9 composition

1. 9 composition Vocabulary

2. 9/10 • Nouns: • Person: woman • Place: school • Thing: ball • Idea: enthusiasm • Common/Proper: • Woman::Suzanne • School:: American Preparatory Academy • Ball::National Football League Regulation Size Football

3. 9/10 • Pronouns—words that take the place of nouns. • [List of commonly used pronouns on pages 9-11] • Woman:: her • Ball:: it • School:: there

4. 9/10 • Synonyms for the word “say” • Accuse • Advance • Allege • Argue • Assert • Challenge • Comment • Conclude • Contend • declare

5. 9/11 • Write 8-10 different words to describe this picture:

6. 9/11 • Write 8-10 different words to describe this picture:

7. 9/11 • Write 8-10 words to describe this picture:

8. 9/10 • Topic: • Write a paragraph about school uniforms. Use at least 2 of the synonyms for the word “say” in your paragraph. Use the outline provided.

9. 9/11 • Adjectives: • Modify a noun, which means to describe the word or to make its meaning more definite. • An adjective modifies a noun or pronoun by answers one of these questions: • -What kind? • -Which one? • -How many? • Ex: • Gray sky • That girl • Five fingers

10. 9/11 • Possessive Pronoun Adjectives: • My sister • Your book • Our team. • Their tents. • Proper Adjectives: Nouns that are used as adjectives • Texas chili • Jackson concert • Sioux warrior

11. 9/11 • Articles: • A, an , the • A=used before a word with a consonant sound. • An=used before a word with a vowel sound. • A girl won. • This is an honor. • Identify the adjective(s) in the following sentences: • -The old, wet dog limped into the house after his long night in the storm. • -The child, usually happy and playful, was not feeling well after her first day of Elementary School.

12. Synonyms • Deem • Defend • Demonstrate • Denounce • Deny • Elucidate • Examine • Explicate • Expound • Hypothesize • Imply

13. 9/13 • Turn these words into sentences: • Cat • Pebbles • George Orwell • Students

14. 9/13 • A noun or pronoun must ACT in some way, or something must be said about it for it to be a part of a sentence. • Verb: A word that expresses action or otherwise helps to make a statement. • Action Verbs: • Do believe • Come know • Go understand • Write think

15. Action Verbs: • Transitive: A verb is transitive when the action it expresses is directed toward a person or thing named in the sentence: • Neil rang the bell. [The action of the word rang is directed toward the bell. The verb is transitive.] • Tina mailed the package. [The action of mailed is toward the word package. The verb is transitive.] • Words that receive the action of the verb are called objects • What are the objects in the above sentences?

16. Action Verbs: • Intransitive: A verb is intransitive when it expresses action (or helps make a statement) without reference to an object. • Last Saturday we stayed inside. [action not directed toward a noun] • The children laughed. [action not directed toward a noun] • The band marched past the crowd. [action not directed toward a noun] • Label each sentence, T=transitive; I=intransitive • Marcie studied her notes. • Marcie studied very late. • The poet wrote a sonnet. • The poet wrote carefully.

17. 9/13 • Linking Verbs: • Words that help link two words or make a statement. • **The most commonly used linking verbs are forms of the verb be. Reference the list on pages 19-20 for further reading.** • Examples: • The answer is three. [answer=three] • Rhonda will be the captain. [Rhonda=captain] • The casserole tasted strange. [strange casserole] • The worker looked tired. [tired worker]

18. 9/13 • SYNONYMS: • Insist • , justify • knock • posit, • postulate • presume, • Pretend • profess, • pronounce

19. adverbs • An adverb is a word that is used to modify a verb, an adjective, or another adverb. • Adverbs answer these questions: • -Where? • When? • How? • To what extent? (How long or how much?) • Ie: • We lived there. I am completely happy. • May we go tomorrow? • She quickly agreed.

