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Ms. Carmichael’sWitty, Gritty, Writing & CitingHANDBOOK EXTRAODINAIRETable of Contents3-9……………………..Basics of writing good…er…I mean well…3…………………………Rule # 1: Writing is not scary7…………………………Rule # 2: BS; Rule # 3: To aliens with love8…………………………Rule # 4: Show and Tell and Super Verbs10…………………………Rule # 5: Revise11-26……………………..Called on a technicality 11……………………….. ABC easy as 12312………………………The holy matrimony of Subjects to Verbs14……………………….Combine Sentences16………………………. First comes love, then comes antecedents,then comes the pronouns in it…17……………………….. Homophone, homonym, homowhat? 19………………………. Word labyrinths revealed!21……………………….Parallel isn’t just for math class23……………………….Modifiers25……………………….Common Commas27-29……………………..MLA, Monkeys Learn Alphabets…? 27………………………… Format28………………………… Foul!!!! Plagiarism!!!29…………………………Works Cited & In-text/ParentheticalsBasics of writing good…er…I mean well…Basic rule #1: Writing is not scary.I am not the boogeyman. When I assign you a piece of writing, it shouldn’t be a nightmare to you. Writing and reading are a basic part of the human experience and valuable skills to master. Most professions use reading and writing in some capacity, so perfecting you skills in writing can be practical as well as enjoyable…if you let them. Check it out. Common college majors:Ways writing is usedBusiness – Includes: business administration, management, finance, marketing, and accounting.Business plans: writing an effective business plan can make or break you; important focus: reducing the wordiness and coming to a clear concise point. Other writings include internal memos, technical reports, letters to clients, colleagues, agencies and supervisors and narratives of financial statements. Social Sciences and History - Includes anthropology, economics, geography, sociology and political science.Lab reports, observation notes, speeches, letters. Most science fields live by the cardinal rule: publish or perish; if you aren’t producing work, you’ll not survive long in the field and that requires writing. Your main focus would be on technical writing and reducing the wordiness and coming to a clear concise point.Education – Includes Elementary and SecondaryLesson plans, published documents, letters to parents, memos, professional development ideas. This type of writing must be concise, and also must be polite and professionalPsychology - Many psych majors don't work in the psych field, but other related careers such as human resources, public relations, market research and sales.Psychological reports and analysis are used; observations and clinical reports; most science fields live by the cardinal rule: publish or perish; if you aren’t producing work, you’ll not survive long in the field and that requires writing. Your main focus would be on technical writing and reducing the wordiness and coming to a clear concise point.Nursing Patient charts, professional articlesCommunications - Includes journalismDuh—to be able to communicate ideas, you must be able to express them on paper; along with the technical usage, you also need to focusing on reducing the wordiness and coming to a clear concise point. Biology - Includes research and development (both lab and field work), hospitals, national & state parks, universities, pharmaceutical companies, research firms, aquariums and zoos.Most science fields live by the cardinal rule: publish or perish; if you aren’t producing work, you’ll not survive long in the field and that requires writing. Your main focus would be on technical writing and reducing the wordiness and coming to a clear concise point.Engineering Technical reports, memos, this will vary widely according to the field.English – Includes copywriting, editing, gateway to law schoolDuh, again. Computer Science Various articles, reports, memos, financial statements etc. Obviously, the amount and type of writing will vary according to the profession, but the point is clear. Writing is something we all do, so it should not be feared. Follow the cardinal rule and writing gets much easierCardinal rule: DON’T GIVE UP! ALWAYS ASK FOR HELP.Basics of writing good…er…I mean well…Often, we are asked to write formal papers. These papers are research based papers, essays, in class assignments etc. The question you ask yourself is, how does one achieve the formality that such a task requires. There are two kinds of papers that students MOST OFTEN turn in.There are “Bull” papers. These are the papers that are filled with flowery words that sound nice but really have little or nothing to do with fact. Sometimes a professor or a teacher will read this, realize that it is bull, but will mark them with a higher grade because it sounds like the writer knows what they are talking about. More often, however, teachers and professors realize that you are just talking to hear yourself talk and your paper will be marked down despite the formality of the paper.There are “Cow” papers. These are the papers that are filled with facts and facts alone. These papers show extensive knowledge of a subject, but are structured in such a way that it is hard to read and difficult to make interesting.Neither of these papers are great papers. They are fluff.For a really great paper, you need to have a “calf paper.” These papers have a little bit of bull, and a little bit of cow mixed together to create something new and fresh.SO, how do we achieve “calf papers”? You practice. Sometimes the hardest thing for us to do is write with a formal yet unstilted tone. To make this concept stick more readily and to understand it better, we will participate in 6. Thou shalt follow all the Formatting rules7. Thou shalt documenteverything & give proper respect to those who thought before you.8. Thou shalt avoidredundancy and wordy sentences 9. Thou shalt not use any forbidden word.10. THOU SHALT BE SPECIFIC!Thou shalt not use the word “I” or other personal pronouns (unless the prompt specifically asks for your experiences)Thou shalt not use any informal language or slang.Thou shalt not use contractions of any kind.Thou shalt avoid speaking in IM or TEXT.Thou shalt check, double check and triple check all grammatical rulesBasics of writing good…er…I mean well…Before beginning any piece of writing, you must first establish the audience, mode and purpose.Your audience is simple to determine. Essentially, you ask yourself: to whom am I writing? Academic Audiencesvs.Non-Academic Audiences Identify the audience for the following types of writing1. The New York Times2. The New Yorker3. An Agatha Christie novel4. Beowulf5. A Presidential Speech6. A Letter to the Editor7. A Letter to the Principal8. A School Newspaper9. Night10. An Instruction ManualThere are four basic modes and their subsequent sub-modes. Establishing the mode helps you establish the purposeMode: The main purpose of this mode is…Sub-ModesNarrative Writing:-relates a personal experience-tells a story based on a real or imagined events. -culminates in theme Personal NarrativeNarrative FictionExpository Writing: -gives information-explains something-clarifies a process-defines a conceptCompare and ContrastDivisionClassificationExemplificationDefinitionReactionPersuasive Writing:-attempts to convince the reader of something -based on a topic that is limited, debatable, and meaningful.Argumentative WritingDescriptive Writing:-describes