Download
engl 105 n.
Skip this Video
Loading SlideShow in 5 Seconds..
Engl 105 PowerPoint Presentation

Engl 105

92 Vues Download Presentation
Télécharger la présentation

Engl 105

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Due today: Compare/Contrast sheet Agenda Run-On sentences - Review Sentence/Fragment/Run on Incorporating research Quoting/paraphrasing Engl 105 Tosspon

  2. Quick review: Fragments Fragment! • To be a complete sentence- • Subject • Verb • Express a complete thought • Watch for words like “although” and “because”! • Because I wentto the park.

  3. Combining Sentences 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.

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

  5. Two Types of Clauses A word that joins clauses is a conjunction • 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.

  6. When the sentence starts with the dependent clause, it must have a comma before the independent clause 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.

  7. 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

  8. 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.

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

  10. 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.

  11. Review: Run ON Kevin bought me a coke so we went to the park together. Kevin bought me a coke, we went to the park together I went to the store and bought a candy bar and who did I see there but Kevin who got me a coke and so we went to the park together. • Fragment= incomplete • 2 or more independent clauses (whole sentences) combined incorrectly. • Too many ANDS (goal 1-2 “and”s per sentence) • Fused • Jammed together with no punctuation • Comma Splice • Jammed together with just a comma (need comma conjunction!!!)

  12. Practice- Packet 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. 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. 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.

  13. Game! • Sentence/Fragment/Run on Free-throw Contest • Each team – choose a shooting order • 1 pt – identify Sentence, Fragment, Run on • 1 pt – correct Fragment, Run on, OR identify Subject/Verb of sentence

  14. Research Planning • With your group, plan the layout of your materials: Digital ProjectWritten Project • May need/want to revise your rubric at this point (due in wk 9). • Each “main point” needs a quote. • What further research do you need to do? Assign research tasks. • Computer lab time next week & at end of this week.

  15. Plagiarism, Citing& Using Sources Tosspon’s English 105 Heald College

  16. Obvious Plagiarism • 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.

  17. Cite 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

  18. DON’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.

  19. Must Cite in 2 places: In-textWorks 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.

  20. Works Cited 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>.

  21. In-text citations: Direct Quote Works Cited Shakespeare, William. Romeo and Juliet. New York: Scholastic, Inc., 1969. 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).

  22. Direct Quotes • Direct quotation: • Educators are cautioned that “…labels tend to stick, and few people go back later to document a shifting profile of intelligences” (Gardner 139). • Paraphrase with in-text citation: • Gardner explains that there are difficulties in labeling children with a type of intelligence, including the problem that labels may last, while the assessment may change (139).

  23. Which of these should be cited? On September 11, 2001, the World Trade Center and the Pentagon were attacked by hijacked airplanes. 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.

  24. 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.

  25. 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.

  26. A! It is very specific, even w/ out quotes! 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.

  27. Quoting MLA style citation • Pg 393 • Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author. • Direct quotation. Finally, determining which frog had committed the atrocity she shouted, “Off with his head!” (Burton 26:52).

  28. Paraphrasing • Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly. • Paraphrase. In Chapter 11 of Into the Wild, Walt, McCandless’s father, remembers an early hike with twelve-year-old Chris. They made it to 13,000 feet before turning back from the 14,256-foot summit in Colorado. Chris did not want to quit, and complained all the way down (Krakauer, 109).

  29. Summarizing • Summary. In Into the Wild, Krakauer seems to be working out his own past and his relationship with his father as well as telling the sad story of Chris McCandless. Because Krakauer, too, is a man of the outdoors, he understands something about the call of the wild. • Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.

  30. Practice Paraphrase, Quote, Summary Handout

  31. Practice “Natural Remedies” 1. Many foods can help mild to moderate nausea. Ginger and fruit are examples of foods that can help an individual feel better. 2. Pectin, found in apples, peaches, plums, and carrots, can help decrease nausea. 3. “Ginger…[is a] very powerful plant that works on the digestive tract” (Greening 18).

  32. Using Quotes/Paraphrases Your quote can’t make your point for you. YOU must make your point. Use a quote,tell the reader WHAT it shows and why.

  33. Try it on YOUR quote(s) • Fill out a paragraph organizer for YOUR main points/quotes

  34. Incorporating Research • Read the paper • Highlight/circle each quote • Take notes in the margin • What kind of hook is it? • What is the thesis? • what is each main point? • Choose 1 quote • Do a “Quote Sandwich” for it!

  35. Quoting • Pg 393 • Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author. • Direct quotation. Jon Krakauer says, “I had been granted unusual freedom and responsibility at an early age, for which I should have been grateful in the extreme, but I wasn’t” (Krakauer, 148).

  36. Paraphrasing • Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly. • Paraphrase. In Chapter 11 of Into the Wild, Walt, McCandless’s father, remembers an early hike with twelve-year-old Chris. They made it to 13,000 feet before turning back from the 14,256-foot summit in Colorado. Chris did not want to quit, and complained all the way down (Krakauer, 109).

  37. Summarizing • Summary. In Into the Wild, Krakauer seems to be working out his own past and his relationship with his father as well as telling the sad story of Chris McCandless. Because Krakauer, too, is a man of the outdoors, he understands something about the call of the wild. • Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.

  38. Practice Paraphrase, Quote, Summary Handout

  39. Using Quotes/Paraphrases Your quote can’t make your point for you. YOU must make your point. Use a quote,tell the reader WHAT it shows and why.

  40. Practice “Natural Remedies” 1. Many foods can help mild to moderate nausea. Ginger and fruit are examples of foods that can help an individual feel better. 2. “Ginger…[is a] very powerful plant that works on the digestive tract” (Greening 18). 3. Pectin, found in apples, peaches, plums, and carrots, can help decrease nausea (Greening 18).

  41. The Quote Sandwich Kermit the Frog profoundly states, According to Kermit the Frog, As Kermit the Frog points out, “It’s not easy being green” (123). Analyze your quote/: Relate it to your point Here Kermit is referring to the prejudice our society has against green creatures. Thus we can see that even a famous frog suffers from the color of his skin. Sadly, Kermit isn’t always the happy frog he appears to be on TV. Judging from his peeling skin, we can see that Kermit it right. The depletion of the ozone makes life difficult for not only humans but green animals as well. Read & highlight the handout Introduce your quote/paraphrase Use your quote Explain your quote

  42. Quote Sandwich

  43. Using Quotes/Evidence • Look @ each paragraph • Write the thesis @ the top of the paper • What is the main point of the paragraph? • How does the author use each quote? • How does she introduce the quote? • What quote is used • What does it mean to her paragraph? • How does it prove her thesis?

  44. Signal the Use of a Source Read & highlight the handout • Introduce your sources • Dialogue Tags • Phrases • Sentences • Divide your sources • Use Key Phrases

  45. Try it on YOUR quote(s) • Fill out a paragraph organizer for YOUR main points/quotes

  46. Quotation Punctuation Citation: use 1st thing in the Works Cited page (usually author’s last name or article title) Period goes AFTER the quote

  47. Works Cited • Use www.easybib.com • Make sure ALL information is correct • Works Cited goes on its OWN PAGE • Do NOT trust Microsoft! It uses MLA 2007

  48. Homework: Thurs • Compare/Contrast • write-up your comparison of the 2 articles (yours v a classmate) and use 2 Quote Sandwiches (minimum 2 pgs) • Read –Causal essay example