In-class Writing

1. In-class Writing Discuss whether you agree or disagree with the following quote: “How to fail isn’t always a lesson today’s students are learning. Instead, they are insulated from it.” Insulate (v.): to prevent (someone or something) from dealing with or experiencing something; to keep (someone or something) separate from something unpleasant, dangerous, etc.

2. Class Format • In-class writing: 6:45-6:55 • Review reading from last week: 7:00-7:30 • Review summarization: 7:30-8:00 • BREAK • Review grammar: 8:15-9:00 • Questions about diagnostic essay: 9:00-end

3. Announcements • Books are in bookstore! Required starting 9/24 • Assignment(s) due: Summary #1, readings listed on syllabus • Message me through Weebly site

4. Review:Critical Reading

5. Step 1: Read for comprehension • Re-read the article to yourself. Mark the following:  • Unfamiliar words and phrases  • Points of difficulty  • Discuss what you marked in your writing group.

6. Step 2: Determine the elements of the rhetorical situation  • Genre: What type of text are you reading? What are the conventions of this text? What can you expect from this text based on the genre?  • Author(s): Who wrote the text?  • Audience: For whom is the text intended? Specific groups? People with a specific level of knowledge about the topic? Others? • Topic (s): What is text about? What is the subject?  • Occasion: What compelled the author(s) to write the text? Was there a particular event or occurrence that inspired the text?  • Purpose: Why was the text written?

7. In-class Discussion • Compare the two student experiences discussed in the article (Colemann Finch and Solomon Williams). How are they similar? How are they different? • What does the author mean by saying “it’s a privilege to fail and recover” (par. 7)? Do you agree or disagree? • In your own words, how would you define “grit” (par. 12)? Do you agree or disagree with Sarah Lewis that grit is “the best predictor of academic achievement”?

8. Common Issues • Summarizing skills • Paragraph and essay structure/organization • Development of ideas • Grammar

9. Paragraph Basics • Put only one main idea per paragraph. • Aim for three to five or more sentences per paragraph. • Include on each page about two handwritten or three typed paragraphs. • Make your paragraphs proportional to your paper. Have short paragraphs for short papers and longer paragraphs for longer papers.

10. Introduction • Introduction (first paragraph): • Introduce the topic • Provide background information on the topic • Present your thesis statement

11. Thesis Statement • An effective thesis statement is: • Debatable: Not obvious; reasonable people may disagree. • Complex: Takes a position, states an opinion.

12. Body Paragraphs • Topic sentence: What the paragraph is going to be about. • Supporting details: • Personal examples • Hypothetical scenarios • Connections to outside sources • Quotes from authorities • Supporting details should answer the questions of “how?” and “why?”

13. Paragraph Structure Each paragraph should begin with a topic sentence that states the main idea of that paragraph. Discuss only ONE idea per paragraph. Show how sentences connect to one another. Use transitions to connect ideas between paragraphs.

14. Conclusion • Restate your thesis • Look ahead and make predictions • Call to action • Offer a solution

15. Summarize • Comprehension: Understanding the literal, or surface, meaning of a text. • An effective summary is: • Accurate: Restates information as it is presented in the original text. • Concise: Shorter than the original text. • Objective: Does not include your opinion.

16. Avoid “list” summaries “The author says many different things about his subject. First he says . . . Then he makes the point that . . . In addition he says . . . And then he writes . . . Also he shows that . . . And then he says . . .”

17. Summary • Topic: What is the reading about? • General argument(s): What opinions on the topic are stated in the reading? • Supporting details: How are these opinions supported?

18. In-class activity: Identify the main points and supporting details of the reading passage

19. Review common issues and rubric

20. Point of View (Pronouns) First person: • I (singular) • We (plural) Second person: • You (singular and plural) Third person: • He (singular) • She (singular) • It (singular) • They (plural)

21. Point of View (Pronouns) Do not switch point of view in the same sentence or paragraph. Ex. I want to attend college because it will help you get a good job.

22. A note about 2nd person Most college professors DO NOT respond favorably to writing that is done in the 2nd person (“you”).

23. Point of View Third person (singular): One The pronoun “one” is considered to be formal and a bit outdated in university-level writing. Ex. Upon entering a room, one should always greet those that are already present.

24. Pronouns Sentences become monotonous when the same pronoun is used two or three times per sentence, or paragraph upon paragraph. Ex. One should be careful around one’s stove to avoid burning oneself.

25. Exercise: Revise the following sentences so that they do not use the pronouns “you.” 1.) You should bring your books with you to every class. 2.) When visiting Los Angeles, you will find that sitting in traffic is inevitable.

26. Exercise: Revise the following sentences so that they do not use the pronouns “you.” 1.) You should bring your books with you to every class. Students should bring their books with them to every class. 2.) When visiting Los Angeles, you will find that sitting in traffic is inevitable. When visiting Los Angeles, tourists will find that sitting in traffic is inevitable.