an object, place, or person -helps reader visualize descriptionAuthors, including you, have to have a purpose—a REASON to write. There are many purposes, but a few MAIN purposes…To EntertainTo InformTo Explain/TeachTo PersuadeTo ReflectIdentify the purpose for each of the modes of writing. If there is a different purpose for a sub-mode, indicate that as well. Basics of writing good…er…I mean well…BASIC FORMATWriting is a series of circles, you mature as a writer when the circles are not all trite replicates of each other, but to begin, you must know the structure of the paragraph.Introduction—usually has a transition OF SOME KIND (not always at the beginning). Tells the reader what the paragraph is about.Example—this is where you present your proof. The way you back your self upAnalysis—YOUR OWN WORDS! You draw conclusions about things.Conclusion—ties back to your introduction. You don’t want to leave the reader hanging off a cliff. You have to tie off those ends so you can move on. ALWAYS CIRCLE BACK TO THE PROMPT/ESSENTIAL QUESTION!All your paragraphs will follow this circular pattern. The introduction and conclusion have different kinds of intros and concluding sentences, but follows the pattern to the beat of their own drum Introductory paragraphs start with a (1) hook, follow with (2) background information, and end with the (3) thesis while concluding paragraphs mirror the introduction by starting with the (3) thesis, following with (2) suggestions, or ideas drawn from the paper, and finally ending with a (1) clincher that most effectively REFERS BACK to the hook from the intro. More sophisticated writers utilize style and syntax to avoid redundancy.Thesis Formula:EQ: Should distracted driving be a criminal offense? Answer to EQ+ Opinions/reasons =Thesis Distracted driving should 1. They kill people so they should be tried as such. be a criminal offense. 2. The knowingly endanger the public.3. They are breaking the law of the road. *HINT: Consider parallel structure when formulating your thesis!Thesis 1 (1 sentence): Distracted drivers knowingly endanger the public, inadvertently kill people and intentionally break the law proving that distracted driving should be a criminal offense. Thesis 2 (2 sentences): Distracted drivers knowingly endanger the public, inadvertently kill people and intentionally break the law. As a result, distracted driving should be a criminal offense. * your thesis should not be more than 2 sentences. YOU TRY the Thesis Formula:EQ: How does bullying affect society?Answer to EQ+ Opinions/reasons =Thesis 1. 2.3. Thesis: Basics of writing good…er…I mean well…Basic rule # 2: BSBe Specific, that is. Often, students make the mistake of not using specifics, thus their points are lost in a shallow sea of filler phrases and the other kind of BS. So, to avoid this, we step it up and add specifics!EQ: Should distracted driving be a criminal offense? Example Thesis: Distracted drivers knowingly endanger the public, inadvertently kill people and intentionally break the law. As a result, distracted driving should be a criminal offense. BESPECIFICGood! We have a nice clear road map, but to fully appreciate the road trip we need to know more about how to reach our final destination. The more detailed we are, the less likely we are to get lost along the way. To do that, we need to BE SPECIFIC with our examples. How do you make it specific?--A specific person/group (Phil LeBeau)--Specific Instance (tested Car and Driver Magazine’s documented and published distracted driving statistics—specifically texting and driving)--during a specific period of time (2009—after 14 states have banned the law) This all goes into your explanation of your example.Basic rule #3: To an alien with loveExplain. Analyze. Relate. These are the basics. Specific examples are meaningless without explanation. Always, always, always analyze and explain how the example relates to your topic. It should be as though an alien is reading your paper (which, some of you may believe that your teacher is an alien, so this shouldn’t be too difficult for you!). What would you need to say to make sure that alien understands exactly what you’re saying? Ask yourself SO WHAT? Why does this matter?Then answer the question in your writing. You want to break it down:Yes, Phil LeBeau tested Car and Driver’s statistics in 2009. So what? RELATE TO THESIS: This relates knowingly endangering the public because…-Phil LeBeau and other journalists have been testing, reporting and discussing the issue of distracted driving for years. The published statistics and the fact that Car and Driver reports distracted driving decreases reaction time proves that people who succumb to distractions are not acting out of ignorance. In fact, people are taught these things before being issued a license. Therefore, they are knowingly endangering the public thereby committing a criminal offense that is as bad, if not worse, than drunk driving. Now you try…by looking at your previous exampleEQ: How does bullying affect society? (look back at your generated thesis to help you come up with a SPECIFIC example.--A specific person/group--Specific instance--during a specific period of timeBasics of writing good…er…I mean well…Basic rule #4: Show and TellGenerally when writing, it is better to SHOW rather than to TELL. Obviously, you’ll do a little of both in GREAT writing, but the more you can SHOW, the better off you’ll be. This helps your reader really SEE and UNDERSTAND what you see and know and it is absolutely ESSENTIAL in descriptive and narrative writing. This requires using more INDIRECT CHARACTERIZATION and ACTION VERBS TellingShowingGeorge is a monster. George went to the store and shot three people in cold blood, after which he laughed. The goo dripped off of George’s green face and splattered the sidewalk next to his massive bare feet.To Infer: verb; to derive a conclusion from facts or premisesThe telling is ambiguous. Okay, George is a monster…why? What did he do? What does he look like? Do you mean a literal monster like Big Foot, or is he just an evil person? The showing is more precise. It lets the reader infer that George is a monster, but gives them more detail. Example 1 From an early age, we accept death as the inevitable, but do not comprehend its actual denotation. Death is the impending future that all people must eventually grasp. In my early teens, my grandfather tragically perished. As a youth who did not identify with such a cataclysm I was saturated with various emotions. Initially, I was grieved by the loss of a loved one and could not understand why this calamity had to befall upon my family. I always considered death to have a devastating effect, but was shocked by the emotional strain it places upon an individualExample 2The coughing came first, the hacking in the idle of the night. Then there were the multiple doctor visits, each one the same: the little white rooms with magazines where I tried not to stare at the bald, gaunt woman across from me. One of the white coats finally said something steadily, forecasting an eighty percent chance of rain. The list of second opinions grew too long to count, looking for someone to say the right thing. Finally, there was relief in hearing the name of a kinder killer: lymphoma. Identify the major differences between the two paragraphs above, then decide which one you think is