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Powerpoint Templates

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  1. English 105, Meeting 4 by Teri Tosspon, Heald College Powerpoint Templates

  2. Meeting 4 Review: Commas/Capitalization, Thesis Intros/Conclusions New material: Run on Sentences Body Paragraphs Compare/Contrast

  3. Futbol del Tosspon– or some variation thereof • 15 minutes to correct the capitalization and punctuation on the handout • Decide a “batting order” • choose which player is going first. • That player is responsible for answering the question drawn. • The ball will move one line forward for each ITEM the player corrects from the handout, IN ORDER • If they player misses one, the other team has a chance to “steal” the ball and move it down the field the opposite direction. If they make an error, the original team can steal back • Both teams will try to move the ball down the field • When a team scores, the ball starts all the way at the other end of the field.

  4. Coordinating 1.Use a comma & a coordinating conjunction The speakerrose to his feet, and the roombecame quiet. 2. Use a semicolon, an adverbial conjunction, and a comma –I worked hard; therefore, I expected results. 3. Use a semicolon I worked hard; I expected results Subordinating 1. Subordinating Conjunctions While he was eating breakfast, the news came on. 2. relative pronoun. (Who, whose, whoever, what, whatever, whichever, when, that…) The researcher who was studying diabetes had a breakthrough. Combining Sentences

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

  6. Independent clause (Main clause) Can stand alone as a sentence Can be joined to another clause Fred filled a cardboard tube with gunpowder. Dependent clause (Subordinate clause) Cannot stand alone as a sentence Must be joined to an independent clause Becausehe wanted to make his own firecrackers. Two Types of Clauses A word that joins clauses is a conjunction

  7. A dependent clause can be joined to an independent clause to make a sentence Fred filled a cardboard tube with gunpowder because he wanted to make his own firecrackers. Or Because he wanted to make his own firecrackers,Fred filled a cardboard tube with gunpowder. When the sentence starts with the dependent clause, it must have a comma before the independent clause Joining Clauses

  8. Run-ons are independent clauses that have been combined incorrectly. There are several types: The AND run-on The Fused run-on The comma splice We will be going into detail on each one Run-ons green book pg 32-34

  9. two or more relatively long independent clauses with a coordinating conjunction without any punctuation. Goal 1 AND per sentence (some situations warrant 2) (Because this has no punctuation, we have to read it in one breath.) I met Charlyce in a yoga class at the YWCA and we liked each other immediately and we soon became friends and we often hang out at each other’s houses. The and run on (pg 146)

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

  11. The comma splice: two or more independent clauses run together with only a comma. I met Charlyce in a yoga class at the YWCA, we soon became friends. Sounds right? It is actually two separate independent ideas/clauses. We COULD add a ; (semicolon) to make it correct, or we could separate into two sentences. The comma splice run-on

  12. In the story of Fred, identify what kind of run-on these are! Fred didn’t throw the firecracker, he placed it between his legs, he wanted to put the lighter away first. Run-ons Comma splice The fuse burned too quickly before he could throw it the explosive blew up between his legs. Fused

  13. Make into 2 (or more) separate sentences. Make a compound sentence *using the methods of coordination* Make a complex sentence *using the methods of subordination* There are 3 ways to fix Run-Ons

  14. Practice- Packet 1. No Change! I'd like to buy a piano, but I really don't have the money right now. 1. I'd like to buy a piano, but I really don't have the money right now. 2. She gives wonderful parties, I can't wait for her next one. 3. The people on the park bench who meet every day and eat lunch together. 4. I'm saving money for a trip to Oklahoma my brother lives out there. 5. He was beaming he got an A on the exam. 2. Run On! She gives wonderful parties. I can't wait for her next one. 3. Fragment! The people on the park bench who meet every day and eat lunch together. 4. Run on! I'm saving money for a trip to Oklahoma;my brother lives out there. 5. Run on! He was beaming. He got an A on the exam.

  15. Body Paragraphs (p 47) • Chpt 3, Turn to pg 50 • Think of your essay like a Hamburger…. Mmm • Withoutall of the pieces…it’s just not complete! Introduction/Hook Paragraphs prove your thesis. Your thesis is the MEAT!!! Conclusion

  16. Each Paragraph has a part to play • Your individual paragraphs are like pieces of pie. Topic sentence Prove your point: Evidence, a story, a quote, data, research Why does this point matter to your topic???

  17. Topic Sentence (pg 50) • Supports the thesis by clearly stating a main point in the discussion • Announces what the paragraphs will be about • Controls the subject matter of the paragraph • Its like an umbrella for the paragraph • All of the information in the paragraph should RELATE to the topic sentence • The Topic sentence should“prove” or discuss a portion ofthe thesis!

