Composition #2 first draft
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This document provides instructions for writing a 6-8 sentence paragraph with a specific format. Students are to choose between two topic prompts, brainstorm for 5 minutes, then write a topic sentence. They have 10 minutes to write the first draft and can use an outline. Students then write a title in 5 minutes. The formatted paragraph should be uploaded within the time limit to the online assignment portal. It must include an original title, topic sentence, 3 supporting details with examples/explanations, and concluding sentence.
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Invention and Organization
This week’s assignment is intended to help get you started on the persuasive essay we will be working on throughout the remainder of this course. Before getting started on this assignment, it might be beneficial for you to read the criteria for the Week Six Persuasive Essay.
For this week, we will be practicing topic selection and outlining. Because this is preparation for next week’s persuasive essay, you will need to start by picking a topic that is persuasive. This topic must meet the following criteria:
· Arguable (are there at least two logical, yet opposite ways to look at the issue? Are there at least two sides?)
· Solvable (i.e. avoid religious, moral, or politically charged topics)
· Manageable (keep your topic focused and specific)
Think of a specific problem or issue that you are interested in researching and writing an essay about. This issue should be argumentative in nature, so the topic that you choose should have an equally valid opposing viewpoint.
An example of an appropriate topic would be this:
A specific community is debating an ordinance banning the ownership of pit bulls. Some residents agree that pit bulls should be banned, while others disagree with this position (there is plenty of research to back up either side of the argument).
Your job from there will be to explore the issue, look at both sides of the argument as completely as you can, and take a side. Your essay will be an attempt to convince others to join you in your decision.
Directions
1 Look up and read the following article in the EBSCOhost Database:
2 Step-by-step through the writing process. (2007). Writing, 30. 1-8.
3 (Note: You do not need to answer any of the questions from the reading in your assignment).
4 Read and respond to EACH of the following questions and submit them and your outline in a single document (both parts must be completed).
Part One: Topic Search
For the first part of this assignment, consider the following three questions:
1 What issue or problem would you like to write about? Illegal Immigration
2 Choose a side. What is your view on the issue? What is the opposing view? I oppose having a direct pathway for illegal immigrants to US citizenship
3 What specific change might fix this issue? Enforce current policies and laws that are in place
Then, freewrite for 10-15 minutes about the topic you have chosen. Share all of the reasons you can think of for why your problem needs to be fixed. Do not worry about grammar, spelling, or format. Do not edit. Write what comes to mind. Do not research yet. If you are stumped and cannot write what you know for 10-15 minutes, go back to #1 and start with a new topic.
Part Two: The Outline
Draft an informal outline for your upcoming persuasive paper. Do not include quotations or paraphrased material. Your outline should be built from your current knowledge of the topic. You can refine this later when you conduct your research.
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This document discusses two common ways to express future time in English - using "be going to" and using "will". It provides examples of how each is used to indicate intentions, predictions based on evidence, plans, offers and promises, and requests. Key differences are that "be going to" implies some planning while "will" can be more spontaneous, and "will" is used for offers, promises and requests while "be going to" is not.
Simple Past Tense.pdf
This document provides information on simple past tense verbs in English. It discusses the forms of affirmative and negative statements as well as yes/no and information questions in the simple past tense. It also covers the pronunciation of regular past tense verbs ending in "-ed" and gives examples of the simple past tense being used to talk about completed actions or states in the past, whether recently or long ago.
Simple Past Tense.pdf
The document discusses the simple past tense in English. It provides the forms for affirmative and negative statements, yes/no questions, and information questions in the simple past. It then describes the uses of the simple past tense, including actions or states completed in the past that can be recent or distant. Finally, it discusses the pronunciation of regular past tense verbs ending in "-ed".
