker into your mouth, the next time you eat oily potato chips for dinner, remember that there are tasty choices that won’t hurt your body. Melons taste a lot like candy if you haven’t been eating white sugar from those little packets every time you go to a restaurant. It might take a little getting used to, but once you begin to eat a healthful breakfast, lunch, and dinner, you’ll feel and look better. 

First Midterm Exam – This Friday!

Hello Students, 

As stated on your syllabus, the first mid-term exam will be this Friday (15/11/2013). It will be a one-hour long test. I will pass it out at 10:30am, and collect it 11:30am. Then, we will proceed with the lesson. So, please arrive on time and ready to begin. 

The test will cover the following topics: 

Purpose and Audience
Capitalization
Pre-Writing Activities
Formal Diction in Writing
Run-On Sentences – Using Punctuation or Conjunctions
Building Complex Sentences – Modifying Clauses and Creating Adjectives
Components of a Paragraph
Writing Topic Sentences 

You will find each of these topics explained in the post below. 
Your homework this week is to revise. The best way to revise will be to practice writing – write sentences, write paragraphs, and practice including effective topic sentences, correct capitalization, formal diction, and complex sentences that are not run-ons. 

Do not worry too much. There will be no surprises, everything on the exam will be things we have talked about in class. 

Email me with questions!