student

Writing

guide

Trumbull High School

SECOND edition

“A professional writer is an

amateur who didn't quit."

-Richard Bach

"Writing, like life itself, is a voyage of discovery. The adventure is a

metaphysical one; it is a way of approaching life indirectly, of acquiring a

total rather than a partial view of the universe. The writer lives between the

upper and lower worlds: he takes the path in order eventually to become that

path himself." Henry Miller

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Dear THS Students and Parents:

Student Writing Guide, in its second edition, is an interdisciplinary approach to helping

students with various aspects of the writing and research processes. From developing a

thesis statement for a literary analysis in English class, to checking your Works Cited

page for a social studies research paper, to adding transitions to your science lab

persuasive letter, Student Writing Guide provides the tools you need to revise and edit

your writing.

Our goal at Trumbull High School is to help you with all aspects of the writing process.

We aim to help you to recognize your strengths and your errors so that you can self-

correct, while assisting you in becoming independent revisers and editors. Our long-range

goal is to encourage you in a lifetime of writing.

Carry Student Writing Guide with you, and seek the answers to your writing questions. If

there is a writing challenge that you do not find in Student Writing Guide, please contact

us at any time during the year, for this guide is alive and will be revised annually to meet

all of your writing needs.

Sincerely,

The Writing and Research Center Staff

Jodi Netting, Colin Neenan, and Dean Pelligra

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TABLE OF CONTENTS WRITING

Thesis Statements................................................................................................. 4-6

Essay Structure .........................................................................................................7

Incorporating and Discussing Quotes ......................................................................8

RESEARCH

Research Process Checklist......................................................................................9

Modern Language Association (MLA) ............................................................ 10-15

2009 Update ...............................................................................................10

Works Cited ...............................................................................................10

In-Text Citations .................................................................................. 11-12

Miscellaneous MLA (Numbers and Titles) ...............................................12

Print/Web Sources ............................................................................... 13-14

Sample Works Cited Page .........................................................................15

REVISION and EDITING

THS Writing Standards ..........................................................................................16

Sentence Structure .................................................................................................17

Transitions..............................................................................................................18

Revision Process Checklist .............................................................................. 19-20

Helpful Proofreading Hints ....................................................................................21

Word Usage Tips ...................................................................................................22

Proofreading Process Checklist .............................................................................23

Additional Support .................................................................................................24

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THESIS STATEMENTS A thesis statement is a one (or two) sentence explanation of the argument you will present in your paper or project. It should answer the essential question you used while researching and should provide the focus for your entire piece. In science class, a hypothesis is like a thesis statement. Rather than being debatable, the hypothesis must include a comparative phrase and be measurable. Keep in Mind:

You can create a thesis statement by turning the essential question into a statement

and making this more specific. Your thesis statement must be debatable. Consider your thesis a working thesis, as you may find that your paper leads you to a

different place. The body of your essay must support the thesis. All ideas must connect to this thesis. Your thesis statement should be able to stand alone and tell the reader what you are

writing about.

Language:

Be assertive/persuasive Avoid “I think,” “I believe,” and “In my opinion.”

Do not list the main ideas (preview points, points of discussion, criteria) in your thesis statement.

Choose strong words; avoid pronouns and weak verbs. Be concise. Be specific.

Sample Essential Questions and Thesis Statements:

Subject Essential Question Thesis Science How does food availability in the

environment affect yeast population growth?

As food availability increases, the growth rate of yeast population will become faster. (The “Why?” will be answered in the conclusion.)

English

In The Catcher in the Rye is Holden a cynic, or are his actions and opinions motivated by other factors?

Holden, a lonely individual whose lack of meaningful relationships leads others to see him as a cynic, is actually longing for connectedness.

Social Studies

Should hazing be a felony offense?

If state legislators do not recognize hazing as a felony offense, future injuries or death may result.

