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English 105, Week 3

English 105, Week 3. By PresenterMedia.com. Guidelines for a good thesis (pg 33). States the writer’s clearly defined opinion on some subject Assert ONE main idea Have something worthwhile to say Limit thesis to fit the assignment State thesis clearly, in specific terms

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English 105, Week 3

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  1. English 105, Week3 By PresenterMedia.com

  2. Guidelines for a good thesis (pg 33) States the writer’s clearly defined opinion on some subject Assert ONE main idea Have something worthwhile to say Limit thesis to fit the assignment State thesis clearly, in specific terms In first or second paragraph. Does NOT use “this paper”, “I”, or “you; does NOT ask a question; Does NOT state a fact no one can argue with.

  3. Game! Pin the Thesis • Each group (1-4 people) need a paperto record the #’s you have! • Send 1 person to front to draw • Decide which are “Adequate” and which are “Inadequate” • Write the # on your paper. Write A or I, and if its I, tell why *use the book* • Use tape to put statements onto the corresponding location. • If you are incorrect, I will send you back to your group • The group with the most answered wins.

  4. Thesis Statement Answers Inadequate Inadequate Inadequate Inadequate Adequate Inadequate Inadequate Inadequate Adequate Inadequate Inadequate Inadequate Adequate Inadequate Inadequate Inadequate Inadequate Adequate Inadequate Inadequate • Adequate • Inadequate • Inadequate • Inadequate • Adequate • Adequate • Inadequate • Inadequate • Adequate • Inadequate • Adequate • Inadequate • Adequate • Identify whether each is adequate or not, explain the problem

  5. Commaspg 86 green handbook

  6. The Dreaded COMMA – handbook pg 86 • Set off independent clauses • The comma joins 2 complete sentences. MUST use a comma and a FANBOY • The House approved the bill but the Senate rejected it. • Either the hard drive is full or the modem is too slow.

  7. Set off item in a series Set off item in a series (will discuss parallel structure later). You may pay by check, with a credit card, or in cash. We took my grandparents, aunts, uncles, and cousins.

  8. Commas – Introductory Elementspg 88 When your sentence starts with a dependent clause, verbal phrase, or prepositional phrase, use a comma after. When war came to Baghdad, many victims were children. Many victims were children when the war came to Baghdad. During the depression, movie attendance rose.

  9. Setting off nonessential material • When you add info that is not essential, or vital, to the sentence’s meaning, it should go between two commas. • If it seems to interrupt, use 2 commas. • He rand for the bus, which was late as usual. • The clerk, with a nod, dismissed me. • The marathoner, running his fastest, beat his previous record. • Citizen Kane, Orson Welles’s first film, made him famous. • Fast Rule: don’t use a comma in front of that.

  10. Misused commas: Don’t use Good rule of thumb: Read the section aloud. Where do you NEED a pause? That is where a comma belongs. If you do NOT need a pause, the comma does NOT belong. To set off a restrictive modifier The film, Malcom X, was directed by Spike Lee. They planned a picnic, in the park. Between a subject and its verb A woman with dark red hair, opened the door. Between a verb and its indirect quote/question The landlord asked, if we would sign a two year lease. Before a dependent clause at the end of a sentence. Jane Addams founded Hull House, because she wanted to help Chicago’s poor

  11. Comma Worksheet The rest of the answers will be available online. • “Gas is too expensive” said the experienced driver. • I like to run but not when it’s hot. • My three favorite foods are pasta pizza and ice cream. • Paris France is my favorite place to visit. • Today is Tuesday June 10th 1992. • Tomorrow Wednesday we will take a trip to the zoo. • When I get to the mall I will go to the food court. • Yes we can find a place for you to stay over the weekend. • You will need milk sugar flour and eggs.

  12. If money wasn’t an object, which of these houses would you buy? Why?

  13. Beginnings and Endings. Chapter 4, pg 81.

  14. Lead Ins: The “front door” to your paper. • paradoxical/intriguing statement • Shocking/arresting statistic • A question • Quote • Joke/story/anecdote • Description, emotional • Factual statement • Analogy/comparison 9. before-after scenario 10. Personal experience 11. List of facts (catalog) 12. Statement of problem or misconception 13. Brief dialogue 14. Proverb, maxim, motto 15. Insight, revelation 16. Appeal to common experience

  15. Avoid Errors in Lead-Ins Make sure your lead-in introduces your thesis Keep your lead-in brief Don’t begin with an apology or complaint Don’t assume your audience already knows your subject matter Stay clear of overused lead-ins (dictionary definitions anyone?!)

  16. Practicing what you’ve learned: pg 85 Describe the lead-ins in the paragraphs. May be more than one “type” that has been blended! • proverb

  17. Concluding paragraphs: pg 86 • A Summary of the thesis and the essay’s major points • An evaluation of the importance • A statement of broader implications • A recommendation or call to action • A warning based on the essay’s thesis • A quotation from an authority • An anecdote/brief example that emphasizes/sums up • Image or description • Rhetorical question • Forecast • Ironic twist, pun, witticism, playful use of words • Return to the technique you used in the lead-in

  18. Avoid Errors in Conclusions Don’t introduce new points/irrelevant material Don’t just tack on a conclusion. Don’t change your stance. Avoid trite expressions Don’t insult or anger your reader.

  19. “What Is Poverty”

  20. Group Assignment (1 pg per group) “What is Poverty” (see handout or website) Done? Turn in work. • Identify a quote for each of these 5 areas: • Sight • Sound • Smell • Taste • Touch/Texture • Respond to the piece – Did you like it? Dislike it? • Is this a “Narrative” essay? Why/why not?

  21. Words to avoid in college writing • Really • Now-a-days • You • Think • Feel • Being • As • A lot • Sort of/ Kinda • Like • Just

  22. Peer Revision

  23. Peer Editing • Do’s • Take this serious, you will be graded on the quality and quantity of your comments. • Comment in a polite, respectful language/tone • Explain your comments, so if you say “I Liked it,” explain why! If you say “this is bad” explain how to improve it. • Don’ts • Correct every spelling/ grammar mistake (the author should use spell check!) • Fill the paper with vague comments like “great job” and “interesting” • Insult the author • Phrases such as “this sucks”, instead phrase as “This could be better if you added in…” • Always remember these lessons: • A good peer editor makes a better self-editor because you learn by correcting other peoples’ work! • Treat your peer’s paper like you’ll be graded on his/her errors and weaknesses.

  24. Follow the Handout • Read aloud to paper owner. (allow markup by paper owner, but editor/reviser don’t do anything but read). • Peer Revision: read peer paper to yourself. • Sensory Descriptions • Lead Ins • Conclusion • Return to paper’s author to complete then handout. • Logic/organization • MLA format

  25. Homework • Narrative Essay Final Draftemail to mstoliver.heald@gmail.comby beginning of next class. • File name: Lastname_Narrative.docx • Please do not type in the .docx – it is the file extension. • Read: “Salvation” pg 352Vocabulary 2 – Choose 10 vocabulary words from “Salvation” or from the link online.

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