1. Technical Writing – Part 3 English IV

2. Today is November 5 th ! Agenda of the Day: Standards & Objectives L.12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. L.12.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. “I can accurately correct a run- on sentence.” “I can accurately correct a run- on sentence.” “I can correct sentence fragment.” “I can correct sentence fragment.” RI.12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. RI.12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. “I can identify structure of PowerPoint.” “I can identify structure of PowerPoint.” Expectations of the Day Place phones in the vault Place phones in the vault Seating in assigned seat Seating in assigned seat Respectful manner Respectful manner Speaking one at a time Speaking one at a time Eyes on the speaker Eyes on the speaker

3. Think-It-Over A black dog stands in the middle of an intersection in a town painted black. None of the street lights are working due to a power failure caused by a storm. A car with two broken headlights drives towards the dog but turns in time to avoid hitting him. How could the driver have seen the dog in time?

4. LISTENING IS AN ACT OF LOVE

5. A Informal Video for PowerPoint

6. Gold Rules of PowerPoint Presentations 1. 5 BY 5:Each slide should have no more than 5 lines; each line should have no more than 5 words. 2. Fonts:Use font size 24+ for titles and 20+ for body, and no more than two fonts per slide. 3. Pictures:A picture is worth a thousand words. 4. Body Language: Use body language to show people where to look. 5. Timing: Keep your presentations under 15 minutes.

7. 5 BY 5 Why? People cannot listen and read at the same time. Don’t put them in a situation where they have to choose between listening to you and reading the screen. Why? People cannot listen and read at the same time. Don’t put them in a situation where they have to choose between listening to you and reading the screen. How? Use phrases, not whole sentences. Make your phrases your prompts – just enough to remind you of the point. Save the detail for your voice. How? Use phrases, not whole sentences. Make your phrases your prompts – just enough to remind you of the point. Save the detail for your voice.

8. FONTS Why? People need to read it quickly. More than two fonts look untidy and make the area of emphasis unclear. Why? People need to read it quickly. More than two fonts look untidy and make the area of emphasis unclear. How? Set up a template for each slide before you begin. How? Set up a template for each slide before you begin.

9. PICTURES Why? Pictures reduce explanation time by 40% and increase the ability to remember points by up to 50%. They are more likely to evoke an emotional response and lead to behavior change. Why? Pictures reduce explanation time by 40% and increase the ability to remember points by up to 50%. They are more likely to evoke an emotional response and lead to behavior change. How? Use photos, cartoons, graphs, pie charts and diagrams where possible. How? Use photos, cartoons, graphs, pie charts and diagrams where possible.

10. BODY LANGUAGE Why? As with using pictures, gesturing engages your audience and saves time. Why? As with using pictures, gesturing engages your audience and saves time. How? How? Your body language: The audience understands: Presenter moving around Look at presenter! Presenter looks at screen Look at screen! Presenter gestures at screen Keep looking at screen! Presenter moves around again Look at presenter!

11. TIMING Why? The average attention span of an adult is 17 minutes. Why? The average attention span of an adult is 17 minutes. How? Give your audience a break after 15 minutes – this could be a short pair work exercise, a round of questions, an audience- led review of what you have covered so far, or simply ask them to change seats! Using two presenters is a good idea as people’s concentration increases every time they change their focus to a new speaker How? Give your audience a break after 15 minutes – this could be a short pair work exercise, a round of questions, an audience- led review of what you have covered so far, or simply ask them to change seats! Using two presenters is a good idea as people’s concentration increases every time they change their focus to a new speaker