the better paragraph. Which one does more showing? Give an example. Basics of writing good…er…I mean well…Basic rule #4: Show and Tell: Power VerbsLinking/Auxiliary verbs are okay—but power verbs make your writing better!Linking Verb ListForms of "to be"Forms of "to become"Forms of "to seem"Common verbs that can exist as either action verbs or linking verbs include:Am, Is, Is being, Are, Are being, Was, Was being, Were, Has, Has been, Have been, Will have been, Had been, Are being, Might have been,Become, Becomes, Became, Has become, Have become, Had become, Will become, Will have become,Seemed, Seeming, Seems, Has seemed, Have seemed, Had seemed, Will seemGrow, Look, Prove, Remain, Smell, Sound, Taste, Turn, Stay, Get, Appear, Feel,POWER VERBS!abolishacquireadvocateassimilateauthorizeList at least 10 more ACTION/POWER verbs below: balanceblockbolsterbrandbroadencalculatecollaboratecommendconveycreatedebatedelegatedifferentiatedisplaydocumenteffectelaborateengageexamineexpeditefabricatefinishformulatefortifyfulfillgaugegenerategreetgroupguidehalthandleheldhirehoneigniteillustrateinterveneinvestigateisolatejoinjudgejustifylectureliftlimitliquidateloadmandatemaneuvermanipulateminimizemotivatenavigatenegotiateneutralizenominatenurtureobserveoperateorchestrateorderorganizeparticipateperceivepersuadepinpointpublicizequadruplequantifyqueryquestionquoterecruitreiteraterepairreplicateretrievesafeguardsalvagesecureseizesketchsurveytackleterminatetestifytransmittutoruncoverunearthunifyupdateurgevalidateverbalizeverifyvisualizevolunteerwidenwithstandworkwroteyieldBasics of writing good…er…I mean well…Basic rule #5: ReviseSeek and Destroy: Making your paper betterThe following includes basic self edit techniques. Any time you are asked to write a paper, you should come back to this page to edit YOURSELF before coming to a peer edit session. Keep in mind, that I will grade more harshly on these mistakes than others because I’ve beaten them into your head and made them readily available from the beginning. Filler words: in which, centers around, when it came close/comes toWords that question your validity or knowledge: may, might, seem, in my opinion, etc.Generalizations/Vague Statements: My dad is like any other dad; I had a normal childhood etc. Filler phrases: these examples show, in my opinion, to me it/they, I believe that, I think etc.Forbidden words: nice, very, a lot, stuff, things, really, real, even, plus, justSlang (something you would hear in the halls, on VH1, or The Simpsons etc.): hang out, bling-bling, benjamins, yo, cool, dude, etc.RepetitionCliché: over used phrases such as, last but not leastIncorrect Homophones: (there, their, they’re; two, to, too; affect, effect etc.)Wordiness!Check “commonly misspelled words” list & correctCheck grammar and conventions…specifically: Subject/verbs and agreement: Search for subject and verb in the sentence; scratch out any sentence that doesn’t have both—that means it’s a fragment; make sure they all agree in tense and pluralityRun on sentences: If you have to take a deep breath or a bathroom break in the middle of the sentence, it’s too long. Written out numbers: An number that can be said in ONE word should be written out (ex: one, ten, fifty, sixty); however, ninety-nine is two words and can be written as 99. Counting: (First, Second, Third)Cliché transitions: (Lastly, Finally) Remove all personal pronouns UNLESS the prompt asks for your experiences OR it is a personal narrative (I, you, us, we, me, my, yours, ours etc.)Called on a technicalityABC easy as 123…Basics:Rules for Writing Real Good ()RULEFixed RulePractice SentenceFixed sentenceVerbs has got to agree with their subjects. (pg #)Janice really want to go to Atlantic City for the Trivia finals.About them sentence fragments.For Pete’s sake.Don't write run-on sentences they are hard to read.I know everything there is to know about applied mathematics I should be in charge of all mathematics problems there is no one better at mathematics than I. Do not split two complete sentences with a comma, it’s called a comma splice.Jimmy always goes to Vegas on the weekends, he should probably stop before he loses his inheritance. Make each pronoun agree with their antecedents. Everyone should bring their own beverage.Eschew ostentatious erudition.(pg. #)The datum of the substance remains unmanageable at this particular moment so it is my obligation to return your appeal at an era in the proximate subsequent time.When dangling, watch your participles.The child fell off the bed while jumping.Don't use commas, which aren't necessary. Let’s meet at the movie, that is playing tonight.Don't use no double negatives.I don’t need no education. Its important to use your apostrophe's correctly.The kitten’s are so cute!Proofread your writing to see if you any words out.I wish all my would proofreed they’re essays before turning them in. Correct speling is essential.Do u think I funked my quiz? Try to not ever split infinitivesScooter needs to just relax. Avoid cliches like the plague.I let the cat out of the bag about my sister’s pending engagement. *Bold denotes rule is addressed later in the handbookCalled on a technicalityThe Holy Matrimony of Verbs & SubjectsThe STRONGEST verbsSHOW instead of tellWeak: I came home and told Mother my crime. Better: I stumbled home and blurted my crime to Mother.Demonstrate ACTIONSWeak: His work shirt had dark rings where it had been stained with sweat. Better: Dark rings of sweat stained his work shirt.Are ACTIVE instead of passiveWeak: The truck was loaded with crates of bananas by the workers. Better: The workers loaded the truck with crates of bananas.Subjects are NOUNS and PRONOUNS that PERFORM the action of the verbNOUNS: a person, place, thing or ideaPRONOUNS: replace nouns (antecedents)SUBJECTS and VERBS must AGREEA SUBJECT is either SINGULAR (one) or PLURAL (many) The VERB must always AGREE (change form to match) with the SUBJECTSINGLE subject = SINGLE verb; PLURAL subject = PLURAL verb The parking lot was full. The parking lots were full.REGULAR verbsHINT: ‘s’ is added to 3rd person singular. Most regular verbs work this waySingularPluralFirst PersonI like bananas. We like bananas. Second PersonYou like bananas.Third PersonHe/she/it likes bananas.They like bananas. IRREGULAR verbsCommon irregular verbs & their verb formsInfinitive formSingularPluralTo doI do.He/she/it does. To haveI have. He/she/it has. To goI go. He/she/it goes. To beI am. He/she/it is. IRREGULAR subjectsCOLLECTIVE nouns are nouns that SEEM like they are plural, but they are in a group and that group acts as one UNIT. A swarm of bees = 1 swarm, containing many bees (The swarm attacks my friend. [not attack])A pack of cards = 1 pack, containing many cards (The pack of cards sits on the chair. [not sit])A family of 5 = 1 family, containing multiple members (The family goes on vacation. [not go])SUBJECTS joined by OR or NOR then the verb takes the form of the CLOSEST subjectEither the actors or the director is at fault.Either the director or the actors are at fault.SUBJECT is MORE THAN ONE thing/personMy colleague and manager were promoted. (THEY were promoted)Rupert and Jane are football fans, but Colin prefers shopping. (They are football fans, but he prefers shopping) PRACTICE TIME!Practice Subject/Verb AgreementUnderline all the subjects, then on the line provided write whether it is singular or plural.Circle the correct verb form.1. Everybody (has / have) trouble with one or more subject. ______________________? 