SS THESIS STATEMENTS: WORK YOUR WAY THROUGH

Essential Question: How instrumental was the assassination of Archduke Franz Ferdinand in the start of World War I? ______________________________________________________________________________

Take the question, and turn it into a statement: The assassination of Archduke Franz Ferdinand was very instrumental in the start of World War I. ______________________________________________________________________________ ______________________________________________________________________________

Now, to make your statement more specific, most teachers will expect you to ask yourself, “Why?” The assassination of Archduke Franz Ferdinand was very instrumental in the start of World War I because it led to Austria-Hungary declaring war against Serbia, causing other countries to declare war as well. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Now that you have the central idea that you will be proving in your paper, you must look at your thesis and revise your wording, making your statement powerful and concise. The assassination of Archduke Franz Ferdinand was the lynchpin to conflict in Europe because it gave Austria-Hungary the necessary excuse to declare war against Serbia. Allies on both sides soon declared war against each other, and World War I had begun. ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Finally, as you do with all writing, proofread your work. Compare the first thesis statement to the final thesis statement. This shows more depth of thought, is focused on a single idea, and is debatable. This is your goal.

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ENGLISH THESIS STATEMENTS: WORK YOUR WAY THROUGH

Essential Question: What emotions is Private First Class Paul Berlin forced to deal with? ____________________________________________________________________________?

Take the question, and turn it into a statement: Rather than being filled with courage, Paul Berlin fights to cope with his fears. _____________________________________________________________________________

Now, to make your statement more specific, ask yourself, “How?” or “Why?” Rather than being filled with courage, Paul Berlin fights to cope with his fears because he wants to make his father proud. _____________________________________________________________________________ _____________________________________________________________________________

Next, to make your statement even more specific, ask yourself, “So what?” Rather than being filled with courage, Paul Berlin fights to cope with his fears because he wants to make his father proud even though Paul is actually a child fighting on the front lines. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Next, because we are focusing on analyzing a piece of writing (while in a history class our task would not necessarily require us to do so; therefore, our thesis statements may not go to this next level), we have to ask ourselves, “How does the author accomplish this?” Rather than being filled with courage, Paul Berlin fights to cope with his fears, as shown through his constantly changing emotions, because he wants to make his father proud, even though Paul is actually a child fighting on the front lines. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Now that you have the central idea that you will be proving in your paper, you must look at your thesis and revise your wording, making your statement powerful and concise. As shown through his changing emotions, Paul Berlin, a frightened child battling a war, fights his fears to make his father proud. _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________

Finally, as you do with all writing, proofread your work! Compare the first thesis statement to the final thesis statement. This shows more depth of thought, is focused on a single idea, and is debatable. This is your goal.

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ESSAY STRUCTURE

To check the structure of your essay, do the following:

Write out your thesis statement: Even though Ralph and Piggy struggle to agree with each other, the turn of events creates a strong bond between them, consequently helping others to survive on the island.

Now, write out each topic sentence, bold the transition, underline the main idea of the paragraph, and italicize the tie to the thesis. If the topic sentence is missing any one of these three components, you must revise it. Example #1: From the second Piggy and Ralph meet, they stand up for each other. Example #1 is missing a tie to the thesis. Revised: From the second Piggy and Ralph meet, they stand up for each other, showing an immediate connection necessary for survival. Example #2: However, Piggy starts relying on Ralph for his support, as a brother would look up to his sibling. Example #2 is missing a clear tie to the thesis; it is implied with the reference to “brother,” that they share a bond. Spell it out! Revised: However, Piggy starts relying on Ralph for his support, as a brother would look up to his sibling, further illustrating this bond and unifying the two of them for the purpose of being rescued. Example #3: Ralph often becomes discouraged when Jack and the other boys on the island do not listen to what he has to say. However, Piggy is always eager to hear what Ralph is planning. Example #3 is missing a transition and a solid the tie to the thesis. Revised: Even though Ralph often becomes discouraged when Jack and the other boys on the island do not listen to what he has to say, Piggy is always eager to hear what Ralph is planning, so together they can fight for survival.

Repeat this process for each topic sentence in the paper.

Once you are done looking at the surface of the structure, examine the details within each paragraph. Does each one fit under the umbrella of the topic sentence?

If not, decide whether you need to make the topic sentence more general to fit the details or if you need to make the details more specific to fit the topic sentence.

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INCORPORATING AND DISCUSSING QUOTES

To seamlessly incorporate quotes into your paper, try using this simple structure: Statement leading up to quote, “Quote” (citation). Statement discussing quote.* The quote should be part of a well-constructed sentence. DISCONNECTED QUOTE: The choir follows Jack but not because they respect him. They are used to him being in charge, and they just stick with him because that is what they have always done. “With dreary obedience the choir raised their hands”(15). The boys vote for him unwillingly.

