ENGLISH 83RWEEK 2, DAY 29/3/14Subtitle

Assignments

On the white board, please either write out a definition of one of your vocabulary words, or write out one of your sentences. Do not use the same word that someone else has used.

Please place your homework assignments on the front desk in the alpha folder. Put your homework in by your last name.

Vocabulary List 1 Academic Goals Context Clues

I will walk around to look at your binders.

Agenda

Review: Vocabulary Context Clues

Introduce: “Brainology” using SQ3R and Annotation Little Seagull:

Writing Contexts Academic Contexts/Thesis Elements of a Sentence Sentence Fragments Comma Splices, Fused Sentences MLA Style

REVIEW VOCABULARY WORDS

REVIEW CONTEXT CLUES

REVIEW ACADEMIC GOALS

Academic Goals

Share your goals with someone sitting near you.

Have a short discussion about your goals

Class discussion

“BRAINOLOGY” USING SQ3R & ANNOTATION

“Brainology” using SQ3R & Annotation

We will do the first page together as a class.

Distribute: SQ3R Instructions “Brainology” Activity

Use the SQ3R Instructions to work through the reading. Survey Question (turn headings into questions) Annotate and read (in small chunks) the first page of the article

Discussion

LITTLE SEAGULL HANDBOOK

W-1 Writing Contexts

All writing has a purpose.

Record words/events

Communicate with others

Purpose

Who are your writing to?

Audience background?

What does your audience know about the topic.

Audience

Kinds of writing.

Reports, position papers, poems, letters, instructions, jokes

Genre

Analyze

Compare

Summarize

Topic

Writing Contexts

What is the purpose of Essay #1? To inform your instructor of your academic goals.

Who is your audience? Your Instructor – what do I expect from you? Learn about your goals MLA format Few errors

What type of genre is your writing going to be? Essay

Writing Contexts - Topic

What does topic mean?It is the general subject of the writing

What is the topic of your essay?Academic Goals

Analyze – Let’s think about “Brainology”

Analyze: to study (something) closely and carefully; to learn the nature and relationship of the parts

of (something) by a close and careful examination

Steps to Analyzing:

1. Read or reread the text with specific questions in mind.

2. What are the basic ideas, events and names.

3. What is your personal reaction to the reading? Did you identify with it? What is the point of the article?

4. What are the most important ideas from the reading.

5. Go back to the writing and find specific evidence and passages that are related to the major ideas.

Compare and Summarize

We will learn more about this later on in the semester as well.

Comparing is when you find the differences and similarities in two things or persons.

Summarizing is when you describe what you have read.You will write a short summary of what you have learned from the “Brainology” article.

Stance

Stance = an attitude you have toward your topic.

Examples: Objective = based on facts rather than feelings or opinions Critical = using or involving careful judgment about the

good and bad parts of something Passionate = having, showing, or expressing strong

emotions or beliefs

What stance will your essay take?

Tone

Your stance is expressed through your tone

The words you use and the other ways your text conveys an attitude toward your subject and audience.

The tone you have with your teachers and parents will usually be different from the tone you have with your siblings and friends.

In writing, you will need to make similar adjustments.

In writing your Academic Goals Essay, ask yourself these questions.

What is your stance?

How can you present the purpose of the essay?

What will the tone of your essay be?Thoughtful, purposeful, optimistic

What will the reader (your instructor) think about your stance?

Let’s take a break

Please return in ten minutes.

MORE LITTLE SEAGULL

W-2 Academic contexts

What is expected of you? Key elements of academic writing.

What is a thesis statement?

The thesis statement is that sentence in your text that contains the focus of your essay and tells your reader what the essay is going to be about.

Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported with specific evidence.

It is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.

The thesis statement usually appears at the end of the first paragraph of a paper.

Let’s Practice

Write out your thesis statement for your Academic Goals Essay.

Share your thesis statement with a classmate.

Did your classmate give you a good idea of what his/her paper will be about?

GRAMMAR, GRAMMAR, GRAMMAR

Elements of a sentence; sentence fragments; comma splices, fused sentences

Grammar, grammar, grammar

Depending on the amount of time we have in the class, sometimes I will give you lessons on grammar, and at other times, you will read the chapters in Little Seagull and complete the exercises on your own.

Parts of a Sentence

The Subject The subject includes a noun or a pronoun along with naming the topic of the sentence.

