1. Research Writing Class 2 Laura Connor

2. Today’s Objectives  SWBAT identify and correct sentence fragments.  SWBAT use conjunctions to combine clauses.  SWBAT choose a topic of research.  SWBAT identify and understand a thesis statement.

3.  Identifying Sentence Fragments: Click on the link below to warm up your writing skills: (6 minutes)  Fragment Warmup! Fragment Warmup!  Clause punctuation practice Clause punctuation practice Laura Connor, English Language Fellow 2013 Warm Up practice

4. Sentence or fragment? 1. To compare global temperature data to projections, we need to consider that IPCC projections do not attempt to predict the effect of solar variability, or specific sequences of either volcanic eruptions or El Niño events. http://iopscience.iop.org/1748-9326/7/4/044035/pdf/1748-9326_7_4_044035.pdf 2. http://article.sapub.org/10.5923.j.mining.20120104.01.html

5. Sentence or Fragment ?  The source of raw materials and minerals for coal industry with open method of their development in CIS on the fields situated in the eastern regions of the country, where nearly 98% of geological reserves of coal suitable for open mining is situated.

6. Hanyang Chapter 2 Review  Grammar = tool to express meaning  EXAMPLE HOW ARE THESE DIFFERENT?  A) I went home and ate a sandwich.  B) I ate a sandwich and went home.  C) I like kimbap, mandu, ramen, or kimchi.  D) I like kimbap, mandu, or ramen and kimchi

7. Creating solid sentences Sentence structure helps avoid punctuation errors. Subordinate clauses are usually separated by a comma. Ex. While I was texting, I ran into a pole! Two independent clauses are joined with a comma or semicolon, BEFORE the conjunction Ex. We are listening to music, but we aren’t dancing. Let’s take the punctuation quiz on the website.

9. Joining Two Independent Clauses 3 ways to form complex sentences:  Two independent clauses together using a semilcolon  ;  My favorite sport is basketball; my least favorite sport is hockey.  Two independent clauses with a conjunction: and, but, or, so, for, yet, nor, however, thus =,  I like ice cream, but I don’t like cake.  I like ice cream; however, I don’t like cake. Laura Connor, English Language Fellow 2013

10. CONJUNCTION REVIEW  COMPLETE THE FOLLOWING SENTENCES…  The mining industry in Mongolia is booming because….  The mining industry in Mongolia is booming but…  The mining industry in Mongolia is booming so…

11. Sentence structure helps avoid punctuation errors. Subordinate (dependent) clauses are usually separated by a comma. Ex. While I was texting, I ran into a pole! Two independent clauses are joined with a comma or semicolon. Ex. We are listening to music, but we aren’t dancing. Let’s take the punctuation quiz on the website. Example

12. Laura Connor, English Language Fellow 2013

13. Joining Two Independent Clauses 3 ways to form complex sentences:  Two independent clauses together using a semilcolon  ;  My favorite sport is basketball; my least favorite sport is hockey.  Two independent clauses with a conjunction: and, but, or, so, for, yet, nor, however, thus =,  I like ice cream, but I don’t like cake.  I like ice cream; however, I don’t like cake. Laura Connor, English Language Fellow 2013

14.  CONJUNCTION: signals HOW the two clauses link together.  Example:  I like ice cream, but it makes me fat.  Conjunction = BUT  signals a positive and negative- or 2 differing ideas on the same subject  I am studying English because I want to improve my fluency.  Conjunction = BECAUSE  signals that you are given a REASON for the main clause…. Always answers the question WHY.  It is cold out, so I wear a jacket.  Conjunction = SO  signals the result of the main clause. (cause & effect) How to link clauses Laura Connor, English Language Fellow 2013

15. SUBORTINATING CONJUNCTION  A subordinating conjunction can appear at the beginning or in the middle of a sentence.  EXAMPLES:  After the movie started, more people came in. (Notice the comma separating the clauses)  More people came in after the movie started.. Laura Connor, English Language Fellow 2013

16. Transition words  Adverbial Time Clauses:  When  After  Before  Since  Until  When  Once  While Examples: When I was young, my mother cooked for our family often. Since I began working at MUST, I have met many people. While I was in Italy, I saw many famous churches.

18.  COMBINE THE FOLLOWING CLAUSES USING A CONJUNCTION: 1. The organization is researching new methods of transportation. Commuters will have an alternative to driving. 2. China has experienced its own energy crisis. Their energy consumption has soared as the economy boomed in the last few years. 3. The most effective teaching uses different approaches. Students are able to learn in varied ways. Laura Connor, English Language Fellow 2013 YOUR TURN!