INCORPORATED QUOTE: Instead of willingly and proudly voting for Jack as chief, the boys in the choir raise their hands, “with dreary obedience” (15). It is clear in this moment that the choir only supports Jack because they have been made to vote for him in the past, not because they respect him as a leader.

Notice that only the part of the quote that is needed is used. Now the statement fits into the discussion. The explanation as to what this moment proves is included with more detail. SIMPLE STATEMENTS & DISCONNECTED QUOTE: Roger is like an animal following his prey. “When Henry tired of his play and wandered off along the beach, Roger followed him, keeping beneath the palms and drifting casually in the same direction”(50). He waits and prepares to attack Henry.

INCORPORATED QUOTE & IMAGERY: When Roger stalks his prey, Henry, he stays just behind him, “keeping beneath the palms and drifting casually in the same direction”(50). Picturing Roger hiding in the shadows as he plans his attack, like a panther stalking a monkey in the jungle, is easy.

Notice again that only part of the quote is needed. This shows thoughtfulness in terms of which part of the quote is most important. Also note the change from the simple statement about Roger as an animal to a more descriptive statement about a panther and a monkey. SIMPLE STATEMENTS & DISCONNECTED QUOTE: States need stricter laws against texting while driving because drivers who try to multitask often cause deadly crashes. “In most states if someone is texting behind the wheel and causes a crash that injures or kills someone, the penalty can be as light as a fine” (Richtel). This quote is an example of why the laws should be changed.

INCORPORATED QUOTE & MEANINGFUL FOLLOW-UP: States need stricter laws against texting while driving because “in most states if someone is texting behind the wheel and causes a crash that injures or kills someone, the penalty can be as light as a fine”(Richtel). Certainly killing someone warrants a far greater consequence if states hope to put an end to this deadly irresponsibility.

Notice that the entire quote is used, but it is incorporated into the lead. Instead of saying, “This quote…” as a follow-up, a persuasive conclusion is drawn. *Idea and Lord of the Flies examples compliments of Kristen Coleman

 

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RESEARCH PROCESS CHECKLIST

Before

___ I have an essential question. _________________

tion

you begin researching:

Write it down here: ________________________________________ ________________________________________________________ Research requires an essential ques so you know what you’re looking for. If you

___ I ulk to your teacher or other

___ I have a li________ __________ __________ __________

___ I know what sources I’m going to use. ks and paid databases. They are the most reliable.

don’t have one, see your teacher. nderstand my essential question. If you can’t explain it in your own words, you may want to tastudents in your class.

subject of my essential question. ___ I know something about the If not, you will want to look at an encyclopedia such as Wikipedia.

st of search terms. List them here: __________ ____________ __________

Start with boo While you are researching: ___ I searched ___sources.

___ I found information that answered my essential question in ___sources. achers will

___ the essential question. nough information for my assignment.

___ I took notes on or selectively underlined each of these sources. (Many teunderlining.) require you to submit your notes or selective

___ I recorded the bibliographic information for all sources as I used them. ___ I used note cards to organize my information.

I can explain how each piece of information I have relates back to ___ I believe I have at least e After you are finished researching: I w essential question

to information I

___ I used my own words or used quotation marks to avoid plagiarism. ___ I created a Works Cited page in proper MLA format.

___ rote a thesis statement that answered the . ___ I used a parenthetical citation in my assignment each time I referred

didn’t know when I began my research.

MLA STYLE GUIDE TIPS Please note that all submitted school work requires an MLA header (sample found on page 16). MLA Handbook for Writers of Research Papers (7th edition) has made some major changes. Please note these changes below.

WHAT’S NEW…MLA UPDATE 2009

• No more URLs! MLA no longer requires URLs. However, if citation information is not easily found, writers are encouraged to provide the URL. If you cite the URL, print electronic address between carets (< >). • You must include a publication medium marker. Most entries are listed as Print or Web, but other possibilities include Performance, DVD, or TV. Most of these markers will appear at the end of entries; however, markers for web sources are followed by the date of access. • Many web source entries now require a publisher name, a date of publication, and/or page numbers. When no publisher name appears on the website, write n.p. for no publisher given. When sites omit a date of publication, write n.d. for no date.

WORKS CITED PAGE

• Center the words Works Cited.

• Do not bold-face, italicize or underline Works Cited or Works Consulted.