12. Organization Have a very clear introduction, to motivate what you do and to present the problem you want to solve. The introduction is not technical in nature, but strategic (i.e. why this problem, big idea). Have a very clear introduction, to motivate what you do and to present the problem you want to solve. The introduction is not technical in nature, but strategic (i.e. why this problem, big idea). If you have a companion paper, mention it during the talk and recommend it for more details. Don't put all the details in the talk. Present only the important ones. If you have a companion paper, mention it during the talk and recommend it for more details. Don't put all the details in the talk. Present only the important ones. Use only one idea per slide. Use only one idea per slide. Have a good conclusions slide: put there the main ideas, the ones you really want people to remember. Use only one "conclusions" slide. Have a good conclusions slide: put there the main ideas, the ones you really want people to remember. Use only one "conclusions" slide. The conclusion slide should be the last one. Do not put other slides after conclusions, as this will weaken their impact. The conclusion slide should be the last one. Do not put other slides after conclusions, as this will weaken their impact. Having periodic "talk outline" slides (to show where you are in the talk) helps, especially for longer talks. At least one "talk outline" slide is very useful, usually after the introduction. Having periodic "talk outline" slides (to show where you are in the talk) helps, especially for longer talks. At least one "talk outline" slide is very useful, usually after the introduction. Don't count on the audience to remember any detail from one slide to another (like color-coding, applications you measure, etc.). If you need it remembered, re-state the information a second time. Don't count on the audience to remember any detail from one slide to another (like color-coding, applications you measure, etc.). If you need it remembered, re-state the information a second time. Especially if you have to present many different things, try to build a unifying thread. The talk should be sequential in nature (i.e. no big conceptual leaps from one slide to the next). Especially if you have to present many different things, try to build a unifying thread. The talk should be sequential in nature (i.e. no big conceptual leaps from one slide to the next). Try to cut out as much as possible; less is better. Try to cut out as much as possible; less is better. Help the audience understand where you are going. Often it's best to give them a high-level overview first, and then plunge into the details; then, while listening to the details they can relate to the high-level picture and understand where you are. This also helps them save important brain power for later parts of the talk which may be more important. Help the audience understand where you are going. Often it's best to give them a high-level overview first, and then plunge into the details; then, while listening to the details they can relate to the high-level picture and understand where you are. This also helps them save important brain power for later parts of the talk which may be more important.

13. Remember... “Less is More” Always use a font without seraphs such as Arial, Verdana, or Tahoma Always use a font without seraphs such as Arial, Verdana, or Tahoma Never use more than 4 colors per presentation, including black Never use more than 4 colors per presentation, including black Font size for a large screen – no smaller than 28 pt. Font size for a large screen – no smaller than 28 pt. Always change at least 2 things to distinguish the title from the text Always change at least 2 things to distinguish the title from the text No more than 4-5 words per bullet if speaking with presentation No more than 4-5 words per bullet if speaking with presentation Backgrounds: Backgrounds: ◦ Should be the same on all slides ◦ Should not detract from message ◦ Counts as part of the 4- color rule ◦ Avoid “too colorful” backgrounds Slide Transitions: Slide Transitions: ◦ Should be the same on all slides ◦ Should not detract from message Animations: Animations: ◦ Should be the same on all slides ◦ Should only be placed on bulleted lists ◦ No animations on titles or pictures ◦ Should not be distracting

14. Moving on to focus on GRAMMAR!

15. Correcting Grammar: Sentence Fragments and Run-Ons What is a sentence fragment? A bad habit in modern writing. A bad habit in modern writing. An imbalanced sentence. An imbalanced sentence. A sentence fragment does not have all the basic parts of a complete sentence. A sentence fragment does not have all the basic parts of a complete sentence. It does not express a complete thought and are missing important information. It does not express a complete thought and are missing important information. What is a run-on? A bad habit in student writing. A bad habit in student writing. A lengthy story by a six year old A lengthy story by a six year old A run-on sentence is two or more complete sentences run together into one. A run-on sentence is two or more complete sentences run together into one. It can be confusing because they do not show where one idea ends and another begins. It can be confusing because they do not show where one idea ends and another begins.

16. Correcting Grammar: Sentence Fragments and Run-Ons What is a sentence fragment? A bad habit in modern writing. A bad habit in modern writing. An imbalanced sentence. An imbalanced sentence. A sentence fragment does not have all the basic parts of a complete sentence. A sentence fragment does not have all the basic parts of a complete sentence. It does not express a complete thought and are missing important information. It does not express a complete thought and are missing important information. Has horns shaped like corkscrews. Has horns shaped like corkscrews. (no subject) (no subject) The kudu, a type of antelope, in Africa. The kudu, a type of antelope, in Africa. (no verb) (no verb) While it stands five feet high at the shoulder. While it stands five feet high at the shoulder. (not a complete thought) (not a complete thought) Examples

17. To identify sentence fragments, use a simple test: 1.Does the group of words have a subject? If the answer to any of these questions is no, you have a fragment. 2.Does it have a verb? 3.Does it express a complete thought? What is a sentence fragment?

