1. English 105, Meeting 4 Adopted from Teri Tosspon
Ms. Oliver, Heald College
Powerpoint Templates

2. Meeting 4 Review: Commas/ Capitalization, Thesis Intros/Conclusions
New material: Run on Sentences
Body Paragraphs
Compare/Contrast

3. Futbol del Oliver– or some variation thereof
15 minutes to correct the capitalization and punctuation on the handout
One team sends a player to the front to draw a #.
That player is responsible for answering that question.
The ball will move one line forward for each ITEM the player corrects from the handout, IN ORDER
If they player misses one, the other team has a chance to “steal” the ball and move it down the field the opposite direction. If they make an error, the original team can steal back
Both teams will try to move the ball down the field
When a team scores, the ball starts all the way at the other end of the field.

4. Combining Sentences Coordinating
1.Use a comma & a coordinating conjunction
The speaker rose to his feet, and the room became quiet.
2. Use a semicolon, an adverbial conjunction, and a comma – I worked hard; therefore, I expected results.
3. Use a semicolon
I worked hard; I expected results
Subordinating
1. Subordinating Conjunctions
While he was eating breakfast, the news came on.
2. relative pronoun. (Who, whose, whoever, what, whatever, whichever, when, that…)
The researcher who was studying diabetes had a breakthrough.
Ask for student input as much as possible.

5. Clauses A clause is a group of words with a subject and a verb
You
stink.
Sally
is talking.
Most clauses have further information after the verb
Subject
Verb I
love
grammar
Sally
is talking
loudly

6. Two Types of Clauses Independent clause (Main clause)
Can stand alone as a sentence
Can be joined to another clause
Fred filled a cardboard tube with gunpowder.
Dependent clause (Subordinate clause)
Cannot stand alone as a sentence
Must be joined to an independent clause
Because he wanted to make his own firecrackers.
A word that joins clauses is a conjunction

7. Joining Clauses
A dependent clause can be joined to an independent clause to make a sentence
Fred filled a cardboard tube with gunpowder because he wanted to make his own firecrackers. Or
Because he wanted to make his own firecrackers, Fred filled a cardboard tube with gunpowder.
When the sentence starts with the dependent clause, it must have a comma before the independent clause

8. Run-ons
Run-ons are independent clauses that have been combined incorrectly.
There are several types:
The AND run-on
The Fused run-on
The comma splice
We will be going into detail on each one

9. The and run on (pg 146)
two or more relatively long independent clauses with a coordinating conjunction without any punctuation.
Goal 1 AND per sentence (some situations warrant 2)
(Because this has no punctuation, we have to read it in one breath.)
I met Charlyce in a yoga class at the YWCA and we liked each other immediately and we soon became friends and we often hang out at each other’s houses.

10. The Fused run on
two or more independent clauses run together without any punctuation.
The girls made the fire the boys cooked the steaks.

11. The comma splice run-on
The comma splice: two or more independent clauses run together with only a comma.
I met Charlyce in a yoga class at the YWCA, we soon became friends.
Sounds right? It is actually two separate independent ideas/clauses. We COULD add a ; (semicolon) to make it correct, or we could separate into two sentences.

12. Run-ons In the story of Fred, identify what kind of run-on these are!
Fred didn’t throw the firecracker, he placed it between his legs, he wanted to put the lighter away first.
Comma splice
The fuse burned too quickly before he could throw it the explosive blew up between his legs.
Fused

13. There are 3 ways to fix Run-Ons
Make into 2 (or more) separate sentences.
Make a compound sentence *using the methods of coordination*
Make a complex sentence *using the methods of subordination*

14. Practice- Packet
1. I'd like to buy a piano, but I really don't have the money right now.
2. She gives wonderful parties, I can't wait for her next one.
3. The people on the park bench who meet every day and eat lunch together.
4. I'm saving money for a trip to Oklahoma my brother lives out there.
5. He was beaming he got an A on the exam.
1. No Change! I'd like to buy a piano, but I really don't have the money right now.
2. Run On! She gives wonderful parties. I can't wait for her next one.
3. Fragment! The people on the park bench who meet every day and eat lunch together.
4. Run on! I'm saving money for a trip to Oklahoma; my brother lives out there.
5. Run on! He was beaming. He got an A on the exam.

15. Paragraphs prove your thesis.
Body Paragraphs (p 47)
Chpt 3, Turn to pg 50
Think of your essay like a Hamburger …. Mmm
Without all of the pieces… it’s just not complete!
Introduction/Hook
Paragraphs prove your thesis.
Your thesis is the MEAT!!!
Conclusion

16. Each Paragraph has a part to play
Your individual paragraphs are like pieces of pie.
Topic sentence
Prove your point: Evidence, a story, a quote, data, research
Why does this point matter to your topic???