• Double space between lines and between entries.

• Indent the second line of each entry, as well as any additional lines.

• Do not number entries.

• Alphabetize entries.

• Date format: day month year (abbreviate all months except May, June, July)

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10 Sept. 2008

IN-TEXT (PARENTHETICAL) CITATIONS

• In parentheses, immediately after a quotation (or a paraphrase of that source’s idea), place the author’s last name, a space, and the page number(s). Do not place a period or a comma inside the quotation marks. According to one wise man, “We either make ourselves miserable, or we make ourselves strong. The amount of work is the same” (Castanada 1). • When a source has no author, use title of article, book, etc. Most of France was rural: 80 percent of the population lived in villages or hamlets of less than 2,000 people (“The French Revolution” 66). • When citing from the same source consecutively, include the author’s name for the first citation. Thereafter, cite only the page number. • When there is more than one source by the same author, include the author’s last name and the article or book title. • When citing from an indirect source (a source cited in another source), use the abbreviation qtd. in. (Dewey qtd. in Smith 318). • When a direct quote is four lines or more, you must use a block quote. To do so, begin a new line, and indent one inch from the left margin. Double-space a block quote. Omit quotation marks, unless your quote is dialogue, and then use single quotes. Your citation should come after the closing punctuation mark.

Yes, he had practically saved my life. He had also practically

lost it for me. I wouldn’t have been on that damn limb except for

him. I wouldn’t have turned around, and so lost my balance, if he

hadn’t been there. I didn’t need to feel any tremendous rush of

gratitude toward Phineas. (Knowles 24)

• Place a colon following a complete sentence that precedes and introduces a quote. ENGLISH CLASS • Dialogue is placed in single quotes within the quotation marks. “‘Funerals are unhappy and pagan? Eliminate them, too’” (Bradbury 59-60).

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• When citing from a play, include the act, scene, and page number in Arabic numerals, separating each with a period. “Here’s to my love! O true apothecary!/Thy drugs are quick. Thus with a kiss I die” (5.3.119). • When citing from a poem, include the word “line(s)” and the line number(s). (lines 9-10). MISCELLANEOUS NUMBERS • Spell out numbers written in one or two words. Two, ninety-nine, two thousand, four million • Use numerals for numbers written in more than two words. 2½; 350; 12,500 • Use numerals for numbers that precede technical units of measurement. 2 inches, 3 kilograms • Be consistent in number use. The lab results showed that 25 of the 127 color combinations repeated themselves. • Spell out numbers that start sentences. Eight thousand casualties in the June Fourth incident were reported by one source. • Use numerals for page numbers, percentages, money, and addresses. Page 8, 17%, $3.50, 72 Strobel Road TITLES • Italicize titles of independently published works. (Do not underline.) books, plays, pamphlets, films, CD’s, periodicals (newspapers, magazines, journals), paintings • Use quotation marks for titles of works published within larger works.

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articles, essays, poems, book chapters, or short stories published within independently published works; episodes of radio or television shows; songs on a CD; scenes in a film

PRINT SOURCES BOOKS One author

Author’s name. Title of Book. City of publication: Publisher, Year of publication. Medium of publication.

Twain, Mark. Adventures of Huckleberry Finn. New York: Grosset & Dunlap, 1976. Print.

Two or more authors

Format as above, but note change in author format.

Smith, Michael W., and Jeffrey D. Wilhelm. “Reading Don’t Fix No Chevys”Literacy in the Lives of Young Men. Portsmouth: Heinemann, 2002. Print.

More than three authors Format as above, but rather than list the additional authors, write “et al,” which means “and all” in Latin.

Applebee, Arthur N., et al. The Language of Literature. Boston: McDougal Littell, 2000. Print.

ARTICLES

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Reference Book (Encyclopedia/Dictionary)

“Title of Article.” Title of Encyclopedia. Edition (if stated). Year of publication. Medium of publication.

“Feminism.” Encyclopedia of American Studies. 2001. Print.

Magazine

Author(s). “Title of Article.” Title of Periodical Date of periodical: Pages. Medium of publication.

Desvarieux, Jessica. "Haiti: No Calm Before the Storms." Time 24 May 2010: 32-37. Print.

Newspaper

Cite a newspaper article as you would a magazine article. If you are citing from a local newspaper, include the city name in brackets after the title of the newspaper.

