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2010 English150 Week6 Part1
 

2010 English150 Week6 Part1

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    2010 English150 Week6 Part1 2010 English150 Week6 Part1 Presentation Transcript

    • Informative Writing Week 6, Part 1
    • Today
      • Peer edit preparation
      • Peer edit/grading criteria for informative essay
      • Writing Process
        • Introductions
        • Formatting
      • Quizzes back
    • Word-of-the-day
      • Canon:
      • “ any comprehensive list of
      • books within a field.”
      • Example:
      • The literary canon includes Shakespeare, Milton, and Donne.
    • Grammar-rama: Hyphens
      • Hyphens and dashes
    • Hyphens and Dashes
      • Hyphens: short (one click on the keyboard)
      • Dashes: two hyphens on the keyboard
    • Hyphens
      • (qtd in St Martin’s Handbook 5 ):
      • Hyphens show up every time you listen to hip-hop, wear a t-shirt, make a left-hand turn, eat a Tex-Mex meal, get one-on-one tutoring, or worry about a long-term relationship.
    • Hyphens
      • Used with compound words
      • Used with prefixes
    • Hyphens: Compound Words
        • We need to check in at the check-in desk.
    • Hyphens: Compound Words
      • Compound Adjectives:
        • A twentieth-century sculpture was in the museum.
        • I like the twentieth century and its sculptures.
        • The well-deserved award required applause.
        • The award was well deserved that evening.
    • Hyphens: Prefixes
      • Prefix examples: anti, re, mis, non, un, ex
    • Hyphens: Prefixes
      • Don’t put hyphens in the middle of a prefix and a root EXCEPT
        • With capitalized words
          • anti-Harper, non-Muslim, un-American
        • With time
          • pre-1983, post-2001
        • With compounds
          • post-evacuation policy
        • For clarity
          • Re-sign or resign? Coop term? Recover? Antiinflammatory?
    • Dashes
      • Emphasize explanatory material
      • Emphasize material at the end of a sentence
      • Mark a change in tone
        • She enjoys funemployment—her new perspective on the unfortunate effects of the recession.
        • The woodcarver never had an accident—unless you count the time he fell off his stool.
        • The contestant’s dancing was a mess—but a beautiful mess.
    • Peer Edit Preparation
      • What to look for?
    • Peer Edit Preparation
      • “ what I remember the most”
      • “ the main idea I’m getting from this paper”
      • A balance between “Perfect! Wouldn’t change a thing!” and scrawled comments on every point.
    • Receiving Feedback
      • Strike a balance between overly bendable and defensive
      • Bring questions
    • Essay Reminders: Formatting
      • Catchy title
      • Formatting—stick to the sheet
      • Double-spaced
      • Left-hand corner
      • Second-page (and on) header
    • Essay Reminders: Structure
      • Introduction and Conclusion
      • Three (or four) Main Points
      • Thesis
      • Topic Sentences
      • Transitions
      • Method is clear—does not flip among methods
      • Narrow topic
      • Sticks to guidelines in class about each method
    • Essay Reminders: Content
      • Balance of Ideas and Details (mostly details)
      • No repetition of obvious details
      • Interesting and engaging
      • Creative
      • No research
      • Your own words
    • Essay Reminders: Sentence-Level
      • Agreement
      • Complete sentences
      • Punctuation
      • No comma splices
      • Concrete language
      • No clichés
      • Formal language
    • Peer Edit
      • Read through peer’s paper
      • Write detailed notes on both the paper AND the marking sheet
      • Save time to return your paper to your peer and discuss comments
    • Upper left corner
      • Your Name
      • Instructor’s Name
      • Class Name
      • Date
      • Catchy Title
    • Upper Right Corner
              • Smith 2
              • First sentence . . .. .
    • Formatting
      • Your title
      • Paragraph gaps
    • Grading Standards
    • Introduction
      • Attention-grabber
      • Thesis statement
    • Attention-Grabber
      • Significance of your subject
      • Well-phrased quotation
      • Startling statement
      • Ask a question
      • Begin with a generalization (be careful!)
      • Challenge a common opinion
      • Begin with a definition
      • Describe an interesting incident/anecdote
    • Conclusion
      • Not just a throw-away paragraph
      • Tie back to the attention grabber in the introduction
      • Restate topic sentences
      • Remind the reader why this paper is great
      • Name the stakes—what would happen if this information was not followed by the reader? What would happen?
      • Define success
      • Define who the reader is
      • Explain what the reader can learn after the paper
    • Article Response
      • Choice of several articles
      • Quiz: not just summary—your critical response
      • Critical analysis: introduction next class
    • Grammar Quiz 2
      • 5. We travelled through the backwaters of Kerala on a houseboat. Our best vacation by far.
        • We travelled through the backwaters of Kerala on a houseboat. Our best vacation by far.
        • We travelled through the backwaters of Kerala on a houseboat, our best vacation by far.
        • Our best vacation by far travelling through the backwaters of Kerala on a houseboat.
    • Grammar Quiz 2
      • And Mr. Obama vowed to treat taxpayer’s money with respect.
      • And Mr. Obama vowed to treat taxpayer’s money with respect.
      • And Mr. Obama vowed to treat taxpayers’ money with respect.
      • Mr. Obama vowed to treat taxpayer’s money with respect.
    • Grammar Quiz 2
      • As the company unveiled its brand name for the first time, along with a fuchsia logo.
      • As the company unveiled its brand name for the first time, along with a fuchsia logo.
      • As the company unveiled its brand name for the first time along with a fuchsia logo.
      • The company unveiled its brand name for the first time, along with a fuchsia logo.
    • Grammar Quiz 2
      • If a student needs a computer, they should head to the Ewing building.
      • If a student needs a computer, they should head to the Ewing building.
      • If students need a computer, he/she should head to the Ewing building.
      • If students need computers, they should head to the Ewing building.
    • Grammar Quiz 2
      • The study shows improvement, however, thanks to new technology.
      • The study shows improvement, however, thanks to new technology.
      • The study shows improvement; however, thanks to new technology.
      • The study shows improvement. However, thanks to new technology.