Good reader
The document discusses the importance of background knowledge in reading comprehension. It explains that reading is an interactive process between the text and the reader's prior knowledge and experiences. According to schema theory, comprehension involves the reader's knowledge of the world. Different types of background knowledge are discussed, including content knowledge, formal knowledge of genres/styles, and linguistic knowledge. The role of background knowledge is illustrated through questions about a short passage, showing how answers depend on one's background assumptions.
Composition #2 first draft
This document provides instructions for writing a 6-8 sentence paragraph with a specific format. Students are to choose between two topic prompts, brainstorm for 5 minutes, then write a topic sentence. They have 10 minutes to write the first draft and can use an outline. Students then have 5 minutes to title their paragraph before uploading their work. The paragraph should include an original title, topic sentence, 3 supporting details with examples or explanations, and concluding sentence.
Present perfect
The document discusses the present perfect tense in English. It explains that the present perfect tense is formed using the auxiliary verb "have" in the present tense along with the past participle form of the main verb. It provides examples of regular and irregular verbs in the present perfect. It then discusses the different uses of the present perfect tense, including actions that began in the past and continue in the present, actions that occurred at an unspecified time in the past, and actions that have an effect in the present. It also explains the difference between using "for" to indicate a period of time and "since" to indicate a point in time.
Comparatives and superlative adjectives
This document discusses comparatives and superlatives. It explains that comparatives compare two items using -er, while superlatives compare more than two items using -est. It provides rules for forming regular comparatives and superlatives based on an adjective's syllables. Examples are given to demonstrate their use in sentences. Guidelines are also presented for irregular forms and words to use with different adjective types.
Comparatives and superlative adjectives
This document discusses comparatives and superlatives. It explains that comparatives compare two items using -er, while superlatives compare multiple items using -est. It provides rules for forming regular comparatives and superlatives based on the number of syllables in the adjective. Examples are given to demonstrate the use of comparatives with than or without than, and superlatives usually use the. Watchouts are also listed, such as not using both -er and more in a comparative.
Gerunds and infinitives grammar unit #8
This document discusses the use of gerunds and infinitives in English grammar. It provides examples of verbs that can be followed by gerunds or infinitives, as well as verbs that require a specific construction. Some verbs can take either a gerund or infinitive, while others like "would like" and "would love" are always followed by infinitives. Prepositions are also discussed, with examples showing they are followed by gerunds. Overall, the document outlines rules for using gerunds and infinitives correctly after different types of verbs.
Gerunds and infinitives grammar unit #8
This document discusses the differences between gerunds and infinitives in English grammar. It provides examples of verbs that can be followed by gerunds or infinitives, as well as some verbs that can be followed by either. Some key points are that gerunds are verb forms ending in "-ing" and infinitives are "to" plus the base verb form. Certain verbs like "like" and "would love" are always followed by infinitives, while prepositions are always followed by gerunds. The document aims to clarify the proper uses of gerunds and infinitives.
Indirect questions
Indirect questions are used to soften direct questions and make them more polite. They involve changing the word order of the embedded question compared to a simple question. For example, "Where has Tom gone?" would become "Do you know where Tom has gone?". Yes/no questions in an indirect form use "if" or "whether" instead of auxiliary verbs. Indirect questions are used when the speaker wants a softer tone, such as asking for information politely.
Unit 12: Conditional 1
This document discusses the structure and use of conditional type 1 sentences in English. Conditional type 1 sentences are used to talk about the possible consequences of present or future actions using the structure "if + present tense, future with will". Some examples are given such as "If the customer doesn’t demand action, you’ll have to suggest a solution" and "If we ask the customers for feedback, we can find out what they want." Conditional type 1 sentences are also used to explain terms and conditions using language like "If you are not fully satisfied with this product, we will refund your money."
Typographical clues and punctuation marks
The document discusses various typographical clues and punctuation marks that are used in writing. It explains that typography is used to visually organize information and hierarchy ideas in a way that makes relationships obvious. Specific typographical clues mentioned include headings, fonts, symbols, and punctuation marks. Various punctuation marks such as dashes, parentheses, brackets, colons, quotation marks, ellipses, and italics are then defined and examples of their uses are provided. The document concludes that typographical signs can be used for statement, exemplification, clarification and other purposes.
