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The document provides instructions and an agenda for an English class. It includes: 1. A "Do Now" activity of a sentence formula quiz. 2. An upcoming reading test on chapters 2 and 3 of Lord of the Flies. 3. Plans to analyze descriptive language in a passage from Lord of the Flies and write a paragraph about it using a four-step process of topic sentence, quotes, explanation, and conclusion.
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This document provides examples of using relative pronouns such as "where", "when", "that", and "which" in adjective clauses. It explains that "where" or "when" should be used if the embedded sentence includes a prepositional phrase, while "that" or "which" can be used if there is no prepositional phrase. Several examples are given comparing sentences with and without prepositional phrases and the appropriate relative pronouns to use. The document also notes that "which" is more formal for writing, while "that" is more informal for speaking.
How to improve your writing
This document provides tips and examples for improving writing skills, including spelling correctly, developing ideas for writing topics, using linking words to connect ideas, and choosing more formal or professional language. It includes lists of linking words and examples of how to use them in sentences. The document encourages learning many linking words and using them in writing to improve language skills.
Lesson 4: Sentence Combining
The document provides instructions for a writing assignment. Students are asked to write two paragraphs: one describing their future career goals and interests to the English department faculty, and another to a Canadian university student. They are advised to write between 200-300 words total and experiment with complex sentences. The document then reviews sentence structure, including sentence bases, expansion through coordination, subordination and participial/absolute phrases. It provides examples and exercises for students to practice sentence combining.
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Lesson 5: Deconstructing Sentences
This document provides an overview of lesson five on deconstructing sentences from Neijiang Normal University. It discusses expanding sentences through relative clauses, appositive phrases, adverbial clauses, participial phrases, and absolute phrases. It also provides examples of using participial phrases and advice on writing varied sentences. The reading assignment reviews chapter three and the writing assignment asks students to rewrite one of their compositions with attention to sentence structure.
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This document summarizes key concepts for identifying topics, main ideas, and implied main ideas in paragraphs. It explains that paragraphs have four essential parts: a topic, main idea, details, and transitions. The topic sentence states the main point of the paragraph and can be located in various positions. Writers sometimes imply rather than directly state the main idea, which readers must infer from the paragraph details. Steps are provided for determining implied main ideas.
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This document discusses sentence fragments and how to identify and correct them. It defines a sentence as having a subject and predicate that expresses a complete thought. A fragment lacks one of these elements. The document describes several types of fragments, including dependent word fragments, -ing and to fragments, added detail fragments, and those lacking a subject or predicate. It provides examples and explains strategies for correcting each type, such as attaching the fragment to another sentence or adding a subject or verb.
Sentence Fragments
Here are corrections to the fragments:
1. Her beautiful new sports car sat in the driveway.
2. The plate serves no purpose.
3. Which made driving hazardous in the snow.
4. a) The first mission to Pluto was launched in 2006 and will arrive in 2015.
b) He made 5,000 songs available over the university’s server, which prompted the record companies to threaten legal action.
5. a) The first mission to Pluto, which was launched in 2006, will arrive in 2015.
b) He made 5,000 songs available over the university’s server; this prompted the record companies to threaten legal action.
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This document provides examples of using relative pronouns such as "where", "when", "that", and "which" in adjective clauses. It explains that "where" or "when" should be used if the embedded sentence includes a prepositional phrase, while "that" or "which" can be used if there is no prepositional phrase. Several examples are given comparing sentences with and without prepositional phrases and the appropriate relative pronouns to use. The document also notes that "which" is more formal for writing, while "that" is more informal for speaking.
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The document provides instructions for a writing assignment. Students are asked to write two paragraphs: one describing their future career goals and interests to the English department faculty, and another to a Canadian university student. They are advised to write between 200-300 words total and experiment with complex sentences. The document then reviews sentence structure, including sentence bases, expansion through coordination, subordination and participial/absolute phrases. It provides examples and exercises for students to practice sentence combining.
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The document discusses the verb "to be" and provides examples of its common uses and functions in sentences. It serves to connect the subject with an adjective, noun, or phrase to identify or describe the subject. Sentences using the verb "to be" typically have a three-part structure with the subject, verb "to be", and a complement or adverbial phrase. However, the document warns that overusing the verb "to be" can weaken writing, and recommends reviewing one's own writing to identify instances of it that could be replaced with stronger verbs.
