Tuesday, April 24, 2012
Tuesday, April 17, 2012
Free Day!
If you're here, you must be picking up work, dropping work off, or needing to chat. If you'd like to speak with me, please write your name on the board. I'll call you in order. If you're waiting for me to look at something you've written, please write your name on the board, and I'll call you in order...
Big things.
4 essays + one project all together = one portfolio.
Big things.
4 essays + one project all together = one portfolio.
Thursday, April 12, 2012
Journal: Tonight’s group, Knowledge of Conventions, has two parts. Here they are:
Learn common formats for different kinds of texts
Control such surface features as syntax, grammar, punctuation, and spelling.
Please define these in your own words. If you need to, ask a neighbor.
Model and Chat:
Meetings?
We’re done….
Learn common formats for different kinds of texts
Control such surface features as syntax, grammar, punctuation, and spelling.
Please define these in your own words. If you need to, ask a neighbor.
Model and Chat:
Meetings?
We’re done….
last meeting :(
Knowledge of Conventions
1. Learn common formats for different kinds of texts.
Define:
This means I know how to set up an essay, a journal, a paragraph, an e-mail, a letter, or whatever. It means I know what one expects when she asks for an essay from me.
Example:
An example from one type of text, my journal, shows that I wrote without using any proper format since I wrote to myself. I started out with, “The letters I wrote to myself in jail.” This isn’t a complete sentence, but that’s okay. In an essay, I wrote, “In America, most of the foods we eat are distorted versions of foods from other cultures.” Since my journal is just for me, and that is expected in that type of text, I’m allowed to make mistakes and not worry about it, whereas, in my essay, my language sounds professional and like it should since I’m writing for someone else.
Conclusion
Since I’m aware that different texts have different looks and styles, I know that each type is set up in a different way.
Control such surface features as syntax, grammar, punctuation, and spelling.
Define:
This means that when another reads it, it is grammatically correct and it makes sense.
Example:
Here is a sentence that has no errors, thanks to my hard work, and it reads, “akldjfaeioparu. Aofopiuweufrl. A;doifjero;ajtfa;lkdjf.”
Conclusion:
Since that sentence has no errors, I can control surface features and others understand what I write.
540-- Class Meetings...
April 19:
Alejandro: 540
Demetra 550
Laura: 600
Alexander:610
620
Ruby: 630
Marisela 640
Jesus: 650
April 24
Esmeralda: 530
Taryn 540
Lorenzo 550
Matt: 600
Spencer: 620
Cyrus: 640
Anna 630
Erica 610
Bryanna 650
April 26
Phaola: 620
Addie: 540
Tanya: 550
Debra: 600
Dee: 630
Lorenzo 610
Francis: 640
Jesus : 650
1. Learn common formats for different kinds of texts.
Define:
This means I know how to set up an essay, a journal, a paragraph, an e-mail, a letter, or whatever. It means I know what one expects when she asks for an essay from me.
Example:
An example from one type of text, my journal, shows that I wrote without using any proper format since I wrote to myself. I started out with, “The letters I wrote to myself in jail.” This isn’t a complete sentence, but that’s okay. In an essay, I wrote, “In America, most of the foods we eat are distorted versions of foods from other cultures.” Since my journal is just for me, and that is expected in that type of text, I’m allowed to make mistakes and not worry about it, whereas, in my essay, my language sounds professional and like it should since I’m writing for someone else.
Conclusion
Since I’m aware that different texts have different looks and styles, I know that each type is set up in a different way.
Control such surface features as syntax, grammar, punctuation, and spelling.
Define:
This means that when another reads it, it is grammatically correct and it makes sense.
Example:
Here is a sentence that has no errors, thanks to my hard work, and it reads, “akldjfaeioparu. Aofopiuweufrl. A;doifjero;ajtfa;lkdjf.”
Conclusion:
Since that sentence has no errors, I can control surface features and others understand what I write.
540-- Class Meetings...
April 19:
Alejandro: 540
Demetra 550
Laura: 600
Alexander:610
620
Ruby: 630
Marisela 640
Jesus: 650
April 24
Esmeralda: 530
Taryn 540
Lorenzo 550
Matt: 600
Spencer: 620
Cyrus: 640
Anna 630
Erica 610
Bryanna 650
April 26
Phaola: 620
Addie: 540
Tanya: 550
Debra: 600
Dee: 630
Lorenzo 610
Francis: 640
Jesus : 650
Tuesday, April 10, 2012
Final Project Continued.
