Welcome to the Unit 8 Seminar for KU 121! Topic: Revising your Autobiography Professor: Ann Meek, PhD.

Revision Process In Unit 7, we submitted our autobiography drafts to the Writing Center. You should receive your feedback from the Writing Center during Unit 8. For the Unit 8 Project, you will submit the feedback document that you received from the Writing Center to the Unit 8 Dropbox. You will be using this feedback to help you revise and edit your autobiography.

Project Timeline Unit 3: Identify your dream job in discussion and complete and post your Pre-Writing to the discussion. Unit 3: Identify your dream job in discussion and complete and post your Pre-Writing to the discussion. Unit 4: Write and post your outline to the discussion. Unit 4: Write and post your outline to the discussion. Unit 5: Write and post your autobiography introduction to the discussion. Unit 5: Write and post your autobiography introduction to the discussion. Unit 6: Write and post your 3 autobiography body paragraphs to the dropbox Unit 6: Write and post your 3 autobiography body paragraphs to the dropbox Unit 7: Submit your completed Rough Draft to the dropbox and send a copy to the Writing Center Unit 7: Submit your completed Rough Draft to the dropbox and send a copy to the Writing Center Unit 8: Submit Writing Center feedback report to the dropbox Unit 8: Submit Writing Center feedback report to the dropbox Unit 9: Complete and post Final version of your autobiography to the dropbox Unit 9: Complete and post Final version of your autobiography to the dropbox

Revising v. Editing Revising and editing are different. When we revise, we evaluate what we said and how we said it. When we edit, we make corrections on a mechanical level (grammar, sentence structure, and spelling). In Units 8 and 9, we will focus on revising and editing our autobiographies in preparation for submitting the final version in Unit 9.

Here are some questions to guide you in the revision process…

Clarity of purpose – does your essay achieve your goal?

Completeness – does your essay have a beginning, middle and end? Does it include all of the information it needs?

Organization of ideas – is your essay logically organized?

Paragraph structure and development – does each paragraph fully develop one main idea and provide sufficient support?

Expression/sentence structure and variety – are your sentences well-formed? Is your sentence structure varied (Do you mix complex or compound-complex sentences with simple and compound sentences?)

Language choices – is your diction appropriate for your subject matter and tone? Since this is a professional autobiography, using slang and other informal language will not be effective.

Coherence (flow of ideas) – does your paper flow well or does it feel awkward? If it does feel awkward, can you isolate these areas and zero in on how to solve them?

Unity of the document (structure of introduction, body, and conclusion) – does each part of your paper lead logically to the other? Think about your usage of transitional sentences to function as links between paragraphs and smoothly guide readers along.

Presentation/format – have you applied standard formatting such as page numbers, etc? Have you carefully proofread a final time to eliminate typos, missing words, etc.?

Revising Your Essay What to look for… What to look for… Proper topic Proper topic A correct thesis sentence A correct thesis sentence The five paragraph format The five paragraph format Clear connection between thesis sentence and three body paragraphs Clear connection between thesis sentence and three body paragraphs Appropriate word count (500 words for this essay) Appropriate word count (500 words for this essay) Complete paragraphs of no less than five sentences each Complete paragraphs of no less than five sentences each Appropriate transitions between paragraphs Appropriate transitions between paragraphs Third person (no “I” or “you) Third person (no “I” or “you)

When any major revisions have been completed, it is time to begin the editing process, where you will correct any mechanical problems, such as grammatical errors, misspellings, and incorrect sentence structure. In our Units 8 & 9 seminars, we will look at how to correct some of the most common mechanical errors.

Common Writing Errors Tonight’s Topics: Run-On Sentences and Sentence Fragments

Run-On Sentences One of the most common errors is called a run-on sentence, in which two or more complete thoughts are joined together without the use of proper punctuation. Here is an example: “Jane is very dedicated to creating the most positive kindergarten experience possible for the children in her class she has worked for many years to achieve the goal of becoming a kindergarten teacher.”

Four Ways to Correct a Run-On Sentence Make two sentences out of it. Make two sentences out of it. Use a semicolon. Use a semicolon. Use a comma with a connecting word. Use a comma with a connecting word. Change an independent clause to a subordinate clause and use a comma. Change an independent clause to a subordinate clause and use a comma. Here is an example of each way…

Make Two Sentences Incorrect: “Jane is very dedicated to creating the most positive kindergarten experience possible for the children in her class she has worked for many years to achieve the goal of becoming a kindergarten teacher.” Correct: “Jane is very dedicated to creating the most positive kindergarten experience possible for the children in her class. She has worked for many years to achieve the goal of becoming a kindergarten teacher.”

Use a Semi-Colon Incorrect: “Jane is very dedicated to creating the most positive kindergarten experience possible for the children in her class she has worked for many years to achieve the goal of becoming a kindergarten teacher.” Correct: “Jane is very dedicated to creating the most positive kindergarten experience possible for the children in her class; she has worked for many years to achieve the goal of becoming a kindergarten teacher.”