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This document summarizes key concepts for identifying topics, main ideas, and implied main ideas in paragraphs. It explains that paragraphs have four essential parts: a topic, main idea, details, and transitions. The topic sentence states the main point of the paragraph and can be located in various positions. Writers sometimes imply rather than directly state the main idea, which readers must infer from the paragraph details. Steps are provided for determining implied main ideas.
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This document discusses sentence fragments and how to identify and correct them. It defines a sentence as having a subject and predicate that expresses a complete thought. A fragment lacks one of these elements. The document describes several types of fragments, including dependent word fragments, -ing and to fragments, added detail fragments, and those lacking a subject or predicate. It provides examples and explains strategies for correcting each type, such as attaching the fragment to another sentence or adding a subject or verb.
Sentence Fragments
Here are corrections to the fragments:
1. Her beautiful new sports car sat in the driveway.
2. The plate serves no purpose.
3. Which made driving hazardous in the snow.
4. a) The first mission to Pluto was launched in 2006 and will arrive in 2015.
b) He made 5,000 songs available over the university’s server, which prompted the record companies to threaten legal action.
5. a) The first mission to Pluto, which was launched in 2006, will arrive in 2015.
b) He made 5,000 songs available over the university’s server; this prompted the record companies to threaten legal action.
6. The Kenyon
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- -able and -ible both mean "able to be" and are used in words like readable, eatable, audible, and collapsible.
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Group 1 presented on sentence fragments to Freshman Composition 2 students. They defined a sentence fragment as an incomplete sentence lacking a subject or verb. They discussed the 7 types of fragments: subordinate clause fragments, infinitive phrase fragments, afterthought fragments, lonely verb fragments, appositive fragments, participle phrase fragments, and intentional fragments. They provided examples for each type and a strategy for identifying fragments by reading writing backwards.
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This document discusses gerunds and infinitives. Gerunds are verb forms ending in "ing" that can be used as nouns, subjects, or objects. Infinitives are verb forms with "to" that can also be used as subjects or objects. Whether a verb takes a gerund or infinitive as its object depends on the specific verb. Some verbs like "enjoy" require a gerund object, while others like "want" require an infinitive object.
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This series addresses core concepts of reading, analyzing, and interpreting literature in the college classroom. This presentation is primarily meant to be a supplement to classroom lecture and discussion, but you may find it useful to review some key concepts for literary studies and improve overall skills in reading and interpretation.
Writing essays
This document provides an overview of writing essays, including the parts of an essay such as the introduction, body, and conclusion. It discusses the purpose and types of essays, as well as the thesis statement. The mechanics of writing such as grammar, punctuation, and style are covered. Finally, it addresses assessing essays and using APA style for citations and references.
NS Activity 7
This document provides helpful tips for completing an essay assignment about the novel Metamorphosis by Franz Kafka. It outlines two options for the essay and focuses on the first option of writing about what the main character Gregor should have done differently if given the chance to relive his life. The summary provides steps for brainstorming ideas, writing an introduction with a hook and thesis, developing body paragraphs with examples from the text, and concluding with a restatement of the thesis. It reminds students to use active voice, proofread their work, and submit it in the correct file format.
NS Activity 7
This document provides helpful tips for completing an essay assignment about the novel Metamorphosis by Franz Kafka. It outlines two options for the essay and focuses on the first option of writing about what the main character Gregor should have done differently if given the chance to relive his life. The summary provides steps for brainstorming ideas, writing an introduction with a hook and thesis, developing body paragraphs with examples from the text, and concluding with a restatement of the thesis. It reminds students to use active voice, proofread their work, and submit it in the correct file format.
Writing essays.ppt
This document provides an overview of writing essays and paragraphs. It discusses key parts of essays like the introduction, body, and conclusion. The introduction presents the topic and thesis statement. Each body paragraph should have a topic sentence and support for the thesis. The conclusion restates the thesis and summarizes main points. Good writing requires proper grammar, punctuation, and style guidelines. The document also reviews assessing essays and using the APA style format.