1. Journal: What should you write underneath each bullet point in our final project?
2. Final Project, Continued... Sample Entry... Next Group....
3. Practice Time in class...
4. Show me your practice to leave. Remember, you can leave out the quotes.
5. Wrap-up... What's next?
Processes
• Be aware that it usually takes multiple drafts to create and complete a successful text
Define: I know that it takes lots of essays to complete a final essay.
Example:
In my narrative essay about the horrors of carnival life, I wrote that “each and every day was hard because I was all ways fetching food for the camels.” You can see that my draft essay has a mistake. When I re-wrote it, after help from my peers, I fixed it to say, “each and every day was hard because I was always fetching food for the camels.” I corrected my error to create a successful text.
Conclude:
Since I wrote multiple drafts and fixed my mistakes to create a successful text, obviously I understand that it takes multiple drafts to complete a text.
•Understand writing as an open process that permits writers to use later invention and re-thinking to revise their work
•Learn to critique their own and others' works
•Develop flexible strategies for generating, revising, editing, and proof-reading
2. Final Project, Continued... Sample Entry... Next Group....
3. Practice Time in class...
4. Show me your practice to leave. Remember, you can leave out the quotes.
5. Wrap-up... What's next?
Processes
• Be aware that it usually takes multiple drafts to create and complete a successful text
Define: I know that it takes lots of essays to complete a final essay.
Example:
In my narrative essay about the horrors of carnival life, I wrote that “each and every day was hard because I was all ways fetching food for the camels.” You can see that my draft essay has a mistake. When I re-wrote it, after help from my peers, I fixed it to say, “each and every day was hard because I was always fetching food for the camels.” I corrected my error to create a successful text.
Conclude:
Since I wrote multiple drafts and fixed my mistakes to create a successful text, obviously I understand that it takes multiple drafts to complete a text.
•Understand writing as an open process that permits writers to use later invention and re-thinking to revise their work
•Learn to critique their own and others' works
•Develop flexible strategies for generating, revising, editing, and proof-reading
Thursday, April 5, 2012
1.Journal:
What is our final project and what do you do?
2. Dicussion
Entry two...
3. Practice...
Critical Thinking, Reading, and Writing
Use writing and reading for inquiry, learning, thinking, and communicating
(Define)
I use writing to understand new things, figure out things I don’t understand, and to communicate with others.
(Example)
For example, in my journal, the instructor asked me to explain the final project. I wrote that I had some questions when I said, “I don’t know what it looks like, but I’ll figure it out.” in my journal. I also wrote that I understood what the outline of the project was, so I was able to learn what my instructor wanted and try to do it correctly. I wrote, “I know that I’m supposed use the WPA guidelines and follow the order and outline that was provided in class.” This shows that I learned something.
(Conclude)
Since I was able to use writing for learning and for questioning, I am able to use writing for thinking, learning, inquiry and communication, if only with myself in this instance.
• Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources
(Define)
This means that I need to understand that some writing assignments need for me to research. I might have to locate, judge, and think about ideas before I include them in my paper. In fact, I better.
(Example)
In my argumentative essay, I argued for reparations. My first task was to research the income gap between minority and white households as, according to Reuters, “a bigger percentage now, after the downfall, as opposed to the sixties.” My second task was to evaluate where this quote came from. To complete my essay, this quote had to be located, judged, thought about, and then put into my essay.
(Conclusion
Since I located, judged, analyzed and put into my essay a thought of another, I am able to understand that writing includes this series of tasks.
What is our final project and what do you do?
2. Dicussion
Entry two...
3. Practice...
Critical Thinking, Reading, and Writing
Use writing and reading for inquiry, learning, thinking, and communicating
(Define)
I use writing to understand new things, figure out things I don’t understand, and to communicate with others.
(Example)
For example, in my journal, the instructor asked me to explain the final project. I wrote that I had some questions when I said, “I don’t know what it looks like, but I’ll figure it out.” in my journal. I also wrote that I understood what the outline of the project was, so I was able to learn what my instructor wanted and try to do it correctly. I wrote, “I know that I’m supposed use the WPA guidelines and follow the order and outline that was provided in class.” This shows that I learned something.
(Conclude)
Since I was able to use writing for learning and for questioning, I am able to use writing for thinking, learning, inquiry and communication, if only with myself in this instance.
