Presentation on theme: "Agenda 1. Check at-home project 2. Continue Supplemental material 3. Writing Practice – compare and contrast Monday Nov 17, 2014."— Presentation transcript:
Agenda 1. Check at-home project 2. Continue Supplemental material 3. Writing Practice – compare and contrast Monday Nov 17, 2014
Complex Sentence Practice Use subordinating conjunctions (though, if, when, because, etc.) to connect the sentences into one complex sentence. 1. Henry needs to learn English. I will teach him. 2. It was raining outside. We went for a walk. 3. Jenny needs to ask me. I will buy it for her. 4. Yvonne played golf extremely well. She was very young. 5. Franklin wants to get a new job. He is preparing for job interviews. 6. I'm writing a letter, and I'm leaving. You will find it tomorrow. 7. Marvin thinks he will buy the house. He just wants to know what his wife thinks. 8. Cindy and David had breakfast. They left for work. 9. I really enjoyed the concert. The music was too loud. 10. Alexander has been working sixty hours a week. There is an important presentation next week. 11. I usually work out at the gym early in the morning. I leave for work at eight a.m. 12. The car was extremely expensive. Bob didn't have much money. He bought the car. 13. Dean sometimes goes to the cinema. He enjoys going with his friend Doug. Doug visits once a month. 14. I prefer to watch TV by streaming over the internet. It allows me to watch what I want when I want. 15. Sometimes it happens that we have a lot of rain. I put the chairs on the patio in the garage when we have rain.
Complex Sentence - Answers 1. As Henry needs to learn English, I will teach him. 2. We went for a walk even though it was raining. 3. If Jenny asks me, I will buy it for her. 4. Yvonne played golf extremely well when she was young. 5. Because Franklin wants to get a new job, he is preparing for job interviews. 6. I'm writing a letter, and I'm leaving. You will find it tomorrow. 7. Unless his wife doesn't like the house, Marvin will buy it. 8. After Cindy and David had eaten breakfast, they left for work. 9. I really enjoyed the concert although the music was too loud. 10. As Alexander has an important presentation next week, he has been working sixty hours a week. 11. I usually work out at the gym before I leave for work at eight. 12. Though Bob didn't have much money, he bought the extremely expensive car. 13. If Doug visits, they go to the cinema. 14. Since it allows me to watch what I want when I want, I prefer to watch TV by streaming over the internet. 15. If it rains a lot, I put the chairs on the patio in the garage.
Outline – Food Customs in Iran I. Introduction A. food customs connected to culture, tradition, geography B. climate provides for variety of food Thesis: What we eat is still influenced by our traditions and geography as we can see in the similarities and differences between the north and south of Iran II. Body 1 A. food customs similar everywhere in country i. food eaten with bread not utensils B. rice a staple i. part of every meal in north and south C. eat fish i. south near Caspian, north near Persian Gulf. III. Body 2 A. north different from south, so eating habits different i. north – fish with caviar B. rice is major crop i. plays important role in northern Iran ii. northerners have rice ceremony every year C. variety of seafood in the south, esp. white fish i. rice important ii. more vegetables and fruits iii. dates are an export crop IV. Conclusion i. diverse geography and people ii. large country so a variety of customs iii. food customs influenced by climate and location iv. Iran interesting place to live and eat
Writing Practice Choose one of the following topics: 1. Compare and contrast the food in two areas or regions of your country. 2. Compare and contrast the way people eat in this country with the way people eat in your country. 3. Compare and contrast the ways one kind of food (e.g. rice, bread) is eaten by different people.
Prewriting One you have chosen you topic, write the title on top of a sheet of notepaper. Take up your pencil and begin writing. Continue writing about the topic on the top of the notepaper for 5 minutes on the similarities and differences. Organize the ideas that came from the brainstorming. Outline A. Organize your ideas Step 1:Write your thesis statement Step 2: Choose 3 good points of comparisons and contrast from your brainstorming activity Step 3:Put your 3 points of comparison and contrast in the same order in the body paragraphs. B. Make a detailed outline ( see practice 8 p in your textbook – Writing Academic English )
Noun Clauses A noun clause is a dependent clause that functions as a noun. A noun clause is often part of an independent clause – it can be the subject or the object subject verb e.g.What the newspaper reported was incorrect. verb object People once believed that the world was flat. Kinds of Noun Clauses: i. that clauses – begin with the word that ii. if/whether clauses – begin with the words whether or if iii. question clauses – begin with a question word – who, what, where, when, how
That Clauses A that clause is a dependent noun clause that begins with the word that. e.g. The filmmaker hopes that his film will be a financial success. You sometimes omit that if the meaning is clear without it. You can never omit that when it is the first word in a sentence. The filmmaker hopes that his film will be a financial success. The filmmaker hopes his film will be a financial success. That his film is a critical success is beyond doubt. X His film is a critical success is beyond doubt.
Locations of Noun Clauses 1. After the independent clause verb – the most common position of a noun clause is after the verb of the independent clause, where it functions as the object of that verb. e.g. The catalogue states that science courses require a laboratory period. 2. After certain adjectives – a that clause can follow certain adjectives – happy, glad, proud, pleased, sad, upset, worried, sorry, certain, surprised, sure. These adjectives describe emotions. e.g. The class was surprised that the instructor cancelled the final exam. 3. After some nouns – a that clause can follow some nouns like idea, theory, thought, claim, assertion, statement, belief, notion, opinion. e.g. No one believed Galileo’s theory that Earth revolves around the sun. 4. At the beginning of a sentence – a that clause at the beginning of a sentence functions as a subject of the independent clause verb. e.g. That Earth is getting warmer is certain.
Subjunctive Noun Clauses After certain independent clause verbs and adjectives, you must use the subjunctive form of the verb in the following noun clause. The subjunctive form is the base form of the verb – be, go, come, do Below is s list of verbs and adjectives that require the subjunctive form in the noun clauses that indicate urgency, advisability, necessity, desirability VerbsAdjectives advise insistrequestadvisablemandatory ask orderrequiredesirablenecessary command prefersuggestessentialurgent demand proposeurgeimportantvital direct recommend
At-home Project 1. Write the first (rough) draft of your compare and contrast essay. 2. Proofread/edit your first draft – check the following: i. punctuation ii. capitalization iii. spelling iv. coherence and unity v. transitions 3. Bring to class on Wednesday Nov 19, Practice 3 p