Week 3 Online Assignment
The document provides instructions for an assignment to identify subjects and subject/verb pairs in sentences from a grammar textbook. Students are asked to redo an assignment identifying subjects from Chapter 1 of Building Better Grammar, but this time writing the subject/verb pair for each sentence. Examples are given of identifying subjects in sentences with compound subjects, implied subjects, verbs used as subjects, and indefinite pronouns used as subjects. Students are then instructed to complete questions 1-25 from the chapter, writing the subject/verb pair for each sentence.
ENG 380 Effective Communication/tutorialrank.com
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ENG 380 Week 1 Language and Linguistics Worksheet
ENG 380 Week 2 Learning Team Applied Linguistics Topic Selection
ENG 380 Week 2 Coining New Words, Grammar, Syntax, Phrases, and Clauses Worksheet
ENG 380 Week 2 Learning Team Charter
446504474-Coherence-Cohesion-JAN-6-ppt.ppt
Here are revised versions of the sentences using "only" in a more precise location:
1. The clerk reviewed the statement for the purpose of checking only for errors.
2. All the students must know only the absolutely basic fundamentals of grammar.
3. The politician tried to only make his influence felt among the citizens.
4. The bank teller asked the customer to only endorse the check on the back.
5. The governor’s assistant gave only a speech on the subject of the resources of Texas.
6. The patient was to only take his medicine at regular intervals of time.
Eng 380 Enhance teaching / snaptutorial.com
ENG 380 Week 1 Language and Linguistics Worksheet
ENG 380 Week 2 Learning Team Applied Linguistics Topic Selection
ENG 380 Week 2 Coining New Words, Grammar, Syntax, Phrases, and Clauses Worksheet
ENG 380 Week 2 Learning Team Charter
ENG 380 Week 3 Learning Team Applied Linguistics Annotated Reference
E10 oct20 2010
1. The document provides instructions and examples for students to prepare for an upcoming exam on grammar and writing skills. It includes a practice quiz, examples of paraphrasing, and exercises on identifying and correcting sentence fragments.
2. Students are asked to complete homework that includes studying for the exam, answering reading questions, and drafting a writing assignment for feedback to help improve their skills.
3. An in-class assignment worth 20 marks will be given the following week to further assess students' understanding of the topics covered.
Holes introduction lessons1and2
1) This document provides instructions for setting up a OneNote workbook to complete class work on the novel "Holes" by Louis Sachar. Students are told to create an English OneNote folder with a section for their "Holes" class work and to make a new page for each lesson.
2) The document outlines 6 tasks for analyzing different elements of the novel based on the cover, including making predictions, analyzing setting, and close reading of the first chapter to examine the author's language choices.
3) Students are provided with discussion questions, activities, and templates to structure their analysis of how the author uses language to create setting and atmosphere in the first chapter.
Class 32 copy
This document contains notes from an English writing class. It discusses revising essays, choosing which essay to revise, and strategies for reducing wordiness in writing. Students have the option to revise either their second or fourth essay for a new grade by the deadline of Friday in week 9. The document provides tips for revising essays, including clarifying the topic, strengthening the thesis, ensuring all necessary causes and consequences are included, and properly citing sources. It also discusses different types of wordy or redundant language that can be trimmed, such as long clauses, phrases, empty sentence openers, and overused modifiers. Examples are given and students are instructed to practice identifying and shortening wordy sentences.
Headlines & Caption Writing Course Content
The document discusses a presentation on headline and caption writing. It provides tips on different types of headlines like direct, indirect, news, and question headlines. It also outlines various rules for headlines like using active voice, capitalization, punctuation, tense, and avoiding ambiguity. The document includes examples and practices for writing headlines. It also briefly discusses caption writing and provides a link to resources on that topic.
Ch4: Main Ideas
This document discusses identifying topics, main ideas, and implied main ideas in paragraphs. It explains that a paragraph has four essential parts: a topic, main idea, details, and transitions. It discusses how to identify the topic and locate the main idea, whether stated or implied. The main idea can be stated in different locations within a paragraph. It provides guidance on determining implied main ideas and ensuring inferences made are reasonable.