• Understand a writing assignment as a series of tasks, including finding, evaluating, analyzing, and synthesizing appropriate primary and secondary sources
(Define)
This means that I need to understand that some writing assignments need for me to research. I might have to locate, judge, and think about ideas before I include them in my paper. In fact, I better.
(Example)
In my argumentative essay, I argued for reparations. My first task was to research the income gap between minority and white households as, according to Reuters, “a bigger percentage now, after the downfall, as opposed to the sixties.” My second task was to evaluate where this quote came from. To complete my essay, this quote had to be located, judged, thought about, and then put into my essay.
(Conclusion
Since I located, judged, analyzed and put into my essay a thought of another, I am able to understand that writing includes this series of tasks.
Tuesday, April 3, 2012
Final Project- Intro and Entry One.
1. Journal:
Summarize the final project as you understand it and be sure to include the purpose behind it.
2. Discussion... .
3. Entry One. Introduction and model of first Entry.
4. Drafting time. See me to leave with your first.
Model:
1. Rhetorical Knowledge
a. Focus on a purpose
(Define)
Focusing on a purpose means staying on topic and proving the point I want to make. It means having a reason to write and making sure that the reason I am writing is emphasized throughout the text.
(Example)
In my Narrative Essay, my purpose is to entertain and to show that I learn an important lesson: not to make poor choices. Here is an entertaining quote to demonstrate that I meet my goal. I write, "When I stumbled over the tree trunk, I realized that when God was handing out agility, he saw me trip over my own feet and decided it was too difficult a task." I make a joke here to make the reader laugh and to entertain him or her. Later on, I focus on my purpose when I write, "I have learned not to react to a stupid dare. It took me jumping off a roof, a shed, and over a cactus to realize that I shouldn't let a friend's challenge overtake my rational thought.
(Conclusion)
Since I am able to focus on my purpose to entertain and show I learn a lesson in my narrative by being funny and explaining the lesson I learn, I am able to focus on a purpose.
Summarize the final project as you understand it and be sure to include the purpose behind it.
2. Discussion... .
3. Entry One. Introduction and model of first Entry.
4. Drafting time. See me to leave with your first.
Model:
1. Rhetorical Knowledge
a. Focus on a purpose
(Define)
Focusing on a purpose means staying on topic and proving the point I want to make. It means having a reason to write and making sure that the reason I am writing is emphasized throughout the text.
(Example)
In my Narrative Essay, my purpose is to entertain and to show that I learn an important lesson: not to make poor choices. Here is an entertaining quote to demonstrate that I meet my goal. I write, "When I stumbled over the tree trunk, I realized that when God was handing out agility, he saw me trip over my own feet and decided it was too difficult a task." I make a joke here to make the reader laugh and to entertain him or her. Later on, I focus on my purpose when I write, "I have learned not to react to a stupid dare. It took me jumping off a roof, a shed, and over a cactus to realize that I shouldn't let a friend's challenge overtake my rational thought.
(Conclusion)
Since I am able to focus on my purpose to entertain and show I learn a lesson in my narrative by being funny and explaining the lesson I learn, I am able to focus on a purpose.
Thursday, March 29, 2012
WPA and Project....
1. Journal: What is the most important lesson you've learned in this class?
2. WPA guidelines....project intro...
3. Groups and Essays....
2. WPA guidelines....project intro...
3. Groups and Essays....
Tuesday, March 27, 2012
Common Errors...
Common Errors…
Fragment:
It’s a piece of a sentence: “Today was”
Comma Splice:
It’s two sentences joined by a comma instead of a period or a (, + conjunction). I like dogs, they love to run.
Tense Shift:
It’s when a writer moves from one time to another in the same essay or paragraph: Today he played and runs.
Introductory comment:
It’s when a piece of the sentence that can be removed starts out the sentence. That piece needs a comma.
For example, I was sick.
Fragment:
It’s a piece of a sentence: “Today was”
Comma Splice:
It’s two sentences joined by a comma instead of a period or a (, + conjunction). I like dogs, they love to run.
Tense Shift:
It’s when a writer moves from one time to another in the same essay or paragraph: Today he played and runs.
Introductory comment:
It’s when a piece of the sentence that can be removed starts out the sentence. That piece needs a comma.
For example, I was sick.
Words, words. Other stuff.