2. Our team (play / plays) hard every night. ?______________________?3. Both of us (is / are) reading Macbeth in English class. ______________________?? 4. Brutus, Ceaser, and I (was / were) discussing politics.? ______________________? 5. Neither of us (jump / jumps) to conclusions.? ______________________?6. Some say the exiles (has / have) been treated unfairly.? ______________________? 7. There (was / were) six choices on the TV Guide.? ______________________?8. Rudy as well as her Mom (like / likes) shopping.? ______________________?9. She (is / are) my wife and friend.? _____________________?10. Tennis (is / are) my favorite form of exercise.? ______________________?Practice choosing strong verbs: Underline the subject in each sentenceDouble underline the direct object in each sentenceCircle the verb in each sentencePut an X on the prepositions before the direct objectRewriting passive voice1. Before the year was over the new schedule had been approved by the school board.____________________________________________________________________________________________________________________________________________________________________________________________________2. The red ball was thrown by the student who was upset at having lost the game.____________________________________________________________________________________________________________________________________________________________________________________________________3. The movie was directed by Steven Spielberg.____________________________________________________________________________________________________________________________________________________________________________________________________4. The major points of the lesson were quickly learned by the class, but they were also quickly forgotten by them.____________________________________________________________________________________________________________________________________________________________________________________________________5. For the latter part of his childhood, Jaime was raised by his Aunt Lucy.____________________________________________________________________________________________________________________________________________________________________________________________________ Called on a technicalityCombine SentencesCompound SubjectBethany enjoys writing persuasive essays.Linda enjoys writing persuasive essays. Compound VerbKris wrote the essay. Kris proofread the essay. Compound ObjectAmanda used the computer. Amanda used the printer. Join two independent clauses—use a comma w/a conjunction or a semicolon (;)The final draft due date was moved to November 2. Everyone rejoiced. And, But, Or, Nor, For, So, YetTurn one into a subordinate clause (shows relationships)Subordinating conjunctions: “Standby” transitions can be used in an essay. Varied transitions show maturity in your writing. because, although, while, even thoughChange one into a phrase when the second sentence just adds detailRhetoric is an important part of persuasive writing. It is an effective technique. Vary Sentence Length Too many short sentences make your writing sound choppy. Too many long sentences make your writing sound dull. Varying length adds rhythm and emphasizes key ideas. Ex. Insert short, direct sentences to drive home a main point. Vary Sentence BeginningsStarting Sentences with Different Parts of SpeechStart with a nounStart with an adverbStart with a participleStart with a prepositional phraseUse Inverted Word OrderSubject-linking verb-complement: Jarrett is here. Complement-linking verb-subject: Here is Jarrett. Subject-verb-prepositional phrase: Madi wrote on her laptop.Prepositional Phrase-Verb-Subject: On herd laptop wrote Madi. Avoid FragmentsMake sure there is a subject and a verb; most fragments are phrases, subordinate clauses, or words in a series. Ex. A chair built by my father. Avoid Run-ons: four waysWith End Marks and CapitalsRun-on SentenceAshlyn turned at the sudden noise Djay had dropped a book on the floor. With Commas and ConjunctionsRun-on SentenceI worked hard on my lesson this morning, I knew my students would appreciate it. With semicolonsRun-on SentenceAnna kept writing even after the bell rang, however she just couldn’t seem to finish the essay. By RewritingRun-on SentenceIan stayed focused throughout class, never once did he fall asleep. Called on a technicalityFirst comes love, then comes Antecedents,then comes the Pronouns in it…PronounsReplace nounsShould agree with and HAVE an antecedent (a noun that precedes it)Suzy loves her new bag. (underline the pronoun and circle the antecedent)Possessive pronouns show ownership John’s bag is on the counter = His bag is on the counterCommon PronounsIt is important to be able to recognize pronouns…these include: He/himShe/herIt/itsThey/TheirMe/my/IYou/YoursNobody/oneAnybody/oneEverybody/oneSomebody/oneWhomWhose WhoWhoeverWhosever *Highlight the possessive pronouns in the chart above. Singular vs. PluralA singular personal pronoun should be used with 2 or more singular antecedents joined by or or norNeither Tom nor Ken brought his equipment. (circle the pronoun; underline the antecedent)A plural personal pronoun should be used with 2 or more antecedents joined by and. Sue and Stan have chosen their instruments. (circle the pronoun; underline the antecedent)EXCEPT when distinguishing between joint and individual ownership. Neither Linda nor Maria let me play her guitar (they both have a guitar)Neither Linda nor Maria let me play their guitar (the guitar belongs to both of them) Indefinite pronouns anyone, anybody, everyone, everybody, someone, somebody, no one, and nobody are always singular. Circle the grammatically correct sentence. Somebody left his or her bag at the station. Somebody left their bag at the station. Compound PronounsForm should stay the same when something is compounded. This bag is for me. This bag is for Fred and me/I. (circle the correct pronoun)Who, Whose, WhomTo choose correctly among the forms of who, rephrase to choose between he and him. Whom/Who do you think is responsible? (Do you think he/him is responsible?)Whom/Who should we ask to the club? (Should we ask he/him to the party?)Use the chart to help you circle the correct pronouns in the sentence above. Subject formPossessive FormObject FormSingularHeWhoHisWhoseHimWhomPlural TheyWhoTheirWhoseThemWhomCalled on a technicalityHomophone, Homonym, Homowhat? Directions: Translate the following sentence by defining what the underlined word means…then write a short statement about what you think a homophone is. I love my too Ants. They came over to our manner and brought they’re dog. I got too baby-sit the dog scents they were flying on a plain to a mountain peek for a ski trip. I got along well with there dog while it stayed with me, and he had a good time, even though he was scratching and trying two flea from his flees. My mom was angry, though, when he snuck into the desert leaving his knows and pause all read. I let him sleep on a caught at night, and he wagged his tale every mourning when he woke up. He stayed a hole weak, and he didn’t even brake a thing! Translated: HomophoneHomonymBear(to carry a burden; a big animal) Bare (naked)Bear (to carry a burden; a big animal)Common HomophonesBoredboardPastepacedallowedaloudthey’retheirPeekpeakMannermanorseaseethereSeizeseesPlainplaneHearhereTootoHerehearWaitweightRedreadtwoRingwringAffecteffectPastpassedLoseLooseKnotnotAcceptexceptKnownoDesertDessertsWherewearEffect/Affect/AffectedAffect—verb; to act upon, to change or to cause a change?Effect—noun; result; consequenceAffected—adjective; influenced by an outside forcePRACTICE TIME!Common Homophones1. Jessie has __________ lunch money again today. (no, know)2. There is a __________ in my bucket, dear Liza. (hole, whole)3. I __________ the tickets __________ answering the question. (one, won) (by, buy)4. I would like __________ have cookies with my milk. (to, too, two)5. I would like __________ cookies with my milk. (to, too, two)6. I do __________ __________ who owns the __________ .