Graham, Jefferson. "Apple and Google square off." USA Today 7 June 2010: 1B. Print.

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WEB SOURCES Web Site Author. “Title of Work.” Title of Website. Publisher of

site, Date of publication. Medium of publication. Date of access.

Wiles, Andrew. “Solving Fermat: Andrew Wiles.” NOVA

Online. PBS. Org, Nov. 2000. Web. 8 June 2010. Database Author. "Title of Article." Periodical Name Volume

Number (for scholarly journal) Date (for scholarly journals include the year in parentheses; for all others include the date without parentheses): Inclusive page numbers. Title of database. Medium of publication. Date of access.

Chon, Margaret, and Donna E. Arzt. "Walking While

Muslim." Law and Contemporary Problems 68.2 (2005): 215+. General One File. Web. 3 May 2010.

Court Case Name of case. Case citation. Name of court. Year decision was made. Source. Medium of publication. Date of access.

Estes v. Texas. 381 U.S. 532. Supreme Court of the United

States. 1965. LexisNexis Academic. Web. 15 June 2011.

VIDEO SOURCES Video clip on YouTube “Title of Video.” Date of publication of video. Title of

Web site. Medium of publication. Date of access.

“A Look Back at the 1960’s.” 11 Nov. 2008. YouTube. Web. 11 June 2010.

Film or Video Recording Title. Director. Original release date. Distributor, Release year. Medium of publication.

The Hurt Locker. Dir. Kathryn Bigelow. 2008. Voltage Pictures, 2010. DVD.

Song from a CD Performer. “Title of song.” Release date (if available). Title of CD. Manufacturer, Year of publication. Medium of publication.

The Beatles. “Let It Be.” 26 Sept. 1969. Abbey Road. EMI,

2009. CD.

 

Works Cited “A Look Back at the 1960’s.” 11 Nov. 2008. YouTube. Web. 11 June 2010. Applebee, Arthur N., et al. The Language of Literature. Boston: McDougal Littell, 2000. Print.

Smith, Michael W., and Jeffrey D. Wilhelm. “Reading Don’t Fix No Chevys”: Literacy in the

Lives of Young Men. Portsmouth: Heinemann, 2002. Print. Twain, Mark. Adventures of Huckleberry Finn. New York: Grosset & Dunlap, 1976. Print. 

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THS WRITING STANDARDS

Before you hand in the final copy of a paper in any given class (i.e., a science lab report, a social studies research paper, or an English essay), make sure you have met the minimum standards in written work as defined below.

1) Type and double-space the paper. 2) Use a standard font (Times New Roman, Arial, or Courier); 12-14 point font is preferred.

3) Create one-inch margins on all sides of the paper.

4) Leave only one space after periods and other punctuation marks, unless otherwise instructed by your

teacher.

5) Write an MLA header that is flush with the right margin on the top of each page and includes your last name and the page number.

6) Type a proper heading, following the MLA format:

Smith 1

Pete Smith Mr. Jones English 101 15 June 2011 Starting a Subway: Living the American Dream

• Your full name must appear.

• The teacher’s name and the subject must appear in the proper places.

• MLA date format is day month year; the name of the month must be spelled out.

• The title must be centered; you never underline, bold, or put the title of a paper in quotation

marks.

• Double-space the entire header and the title of the paper; double-space between the title and the

body of the paper.

SENTENCE STRUCTURE

Sentence Variety Subject/Verb is the most common sentence structure, as you see from the beginning of this sentence. Starting every sentence the same way makes for flat writing. Awaken your paper by varying your sentence structure. Notice how many ways I can write one sentence:

• I love to ski because it releases my free spirit and leaves me feeling exhilarated.

(subject/verb)

• When I ski, I feel exhilarated and free-spirited.

(beginning with an adverb clause)

• To ski leaves me feeling free-spirited and exhilarated.

(beginning with an infinitive)

• Releasing my free spirit and making me feel exhilarated, skiing is awesome.

(beginning with a participial phrase)

• Skiing releases my free spirit and leaves me feeling exhilarated.

(beginning with a gerund)

• With my free spirit, I ski and feel exhilarated.

(beginning with a prepositional phrase)

Sentence Length Long, wordy sentences hide vivid details while short, choppy sentences lead to monotony. A variation in sentence length results in more fluent, sophisticated writing. Try varying your sentence length and combining sentences to strengthen your fluency.