Class 32 copy
The document provides information and instructions for an EWRT 1A class. It discusses revising essays #2 or #4 for a class, with revisions due before Friday of week 9. It offers tips for revising, including reading instructor comments, and notes there is no penalty for revisions and the new grade will replace the original. It also discusses revising problem essay #5 to use for essay #6, highlighting areas to check like the topic, thesis, causes, consequences, examples, and citations. Finally, it covers eliminating wordiness in writing through reducing clauses and phrases, avoiding empty openers and overworked modifiers, and removing redundancies.
English exam
Bob Geldof saw a news report about the 1984 Ethiopian famine that shocked him. The images he saw of extremely malnourished people, including children, deeply affected him. He felt despair and disgust at the scale of the tragedy and that the world had somehow failed to address it until it reached a scandalous level. The images kept replaying in his mind, and he felt compelled to take action beyond just donating money, as he wanted to withdraw his consent to such a horror occurring.
Class 18 1 a
The document summarizes the agenda and content for Class 18 of an EWRT 1A course. It includes presentations on MLA format and reducing wordiness in writing, as well as an in-class writing workshop. It provides guidance on proper MLA formatting for elements like paper format, headings, citations, and quotations. It also discusses common writing errors like wordiness and provides strategies for eliminating extra words to improve clarity and concision.
E10 oct3 2011
The document provides an overview of topics covered in a grammar and writing class, including:
- A holiday on October 10th with no class
- An introductory writing assignment
- A parts of speech quiz
- Discussions of using specific evidence and examples to support points in paragraphs
- An activity identifying main points and supporting details
- An exercise replacing general words with more specific words
Similar to E 2 14 (20)
E 2 14
- 1. DO NOW Clear your desks of everything except something to write with. It’s time for our Sentence Formula quiz. English 10 Honors February 14, 2011 Taylor, Newman, Banks Do Now Sentence Quiz Paragraph Writing w/LOTF Homework: Read chapter 3 and do questions Reading Test 2 Wednesday Reading Test 3 Friday
- 3. Books
- 4. HW Questions
- 5. Terms PacketLOTF This Week
- 6. Reading Questions – Ch. 2 What are the rules for speaking at a meeting? How do the boys make fire? When the forest catches on fire, how is the fire described? What happens to the littlun with the birthmark on his face?
- 7. Our Big Focus This Week Table of Contents: Page 28 – Paragraph Writing Notes Page 29 – Forest Burning Paragraph Paragraph Analysis
- 8. Paragraph Analysis How does the author use… Figurative language Setting Character …to create meaning? Today, we’ll look at page 44, the forest burning. The question: How does William Golding use figurative language on page 44 to describe the fire?
- 9. Four Steps Organizational Steps Topic Sentence Introducing Quotes Explaining Quotes Closing the paragraph
- 10. Step 1: Topic Sentence Must state 2 things. The question: How does William Golding use figurative language to describe the fire? So, what does the topic sentence need to state?
- 11. Step 1: Example Topic Sentence William Golding uses a simile on page 44 to show that the fire is hot and dangerous.
- 12. Step 1: Figurative Language Figurative Language Metaphor – a comparison between two things for a specific purpose that does not use “like” or “as” Simile – a comparison between two things for a specific purpose that uses “like” or “as” Hyperbole – over-exaggeration Personification – the giving of human traits to non-living things
- 13. Step 2: Introducing Quotes BCRs must have at least 2 quotes. Must be introduced by your own language—quotes cannot stand alone! Also, start with a transition word. You do the work: The quote is on page 44. The author is William Golding. He uses a simile. He uses it to describe the fire. “jumping from limb to limb like a frightened spider monkey” Combine the sentences into one sentence.
- 14. Step 2: Introducing a Quote Example To start, on page 44 William Golding uses a simile to describe the fire “jumping from limb to limb like a frightened spider monkey.”
- 15. Step 3: Explaining the Quote Now, you have to answer the question, “So what?” Why would he describe it like a spider monkey? Example explanation: The comparison to a frightened spider monkey implies that the fire is moving with great speed and without caution. You have to do the quote + explanation process at least twice.
- 16. Step 4: Closing the Paragraph At the end, just sum up your supports and restate your topic sentence.
- 17. Ok, You Try! How does William Golding use figurative language on page 44 to describe the fire? We’ll share a few chunks of your paragraphs at the end…
- 18. Looking Ahead…