Good reader
The document discusses the relationship between reading ability and enjoyment. It states that becoming a better reader requires having more exposure to language through different contexts and active vocabulary building. It also discusses schema theory and the role of background knowledge in reading comprehension. According to schema theory, comprehension is an interactive process between the text and a reader's world knowledge and experiences. The more background knowledge a reader has that is relevant to a text, the easier it will be to understand.
Grammar unit 9 read_and_writ
The document discusses the passive voice in English. The passive voice focuses on the recipient of the action rather than the doer. It is formed by using some form of "to be" plus the past participle of the main verb. For the present perfect passive, "have/has been" is used, while for the past perfect passive "had been" is used. The passive voice is useful when the doer is unknown, a general group is doing the action, or the focus should be on the recipient rather than the doer. Examples are provided to illustrate active and passive voice constructions.
Simple present
This document provides information about the simple present tense in English. It discusses the forms of the verb "to be" in statements, questions, and contractions. It also covers the simple present tense with other verbs like work, chat in affirmative and negative statements and questions. Finally, it reviews question words like who, what, when, where, why, how, how much/many and provides examples of their use in questions with the simple present tense.
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Composition #2 first draft
- 1. Composition #2 Unit 6
- 2. Instructions • Today, you will write a six-to-eight-sentence-long paragraph. • This paragraph must have an original title, a topic sentence, three supporting ideas, some minor details (examples or explanations for each supporting detail), and a concluding sentence. • You may use a dictionary but try not to depend too much on it. Use the language that you know. • Include a heading on the upper left corner of the page. See the example and follow the format below: LM-1001 Integrated English I Your Name + Your Last name June 24 First Draft, Evaluated Paragraph 2
- 3. Instructions In regular conditions, you would have to handwrite your paragraph. However, this time, because of the current situation, you will have to type your composition, so keep in mind the following: • Use Word document to write your paragraph. • Do not justify the right margin. • Double space your paragraph. • Indent only the first sentence; that is, leave 5 spaces at the beginning of your paragraph. Since you have to write ONLY ONE paragraph, you will indent only once. • Once it is ready, save your document following this example, but with YOUR NAME: Valdelomar Netzi_First Draft • Then, upload your paragraph onto the Assignment Resource at the bottom of this page.
- 6. Let’s begin! Now you are on your own. Follow the instructions in each stage carefully.
- 7. Brainstorming Choose ONE of the following topics and brainstorm for 5 minutes. • The importance of having a balanced diet • Changes in Costa Ricans’ eating habits in the last few years
- 8. Then, choose the prompt that is related to the topic you brainstormed about. Write a paragraph about the importance of having a balanced diet. Mention three benefits that a healthy diet might have on people's health and explain each one. Write a paragraph about changes in Costa Ricans’ eating habits in the last few years. Mention three changes and explain the impact they might have on people’s health.
- 9. Topic Sentence You have 10 minutes for the following tasks: Write the topic sentence of your paragraph. Make sure it has a clear topic and a controlling idea that is not either too general or too specific. Make sure it is about ONE single topic.
- 10. Write your first draft. • Use the ideas you brainstormed and the topic sentence you just wrote to write the first draft. • You can also write an outline to organize your ideas. • Take no more than 25-30 minutes to do this part.
- 11. Edition
- 12. The Title Now that everything is ready, it is time to write the title. You have 5 minutes to do this. Remember that an effective title… • is brief. • hooks the reader’s interest. • vividly describes the topic of your paragraph. • is centered and correctly capitalized.
- 13. Now, you are ready to upload your paragraph onto the assignment resource on Mediación Virtual. Do not take too long to do this because there is a time limit.