(not, knot) (no, know) (plain, plane)7. Justin’s favorite story is the “Tortoise and the __________ (hair, hare)8. __________ sister drives to school because __________ __________ young. (You’re, Your) (You’re, Your) (to, too, two)9. Joyce will _______________ a story in her diary. (write, right)10. Can you help me find ________________ keys? (their, they’re, there)Accept/ExceptTop of Form1.? To be the bigger person, you should ____________ the nasty insult and turn the other cheek. 2.? All the girls went to the mall ____________ Ashleigh. 3.? Julie could not ____________ the internship in New York and Boston; she had to pick one. 4.? Every student volunteered to take the survey ____________ Kelley. 5.? I will ____________ your resignation. Affect/Effect?1.? Television has its ____________ on kids. 2. Television ____________ teenagers.3.? Close contact with the opposite sex can ____________ thinking, too. 4.? Burger advertisements don't ____________ my cravings. 5.? Falling on my head had a bad ____________ on my memory. 6.? Smoke inhalation can ____________ your lungs. 7.? Study the laws of cause and ____________ . Called on a technicalityWord Labyrinths Revealed: Reducing WordinessWhat is wordiness? WORDINESS occurs when students try to fill their paper with FLUFF with the false assumption that FLOWERY and EXCESSIVE, LONG sentences make their paper sound “smarter.” ELIMINATING wordiness helps our writing become CLEAR and CONCISE. PATTERNS in WordinessEveryone has their own style in writing and their own style of wordiness. Recognizing your own patterns helps you recognize the best ways to fix your wordiness. Make stronger VERBSTurn PASSIVE voice into ACTIVE voice. Passive voice reflects the subject of the sentence being acted upon; active constructions have the subject as the actorChange being and helping verbs (is, was, are, were, have/had + ing word) to action verbs Replace “-tion” nouns with stronger verbsWordyConciseRain forests are being destroyed by uncontrolled logging. Uncontrolled logging is destroying rain forests. A new fire curtain is necessary for the stage. The stage needs a new fire curtain.The South African government was undergoing significant changes. The South African government underwent significant changes. I submitted an application for the job.I applied for the job. Omitting FILLER phrasesCommon Filler PhrasesIt isThere isThere areThisThis means thatThis is impt. b/cThat WhichGiven the fact thatWouldCouldShouldIt seems thatPrepositions like of, by, fromIntensifiers: very, extremely, Filler phrases at the beginning of sentences delay the true SUBJECT & VERB, or main POINT of the sentenceChanging which and that to “ing” words; omit them whenever possibleOmitting phrases that question your validity and knowledgeReplace prepositional phrases with one word modifiers when possibleRemove intensifiersWordyConciseIt is expensive to upgrade computer systems. Upgrading computer systems is expensive.Chlorofluorocarbons have been banned from aerosols. This haslessened the ozone layer's depletionChlorofluorocarbons have been banned from aerosols, lessening the ozone layer's depletion. The committee, which meets monthly, oversees accounting procedures and audits. The committee, meeting monthly, oversees accounting procedures and audits. Because the fluid, which was brown and poisonous, was dumped into the river, the company that was negligent had to shut down.Because the brown, poisonous fluid was dumped into the river, the negligent company had to shut down. The environmental council could see several solutions. The environmental council saw several solutions. The President of the Student Senate was in charge of the lobbying against the merger at the Minnesota Congress.The Student Senate President oversaw lobbying the Minnesota Congress against the merger. Proper planning is very vital to project success.Proper planning is vital to project successReduce redundancyCombining sentences and using proper punctuationUse a colon for explanatory sentences rather than introducing it a second time in a second sentenceCombine closely related short sentences with semi-colons or conjunctionsWordyConciseThe theater has three main technical areas. These areas are costumes, scenery, and lighting. The theater has three main technical areas: costumes, scenery, and lighting. The director is concerned about problems. Typical problems may occur with lighting, sound, and props. The director is concerned about typical problems with lighting, sound, and props.Practice Time!Examples of Wordinessabsolutely essentialaccording toall ofare connected withas a resultas long asat all timesat this timeclose proximityconsensus of opiniondespite the fact thatdue to the fact thatfew in numberfirst and foremostfor the production offor the purpose offor the reason thathas (or needs) toif…, then …in a givenin accordance within an attempt (effort) toin connection within order forin order to in point of factin reference toin (or with) regard toin the event thatin view of the fact thatinasmuch asis allowed (able or entitled) tois located inis required toit should be noted thatlook intomaking a determination (decision)more often than not needs (or has) tonot allownot differentnot includeon the basis ofowing to the fact thatpast historypayment made toprior to the limitation onsmall in size (number)subsequent to the use ofthat limits (or other verb after “that”)the creation of (or other “-tion” noun)there are (or there is)whether or notwill be able towill depend uponwill have towith reference towith regard towith the exception ofRead and then rewrite the following sentences reducing the wordiness based on the strategies provided. 