2. AGENDA
• Class Policies
• Groups: Sorting and House points
• Grammar, punctuation, usage
(GPU)
• Simple and Compound Sentences
• Discussion:
• Criteria: Storyline, casting and acting,
special effects
• A Clear Overall Judgement (The
thesis)
• Appropriate Reasons and
Convincing Support
3.
4. It is your responsibility to talk to me about your
absences or other conflicts. Work done in class
cannot be made up. Also, please arrive on time,
as you will not be able to make up work
completed before you arrive, including quizzes.
Attendance:
Success in this course depends on regular attendance and
active participation. Participation points will be part of our daily
activities. If you are not in class, you cannot earn these points.
You should save absences for emergencies, work conflicts,
weddings, jury duty, or any other issues that might arise in your
life.
5. Conduct, Courtesy, and Electronic Devices:
Please speak freely and candidly; however, while your
thoughts and ideas are important to me and to the
dynamics of the class, you must also respect others
their opinions. Courtesy will allow each person to have
the opportunity to express his or her ideas in a
comfortable environment.
Courtesy includes but is not limited to politely listening
to others, not slamming the classroom door or walking
in front of classmates if you do arrive late, and
maintaining a positive learning environment for your
fellow classmates. To help maintain a positive learning
environment, please focus on the work assigned: turn
off all cell phones before class, and do not text-
message in class. If you must use your phone, please
step outside so as to minimize disruption.
6. Academic Dishonesty:
Plagiarism includes quoting or paraphrasing
material without documentation and copying
from other students or professionals.
Intentional plagiarism is a grave offense; the
resulting response will be distasteful.
Depending upon the severity, instances of
plagiarism may result in a failing grade for
paper or the course and possible
administrative action. All assignments will be
submitted through Turn-it-in for academic
dishonesty. Please refer to your handbook for
more information regarding plagiarism
7. THE SORTING HAT: YOUR HOUSES
You have been sorted into houses based on your introductory survey. You
will work in these groups for the rest of the quarter. You will earn and lose
points based on the performance of those in your house. To bring out the
best of those in your house, encourage and support each other.
Take a few minutes now to introduce yourselves.
8. HOW TO ACCUMULATE HOUSE POINTS
• Come to class: earn 1 point each day for each person in your
group who arrives on time and attends the whole class.
• Participate: earn points for sharing your work, asking pertinent
questions, contributing to the conversation, or solving puzzles.
• Turn in work on time: show up for in-class essays; turn in out
of class essays before the due date and time.
• Discussion questions: Earn extra points for extraordinary work.
• Excel: earn extra points for going above and beyond!
• Each team will track their own points, but cheating leads to
death (or loss of 25 participation points).
9. AT THE END OF EACH CLASS, YOU WILL
TURN IN A POINT SHEET WITH THE
NAMES OF EVERYONE IN YOUR HOUSE
(FIRST NAME, LAST INITIAL) AND YOUR
ACCUMULATED POINTS FOR THE DAY.
IT IS YOUR RESPONSIBILITY TO MAKE
THE SHEET, TRACK THE POINTS, AND
TURN IT IN.
Sit in your houses in
class to facilitate ease
of group discussions Billy R II
Lan N IIII
Jose S III
Christine L II
Eunjung IIl
Mike (Absent)-1
Hufflepuff 13 points
11. #1: SIMPLE SENTENCE
A simple sentence has one subject and one verb
I like to study grammar.
A simple sentence is also called an independent clause.
An independent clause ends with a period or semicolon.
12. SIMPLE SENTENCES
Examples:
• Carol’s sweater is red.
• You and Alex need to be quiet.
• Ms. Bennett did a cartwheel
and a backflip.
Compound
Subject
Single verb with
Two direct objects
13. #2: COMPOUND
SENTENCE
A compound sentence is made up of two or more simple
sentences joined by one of the following:
A comma and a coordinating conjunction
I like to study grammar, and I love this class.
A semicolon
I like to study grammar; I love this class.
A semicolon and an adverbial conjunction
I like to study grammar; therefore, I love this
class.
15. Two independent clauses joined together by a
comma and a coordinating conjunction
I love you, and you love me.
Independent
clause (Simple
Sentence)
Independent clause
(Simple Sentence)
16. COMPOUND SENTENCES
USING SEMICOLONS
• If the relation between the ideas expressed in the main clauses is
very close and obvious without a conjunction, you can separate
the independent clauses with a semicolon
Kelsey has benefited from her writing exercises; she has
good grammar and punctuation.
