1. Welcome to Effective Writing 1- CM 107  You should be hearing music. If you don’t, please check your audio.

2.  Reading:  There are two articles you need to read:  "Million Dollar Murray" by Malcolm Gladwell  This is in the library, more on this in a bit.  And  Liz Murray’s life and struggles found at these two sites:  http://www.thrivenet.com/stories/stories00/stry00 06.shtml  http://myhero.com/go/films/view.asp?film=perse verance

3.  You’re going to basically compare and contrast the two Murrays.  Think about the distinct points of view in these two articles. Both Murrays face the same problem, but their perspectives are worlds apart.  Consider this: how would Liz Murray define homelessness versus Murray Barr’s definition of homelessness?  What can you identify that made their seemingly similar paths diverge? Support your ideas with references back to reading materials and video to back up your claims.

4.  Remember to use good in-text citations with your quotes! If you run into problems, review the last seminar, the Quick APA reference guide in the course, or email me and your other instructors!  Unlike unit 4, this is required this time around. Don’t forget that!

5.  These are the steps to take to get into the library and find that first article.  First, go to the KU Campus homepage  In the Drop down under ‘My Studies’ Click the library link.

6.  On the library page, there’s a search box in the center. Type in Million Dollar Murray there.  Select “Title” from the drop down menu, and click search.  It should be the second article listed on that results page!

7.  Expository refers to writing that explains and clarifies an idea.  You come across examples of expository writing every day:  Magazine articles  Newspaper articles  Emails and memos  Instruction manuals  How do we use exposition in our daily lives?

8.  Academic assignments and essays often fall under the category of expository writing.  Hallmarks of expository writing:  Precisely-worded  Focused around a central idea  Logically sound (uses adequate support) What are some modes or methods a writer/speaker could use to explain something?

9.  What is a thesis statement?  The thesis statement is a statement of  your topic and a comment about it.

10.  It is your “ what’s the point ?”  What do you want your readers to know.  The main idea you are trying to get across.  Your message.  The point you want to make.

11.  Stated in a single sentence.  Expresses a point of view, not a topic.  Limits the topic.  Indicates the kind of support to follow.  Helps to organize the supporting material  Is precisely worded.  It does NOT announce by saying: I am going to tell you about….or My essay will explain ….

12.  Let’s say our topic is:  World hunger.  And we were going to write an expository paper.  What could be a possible thesis?

13.  Let’s switch up the topic!  How about:  Favorite department stores.  What’re a few possible thesis sentences?

14.  What’s with our public schools? Identify the thesis of this article.  http://www.csmonitor.com/Commentary/Op inion/2010/0929/Waiting-for-Superman-to- reform-education-He-s-already-here http://www.csmonitor.com/Commentary/Op inion/2010/0929/Waiting-for-Superman-to- reform-education-He-s-already-here

18.  What are paraphrasing and summarizing and why are they necessary? What is the correct way to paraphrase and summarize?  Why should we use more paraphrasing and summarizing than direct quotes in our papers?  When should we use direct quotation? How much of our paper should be directly quoted?  Let us get some practice paraphrasing.

19.  Remember we need to change the major words and the sentence structure!  “But oil producers should not assume that Americans will lose interest in alternative energy sources if gas prices come down” (Isaacs, 2011 June 6).  How could we paraphrase this?

20.  One more, this one a bit more complicated.  “Building on fundamental scientific discoveries, we are working to develop innovative technologies that will power our vehicles and reduce our reliance on petroleum while creating new industries and new jobs” (Isaacs, 2011 June 6).

21.  Run-on Sentences  These are sentences where there are least two parts which could stand on their own.  Also known as fused sentences.  How can you spot them? Pay attention to whether or not each part can be its own sentence.  Length isn’t everything!  (the information here and in following slides comes from http://grammar.ccc.commnet.edu/grammar /runons.htm)

22.  An example:  It is raining outside, put on a raincoat.  Or  It is windy outside, you can fly a kite, it is a good day to power a windmill.  Notice how in both examples each section can make its own sentence?  It is raining outside.  Put on a raincoat.

23.  This type of sentence is the dreaded comma splice:  It is cold outside, put on a raincoat.  If they are connected with another word like so: It is cold outside, so put on a raincoat.  It fixes the comma splice, and the run on sentence. These are known as little conjunctions.

24.  They usually happen in a few instances:  When one clause is a directive based on the previous clause:  It is raining outside, put on a raincoat.  I am bored, I will go read a book.  Check your writing for these types of sentences in order to catch them!

25.  Another way that Run-on sentences often occur is when there are two independent clauses connected by a transitive verb.  A transitive verb is usually known as a transition word in simpler terms: words like however, moreover, therefore  I ran all the way to work, however, I wasn’t able to get anything done.  I drove into town today, therefore, I am going to drive back home.

26.  The third most common way that run-on sentences appear is when the second independent clause includes a pronoun that connects it to the first independent clause.  Mike ate some rhubarb raw, he became sick.  Sherry did her homework, she did well in class.  Watch for these types of run on sentences as well…they’re very easy to overlook.

27.  So now that we know how to find run-on sentences, how can we fix them?  The first and easiest way to fix any run-on sentence of any type is to simply put a period in at the comma.  It is raining outside, put on a raincoat.  It is raining outside. Put on a raincoat.  I ran all the way to work, however, I wasn’t able to get anything done.  I ran all the way to work. However, I wasn’t able to get anything done.

28.  If you don’t want to separate out the clauses with a period for whatever reason (perhaps you feel they are closely enough related to not do this), another way to fix it is to use a semi colon. This keeps the two clauses connected in the same sentence (if it’s important for your reader) and allows you to avoid the run-on sentence.

29.  For instance,  Sherry did her homework; she did well in class.  I drove into town today; therefore, I am going to drive back home.  Note that the two clauses are still connected, but they are now written correctly.

31.  It’s important to catch these before turning in any work for college.  Knowing how to watch for and fix run on sentences will help your reader understand your writing.  Remember: we write for an audience!  That’s why we spend so much time on these nitty- gritty writing details.  To fix run-on sentences simply think period or semicolon!

32. Any questions, comments concerns and/or angry rants?