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TRANSITIONS Addition and Conclusion

accordingly again also another as a result consequently finally for this reason furthermore hence in addition to in other words in summary in the same way indeed more specifically moreover next therefore thus to summarize undoubtedly Contrast and Comparison

although as as though at the same time but conversely despite either equally important however in contrast to in spite of likewise neither nevertheless nor notwithstanding on the contrary on the other hand otherwise rather similarly still though whereas yet

Emphasis and Repetition

certainly for example for instance in fact in other words in particular in the same way in truth indeed more specifically most importantly naturally obviously of course therefore thus undoubtedly

Time

all of a sudden at last at length at present at this instant at this point finally formerly immediately in the first place in the future in the meantime instantly later meanwhile presently subsequently suddenly then whereupon while

Reason, Condition, Purpose and Result

accordingly admittedly as a result because consequently for this purpose for this reason hence in order that in this way inevitably notwithstanding on account of on that account owing to provided that since therefore thus unless

REVISION PROCESS CHECKLIST

Title YES NO

1) Do you have a good title that frames the paper, drawing

the reader in? _____ _____

• This should never be the title of the work you are analyzing. • Do not underline, boldface, or put quotation marks around the

title of a paper.

Introduction

2) Does your introduction have a lead that is both captivating

and clearly stated? _____ _____

3) If you are writing a literary analysis, are the title and author

stated in the introduction? (Remember that novel titles

are italicized, and short story titles are in quotation marks.) _____ _____

4) Does the introduction give the reader a clear sense

of where the essay is going? _____ _____

5) Is your thesis strong? (See Thesis Statements page.) _____ _____

Body Paragraphs (Go through this for each paragraph)

6) Does the topic sentence state clearly what the body paragraph

is about? _____ _____

7) Does the topic sentence tie directly to the thesis? _____ _____

8) Have you used an appropriate and sophisticated transition

or transitional sentence? (e.g., Although Sony Corporation can be

considered one of the strongest competitors in its industry, it still

has its weak points.) _____ _____

9) Does the paragraph focus on one main idea? _____ _____

10) Does each general detail contain specific support? _____ _____

If it helps you, label the general detail with GD and the specific with SD; this way you will see what you are lacking.

11) Have you used someone else’s interpretation without citing it? _____ _____

12) If you have inserted a quote, have you explained the

significance of this quote as it relates to the content of the paper? _____ _____

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13) Is each quote cited correctly? (See In-text Citations.) _____ _____

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14) Have you wrapped up your body paragraph in a clear and

interesting way? (Sony Corporation’s weaknesses can ultimately lead

to a loss of customers and a lack of expected revenue.) _____ _____

Conclusion

15) Does the conclusion wrap up the essay, tying loose ends together

for the reader? _____ _____

16) Does the conclusion include only ideas that have been previously

discussed? _____ _____

17) Does the conclusion end with a powerful, thought-provoking

statement that ties your beginning and ending together? _____ _____

Writing

18) Have you read the paper aloud? _____ _____

19) Was it easy to read? _____ _____

20) Is your sentence structure varied in terms of length and

sentence beginnings? _____ _____

21) Is your word choice strong and varied, with a limited number

of pronouns and powerful action verbs? _____ _____

22) Is your verb tense consistent throughout the piece? _____ _____

If you are writing about literature, use present tense. If you are writing about history, use past tense.

HELPFUL PROOFREADING HINTS

Commas Use a comma to set off introductory or transitional words at the beginning of a sentence. For example, Well, Yes, No, First, and Why. No, today is not a snow day.

Use a comma when two independent clauses (sentences) are connected by a conjunction such as but, and, or, nor, for, yet, or so. We love school, but we love summer even more.

Use commas to separate an appositive (noun or pronoun that further describes another noun or pronoun in the sentence). My teacher, Mrs. Black, loves snow days more than we do. If a sentence begins with a dependent clause, use a comma to separate it from the independent clause. If we have a snow day, I’m going back to bed. Semicolons

• When you see one of the following conjunctions: however, therefore, in addition, moreover, subsequently, consequently, instead, and additionally, use a semicolon before the conjunction and a comma after it. I hope you all had a wonderful holiday weekend; however, it is now time to get back to work.

