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

Powerpoint Templates Page 1Powerpoint Templates

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

http://www.powerpointstyles.com/


Powerpoint Templates Page 2

Meeting 4

Review: Commas/Capitalization, Thesis

Intros/Conclusions

New material: Run on Sentences

Body Paragraphs

Compare/Contrast



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.



Combining SentencesCoordinating

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 semicolonI worked hard; I expected results

Subordinating

1. Subordinating ConjunctionsWhile 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.



Clauses

• A clause is a group of words with a subject and a verb

Subject Verb

You stink.

Sally is talking.

Subject

Verb

I love grammar

Sally is talking loudly

Most clauses have further information after the verb



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



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



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



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.



The Fused run on• two or more independent

clauses run together without any punctuation. – The girls made the fire the boys

cooked the steaks.



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.



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.Comm

a splice

Fused

The fuse burned too quickly before he could throw it the explosive blew up between his legs.



There are 3 ways to fix Run-Ons

1. Make into 2 (or more) separate sentences.

2. Make a compound sentence *using the methods of coordination*

3. Make a complex sentence *using the methods of subordination*



Practice- Packet1. 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.

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.



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



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???



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!



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)



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



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



Paragraph Unity• Stick to the subject

• Unify sentences around a central or main idea- the topic sentence

• Unify paragraphs around a thesis



Paragraph Coherence• Use a recognizable order

– Time– Space– Deductive– Inductive

• Use transitional phrases• Use examples,

compare/contrast, sequence, results

• Avoid whiplash – maintain coherence!



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!



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!



1. In groups of 2 discuss whose paragraph is the best. Why? Why should it move on to the next round?

2. Take the “winner” of the partners to a group of 4 people. Discuss whose paragraph should move on to round 3.

3. Take the winner to a group of 8… Etc.

4. 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

Paragraph Tournament


Plagiarism & Citing Plagiarism & Citing SourcesSources

Plagiarism & Citing Plagiarism & Citing SourcesSources

Oliver’s English 105

Heald College

Oliver’s English 105

Heald College

Obvious PlagiarismObvious Plagiarism

• buying, stealing, or borrowing a paper (including, of course, copying an entire paper or article from the Web);

• 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.

• hiring someone to write your paper for you; and copying large sections of text from a source without quotation marks or proper citation.

Cite ItCite 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

• 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

DON’T Cite ItDON’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.

• 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.

Best Practices: Research 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

• Reading and Note-Taking• Interviewing and Conversing• Writing Paraphrases or Summaries• Writing Direct Quotations• Writing About Another's Ideas• Maintaining Drafts of Your Paper

Must Cite in 2 places: In-text citationsWorks Cited Page

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.

(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.


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>.

Works Cited


http://www.bardweb.net/man.html


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).

In-text citations: Direct Quote

Works Cited

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



Direct Quotes



How to Paraphrase• Paraphrase



A. On September 11, 2001, the World Trade Center and the Pentagon were attacked by hijacked airplanes.

B. 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.



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.



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.



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.



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.



Exposition: Compare and Contrast

Pg 227


Compare and Contrast these 2 clips

• “Exposing” the subject: give information about it


• Imagery/Art

• Colors

• Tone/Style

• Intended Audience

• Actor(s) vs Cartoon

1951 1951 vsvs

20102010



Block method: Alice in Wonderland

Theme

1951 Version

• Colors1. Happy/bright2. Greens/yellows

• Characters1. Child Alice 2. Silly, over-the-top

• Words1. Constant text on

screen2. Descriptive +

Sentences

2010 Version

• Colors1. Dark2. Reds and blacks

• Characters1. Nearly adult Alice2. Intense, scary

• Words1. Almost NO text2. Text it actors’

names, etc.



Point by PointThesis: The 2010 version of Alice in Wonderland a was MUCH

darker and more sinister movie than the 1951 version.

• Colors1. 1951 Version: Happy/bright; Greens/yellows

2. 2010 Version: Dark; Reds/blacks

• Characters1. 1951: Child Alice; Silly, over-the-top

2. 2010: Nearly adult Alice; intense/scary!

• Tone1. 1951: Wonder, surprise; Mischievous

2. 2010: evil/harmful magic; fearful, intense



Known Issues (pg 230-231)1. “So what?” –

a) Why should your reader care? FIND A PURPOSE

b) Direct your thesis to a particular audience

2. Describe your subjects clearly and distinctly

3. Avoid a choppy essay – use transitions! (pg 231)



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.


http://homeworktips.about.com/od/essaywriting/a/compare.htm

HomeworkHomework

• Compare/Contrast 1st draft DUE @ beginning of NEXT MEETING (50 points)

• Read: Compare/Contrast Student Essays – pgs 233-239

• Research Scaffold

• Vocab 3 – from the articles you read

• Compare/Contrast 1st draft DUE @ beginning of NEXT MEETING (50 points)

• Read: Compare/Contrast Student Essays – pgs 233-239

• Research Scaffold

• Vocab 3 – from the articles you read

Documents

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