17. Topic Sentence (pg 50)
Supports the thesis by clearly stating a main point in the discussion
Announces what the paragraphs will be about
Controls the subject matter of the paragraph
Its like an umbrella for the paragraph
All of the information in the paragraph should RELATE to the topic sentence
The Topic sentence should “prove” or discuss a portion of the thesis!

18. Focusing & Placing (pg 53)
Focusing – be specific (read examples pg 53)
Placement – usually the first sentence in the body paragraph, but does not HAVE to be (read examples pg 54-55)

19. Paragraph Development (59)
Include enough supporting info/evidence to make readers understand the topic sentence
Make the information clear and specific
Avoid vague generalities and repetitious ideas

20. Paragraph Length (pg 62)
Long enough to accomplish its purpose and short enough to be interesting.
Avoid one- or two-sentence paragraphs
Divide long-ish paragraphs at a logical point.
Use transitional phrases

21. Paragraph Unity Stick to the subject
Unify sentences around a central or main idea- the topic sentence
Unify paragraphs around a thesis

22. Paragraph Coherence Use a recognizable order Use transitional phrases
Time
Space
Deductive
Inductive
Use transitional phrases
Use examples, compare/contrast, sequence, results
Avoid whiplash – maintain coherence!

23. Practice Pg 57, Letter C Add topic sentence to the paragraphs
Not all inventors had it easy in life.
Items originally owned by Elvis have increased in value substantially.
Most people do not consider writing a real occupation.
Just as records are kept for collge football winners, records are kept for college football losers!

24. Paragraph Tournament
Each person write A Paragraph about that would support the thesis: “Job interviews can lose a job for you, if you’re not ready.”
These WILL be read aloud to the class
Get peer feedback because You could WIN a homework exemption!

25. Paragraph Tournament
In groups of 2 discuss whose paragraph is the best. Why? Why should it move on to the next round?
Take the “winner” of the partners to a group of 4 people. Discuss whose paragraph should move on to round 3.
Take the winner to a group of 8… Etc.
We will do this until we arrive at the top 4, then the class will hear each one, vote for the top 2. Hear again and vote!
The class winner will earn a 1 HW exemption

26. Plagiarism & Citing Sources
Oliver’s English 105
Heald College

27. Obvious Plagiarism
buying, stealing, or borrowing a paper (including, of course, copying an entire paper or article from the Web);
hiring someone to write your paper for you; and copying large sections of text from a source without quotation marks or proper citation.

28. Cite It
Words or ideas presented in a magazine, book, newspaper, song, TV program, movie, Web page, computer program, letter, advertisement, or any other medium
Information you gain through interviewing or conversing with another person, face to face, over the phone, or in writing
When you copy the exact words or a unique phrase
When you reprint any diagrams, illustrations, charts, pictures, or other visual materials
When you reuse or repost any electronically-available media, including images, audio, video, or other media

29. DON’T Cite It
Writing your own lived experiences, your own observations and insights, your own thoughts, and your own conclusions about a subject
When you are writing up your own results obtained through lab or field experiments
When you use your own artwork, digital photographs, video, audio, etc.
When you are using "common knowledge," things like folklore, common sense observations, myths, urban legends, and historical events (but not historical documents)
When you are using generally-accepted facts, e.g., pollution is bad for the environment, including facts that are accepted within particular discourse communities, e.g., in the field of composition studies, "writing is a process" is a generally-accepted fact.

30. Best Practices: Research
Reading and Note-Taking
Interviewing and Conversing
Writing Paraphrases or Summaries
Writing Direct Quotations
Writing About Another's Ideas
Maintaining Drafts of Your Paper

31. Must Cite in 2 places: In-text citations Works Cited Page
(also known as ‘parenthetical documentation’)
In other words- in parentheses.
Your in-text citations work with your bibliography (works cited) page to identify where any quotes or ideas borrowed from another author came from.
“References in the text MUST clearly point to specific sources
in the list of works cited.”
- MLA Handbook for Writers of Research Papers, 6th ed.