1. The first person that I met at the school was Cindy. Cindy was a blonde who had bright green eyes. _______________________________________________________________________________2. The woman who was keeping score made a mistake. _______________________________________________________________________________3. The trail that I followed led to a boulder that was perched on the edge of a cliff._______________________________________________________________________________ 4. Aluminium is a metal that is very light in weight. _______________________________________________________________________________Better Phrases or Words essentialperall (or each)relate tothusifalwaysnow (or currently)proximityconsensuseven thoughsince (or because)fewfirstto producefor (or to)since (or because)must (or should)if…, …eachaccording totoaboutfortoin factaboutregarding (or about)ifsince (or because)since (or because)canis inmust (or should)5. The office manager wanted all the memos to be typed. She wanted all the memos to be typed so that they would be easy to read. __________________________________________________________6. I spent two years in Tucson. Tucson is my favorite city. __________________________________________________________7. The license plate that was on the car had a word on it instead of numbers. The word was “rodeo.” __________________________________________________________8. The book that the library wants me to return is called For Whom The Bell Tolls. __________________________________________________________9. She flew to Hawaii on a 747. The 747 is the biggest airliner in the world. __________________________________________________________10. All the cigars that he smoked made the room smell like it was a tobacco factory. ? __________________________________________________________Called on a technicalityParallelism isn’t just for Math ClassConsider the definition of parallelism (repeating grammatical structures). The sentence below exhibits FAULTY parallelism. Decide why and explain your response (even if you are not sure—at least TRY—say something. IDK is not acceptable). Then, answer the questions below. A police officer must uphold the law by patrolling the streets, controlling traffic, catch criminals, and arresting law-breakers.1. How does the sentence above display FAULTY parallel structure?______________________________________________________________________________________________________________________________________________________________________________2. Why is this sentence different than just saying?A police officer has many duties.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. How does parallelism help improve your writing?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3.Why is having correct parallelism (or even just correct grammar) so important in good writing? ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Notice the parallel structure in each example below:Parallel words: He has called together legislative bodies at places, unusual, uncomfortable, and distant from the depository of their public records. (parallel words are:______________)Parallel phrases: He has constrained our fellow citizens taken captive on the high seas to bear arms against their country, to become the executioners of their friends and brethren, or to fall themselves by their hands. (Parallel phrases are: ______________)Parallel clauses: The harder the conflict, the more glorious the triumph. (understood verb:___)Correct the parallel structure in the following sentencesBanana splits are colorful, yummy, and they can make you fat.The room was furnished with sofas, chairs, flowering plants, and oriental rugs were on the floor.There are 5 sentences that are not parallel. Correct these. Some people today are “survivalists.” These people, because they fear some great disaster in the near future (like economic collapse or nuclear war), are preparing for a catastrophe. Hoarding food, stockpiling weapons, and the achievement of self-sufficiency are some of the activities of survivalists. In Arkansas, for example, one group has built a mountain fortress to defend its supplies and staying safe. Arkansas, the group feels, is the best place to be for several reasons: it is an unlikely target for nuclear attack; it offers plentiful supplies of food and water; a good climate. Some Americans feel that the attitude of survivalists is selfish and greed. These people say that such a philosophy turns society into a “dog-eat-dog” race for life. Other people believe that after a nuclear war, the world, with radiation and where there would be disease, wouldn’t be worth living in.Remember: THESIS STATEMENTS for RESEARCH PAPERS should also contain parallel structure. Correct the parallel structure in the following thesis statements.Known as the “father of the atomic bomb,” Robert J. Oppenheimer’s being curious and lack of prudent actions led to the death of millions of Japan’s citizens, but doubting over his own work and trust in the American public led to a lobby for atomic control as he learned from his mistakes. Called on a technicalityModifier PlacementModifiersAn adjective, an adverb, or a phrase or clause acting as an adjective or adverb The modifier adds information to another element in the sentence.Misplaced ModifiersSome modifiers, especially simple modifiers — only, just, nearly, barely — have a bad habit of slipping into the wrong place in a sentence.ConfusingClearHe barely kicked that ball twenty yards.He kicked that ball barely twenty yards.What does it mean to "barely kick" something?After our conversation lessons, we could understand the Spanish spoken by our visitors from Madrid easily.We could easily understand the Spanish spoken by our visitors from Madrid.Do we understand the Spanish easily, or do the visitors speak it easily?Dangling ModifiersWhen a sentence begins with a modifying word, phrase, or clause, the next element of the sentence can, in fact, be modified by that modifier. When a modifier improperly modifies something, it is called a "dangling modifier." This often happens with beginning participial phrases, making "dangling participles" an all too common phenomenon. This can happen with infinitive phrases as well. ConfusingClearChanging the oil every 3,000 miles, the car seemed to run better.Changing the oil every 3,000 miles, Fred found he could get much better gas mileage.A car cannot change its own oil. To keep the young recruits interested in getting in shape, an exercise program was set up for the summer months.To keep the young recruits interested in getting in shape, the coaching staff set up an exercise program for the summer months.Notice that the first sentence not only dangles, but is also passive. Squinting ModifiersAdverbs can appear anywhere in the sentence and comes under scrutiny Structurally, the adverb may function fine, but its meaning can be obscure or ambiguous. ConfusingClearClearStudents who seek their instructors' advice often can improve their grades.Student who often seek their instructors' advice can improve their grades.Students who seek their instructors' advice can often improve their grades.Do the students seek advice frequently or can they frequently improve their grades by seeking advice? You can't tell from that sentence because the adverb often is "squinting" (you can't tell which way it's looking).Recognizing Misplaced Modifiers: Underline each misplaced modifier. If the sentences is correct write ‘C’. The house was broken into that he recently purchasedBob gave his cassette deck to his sister with Dolby.The book won a prize with many color photos.Damaged in the accident, Phil saw his car in the repair shop. The books that you want will cost thirty-five dollars.Recognizing Dangling Modifiers: Underline each dangling modifier. If a sentence has no dangling modifier, write ‘C’. Eating in the restaurant, his manners were deplorable.Brought before the judge, the plea was not guilty. Snatched from its mother’s arms, the child cried pitifullyPerforming before a real audience, her talent was quickly recognized. Swimming in the pool, his chores were left undone. Correcting Misplaced and Dangling Modifiers: Choose two sentences from EACH exercise above (total 4) and rewrite the sentence so that it no longer contains dangling or misplaced modifiers. 