The Predicate The predicate, which always incudes a verb, says what subject is or does

1. My brother and three sisters live on a mountaintop in

Tennessee.

Subject(s):My brother and three

sistersVerb(s):live

2. The narrator of the fairy tales in these books of ancient stories is a

woman.

Subject(s):The narratorVerb(s):is

3. My mother and father have always encouraged me to go to

college.

Subject(s):My mother and fatherVerb(s):have encouraged

4. I would never have finished without their help.

Subject(s):IVerb(s):would have finished

5. In June, I will have been attending college for six straight

years.

Subject(s):IVerb(s):will have been attending

LET’S PRACTICE

Sentence Fragments

Click icon to add picture

We see sentence fragments all the time – they often show up in advertising.

“Got Milk?”

Sentence Fragments

A sentence fragment is a group of words that is capitalized and punctuated as a sentence, but it is not a sentence.

What does a sentence need? At least one independent clause which contains:

A subject A verb And does not start with a subordinating word

Let’s look at some fragments.

1. Because Jim could not complete his homework.

Fragment!

Because Jim could not complete his homework, he went to the park.

2. Working for the restaurant.

Fragment!

Working for the restaurant, Sara felt exhausted.

3. Mary ran.

Complete sentence!

4. While Joe goes to the store.

Fragment!

While Joe goes to the store, you should stay home.

5. When I went to the park.

Fragment!

When I went to the park, I played on the swings.

6. Then, Frank went to his friend’s house.

Complete sentence!

LET’S PRACTICE

Comma Splices and Fused (Run-on) Sentences

A comma splice occurs when two or more independent clauses follow one another with only a comma between them.

A fused (or run-on) sentence occurs when two or more independent clauses follow one another with no punctuation in between.

1. The sun is high, put on some sunblock.

Comma splice!The sun is high. Put on some sunblock.The sun is high; put on some sunblock.The sun is high, so put on some sunblock.

2. This next chapter has a lot of difficult information in it, you should study all night.

Comma splice!This next chapter has a lot of difficult information in it. You should study all night.This next chapter has a lot of difficult information in it; you should study all night.This next chapter has a lot of difficult information in it, so you should study all night.

3. Mr. Smith has sent his four children to ivy-league colleges, however, he has sacrificed his health

working day and night in that dusty bakery.Comma splice!Mr. Smith has sent his four children to ivy-league colleges. However, he has sacrificed his health working day and night in that dusty bakery.Mr. Smith has sent his four children to ivy-league colleges; however, he has sacrificed his health working day and night in that dusty bakery.Mr. Smith has sent his four children to ivy-league colleges, but he has sacrificed his health working day and night in that dusty bakery.

4. This computer doesn’t make sense to me it came without a manual.

Run-on!This computer doesn’t make sense to me. It came without a manual.This computer doesn’t make sense to me; it came without a manual.This computer doesn’t make sense to me, and it came without a manual.

5. The airport is about to shut down because of the snow and if the plane doesn’t land soon, it will have to go on to Boston.

Correct!

MORE PRACTICE

MLA STYLE

Take out a computer – will need to share

MLA = Modern Language Association

We will discuss how to cite references and how to quote when we start working on Essay #2 Educational Autobiography.

For Essay #1, we will go over the format of MLA.

Go to page 149 of Little Seagull for an example.

MLA Format

1. Start a new Word document

2. Running Header1. Click on Insert2. Click on page number3. Click on “top of page”4. Choose the page number that is in the far right.5. Type your last name in front of the page number6. Make sure the font is “Times Roman”7. Double-click to exit the header

MLA Format

Set the line spacing

1. Click on the tiny down arrow next to paragraph

2. Click on spacing

3. Click on line spacing

4. Choose double-space

MLA Format

Information at the top right of the paper:

Elizabeth Aguilar (Student’s Name)

Professor Buchanan (Professor’s Name)

English 83R (Class)

10 September 2014 (This is the date that the essay will be turned in)

Center the title

My Academic Goals

MLA – Margins, Tabs

Make sure the margins are set to 1”

Go to Page Layout

Click on Margins

Indent paragraphs 5 spaces Click on paragraphs Click on tabs Should be set at .05

HOMEWORK FOR MONDAY 9/8/14

Homework for Monday 9/3/14

Complete Annotation/SQ3R using Brainology article

Rough Draft of Academic GoalsTyped; MLA style

Read and complete any exercises on pp. 252-255 of Little Seagull

Study for Context Clues Quiz