27. Pronouns Pronouns must agree with nouns in number: if the noun is singular, the pronoun must also be singular; if the noun is plural, the pronoun must be plural. Incorrect: I have many goals for the future and I believe that attending college will help me achieve it. Correct: I have many goals for the future and I believe that attending college will help me achieve them.

28. Pronouns Keep in mind that the words everybody, anybody, anyone, each, neither, nobody, someone, and (a) person are considered singular.

29. Exercise: Revise the following sentences so the pronouns agree with the nouns in number. 1.) If a student parks a car on campus, they have to buy a parking sticker. 2.) Neither of the girls brought their umbrellas. 3.) When a person comes to class, he or she should have their homework ready.

30. Exercise: Revise the following sentences so the pronouns agree in number. 1.) If a student parks a car on campus, they have to buy a parking sticker. If a student parks a car on campus, he or she has to buy a parking sticker. 2.) Neither of the girls brought their umbrellas. Neither of the girls brought her umbrella. 3.) CORRECT

31. Prepositions Point in time: On, at, in • On: Days • Ex. I will see you on Monday. • At: Time of day • Ex. My plane leaves at noon. • In: Other parts of the day, months, years, seasons. • Ex. He likes to read in the afternoon.

32. Prepositions Place: In, inside, on, at • In: The point itself • Ex. There is a wasp in the room. • Inside: Something contained • Ex. The present is inside the box. • On: Surface • Ex. I left your keys on the table. • At: General vicinity • Ex. She was waiting at the corner.

33. Subject/Verb Agreement General rule: Verbs agree with their subjects in number and person. • If the subject is a singular noun, the verb should end in – s (or –es). • Ex. My dog always barks when the doorbell rings. • If a subject is a plural noun, do not change the verb. • Ex. The samples on the tray in the lab need testing.

34. Subject/Verb Agreement • Certain word groups may come between a subject and its verb. • Word groups usually modify the subject, and may contain a noun that appears to be the subject. • Ex. High levels of pollution cause damage to the respiratory tract.

35. Verb Form • 5 forms: • Base Walk • Past tense Walked • Past participle Have walked • Present participle Am walking • S form Walks

36. Verb Form • Correct verb, wrong form • Ex. I am feeling very confusing today. • Base form: Confuse (v.) • Confused (v.) • Confusing (adj.)

37. Punctuation Common uses of commas: • To separate items in a series or list. • Ex. We ate dinner, went to a movie, and then had coffee. • To separate parenthetic expressions or “sentence interrupters.” • Ex. Evolution, as far as we know, doesn’t work this way. • To introduce an independent clause (before a conjunction). • Ex. The department sponsored a workshop on college survival skills, and it also hosted a lunch for new students.

38. Punctuation Common uses of semicolon: • Between independent clauses with no coordinating conjunctions. • Ex. In film, a low-angle makes the subject look powerful; a high-angle shot does just the opposite. • Between independent clauses with a transitional expression. • Conjunctive adverbs • Transitional phrases

39. Developing Ideas • Critical thinking: • Considering multiple perspectives • Going beyond superficial or surface-level observations

40. Analysis • Considering how something functions. • Considering the effectiveness of an author’s argument. • Examining the deeper meaning, or implications, of something. • Considering your own feelings, beliefs, and opinions on a topic.

41. Summary v. Analysis Summary Analysis What it means. What something says.

42. Argument • Stating a position or opinion. • The goal is not to "win" but to show your position is worth considering. • Academic arguments must be reasonable and utilize logic.

43. Logic • Logical arguments: Based on reasons and evidence; not necessarily “common sense.” • Non-logical arguments: Statements that cannot be logically proven or disproved; appeal to emotions or values. • Illogical arguments: False arguments.

44. Logic • Argument: The assertion of a conclusion based on logical premises. • Premise: Proposition used as evidence in an argument. • Conclusion: Logical result of the relationship between the premises. Conclusions serve as the thesis of the argument. • Syllogism: The simplest sequence of logical premises and conclusions, devised by Aristotle.

45. Syllogism • Premise 1: All men are mortal. • Premise 2: Socrates is a man. • Conclusion: Therefore, Socrates is mortal.

46. Syllogism • Reaching logical conclusions depends on the proper analysis of premises. • The goal of a syllogism is to arrange premises so that only one true conclusion is possible. • Logic allows specific conclusions to be drawn from general premises.

47. Syllogism • Logic requires decisive statements in order to work. • For example, the premise that “SOME men are mortal” does not contain enough information to allow a verifiable conclusion. • Logic cannot be based on premises which the audience does not accept.

48. Complete the Syllogism • Premise 1: • Premise 2: Conclusion: The U.S. drinking age should be lowered to 18.

49. Complete the Syllogism • Premise 1: Effective laws are enforced. • Premise 2: Legal Age 21 does not prevent underage people from drinking. Conclusion: The U.S. drinking age should be lowered to 18.

50. Complete the Syllogism • Premise 1: • Premise 2: Conclusion: Therefore, the California minimum wage should be increased.