18. On Your Own [End of Section] Determine whether each group of words is a fragment or a complete sentence. If the item is a complete sentence, write C. If a subject is missing, write S. If a verb is missing, write V. If the item has a subject and a verb but expresses an incomplete thought, write I. ___ 1.Nina Otero-Warren excelled as an educator, writer, and public official. ___ 2.Was an important influence in her life. ___ 3.Descended from a long line of political leaders. ___ 4. She was one of the first Mexican-American women to hold important public posts in New Mexico. What is a sentence fragment?

19. Determine whether each group of words is a fragment or a complete sentence. If the item is a complete sentence, write C. If a subject is missing, write S. If a verb is missing, write V. If the item has a subject and a verb but expresses an incomplete thought, write I. ___ 1.Nina Otero-Warren excelled as an educator, writer, and public official. ___ 2.Was an important influence in her life. ___ 3.Descended from a long line of political leaders. ___ 4. She was one of the first Mexican-American women to hold important public posts in New Mexico. Answers C S I What is a sentence fragment? C

20. Four kinds of phrases are often mistaken for sentences: Verbal phrases Taking photographs. Appositive phrases A well-known peak. Prepositional phrases In a remote valley. Correcting phrase fragments Absolute phrases The extra prints having been made.

21. There are two ways to fix a phrase fragment: Strategy 1: Add words to form a complete sentence. Verbal phrases Taking photographs. Appositive phrases A well-known peak. I enjoy taking photographs. The Matterhorn, a well-known peak, awed me. Correcting phrase fragments

22. In a remote valley.This picture shows a village in a remote valley. Strategy 1: Add words to form a complete sentence (continued). Prepositional phrases Correcting phrase fragments Absolute phrases The extra prints having been made.The extra prints having been made, I framed a copy for each of my friends.

23. The Matterhorn looms over the village. A well-known peak. Strategy 2: Combine the fragment with a sentence. Verbal phrases I spent my vacation. Taking photographs. Appositive phrases That is the Matterhorn. A well-known peak. I spent my vacation taking photographs. That is the Matterhorn, a well-known peak. Correcting phrase fragments I hiked up the trail. Taking photographs.Taking photographs, I hiked up the trail. The Matterhorn, a well-known peak, looms over the village.

24. The village was situated between two mountains. In a remote valley. The village was situated in a remote valley between two mountains. Strategy 2: Combine the fragment with a sentence (continued). Prepositional phrases We visited a beautiful village. In a remote valley. We visited a beautiful village in a remote valley. Correcting phrase fragments Absolute phrases I framed them as presents for my friends. The extra copies having been made. The extra copies having been made, I framed them as presents for my friends.

25. An independent clause (or main clause) expresses a complete thought and can stand by itself as a sentence. Subject A barometer measures the pressure of the atmosphere. Verb A barometer measures the pressure of the atmosphere. A clause is a group of words that contains a subject and a verb. Correcting subordinate-clause fragments

26. A subordinate clause (or dependent clause) cannot stand by itself as a sentence. Subject when the game finally ended who scored the winning run Verb Subject Verb when the game finally ended who scored the winning run A subordinate clause has a subject and a verb but does not express a complete thought. who scored the winning run Correcting subordinate-clause fragments

27. Subordinate clause fragments suggest questions that they do not answer. Although he is a sophomore. Who scored the winning run. Correcting subordinate-clause fragments What happened although he is a sophomore? To whom is this statement referring? It would be complete if it ended with a question mark. When the game finally ended. What happened when the game finally ended?