Use a Comma with a Connecting Word Incorrect: “Jane is very dedicated to creating the most positive kindergarten experience possible for the children in her class she has worked for many years to achieve the goal of becoming a kindergarten teacher.” Correct: “Jane is very dedicated to creating the most positive kindergarten experience possible for the children in her class, and she has worked for many years to achieve the goal of becoming a kindergarten teacher.”

Make One Part a Subordinate Clause Incorrect: “Jane is very dedicated to creating the most positive kindergarten experience possible for the children in her class she has worked for many years to achieve the goal of becoming a kindergarten teacher.” Correct: “Since Jane is very dedicated to creating the most positive kindergarten experience possible for the children in her class, she has worked for many years to achieve the goal of becoming a kindergarten teacher.”

Sentence Fragments Another very common error is the sentence fragment. A complete sentence must have at least one noun, at least one verb, and must form a complete thought. A sentence fragment is an incomplete thought, such as this example: “Community college for carpentry, not surgical technology.”

Sentence Fragments Usually sentence fragments will occur because the missing information is in another sentence, like this: “John had attended college before. Community college for carpentry, not surgical technology.” The first sentence is complete, but the second sentence is a fragment.

Correcting Sentence Fragments We can correct sentence fragments by adding any missing information to make the sentence complete, like this… “John had attended college before. He attended community college for carpentry, not surgical technology.” or like this… “John had attended college before; he attended community college for carpentry, not surgical technology.”

Subject and Verb Agreement Subject and Verb Agreement The subject and verb of a sentence are in agreements when both are singular or both are plural. The subject and verb of a sentence are in agreements when both are singular or both are plural. Some subjects are singular but have plural endings and need a singular verb. For example, mumps, measles, physics, gymnastics, news, and mathematics. Some subjects are singular but have plural endings and need a singular verb. For example, mumps, measles, physics, gymnastics, news, and mathematics. Words stating amounts are usually singular, for example “One hundred dollars is required.” Words stating amounts are usually singular, for example “One hundred dollars is required.” The title of a book, a movie, or a work of art takes a singular verb even if it ends in “s”. The title of a book, a movie, or a work of art takes a singular verb even if it ends in “s”.

Subject and Verb Agreement Subject and Verb Agreement 1. Mumps (is, are) one of the most common diseases. 2. Roots (is, are) one of the greatest books I’ve read. 3. One of her friends (believe, believes) in aliens. 4. Many a dream (has, have) come true. 5. Each of these people (has, have) to wait. 6. Neither of us (is, are) going to the show.

Commonly Confused Words Then/Than Then/Than Accept/Except Accept/Except Now/Know/No Now/Know/No Knew/New Knew/New To/Too/Two To/Too/Two There/Their/They’re There/Their/They’re Your/You’re Your/You’re Threw/Through Threw/Through Sit/Set Sit/Set

Find the Correct Word 1. Roses are prettier (than, then) weeds. 2. I (accept, except) your proposal. 3. I (now, know) you will be with me. 4. Nick said Mary will be going (to, two, too). 5. (They’re, Their, There) not telling the story. 6. We are having a party for (your, you’re) birthday. 7. I have something for you when you get (threw, through). 8. Please (sit, set) the vase on the table.

More Commonly Confused Words Seen/saw: these verbs are often used incorrectly. Incorrect: “I seen him last night.” Correct: “I saw him last night.” Seen/saw: these verbs are often used incorrectly. Incorrect: “I seen him last night.” Correct: “I saw him last night.” A lot/alot: “a lot” is not one word, it is two separate words. A lot/alot: “a lot” is not one word, it is two separate words. Use/used: it should be written as “We used to have fun”, not “We use to have fun.” Use/used: it should be written as “We used to have fun”, not “We use to have fun.” Nowadays/now and days: the correct term is “nowadays”. Nowadays/now and days: the correct term is “nowadays”.

More Commonly Confused Words Don’t/doesn’t: use “don’t” with plural nouns and “doesn’t” with singular nouns. “I don’t; he doesn’t.” Don’t/doesn’t: use “don’t” with plural nouns and “doesn’t” with singular nouns. “I don’t; he doesn’t.” May/can: may expresses permission, can expresses ability. “May I have a cookie?” “She can bake cookies.” May/can: may expresses permission, can expresses ability. “May I have a cookie?” “She can bake cookies.” Good/well: good is an adjective telling “what kind”; well is an adverb telling “how”. “She is a good cook.” “She bakes well.” Good/well: good is an adjective telling “what kind”; well is an adverb telling “how”. “She is a good cook.” “She bakes well.”