  18. Focusing & Placing (pg 53) • Focusing – be specific(read examples pg 53) • Placement – usually the first sentence in the body paragraph, but does not HAVE to be (read examples pg 54-55)

  19. Paragraph Development (59) • Include enough supporting info/evidence to make readers understand the topic sentence • Make the information clear and specific • Avoid vague generalities and repetitious ideas

  20. Paragraph Length (pg 62) • Long enough to accomplish its purpose and short enough to be interesting. • Avoid one- or two-sentence paragraphs • Divide long-ish paragraphs at a logical point. • Use transitional phrases

  21. Paragraph Unity • Stick to the subject • Unify sentences around a central or main idea- the topic sentence • Unify paragraphs around a thesis

  22. Paragraph Coherence • Use a recognizable order • Time • Space • Deductive • Inductive • Use transitional phrases • Use examples, compare/contrast, sequence, results • Avoid whiplash – maintain coherence!

  23. Practice • Pg 57, Letter C • Add topic sentence to the paragraphs • Not all inventors had it easy in life. • Items originally owned by Elvis have increased in value substantially. • Most people do not consider writing a real occupation. • Just as records are kept for collge football winners, records are kept for college football losers!

  24. Exposition: Compare and Contrast Pg 227

  25. Compare and Contrast these 2 clips • “Exposing” the subject: give information about it

  26. Compare/Contrast “Alice in Wonderland”Trailers • Choose a partner. Work together to do a compare/contrast of the trailers • 1 do the point-by-point comparison (sample on pg 228) • 1 do the Block Method comparison (sample on pg 228) 1951 vs 2010

  27. Block method: Trailer for Alice in Wonderland 1951 Version • Colors • Happy/bright • Greens/yellows • Characters • Child Alice • Silly, over-the-top • Words • Constant text on screen • Descriptive + Sentences 2010 Version • Colors • Dark • Reds and blacks • Characters • Nearly adult Alice • Intense, scary • Words • Almost NO text • Text it actors’names, etc. Theme Characters

  28. Point by PointThesis: The 2010 version of Alice in Wonderland a was MUCH darker and more sinister movie than the 1951 version. • Colors • 1951 Version: Happy/bright; Greens/yellows • 2010 Version: Dark; Reds/blacks • Characters • 1951: Child Alice; Silly, over-the-top • 2010: Nearly adult Alice; intense/scary! • Tone • 1951: Wonder, surprise; Mischievous • 2010: evil/harmful magic; fearful, intense

  29. Known Issues (pg 230-231) • “So what?” – • Why should your reader care? FIND A PURPOSE • Direct your thesis to a particular audience • Describe your subjects clearly and distinctly • Avoid a choppy essay – use transitions! (pg 231)

  30. Take each one of your topicsfrom the pre-write Develop each onemore fully into a paragraphwith an example (quotes, stories, data, facts, etc.) This will help you determine what you need to research Paragraph planning part 2 Most of 1951 A-in-W ‘s characters weremore innocent and childlike than the 2010 version The queen of hearts was similar in both films. In comparing the first appearance of the queen in each movie, it was noted… The Queen in the 1951 version was fat, angry and yelling at her staff, ordering, “Off with his head” for a card off who had minor slip of talking to Alice. The queen of hearts was evil, self-centered, and murderous in both films. But in the 1951 version, she’s not as brutal. The Queen in the 2010 version was small, angry and yelling at her staff, saying “You're right, Stayne. It is far better to be feared than loved.” It shows that both films are similar in the main characters’ personalities. The queen is less scary. 1951 movie, 22:30 2010 movie, 18:11

  31. Assignment • Choose your topic • choose from: 231-232 • • Do a pre-write for your topic (during class today) • Complete 2-3 Paragraph plan handouts • Determine what kind of information you will need for your quotes • Next week: how to introduce quotes. • Research. Find sources and appropriate quotes/data/information/opinions.

  32. Some additional topic optionspg 231-232 • Halloween night to prom night. • Your best friend to your archenemy. • Weeds to flowers. • Slave insurrection to the Revolutionary War. • Being the president to being a homeless person. • Being a snob to being a nerd. • Christopher Columbus to early astronauts. • School bullies to dictators. • Writing essays to going to the dentist. • Church sermons to campaign speeches. • Acting to lying. • Hurricanes to blizzards. • The 1970s to another decade. • The decisions of Red Riding Hood to the decisions of Goldilocks. • Wandering on the African plain to drifting in the open sea. • Making an apple pie to making a mud pie. • Being afraid to being bored. • The influence of music to the influence of books. • The influence of celebrities to the influence of parents. • Learning to ride a bike to learning to drive a car. • Going to a movie to watching a movie at home. • Spending time with your friend to spending time with your dog. • Playing Wii™ games to playing real games.

  33. Homework Compare/Contrast 1st draft DUE @ beginning of NEXT MEETING (50 points) Read: Compare/Contrast Student Essays – pgs233-239 Research Scaffold Vocab 3 – choose 10 words from the articles you choose for your compare contrast paper or GRE words