20. adverbs • Adverbs may precede or may follow the verbs they modify, and sometimes they may interrupt parts of the verb phrase. Adverbs may also introduce questions. • Ie: • Where in the world did you ever find that pink and purple necktie? • [the adverb where modifies the verb phrase did find. Notice, too, the adverb ever, which interrupts the verb phrase and also modifies it.] • Adverbs modifying adjective: • Beth did an exceptionally fine job. • What word is exceptionally modifying? • **Note: adverbs that modify adjectives usually end in –ly**

21. Topic Sentences 9/14 • A topic sentence expresses the main idea of the paragraph. • Write a topic sentence to unite these details: • I love to experiment with new flavors and new recipes. • I like the challenge of using what I have in the fridge, without going to the store. • Cooking is a great way to relieve stress and clear the mind. • Sometimes the best thing after a long day is a well cooked meal.

22. Topic sentences 9/14 • Write 1-2 sentences about this picture.

23. Topic sentences • Write 1-2 sentences about this picture:

24. Topic sentences 9/14 • Finally, write 1-2 sentences about this picture:

25. Topic sentences 9/14 • Now, read your last 3-6 sentences. Write a sentence that unifies these sentences.

26. 9/17 • Preposition: • A word that shows the relationship of a noun or a pronoun to some other word in the sentence. • There is a list of commonly used prepositions found on page 32-33. • To the mall • In the box • On the house • With the family.

27. 9/17 • Conjunction: • Joins words or groups of words. • Coordinating conjunctions: correlative conjunctions: • And both….and • But not only…but also • Or either…or • **Coordinating conjunctions always connect words of groups of words of the same kind. • **correlative conjunctions connect items of the same kind, however, they are always used in pairs.

28. 9/17 • Interjections: • An exclamatory word that expresses emotion. It has not grammatical relation to the rest of the sentence. • Hey! • Wow! • Whew! • Ugh! • Well,

29. 9/17 • Thesis sentence rule: • W W V V t T • Who, where, vivid verb, that, theme. • Who=author • Where=work • Vivid verb=any of those awesome synonyms for “say” • That=that • Theme=state the theme to finish off a strong thesis statement.

30. 9/19 • Judge for yourself: Thumbs up=good thesis; thumbs down=bad thesis. • “The book, The Great Hornspoon, is both similar to and different that the movie.” • “President Kennedy meant many things when he said, ‘Ask not what your country can do for you; ask what you can do for your country.’” • “Many People think uniforms should be mandatory.”

31. 9/20 • Map Sentence: • The sentence before the thesis, explains what reasons support your thesis. • Intro Paragraph: • Hook • Map • Thesis

32. 9/20 • Create a MAP sentence for each of these thesis statements: • An Island getaway is the perfect way to unwind after a busy school year. • Students should consider the brain-worthy benefits of leisure reading. • It is scientifically proven that sleep is beneficial for the growth of the brain. • William Shakespeare’s play, “Romeo and Juliet,” explicates the forcefulness of love.

33. 9/20 • An Island getaway is the perfect way to unwind after a busy school year. • List three reasons why this is true: • The sounds of waves allows for meditation. • Laying on the beach is rejuvenating for the body/ • Change of scenery invigorates the senses. • Now, turn these reasons into a sentence/attach it to the thesis:--use transitional phrases/words to aid in this exercise. • An island getaway is the perfect way to unwind after a busy school year in thatthe sound of the waves allows for meditation, laying on the beach is rejuvenating for the body, and a change of scenery invigorates the senses.

34. 9/20 • Students should consider the brain-worthy benefits of leisure reading. • Three Reasons: • 1. • 2. • 3. • Thesis & Map together:

35. 9/24--Hooks • Hook- • An introductory sentence that pulls the reader into the work.