28. There are two ways to fix a subordinate clause fragment: Who scored the winning run. Strategy 1: Add words to form a complete sentence. Strategy 2: Combine the fragment with a sentence. Although he is a sophomore. He is our best pitcher. Although he is a sophomore, he is our best pitcher. He was the batter who scored the winning run. Correcting subordinate-clause fragments

29. Correcting Grammar: Sentence Fragments and Run-Ons Examples Lighting flashes in our eyes thunder sounds in our ears. Lighting flashes in our eyes thunder sounds in our ears. We cannot hear and see both at the same time, we sense these events separately. We cannot hear and see both at the same time, we sense these events separately. The sculptor hears bronze until it liquefies then the sculptor pours molten bronze into the mold. The sculptor hears bronze until it liquefies then the sculptor pours molten bronze into the mold. What is a run-on? A bad habit in student writing. A bad habit in student writing. A lengthy story by a six year old A lengthy story by a six year old A run-on sentence is two or more complete sentences run together into one. A run-on sentence is two or more complete sentences run together into one. It can be confusing because they do not show where one idea ends and another begins. It can be confusing because they do not show where one idea ends and another begins.

30. [End of Section] Identify the following items as correct sentences (C) or run- ons (R). Be prepared to explain your answers. ___ 1.Exercise can increase the efficiency of your muscles, as well as your muscles’ strength and size. ___ 2.Aerobic exercise helps your heart pump more efficiently, then the number of blood vessels in your muscles increases. ___ 3.ATP is a complex molecule scientists consider it the cell’s fuel. On Your Own What is a run-on sentence?

31. Identify the following items as correct sentences (C) or run- ons (R). Be prepared to explain your answers. ___ 1.Exercise can increase the efficiency of your muscles, as well as your muscles’ strength and size. ___ 2.Aerobic exercise helps your heart pump more efficiently, then the number of blood vessels in your muscles increases. ___ 3.ATP is a complex molecule scientists consider it the cell’s fuel. C Answers R R What is a run-on sentence?

32. Correcting a run-on sentence To fix a run-on sentence, you need to do one of two things: OR Cut it apart. Join it properly.

33. How you revise a run-on sentence depends upon the relationship you want to show between the ideas. If then and ideas are NOT closely related make two sentences ideas ARE equally important ideas ARE closely related make a compound sentence Correcting a run-on sentence

34. How you revise a run-on sentence depends upon the relationship you want to show between the ideas. If then but the ideas are NOT equally important ideas ARE closely related make a complex sentence Correcting a run-on sentence [End of Section]

35. separate sentences flow better in the paragraph in which they appear Correcting a run-on sentence Separate sentences Strategy 1: Make two sentences Break a run-on into two separate sentences when Ernest Hemingway based many of his stories on his experiences during World War I, before the United States entered the war, Hemingway worked as an ambulance driver for the Italian army. Ernest Hemingway based many of his stories on his experiences during World War I. B efore the United States entered the war, Hemingway worked as an ambulance driver for the Italian army. the ideas are not closely related or at least one sentence is long or complex or

36. Correcting a run-on sentence Separate sentences Strategy 1: Make two sentences To make two separate sentences Next door to the school, a new building was under construction, trucks and construction materials covered much of the parking lot. Put an end mark after the first complete sentence. Then, capitalize the first word of the next complete sentence. Next door to the school, a new building was under construction. Trucks and construction materials covered much of the parking lot.

37. [End of Section] Revise the following sentences by making each into two separate sentences. Be prepared to explain your answers. 1.The weather was terrible yesterday we had to cancel band practice. 2.Next summer I will travel to Argentina on a study program the program requires students to stay with a local family. 3.Domestic canaries are usually yellow, if red peppers are part of their diet, canaries may be bright orange. On Your Own Correcting a run-on sentence Separate sentences

38. Revise the following sentences by making each into two separate sentences. Be prepared to explain your answers. 1.The weather was terrible yesterday. We had to cancel band practice. 2.Next summer I will travel to Argentina on a study program. The program requires students to stay with a local family. 3.Domestic canaries are usually yellow. If red peppers are part of their diet, canaries may be bright orange. Answers Correcting a run-on sentence Separate sentences

39. Correcting a run-on sentence Compound sentence Strategy 2: Make a compound sentence When the complete thoughts in a run-on sentence are closely related and are of equal importance, you may want to make a compound sentence.compound sentence There are three common ways to make a compound sentence.