1. Does the written word matter? How?
2. Common Error review... Compliments and Admonishments
3. Groups and Essays...For review...
4. Rough Drafts? Groups?
5. Argument assignment and reminders.
2. Common Error review... Compliments and Admonishments
3. Groups and Essays...For review...
4. Rough Drafts? Groups?
5. Argument assignment and reminders.
Thursday, March 22, 2012
MLA Format and Style for Argument, Cont.
1. Journal: What is the most controversial debate in the United States today? Why?
2. Topic Class Brainstorm...
3. Reading Essays and Essay format here and here and here
4. Practice Outline...
INTRODUCTION
SUPPORTING EVIDENCE #1
SUPPORTING EVIDENCE #2
SUPPORTING EVIDENCE #3
COUNTERARGUMENT SUM UP
CONCLUSION
5. Come with a typed first draft on Tuesday...
6. MLA FORMAT
2. Topic Class Brainstorm...
3. Reading Essays and Essay format here and here and here
4. Practice Outline...
INTRODUCTION
SUPPORTING EVIDENCE #1
SUPPORTING EVIDENCE #2
SUPPORTING EVIDENCE #3
COUNTERARGUMENT SUM UP
CONCLUSION
5. Come with a typed first draft on Tuesday...
6. MLA FORMAT
Tuesday, March 20, 2012
Welcome Back! Get Ready to Rumble!!!
1. Journal: What’s a current topic/ that has two sides that you care about?
2. Catch-up…
6. Compare/Contrast meetings…
4. What’s next
5. Style and Format beginnings for Argument....
Argument Notes---
1. Style…
Logos : Facts—Logic. Induction, Deduction.
Pathos: Emotion….
Ethos: Ethical….Character… Are you fair and honest?
2. Format
in-text, in-sentence, works cited....
2. Catch-up…
6. Compare/Contrast meetings…
4. What’s next
5. Style and Format beginnings for Argument....
Argument Notes---
1. Style…
Logos : Facts—Logic. Induction, Deduction.
Pathos: Emotion….
Ethos: Ethical….Character… Are you fair and honest?
2. Format
in-text, in-sentence, works cited....
Tuesday, March 6, 2012
Workshop...Group editing....
1. Please place your typed Compare/Contrast draft on your desk
2. No journal: straight to group meetings.
3. Meetings start at 7.15- Please return to class at 7.45-
4. Final Due next Tuesday… No class Thursday… Announcements….
5. Thursday night, Walk for Patrick at SMHS- On the track-- I think it begins at 6, but check back on the blog for updates...
2. No journal: straight to group meetings.
3. Meetings start at 7.15- Please return to class at 7.45-
4. Final Due next Tuesday… No class Thursday… Announcements….
5. Thursday night, Walk for Patrick at SMHS- On the track-- I think it begins at 6, but check back on the blog for updates...
Thursday, March 1, 2012
Grammar Repair
Tuesday, February 28, 2012
Compare and Contrast, cont.
1. Journal:
Point out the similarities between Whitney Houston and Michael Jackson.
2. Sample model: Invention, Organization.
3. Notes... Here, and Here
4. Class narrative, what's going on? Where are we going?
Compare/Contrast McD, BK---
Topic: BK/MCD
Audience: General
Purpose Recommend one for others to visit.
List: Similarities:
Fast Food-
Burgers
Chicken
Successful Franchise
Characters
Fries
Shakes
Playhouses
Burger King has bigger burger, flame broiled,
MCD has Gourmet Coffee
Big Mac/ Whopper
Chicken: Processed/white meat strips.
Thesis: Whereas MCD prepares burgers, chicken and fries that are not very fresh, BK grills flame-broiled burgers, white meat chicken, and freshly coated fries.
Method 1
I. Intro: MCD/BK History…. Last sentence: Thesis, Whereas…..
II. Burgers –MCD
1. Buns
2. Burger
3. Toppings
III. Burgers- BK
1. Buns
2. Burger
3. Toppings
IV. Fries- MCD
V. Fries- BK
VI. Chicken- MCD
VII. Chicken- BK
VIII. Concl. 5-7 sent, restate main points and drive home purpose (recommend)
Method 2
I. Intro- Thesis, last, whereas….
II. Burgers, MCD/Burgers, BK
III. Fries, MCD/ Fries, BK
IV. Chx, MCD/ Chx, BK
V. Concl.
Method 3:
1. Intro:
2. MCD B
3. MCD F
4. MCD C
5. B, B
6. B, F
7. B, C
8. Concl.
Point out the similarities between Whitney Houston and Michael Jackson.