1.____________________________________________________________________________________ ______________________________________________________________________________________2. ____________________________________________________________________________________ ______________________________________________________________________________________3. ____________________________________________________________________________________ ______________________________________________________________________________________4. ____________________________________________________________________________________ ______________________________________________________________________________________Identifying and Correcting Misplaced Modifiers: Write each sentence correcting all the misplaced modifiersThe pianist played a new compositions sitting on the piano bench.Turning green, I watched the lights.We boarded the train with three suitcases heading toward our winter home in Florida. We heard the bus had crashed on the radio.I arranged the flowers for my mother using the new vase.Identifying and Correcting Dangling Modifiers: Write each sentence correcting all the dangling modifiersWrapped in my blanked, the cold was no problem. To knit a sweater, all the yarn must be bought at once. Having ignored the problem, little could be done now. To get the job, my references must be verified. While taking inventory, the store was closed. Called on a technicalityIt’s All About the Commas, Baby.1. Use commas to separate independent clauses when they are joined by any of these seven coordinating conjunctions: and, but, for, or, nor, so, yet.Lorraine Hansberry is one modern dramatist but Arthur Miller is more famous. 2. Use commas after introductory a) clauses, b) phrases, or c) words that come before the main clause. a. Common starter words for introductory clauses that should be followed by a comma include after, although, as, because, if, since, when, while. However, don't put a comma after the main clause when a dependent (subordinate) clause follows it (except for cases of extreme contrast).Incorrect: She was late for class, because her alarm clock was broken.Incorrect: The cat scratched at the door, while I was eating.Correct: She was still quite upset, although she had won the Oscar. (This comma use is correct because it is an example of extreme contrast)b. Common introductory phrases that should be followed by a comma include participial and infinitive phrases, absolute phrases, nonessential appositive phrases, and long prepositional phrases (over four words).c. Common introductory words that should be followed by a comma include yes, however, wellClearly The Crucible can teach us many lessons.3. Use a pair of commas in the middle of a sentence to set off clauses, phrases, and words that are not essential to the meaning of the sentence. Use one comma before to indicate the beginning of the pause and one at the end to indicate the end of the pause.Here are some clues to help you decide whether the sentence element is essential:If you leave out the clause, phrase, or word, does the sentence still make sense? Does the clause, phrase, or word interrupt the flow of words in the original sentence? If you move the element to a different position in the sentence, does the sentence still make sense? If you answer "yes" to one or more of these questions, then the element in question is nonessential and should be set off with commas.Arthur Miller author of The Crucible wrote during the 1950s. 4. Do not use commas to set off essential elements of the sentence, such as clauses beginning with that (relative clauses). That clauses after nouns are always essential. That clauses following a verb expressing mental action are always essential.Examples of other essential elements (no commas):Students who cheat only harm themselves.The baby wearing a yellow jumpsuit is my niece.The candidate who had the least money lost the election.Examples of nonessential elements (set off by commas):Fred, who often cheats, is just harming himself.My niece, wearing a yellow jumpsuit, is playing in the living room.The Green party candidate, who had the least money, lost the election.Tom, the captain of the team, was injured in the game.5. Use commas to separate three or more words, phrases, or clauses written in a munism politics and Salem are all used to make purposeful meaning in The Crucible 6. Use commas to separate two or more coordinate adjectives that describe the same noun. Be sure never to add an extra comma between the final adjective and the noun itself or to use commas with non-coordinate adjectives.Coordinate adjectives are adjectives with equal ("co"-ordinate) status in describing the noun; neither adjective is subordinate to the other. You can decide if two adjectives in a row are coordinate by asking the following questions:Does the sentence make sense if the adjectives are written in reverse order? Does the sentence make sense if the adjectives are written with and between them? If you answer yes to these questions, then the adjectives are coordinate and should be separated by a comma. Here are some examples of coordinate and non-coordinate adjectives:He was a difficult, stubborn child. (coordinate)They lived in a white frame house. (non-coordinate)She often wore a gray wool shawl. (non-coordinate)Your cousin has an easy, happy smile. (coordinate)7. Use a comma near the end of a sentence to separate contrasted coordinate elements or to indicate a distinct pause or shift.8. Use commas to set off phrases at the end of the sentence that refer back to the beginning or middle of the sentence. Such phrases are free modifiers that can be placed anywhere in the sentence without causing confusion.Nancy waved enthusiastically at the docking ship, laughing joyously. (correct)Incorrect:Lisa waved at Nancy, laughing joyously. (Who is laughing, Lisa or Nancy?)Laughing joyously, Lisa waved at Nancy. (correct)Lisa waved at Nancy, who was laughing joyously. (correct)9. Use commas to set off all geographical names, items in dates (except the month and day), addresses (except the street number and name), and titles in names.10. Use a comma to shift between the main discourse and a quotation.John said without emotion, "I'll see you tomorrow.""I was able," she answered, "to complete the assignment."In 1848, Marx wrote, "Workers of the world, unite!"11. Use commas wherever necessary to prevent possible confusion or ma AbuseCommas in the wrong places can break a sentence into illogical segments or confuse readers with unnecessary and unexpected pauses.12. Don't use a comma to separate the subject from the verb.Incorrect: An eighteen-year old in California, is now considered an adult. Incorrect: The most important attribute of a ball player, is quick reflex actions.13. Don't put a comma between the two verbs or verb phrases in a compound predicate.Incorrect: We laid out our music and snacks, and began to study.Incorrect: I turned the corner, and ran smack into a patrol car. 14. Don't put a comma between the two nouns, noun phrases, or noun clauses in a compound subject or compound object.Incorrect (compound subject): The music teacher from your high school, and the football coach from mine are married.Incorrect (compound object): Jeff told me that the job was still available, and that the manager wanted to interview me.15. Don't put a comma after the main clause when a dependent (subordinate) clause follows it (except for cases of extreme contrast).Incorrect (extreme contrast):She was late for class, because her alarm clock was broken.Incorrect: The cat scratched at the door, while I was eating. Correct: She was still quite upset, although she had won the Oscar.