32. Works Cited
Halio, Jay L., "Elizabethan Age." Grolier Multimedia Encyclopedia. Scholastic Library Publishing, HF-L High School. 1 Apr 2006 < Life in Elizabethan England. Summer Mar 2006 < .net/compendium>. Pressley, J. M. "An Encapsulated Biography." Shakespeare Resource Center, February 10, Mar 2006 < Shakespeare, William. Romeo and Juliet. New York: Scholastic, Inc., Thomas, Heather. The Life in Times of Queen Elizabeth I. 23 Mar Apr 2006 <

33. In-text citations: Direct Quote
In the body of the paper, it looks like this: When Mercutio is wounded, he screams “A plague on both your houses!” referring to both the Capulets and the Montagues (Shakespeare 70).
The parenthetical notation (Shakespeare 70) identifies where the quote came from and refers to your bibliography page for further publication information
Works Cited
Shakespeare, William. Romeo and Juliet. New York: Scholastic, Inc., 1969.

34. Direct Quotes Direct quotation: Paraphrase with in-text citation:
Educators are cautioned that “…labels tend to stick, and few people go back later to document a shifting profile of intelligences” (Gardner 139).
Paraphrase with in-text citation:
Gardner explains that there are difficulties in labeling children with a type of intelligence, including the problem that labels may last, while the assessment may change (139).

35. How to Paraphrase
Paraphrase

36. Which of these should be cited?
On September 11, 2001, the World Trade Center and the Pentagon were attacked by hijacked airplanes.
Atta, Binalshibh, al Shehhi, and Jarrah had lived in Germany and were chosen over more established Al Qaeda members due to their exposure to the West and ability to speak English.

37. B was correct: it is specific and not commonly known
How would you cite it? In the text of your paper:
Atta, Binalshibh, al Shehhi, and Jarrah had lived in Germany and were chosen over more established Al Qaeda members due to their exposure to the West and ability to speak English (National Commission 160).
In the Works Cited:
National Commission on Terrorist Attacks Upon the United States. The 9/11 Commission Report. New York: W.W. Norton, 2004.

38. Which of THESE do you need to cite?
A. “The science labs at East St. Louis High School are 30 to 50 years outdated.” B. When public schools were segregated, conditions were not equal.

39. A! It is very specific, even w/ out quotes!
How would you cite it? In-body:
“The science labs at East St. Louis High School are 30 to 50 years outdated” (Kozol 27).
In the Works Cited:
Kozol, Jonathan. Savage Inequalities: Children in America’s Schools. New York: HarperCollins, Print.

40. Good Sources/Bad Sources
Do NOT use wikipedia as a cited source.
Sources that end in .edu or .gov are more reliable.
News agencies often end in .com
Beware of .org, .com, and .net websites.
Sometimes can be used to show people’s opinions. Should NOT be used for facts unless reputable source.

41. Exposition: Compare and Contrast
Pg 227

42. Compare and Contrast these 2 clips
“Exposing” the subject: give information about it

43. Compare/ Contrast “Alice in Wonderland” Trailers
Imagery/Art
Colors
Tone/Style
Intended Audience
Actor(s) vs Cartoon
Compare/ Contrast “Alice in Wonderland” Trailers
1951 vs
2010

44. Block method: Alice in Wonderland
1951 Version
Colors
Happy/bright
Greens/yellows
Characters
Child Alice
Silly, over-the-top
Words
Constant text on screen
Descriptive + Sentences
2010 Version
Colors
Dark
Reds and blacks
Characters
Nearly adult Alice
Intense, scary
Words
Almost NO text
Text it actors’ names, etc.
Theme

45. Point by Point Thesis: The 2010 version of Alice in Wonderland a was MUCH darker and more sinister movie than the 1951 version.
Colors
1951 Version: Happy/bright; Greens/yellows
2010 Version: Dark; Reds/blacks
Characters
1951: Child Alice; Silly, over-the-top
2010: Nearly adult Alice; intense/scary!
Tone
1951: Wonder, surprise; Mischievous
2010: evil/harmful magic; fearful, intense

46. Known Issues (pg 230-231) “So what?” –
Why should your reader care? FIND A PURPOSE
Direct your thesis to a particular audience
Describe your subjects clearly and distinctly
Avoid a choppy essay – use transitions! (pg 231)

47. Choose your topic
Pre-Write checked in by end of class today (Venn diagram or Evidence Gathering sheet, etc)
Research Scaffold – what research should/can you do?
Rough draft due next meeting
Final draft will be due the following week
Topics
choose from:
online:
Propose a topic to me by the end of class today.

48. Homework
Compare/Contrast 1st draft beginning of NEXT MEETING (50 points)
Read: Compare/Contrast Student Essays – pgs
Research Scaffold
Vocab 3 – from the articles you read