2. Sample model: Invention, Organization.
3. Notes... Here, and Here
4. Class narrative, what's going on? Where are we going?
Compare/Contrast McD, BK---
Topic: BK/MCD
Audience: General
Purpose Recommend one for others to visit.
List: Similarities:
Fast Food-
Burgers
Chicken
Successful Franchise
Characters
Fries
Shakes
Playhouses
Burger King has bigger burger, flame broiled,
MCD has Gourmet Coffee
Big Mac/ Whopper
Chicken: Processed/white meat strips.
Thesis: Whereas MCD prepares burgers, chicken and fries that are not very fresh, BK grills flame-broiled burgers, white meat chicken, and freshly coated fries.
Method 1
I. Intro: MCD/BK History…. Last sentence: Thesis, Whereas…..
II. Burgers –MCD
1. Buns
2. Burger
3. Toppings
III. Burgers- BK
1. Buns
2. Burger
3. Toppings
IV. Fries- MCD
V. Fries- BK
VI. Chicken- MCD
VII. Chicken- BK
VIII. Concl. 5-7 sent, restate main points and drive home purpose (recommend)
Method 2
I. Intro- Thesis, last, whereas….
II. Burgers, MCD/Burgers, BK
III. Fries, MCD/ Fries, BK
IV. Chx, MCD/ Chx, BK
V. Concl.
Method 3:
1. Intro:
2. MCD B
3. MCD F
4. MCD C
5. B, B
6. B, F
7. B, C
8. Concl.
Tuesday, February 21, 2012
Description workshop groups--
1. Journal:
Describe something you own that has no value to the world but is most valuable to you.
2. Descriptive Reading: Essay, “The Sacred Grove of Oshogbo”
3. Groups. These are first draft groups...
5 questions for readers:
1. Is this a story you'd tell to others?
2. Does the story focus on description to inform the reader?
3. Do you have questions for the author?
4. What might you do differently in terms of arrangement or organization?
5. What happens in the story? In other words, what's the plot? Is anything missing from the plot?
Closure and what's due...
Describe something you own that has no value to the world but is most valuable to you.
2. Descriptive Reading: Essay, “The Sacred Grove of Oshogbo”
3. Groups. These are first draft groups...
5 questions for readers:
1. Is this a story you'd tell to others?
2. Does the story focus on description to inform the reader?
3. Do you have questions for the author?
4. What might you do differently in terms of arrangement or organization?
5. What happens in the story? In other words, what's the plot? Is anything missing from the plot?
Closure and what's due...
Thursday, February 16, 2012
Description and Paragraphs cont.
1. Journal:
Have you thought about your descriptive essay? Drafts are due Tuesday...what might you write about? (Invention)
2. Announcements: Essays, Class Narrative, What we're doing tonight...
3. Poem and description....Concrete words and verbs continued.
4. Poem Here...
5. Group paragraphs and meetings...
TS:
The descriptive words help readers understand the theme of "Villanelle After Burial.
Have you thought about your descriptive essay? Drafts are due Tuesday...what might you write about? (Invention)
2. Announcements: Essays, Class Narrative, What we're doing tonight...
3. Poem and description....Concrete words and verbs continued.
4. Poem Here...
5. Group paragraphs and meetings...
TS:
The descriptive words help readers understand the theme of "Villanelle After Burial.
Tuesday, February 14, 2012
Thursday, February 9, 2012
Description....
Tuesday, February 7, 2012
Review
1. Journal:
Describe your most precious possession…
2. Groups and reading… Word Choice… Common Mistakes Review...
3. Questions and on Deck…
4. Format stuff. MLA FORMAT HERE!
5. For Thursday…..HW
Comma Splice: I like dogs, I like cats.
Fragment: I hope to
Who/That: He is someone THAT/who I love
Run-on: I like dogs I like cats.
Parallelism: I walked to the store, ran to the mall, and ate
V/T shift: He loved me, and I love him.
PNA John is like a good friend. They are always there for you.
Describe your most precious possession…
2. Groups and reading… Word Choice… Common Mistakes Review...
3. Questions and on Deck…
4. Format stuff. MLA FORMAT HERE!
5. For Thursday…..HW
Comma Splice: I like dogs, I like cats.