40. You can make a run-on sentence into compound sentence by using a comma and a coordinating conjunction. Jaya ran to catch the train she missed it by two minutes. Jaya ran to catch the train, but she missed it by two minutes. Strategy 2: Make a compound sentence Correcting a run-on sentence Compound sentence

41. You can make a run-on sentence into a compound sentence by using a semicolon. Strategy 2: Make a compound sentence Correcting a run-on sentence Compound sentence Jaya ran to catch the train she missed it by two minutes. Jaya ran to catch the train ; she missed it by two minutes.

42. You can make a run-on sentence into a compound sentence by using a semicolon and a conjunctive adverb followed by a comma.conjunctive adverb Strategy 2: Make a compound sentence Correcting a run-on sentence Compound sentence Jaya ran to catch the train she missed it by two minutes. Jaya ran to catch the train ; however, she missed it by two minutes.

43. Common Subordinating Conjunctions afterhowthough althoughifunless as in order that until as if providedwhen as much as sincewhenever as though so that where becausethanwherever beforethatwhile Correcting a run-on sentence Complex sentence A subordinating conjunction begins a subordinate clause and connects it to an independent clause.

44. Revise the following run-on sentences by making each into a compound sentence. Be prepared to explain your answers. 1.This book is taking a long time to read the characters are really interesting. 2.Send me an e-mail about the club meeting I might not remember to come. 3. Karla is making a fruit salad for the party I’ll bring some raw vegetables and dip. 4.Maya trained hard all summer she won her event in the cross-country meet. On Your Own Correcting a run-on sentence Compound sentence

45. Possible Answers Correcting a run-on sentence Compound sentence Revise the following run-on sentences by making each into a compound sentence. Be prepared to explain your answers. 1.This book is taking a long time to read, but the characters are really interesting. 2.Send me an e-mail about the club meeting; otherwise, I might not remember to come. 3. Karla is making a fruit salad for the party; I’ll bring some raw vegetables and dip. 4. Maya trained hard all summer, and she won her event at the cross-country meet.

47. Correcting a run-on sentence Complex sentence Strategy 3: Make a complex sentence When the complete thoughts in a run-on sentence are closely related but are not equally important, you may want to make a complex sentence.

48. Correcting a run-on sentence Complex sentence Strategy 3: Make a complex sentence Step 1: Break the run-on into two independent clauses. Bats are usually harmless creatures, some people think they are dangerous. Bats are usually harmless creatures. Some people think they are dangerous.

49. Correcting a run-on sentence Complex sentence Strategy 3: Make a complex sentence Step 2: Decide which idea is more important (or which idea you want to emphasize). Bats are usually harmless creatures. The more important idea will be the independent clause in the sentence. Some people think they are dangerous. the harmlessness of bats some people’s fear of bats If you want to focus on…Use this as your independent clause.

50. Correcting a run-on sentence Complex sentence Strategy 3: Make a complex sentence Step 3: Make the less important clause a subordinate clause. Although bats are usually harmless creatures, some people think they are dangerous. Subordinate Clause = LESS important idea Independent Clause = MORE important idea A subordinating conjunction begins this subordinate clause and connects it to the independent clause.

51. [End of Section] On Your Own Correcting a run-on sentence Complex sentence Revise the following run-on sentences by making one of the clauses into a subordinate clause. Be prepared to explain your answers. 1.The baseball game was stopped in the seventh inning heavy lightning began. 2.I got up early this morning, I was still late for school. 3. The Spanish explorer Cortes landed in Mexico, he and his men marched to the Aztec capital. 4.The baby stopped crying his mother fed him a bottle. On Your Own

52. Possible Answers Correcting a run-on sentence Complex sentence Revise the following run-on sentences by making one of the clauses into a subordinate clause. Be prepared to explain your answers. 1.The baseball game was stopped in the seventh inning because heavy lightning began. 2.Although I got up early this morning, I was still late for school. 3.After the Spanish explorer Cortes landed in Mexico, he and his men marched to the Aztec capital. 4.The baby stopped crying when his mother fed him a bottle.

53. Before you go-- There is a quiz on Edmodo you must complete. There is a quiz on Edmodo you must complete. On Monday, a retest over grammar will be administered. On Monday, a retest over grammar will be administered.