More Commonly Confused Words Bad/badly: bad is an adjective used with linking verbs; badly is an adverb used with action verbs. “That apple is bad.” “We played badly.” Bad/badly: bad is an adjective used with linking verbs; badly is an adverb used with action verbs. “That apple is bad.” “We played badly.” Beside/besides: beside means “by the side of”; besides means “in addition to”. “The car is parked beside the house.” “Besides the car, she owns the house, too.” Beside/besides: beside means “by the side of”; besides means “in addition to”. “The car is parked beside the house.” “Besides the car, she owns the house, too.” Try to/try and: “try to” is correct, “try and” is incorrect. “I will try to take care of it.” Try to/try and: “try to” is correct, “try and” is incorrect. “I will try to take care of it.”

Types of Sentence 1. Declarative sentences make a statement and are followed by a period. 2. Interrogative sentences ask a question and are followed by a question mark. 3. Imperative sentences express a command or request and are followed by a period. 4. Exclamatory sentences express strong emotion and are followed by and exclamation point.

What Type of Sentence? For each sentence below, indicate whether it is declarative, interrogative, imperative, or exclamatory. For each sentence below, indicate whether it is declarative, interrogative, imperative, or exclamatory. 1. What do you consider a fair price 2. Do not leave books lying on the floor 3. What a cold day it is 4. Roger, where have you been 5. I bought this shirt in Florida 6. How did I manage to reach this goal 7. My desk is always cluttered 8. Would you please call me back

Parallel Construction In correct parallel construction, related ideas are presented in a similar, balanced, or parallel way. Ideas that are parallel should be expressed in the same grammatical form. In correct parallel construction, related ideas are presented in a similar, balanced, or parallel way. Ideas that are parallel should be expressed in the same grammatical form. Correct: I like swimming and playing tennis. Incorrect: I like to swim and playing tennis. When comparing or contrasting, make sure that your comparison is clear and don’t leave out words. When comparing or contrasting, make sure that your comparison is clear and don’t leave out words. Correct: Some people think that drinking alcohol is worse than taking drugs. Incorrect: Some people think that drinking alcohol is worse than drugs.

How would you correct these? 1. We like eating, dancing, and to go places. 2. I got the job because of my ability, experience, and I could be assertive. 3. I like walking better than to run. 4. Yesterday I went shopping and rode a bicycle. 5. I would rather live in the mountains than living at the beach.

Double Negatives These words: no, not, hardly, scarcely, seldom, non, and nothing – are negatives. If you use two negatives, you make a double negative. These words: no, not, hardly, scarcely, seldom, non, and nothing – are negatives. If you use two negatives, you make a double negative. Example: Example: Correct: There wasn’t anything left for us. Correct: There wasn’t anything left for us. Incorrect: There wasn’t nothing left for us. Incorrect: There wasn’t nothing left for us.

Which is Correct? 1. We couldn’t see (nothing/anything) there. 2. We didn’t have (no/any) supper. 3. There weren’t (no/any) clouds that day. 4. Wasn’t (anybody/nobody) home? 5. I haven’t done (any/none) of my work. 6. Hardly (nothing/anything) pleases her.

Grammar Practice: Possessive Pronouns The following pronouns indicate possession or ownership. You do not use an apostrophe with them. The following pronouns indicate possession or ownership. You do not use an apostrophe with them. My, mine My, mine His, her, hers His, her, hers Their, theirs Their, theirs Whose Whose Your, yours Your, yours Our, ours Our, ours Its Its

Rules for Using Possessive Pronouns Use a possessive pronoun before a verb ending in ing which is used as a noun in a sentence. For example “I don’t object to his coming to the party.” Use a possessive pronoun before a verb ending in ing which is used as a noun in a sentence. For example “I don’t object to his coming to the party.” Use mine, yours, his, hers, ours, or theirs when the possessive pronoun is used as a noun. For example “Mine is vanilla.” Use mine, yours, his, hers, ours, or theirs when the possessive pronoun is used as a noun. For example “Mine is vanilla.”

Which is Correct? 1. (Him/His) swimming of the English Channel won him a good bit of money. 2. (Who’s/Whose) turn is it to wash the dishes? 3. They disagreed with (me/my) telling the full story. 4. Will you review (mine/mines)?

Object Pronouns These pronouns – me, us, it, you, them, whom, and him – are used as objects. They usually follow a verb or preposition in a sentence. For example “The club asked her to join.” These pronouns – me, us, it, you, them, whom, and him – are used as objects. They usually follow a verb or preposition in a sentence. For example “The club asked her to join.” Don’t use an object pronoun after the verb “to be” in any of its forms (be, is, are): Don’t use an object pronoun after the verb “to be” in any of its forms (be, is, are): Correct – “The victim could be he.” Correct – “The victim could be he.” Incorrect – “The victim could be him.” Incorrect – “The victim could be him.”

Object Pronoun Practice 1. The teacher greeted (me/I). 2. The winning team could be (them/they). 3. Mary went to the store with (me/I). 4. Are you as happy as (she/her)? 5. The new supervisors are John and (me/I). 6. It is (me/I).

Thank you for your participation! Any last questions?