Fragment: I hope to
Who/That: He is someone THAT/who I love
Run-on: I like dogs I like cats.
Parallelism: I walked to the store, ran to the mall, and ate
V/T shift: He loved me, and I love him.
PNA John is like a good friend. They are always there for you.
Thursday, February 2, 2012
Wednesday, February 1, 2012
Please use this document to help you think about what you have written. Write in your impressions and attach it to your first typed draft of your essay.
Essay Edit
1. Firstly, did you eradicate all grammar errors? Especially the fragments we discussed in class? (question=fragment)
2. Does your story have paragraphs? A title? A name?
3. Does it have a beginning middle and end?
4. Would your story make a good movie?
5. Read the story aloud. Did you make changes after doing this?
6. Start with the last sentence. Read it. Go to the next to last. Read it.
Repeat until you're out of sentences. Make sense?
7. Underline all the verbs. What do they have in common?
8. Which words do you use most often? Which phrases?
9. Does the story start in the middle of the action?
10. What's the topic? Audience? Purpose?
Essay Edit
1. Firstly, did you eradicate all grammar errors? Especially the fragments we discussed in class? (question=fragment)
2. Does your story have paragraphs? A title? A name?
3. Does it have a beginning middle and end?
4. Would your story make a good movie?
5. Read the story aloud. Did you make changes after doing this?
6. Start with the last sentence. Read it. Go to the next to last. Read it.
Repeat until you're out of sentences. Make sense?
7. Underline all the verbs. What do they have in common?
8. Which words do you use most often? Which phrases?
9. Does the story start in the middle of the action?
10. What's the topic? Audience? Purpose?
Thursday, January 26, 2012
Welcome:
1. Journal: Write a summary of the story that you invented, planned and organized.
2. Groups of three: 20 min... Tell your stories...
3. What I'm looking for... Rules of Thumb
4. Homework... No class Tuesday....
2. Groups of three: 20 min... Tell your stories...
3. What I'm looking for... Rules of Thumb
4. Homework... No class Tuesday....
Tuesday, January 24, 2012
Notes and More Notes
Writing Process—
Invent: Think about what you’ll write about. Use a list, a web, an outline….
Organize: Set your ideas into a logical order.
Draft: Just follow your plan and get it done.
Revise: For better words, for flow, for sound, for look, for org.
Edit: For punctuation, grammar, capitalization, and etc.
Publish: This means it’s perfect.
6 Traits—
Voice: This is your style. It’s the unique way you sound.
Ideas: What your paper is about. Hopefully they are interesting
to others.
Conventions: Punctuation and grammar.
Organization: The shape or logical flow of your thoughts.
Word Choice: Picking the best word for the situation.
Sentence Flow: The way your sentences connect and sound together.
TAP—
Topic: What your paper is about.
Audience: Who your paper is for.
Purpose: Why you are writing it.
Common Grammar Errors—
Commas: In class notes.
Comma Splice: I love dogs, they are my best friends.
Run-on: I love dogs they are my best friends they love to eat food and I do
too.
That for Who: He is one that loves dogs. SB: He is one who loves dogs.
Verb Tense Agr.: They is my family. SB: They are…
Tense Shift: I was sad until I am happy.
PNA: John is like a good friend; they are always there for you.
SB: He is always….
Parallelism: I’m going to the store to eat, drink, and shopping. SB: to
eat, drink and shop.
Commas:
Introductory phrases/words like: In the meantime, Consequently,
Phrase: A group of words with no subject, no verb, or both.
Clause: A group of words with a subject and a verb.
Subject: What the sentence is about.
Verb: Action words.
Two types of clauses make up three main types of sentences:
Independent Clause: he walks his dog.
Dependent Clause: when he walks his dog Dep. Cl. Words: Since, when, while,
after, during, if, etc.
Types of Sentences:
Simple: Just an independent clause: He walks his dog.
Compound: Two independent clauses connected with ,but / , and/ , or / ; / He walks his dog, and he runs his dog.
Complex: An independent and a dependent clause in any order. If dep. goes first, then a comma. Just like the sentence you just read. It could be, Use a comma if a dependent clause comes first. Notice there is no comma that way.
Invent: Think about what you’ll write about. Use a list, a web, an outline….
Organize: Set your ideas into a logical order.
Draft: Just follow your plan and get it done.