• Use a semicolon to combine two complete but related sentences that are not joined by a conjunction. Eating is one of my favorite pastimes; I love every meal of the day. Agreement • Verbs must agree with subjects. Incorrect: The team of players are going on the bus. Correct: The team of players is going on the bus. • Pronouns must agree with their antecedents. Incorrect: Everyone on the team brought their baseball bats. Correct: Everyone on the team brought her baseball bat.

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WORD USAGE TIPS

Accept - to receive

Except - excluding (think of “x” for except)

I accept everyone’s application except yours.

Affect - to influence change (think of “a” for

action verb)

Effect - the result of a change

The effects of studying hard will affect my

overall learning experience.

A lot - great deal (not one word – you don’t

write “alittle,” so don’t write “alot”)

Cannot - negative form of can (one word)

Someday - at some future time (one word)

I cannot believe that someday I might make a lot

of money.

Altogether - completely

All together - in a group (with this one, you can

omit the “all”)

When cable went out, we lost TV altogether.

The team sat all together on the bench.

Anymore - no longer (can also be written as

“any more,” but it’s not as common)

Now that I am a sophomore, I am not nervous

anymore.

Could have, would have, should have (not

could of, would of, should of)

I could have sworn I handed my paper in

yesterday.

Its - belonging to it

It’s - “it is”

It’s time for the dog to bury its bone

underground.

Led - showed the way (not lead)

I will show you the path that Robert Frost led

me down, when two roads diverged in a yellow

wood.

Make do - compensate (not make due)

I had no sugar, but I tried to make do by using

maple syrup.

Once in a while - every so often (not once and a

while)

Once in a while I allow myself to sleep until

noon.

Past - a distance or a period of time before now

Passed - moved in a specific direction

In the past, the police drove past the criminal’s

house, but now that he has passed the lie

detector test, they leave him alone.

Peak - mountain top

Peek - look at

Piqued - provoked; aroused

As I peeked out my window and noticed the

glorious mountain peak, I finally realized that

nature piques my interest.

Recurring - happening again (reoccurring is not

a word)

The recurring changes in my dog’s health led

me to believe that he was ill.

Their - belonging to them

There - position or placement

They're - they are

They’re the ones who brought their towels over

there.

Then - at that time

Than - introducing the second element in a

comparison (think of “an”d because you will

always have two elements when using “than”)

I then said to him, “I like you better than I like

her.”

Who - subject of the sentence (if you can

substitute the word with “he, she, or “they,” use

“who”)

Whom - object of the sentence (if you can

substitute the word with “him,” “her,” or

“them,” use “whom”)

Who went to the store with whom?

She went to the store with him.

PROOFREADING PROCESS CHECKLIST

Your writing is not finished after revision; you must proofread your work. The following list provides basic rules of mechanics to be used as a guide for proofreading. Proofreading Abbreviations and Symbols wc revise word choice RO run-on sentence ¶ new paragraph

awk wording is awkward sp incorrect spelling capitalize

frag incomplete sentence delete word insert

YES NO

1. Are end punctuation marks correct? _____ _____

2. Are commas used correctly? _____ _____

3. Are quotation marks used correctly in dialogue and citations? _____ _____

4. Are verb tenses consistent and correct? (present tense when writing about literature/past tense when writing about history) _____ _____

5. Are proper nouns and the beginning of sentences capitalized? _____ _____

6. Are apostrophes used correctly? _____ _____

7. Is the paper free of contractions? (Direct quotes and narratives may contain contractions.) _____ _____

8. Is spelling correct? _____ _____ 9. Do the pronouns agree with their antecedents in

number and gender? _____ _____

10. Is the paper free of run-ons and sentence fragments? _____ _____

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ADDITIONAL SUPPORT Writing and Research Support For additional writing/research support and models of student writing not found in this guide, go to the Writing Center and Media Center Web pages at www.trumbullps.org/ths/writing and www.trumbullps.org/ths/lm. For help with creating a Works Cited page or other research help, THS subscribes to Noodletools (noodletools.com). Check with a media specialist if you are interested in logging in from home. For additional MLA support, go to http://owl.english.purdue.edu/owl/resources/557/01. Essay Writing and Grammar Support For additional writing/grammar support, go to http://owl.english.purdue.edu/owl/ or http://www.unc.edu/depts/wcweb/handouts/index.html. World Language Support For additional world language support, go to http://www.wordreference.com/.