(This comma use is correct because it is an example of extreme contrast) Exercise: write the word the comma should following the blank providedEXAMPLE: This recipe is a delicious creative treat!delicious1.The walkers maintained a brisk steady pace.2.Lauren cannot afford the tuition so she is applying for financial aid.3.Ali wanted an active playful pet.4.Several boisterous hecklers interrupted the speech but the crowd was still able to enjoy it.5.The cake was trimmed with tiny colored chocolate curds.MLA FormatMonkeys Learn Alphabet…? No, of course not. MLA stands for Modern Language Association founded in 1833 by teachers and scholars to promote literature and language teaching and learning. MLA format refers to a STANDARDIZED way to set up and document papers and sources for students, teachers, and scholars. When you are asked to write a paper in MLA format, you are asked to set it up in the way shown below. Follow these step by step instructions to ensure your objective format points don’t disappear. Getting Started Word 97-20031.Open a word processor blank document.2.Make sure the FONT is Times New Roman3.Make sure the type is 12 point 4.DON”T CHANGE IT FROM THIS TYPE AND SIZE FOR ANY REASONALL MARGINS SHOULD BE AT ONE INCH5.Click on File 6.Click on page set up 7.In the box that pops up make sure that the margins tab is up8.set bottom, top, left and right margins at 19.click OK THE DOCUMENT SHOULD BE DOUBLE SPACED THROUGHOUT10.Click on Format11.Click on paragraph12.In the box that pops up make sure the lines and spacing tab is up13.under the spacing section, click the down arrow and highlight double14.Click OK THE HEADER15.click on View16.click on header and footer17.In the header at the top of the page hit the RIGHT alignment button 18. type your last name19.hit space bar once20.click on insert page number ( # ) 21.close header footerMLA HEADING SHOULD BE ONE INCH FROM THE EDGE OF THE PAGE22.On the first line of the document (NOT IN THE HEADER) on the LEFT side of the page you should type your first and last name23.hit enter24.Type your teacher’s name25.hit enter26.type the class/period27.hit enter28.type the DUE date in this format ( 1 January 2008 ) make sure you type out the month. Abbreviations are not acceptable TITLE SHOULD BE CENTERED29.After the date make sure you hit the enter ONLY once then hit the center alignment and type your title DO NOT bold it, change the size, underline, italicize or anything.30.Hit enter then fix the alignment back to the left and you are ready to type your paper.*If you have Word 2007 or higher, please feel free to consult me or a media coordinator on how to set up MLA; the basics are the same as the directions above, but the technical directions may be different. MLA FormatFoul!!! Plagiarism!!!Plagiarism is simply the act of taking someone else’s idea, verbal or written, and passing it off as your own. It is a form of piracy and thievery.Plagiarism comes in many different forms and is often innocently done when someone forgets to cite properly, thought it is innocent, it is still inexcusable. It will be considered plagiarism if you:Copy from published sources without adequate documentation. Not using quotation marks to identify a direct quote from your source. Not citing the source of your information when using ideas and information taken from the textNot paraphrasing correctlyPurchase a pre-written paper (either by mail or electronically). Let someone else write a paper for you. Pay someone else to write a paper for you.Allow someone else to copy your paper Submit as your own someone else’s unpublished work, either with or without permission. Using any amount of sentences from someone else’s paper.Copy someone else’s homeworkAllow someone to copy your homework If you fall behind and feel tempted to plagiarize, it is best if you go to your teacher and openly explain your procrastination. It is better to turn in a paper late than to plagiarize. The penalties are far less dire. Quotation: ()"Empire State College has a policy describing the conditions under which students may be warned or withdrawn from the College for such unethical academic behavior as plagiarism, forgery, misrepresentation, or other dishonest or deceptive acts which constitute grounds for warning or administrative withdrawal" (CDL Student Handbook 5). Decide which is the summary, which is the paraphrase, and which is the plagiarized sentence.The Student Handbook states that the College may dismiss students who in any way present others' work as their own (5). [MLA format] According to policy in the Student Handbook, Empire State College may take punitive action (including dismissal) against students who act fraudulently. Fraudulent action includes using the words or ideas of others without proper attribution, falsifying documents, or depicting the words of others as one's own (1992, p. 5). [APA format] The Student Handbook states that the College has a policy that describes the different instances under which students may be withdrawn from the College. These instances include plagiarism, forgery, misrepresentation, and other instances that show dishonest or deceptive practice (1992, p. 5). [APA formatMLA FormatWorks Cited and Parentheticals…Avoiding plagiarism by documenting sourcesWorks Cited Checklist:Do I have the minimum number of sources? Are all my sources cited in my paper? Is everything double spaced?Is my header my last name with a space and the page number?Is everything in Times New Roman 12 point? Are the sources in alphabetical order?Did I make sure each one is a hanging indention?Darcy 7Works CitedBegley, Sharon, et al. "Mapping the Brain." Newsweek 20 Apr. 1992: 66-70.Damasio, Antonio R. "Aphasia." The New England Journal of Medicine 326 (1992): 531-39. Diagram Group. The Brain: A User’s Manual. New York: Putnam’s, 1982."Nurturing Development of the Brain." Editorial. New York Times 28 Apr. 1997,late ed.: A14. New York Times Ondisc. CD–ROM. UMI. 1997.PARENTHETICAL CITATIONS: Usually a citation is composed of the author’s last name and the page or paragraph number. However, you do not have to use the author’s last name if you’ve used it in your sentence already. Olivier creates Richard III’s “central device of coherence” by using a cyclical theme of the crown (Brown 133).Constance Brown argues that Olivier uses a cyclical theme of the crown to create “the central device of coherence” (133).If you cite a source with more than one author, be sure to credit both authors. If you cite an anonymous or unsigned text, use a shortened version of the title in place of a name. If you cite a multivolume work, include the volume number (followed by a colon and a space) before the page number. As Katherine Raine has argued, “true poetry begins where human personality ends” (2: 247).(Ask if you are unsure how to cite other types. You can always consult a style guide in the media center or even online! Ignorance is no excuse.)Ex. (Begley 67) Ex (Damasio par. 6) Ex. (“Nurturing” 80) ................
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