Tiffany works in San Francisco; she runs The Duck.
Elaine pays attention in class; she takes copious notes
18. COMPOUND SENTENCE:
CONJUNCTIVE ADVERBS
Thomas is cool; moreover, he is fashionable
.
Luke’s grandmother buys him sweaters;
however, he does not wear them.
Clause 1 Clause 2
Independent Independent
19. Discussion: Evaluation Criteria
Story line: Does the movie have a plot that tells both an intriguing and
unusual story? Does the plot make sense? Is the story line logical? Is the
narrative arc well shaped and stay focused on the climax? Or is it drawn
out and boring with time-killing pointlessness? Are the character’s actions
justified? Are their motives reasonable? Do characters behave with
consistency? Or do some words, thoughts, or actions ring false?
Casting and Acting: Do the actors convince the audience they are the characters they are
portraying. Do they meet the expectations dictated by the plot and other story elements? If
not, is it their own acting deficiencies that hold them back? Or are they hampered by a poor
script? What could the actors have done differently to make the movie work better?
Special Effects: Do film visuals maintain a professional quality and stimulate the
audience? Or are they phony looking and unbelievable? Are special effects used
appropriately? Do they compliment the emotions of a scene and support the setting?
Pick two of these to explore. Why
do these criteria make the film
good or bad?
20. MAKING A TENTATIVE
JUDGMENT
• Write a few sentences stating your current judgment of the film. Try answering
these basic questions:
• In what ways is it a good film? The acting and casting? The special effects?
OR?
• In what ways does it fall short?
• Then, write several sentences that could serve as your thesis statement. Think about
how you should state your overall judgment—how emphatic you should make it,
whether you should qualify it, and whether you should include in the thesis a
forecast of your reasons and support.
• Remember that a strong thesis statement should be clear, arguable, and
appropriately qualified. As you consider your overall judgment, keep in mind that
readers of evaluative essays expect writers to present a balanced evaluation of a
subject by pointing out strengths as well as weaknesses. At the same time, however,
readers expect to encounter a definitive judgment, not a vague, wishy-washy, or
undecided judgment.
21. THESES EXAMPLES:
• Harry Potter and the Chamber of Secrets is both a
compelling and exciting movie because of the good vs.
evil story line and the terrific special effects.
• Harry Potter and the Chamber of Secrets promises
much more than it delivers: A predictable story line and
bad casting make it both unoriginal and uninteresting.
• While Harry Potter and the Chamber of Secrets offers
some excitement via special effects, it falls short of
being a great movie because of the inexperienced child-
actors and the very basic story line.
22. DEVELOP YOUR ARGUMENT
• List Possible Reasons. Write down at least two reasons for your
judgment, but try for more. Some of these reasons will turn out to be
more promising than others. Try listing your reasons as because
statements—for example, this film is good because the special effects
are terrific.
• Once you decide on the point for your first body paragraph, support
your point with information; that is, examples, paraphrase, and
summary. You may also quote lines if you believe that will support
your assertion.
• Finally, explain any support that readers might not understand
perfectly.
23. WRITE ANOTHER “BECAUSE
STATEMENT” TO START YOUR NEXT
PARAGRAPH
• Present your next point by connecting your statement to
criteria on which it is based. In this case, it will be one of the
three we discussed earlier: casting and acting, story line, or
special effects.
• Once you decide on the point for your second body
paragraph, support your point with information; that is,
examples, paraphrase, and summary. You may also quote
lines if you believe that will support your assertion.
• Finally, explain any support that readers might not
understand perfectly.
24. I. Presentation of the subject: Directed Summary
Harry Potter and the Sorcerer’s Stone, produced
by………tells the story of……
II. Thesis statement ( judgment)
This is a great film because of reason 1 and reason 2.
III. First reason and support
Make your point
Provide information
Explain what you mean
IV. Second reason and support
Make your point
Provide information
Explain what you mean
V. Conclusion
Wait! How do I make an outline?
25. HOMEWORK
Read HP Chapter 5 pages 65- 85
Vocabulary: Spells 1-3
HW Discussion: Finish/Write your thesis.
Write your outline based on our in-class work.
Format
Intro: How will you begin? Directed summary? Make a note to remind yourself.
Thesis: See slide 21 for help. You can copy your thesis from your outline.
Body Paragraph 1:note your first reason for your judgement of the movie (great
acting or terrific special effects). Then note the example you will use to support
your point. Finally, explain your thinking.
Body Paragraph 2: note your second reason. repeat process from above.
Conclusion: we will discuss this before the exam begins.