36. 9/28 Think-Pair-Share-Review • Peer editing is a way to see what your classmates are doing, help them, and help yourself. It is also a positive way to interact with your fellow classmates. • 1.) Write an introductory paragraph using either formula (TSAR, WWVVTT) on the topic of self respect, make sure it has a Hook, Map, and Thesis statement. • 2.) Exchange papers with your partner. • 3.) Using a red pen, revise any misspelled words, grammatical/punctuation errors. • 4.) Ask one question of the writer • 5.) Suggest 1-3 ways to improve the writing. • 6.) Write three reasons why you liked the writing—find three aspects you enjoyed (MUST) • 7.) Discuss your views, taking turns: (3 minutes/person) • Positive • Revision • Positive

37. Evidence • Like a lawyer in a jury trial, a writer must convince her audience of the validity of her argument by using evidence effectively. • As a writer, you must also use evidence to persuade your readers to accept your claims, by leading your reader through your reasoning.

38. Incorporating evidence: • -Offer evidence that agrees with your stance up to a point, then add to it with ideas of your own. • -Present evidence that contradicts your stance, and then argue against (refute) that evidence and therefore strengthen your position. • -Use sources against each other, as if they were experts on a panel discussing your proposition. • -Use quotations to support your assertion, not merely to state or restate your claim.

39. Evidence: steps to success • State your claim. • Give your evidence, remembering to relate it to the claim. • Comment on the evidence to show how it supports the claim.

40. Evidence • Weak or strong: thumbs up or thumbs down: • Today, we are too self-centered. Most families no longer sit down to eat together, preferring instead to eat on the go while rushing to the next appointment (Gleick 148). Everything is about what we want. • This is a weak example of evidence because the evidence is not related to the claim. What does the claim about self-centeredness have to do with families eating together? The writer doesn't explain the connection.

41. Evidence • Stronger use of evidence • Today, Americans are too self-centered. Even our families don't matter as much anymore as they once did. Other people and activities take precedence. In fact, the evidence shows that most American families no longer eat together, preferring instead to eat on the go while rushing to the next appointment (Gleick 148). Sit-down meals are a time to share and connect with others; however, that connection has become less valued, as families begin to prize individual activities over shared time, promoting self-centeredness over group identity.

42. Evidence • Quotations: • One effective way to support your claim is to use quotations. However, because quotations involve someone else's words, you need to take special care to integrate this kind of evidence into your essay. Here are two examples using quotations, one less effective and one more so. • **REMEMBER: Discussing the significance of your evidence develops and expands your paper!**

43. Evidence • Ex 1: • Today, we are too self-centered. "We are consumers-on-the-run . . . the very notion of the family meal as a sit-down occasion is vanishing. Adults and children alike eat . . . on the way to their next activity" (Gleick 148). Everything is about what we want. • Ex 2: • Today, Americans are too self-centered. Even our families don't matter as much any more as they once did. Other people and activities take precedence, as James Gleick says in his book, Faster. "We are consumers-on-the-run . . . the very notion of the family meal as a sit-down occasion is vanishing. Adults and children alike eat . . . on the way to their next activity" (148). Sit-down meals are a time to share and connect with others; however, that connection has become less valued, as families begin to prize individual activities over shared time, promoting self-centeredness over group identity

44. Evidence • Citing Your Sources • Evidence appears in essays in the form of quotations and paraphrasing. Both forms of evidence must be cited in your text. Citing evidence means distinguishing other writers' information from your own ideas and giving credit to your sources. There are plenty of general ways to do citations. Note both the lead-in phrases and the punctuation (except the brackets) in the following examples: • Quoting: According to Source X, "[direct quotation]" ([date or page #]). • Paraphrasing: Although Source Z argues that [his/her point in your own words], a better way to view the issue is [your own point] ([citation]). • Summarizing: In her book, Source P's main points are Q, R, and S [citation]. • Your job during the course of your essay is to persuade your readers that your claims are feasible and are the most effective way of interpreting the evidence.

45. Evidence • Bottom line, avoid accidental plagiarism, and give credit where credit is due. • Review: • Evidence should: • -agree with your stance • -be argued against to strengthen your claim. • -used as sources that argue against each other. • -support your assertion and be completely relevant

46. Homework: 10/2 • Using the article hightlight, underline, or circle the usage of evidence. • Questions: • How is evidence used effectively in this article? • What is the same about the evidence usage within the article? • How would you better use evidence if you were to re-write the article?

47. Wednesday