19.  CHOOSE YOUR TOPIC  Choose a general area that interests you, and then narrow that topic several times.  Keep your list – if you’ve chosen a topic that’s TOO narrow or difficult to find information on, you may want to go back and choose a different specific topic under the same area of research.  http://www.youtube.com/watch?v=BDuqfJQhF eM http://www.youtube.com/watch?v=BDuqfJQhF eM  NARROWING YOUR TOPIC NARROWING YOUR TOPIC Laura Connor, English Language Fellow 2013 Research: Choosing a topic!

20.  What area interests you?  What specifically about that area interests you?  Why does that interest you?  What problems may need to be further researched in that field that people are unaware of?  WHO/WHAT/WHEN/WHERE/WHY Laura Connor, English Language Fellow 2013 Choosing a Topic

21.  Example of narrowing down a topic of research:  A general area that interests me is: Natural Disasters  Especially, Earthquakes  Effects of Hurricanes  Costs of the effects  The economic effects of Hurricanes on individuals and on the government. Laura Connor, English Language Fellow 2013 NARROWING YOUR TOPIC

22. Writing a Thesis Statement  The thesis statement declares the main point or controlling idea of the entire essay. The thesis briefly answers the questions:  "What is my opinion on subject X?"  "What am I going to argue/illustrate in this essay” Answer these questions now.

23.  A good thesis states the writer's clearly defined opinion on a particular topic. You must tell your reader what you think; present your opinion specifically and precisely. However, don't just make your thesis an announcement of your subject matter or a description of your intentions.

24. POOR EXAMPLES:  The subject of this theme is my experience with a pet boa constrictor. [This is an announcement of the subject, not a thesis.] I'm going to discuss boa constrictors as pets. [This is a statement of intention, but not a thesis.]

25. BETTER EXAMPLES  Boa constrictors do not make healthy indoor pets. [The writer states an opinion that will be explained and defended in the essay.]  My pet boa constrictor, Sir Pent, was a much better bodyguard than my dog, Fang. [The writer states an opinion that will be explained and illustrated in the essay.]

26. A good thesis asserts one main idea. Many essays get into trouble because the writer tries to explain two different large issues in one essay. Pick one main idea and explain it in convincing detail.

27. Examples:  Poor: High school athletes shouldn't have to maintain a certain grade-point average to participate in school sports, and the value of sports is often worth the lower academic average. [This essay moves in two different directions.]  Better: High school athletes shouldn't have to maintain a certain grade-point average to participate in school sports. [This essay will focus on one issue: reasons why a particular average shouldn't be required.]

28.  A good thesis IS CATHCY! Some thesis statements are boring and predictable from the start ("Dogs have always been man's best friends.").  IT IS RELATABLE! We want to universalize the essay's thesis so your readers can also identify with, or learn something about, the general subject.  IT IS CLEAR! A vague thesis will lead to vague, undeveloped, fuzzy writing. Try to avoid imprecise words ("interesting," "good"); use clear, direct, meaningful words.  Also, don't clutter your thesis with expressions such as "in my opinion" or "in this essay I'll argue that..." KEEP IN MIND WHEN WRITING YOUR THESIS:

29. REVISE THESE TH.ST. TO MAKE THEM BETTER:  In my opinion, applying for a job can be a negative experience.  There are some advantages and disadvantages to democracy.  Technology can cause globalization.

30. Your Turn!  Write a thesis statement about the question you are trying to answer for your paper.  Remember:  GIVE YOUR OPINION AND WHAT YOU WANT TO PROVE  BE CLEAR IN YOUR INTENTIONS  ONE MAIN IDEA  RELATABLE, CATHCY, & CLEAR!!

31. general statement specific statement Thesis statement: This should tell the reader your VIEW of the topic. This will be supported by the evidence you give in PAPER.

32. In recent years, there has been an increased awareness of the potential impact of pollutants such as heavy metals. Moreover, the traditional methods for treating aqueous streams containing metal contaminants are expensive and can have inadequate facilities (1). This is particularly true in developing countries. This has led to the use of alternative technologies. The use of biological materials is one such technology which has received considerable attention. (Ho et al., 1996) Sample introductory paragraph

33. Homework:  Topic due Thursday.  SW outline (graphic organizer) for their introduction.  Read “Literature Review” part of AIT Book; be sure to have this section filled out on paper.