Revise: For better words, for flow, for sound, for look, for org.
Edit: For punctuation, grammar, capitalization, and etc.
Publish: This means it’s perfect.
6 Traits—
Voice: This is your style. It’s the unique way you sound.
Ideas: What your paper is about. Hopefully they are interesting
to others.
Conventions: Punctuation and grammar.
Organization: The shape or logical flow of your thoughts.
Word Choice: Picking the best word for the situation.
Sentence Flow: The way your sentences connect and sound together.
TAP—
Topic: What your paper is about.
Audience: Who your paper is for.
Purpose: Why you are writing it.
Common Grammar Errors—
Commas: In class notes.
Comma Splice: I love dogs, they are my best friends.
Run-on: I love dogs they are my best friends they love to eat food and I do
too.
That for Who: He is one that loves dogs. SB: He is one who loves dogs.
Verb Tense Agr.: They is my family. SB: They are…
Tense Shift: I was sad until I am happy.
PNA: John is like a good friend; they are always there for you.
SB: He is always….
Parallelism: I’m going to the store to eat, drink, and shopping. SB: to
eat, drink and shop.
Commas:
Introductory phrases/words like: In the meantime, Consequently,
Phrase: A group of words with no subject, no verb, or both.
Clause: A group of words with a subject and a verb.
Subject: What the sentence is about.
Verb: Action words.
Two types of clauses make up three main types of sentences:
Independent Clause: he walks his dog.
Dependent Clause: when he walks his dog Dep. Cl. Words: Since, when, while,
after, during, if, etc.
Types of Sentences:
Simple: Just an independent clause: He walks his dog.
Compound: Two independent clauses connected with ,but / , and/ , or / ; / He walks his dog, and he runs his dog.
Complex: An independent and a dependent clause in any order. If dep. goes first, then a comma. Just like the sentence you just read. It could be, Use a comma if a dependent clause comes first. Notice there is no comma that way.
Thursday, January 19, 2012
Welcome...
1. Journal: Write a half a page. What's the most important thing in your life?
2. In-class diagnostic paragraph...
3. Design, Robert Frost.
4. Topic Sentence....
In Design, Robert Frost seems to question his creator.
Write your paragraph, bring it to me, and let me read it. If I like it, you can leave. If not, rewrite.
Thinking Skills….
1. Analyze: To determine the nature and parts.
2. Compare: To point out similarities
3. Contrast: To point out differences.
4. Connect: to place in relation to something else
5. Clarify: To make clear
6. Distinguish: To tell the difference between two things.
7. Elaborate: To provide further detail
8. Evaluate: To determine the worth
9. Explain: To make understandable
10. Infer: To determine based on evidence
11. Identify: To name
12. Predict: tell a future occurrence
13. Summarize: To tell in a short version
14. Synthesize To combine.
15. Interpret: To put in other words
TS Robert Frost seems to question his creator in the poem, Design.
F For Example, Robert Frost writes in line 4 that, “on a white heal-all” a spider held a moth aloft.
O This Shows That
O This Also Shows that
F In Addition
O This shows That
O This also shows that
F What’s more
O This shows that
O This also shows that.
CS In Design, Robert Frost questions his maker.
2. In-class diagnostic paragraph...
3. Design, Robert Frost.
4. Topic Sentence....
In Design, Robert Frost seems to question his creator.
Write your paragraph, bring it to me, and let me read it. If I like it, you can leave. If not, rewrite.
Thinking Skills….
1. Analyze: To determine the nature and parts.
2. Compare: To point out similarities
3. Contrast: To point out differences.
4. Connect: to place in relation to something else
5. Clarify: To make clear
6. Distinguish: To tell the difference between two things.
7. Elaborate: To provide further detail
8. Evaluate: To determine the worth
9. Explain: To make understandable
10. Infer: To determine based on evidence
11. Identify: To name
12. Predict: tell a future occurrence
13. Summarize: To tell in a short version
14. Synthesize To combine.
15. Interpret: To put in other words
TS Robert Frost seems to question his creator in the poem, Design.
F For Example, Robert Frost writes in line 4 that, “on a white heal-all” a spider held a moth aloft.
O This Shows That
O This Also Shows that
F In Addition
O This shows That
O This also shows that
F What’s more
O This shows that
O This also shows that.
CS In Design, Robert Frost questions his maker.
Subscribe to:
Posts (Atom)