Powerpoint Templates

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. Coordinating 1.Use a comma & a coordinating conjunction The speakerrose to his feet, and the roombecame 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. Combining Sentences

5. A clause is a group of words with a subject and a verb Clauses • Most clauses have further information after the verb

6. 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 Becausehe wanted to make his own firecrackers. Two Types of Clauses A word that joins clauses is a conjunction

7. 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 Joining Clauses

8. 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 Run-ons

9. 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. The and run on (pg 146)

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

11. 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. The comma splice run-on

12. 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. Run-ons Comma splice The fuse burned too quickly before he could throw it the explosive blew up between his legs. Fused

13. 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* There are 3 ways to fix Run-Ons

14. Practice- Packet 1. No Change! I'd like to buy a piano, but I really don't have the money right now. 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. 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. Body Paragraphs (p 47) • Chpt 3, Turn to pg 50 • Think of your essay like a Hamburger…. Mmm • Withoutall 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 ofthe 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 • 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 beread aloud to the class • Get peer feedback becauseYou could WIN a homeworkexemption!

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& CitingSources 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 citationsWorks 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, 2006. HF-L High School. 1 Apr 2006 <http://gme.grolier.com>. Life in Elizabethan England. Summer 2005. 31 Mar 2006 <http://renaissance.dm .net/compendium>. Pressley, J. M. "An Encapsulated Biography." Shakespeare Resource Center, February 10, 2005. 3 Mar 2006 <http://www.bardweb.net/man.html>. Shakespeare, William. Romeo and Juliet. New York: Scholastic, Inc., 1969. Thomas, Heather. The Life in Times of Queen Elizabeth I. 23 Mar 2006. 1 Apr 2006 <www.elizabethi.org>.

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). Works Cited Shakespeare, William. Romeo and Juliet. New York: Scholastic, Inc., 1969.

34. Direct quotation: 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). Direct Quotes

35. Paraphrase How to Paraphrase

36. 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. Which of these should be cited?

37. 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. B was correct: it is specific and not commonly known

38. 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. Which of THESE do you need to cite?

39. 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, 1991. Print. A! It is very specific, even w/ out quotes!

40. Good Sources/Bad Sources • Do NOT use wikipedia as a cited source. • Sources that end in .eduor .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 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 PointThesis: 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: 231-232 • online: http://homeworktips.about.com/od/essaywriting/a/compare.htm • Propose a topic to me by the end of class today.

48. Homework Compare/Contrast 1st draft DUE @ beginning of NEXT MEETING (50 points) Read: Compare/Contrast Student Essays – pgs233-239 Research Scaffold Vocab 3 – from the articles you read