This document outlines an EWRT 211 class agenda that includes: - Discussing spells from Harry Potter and their origins - Learning about complex and compound complex sentences - Discussing an essay titled "Star Trek or Star Wreck?" - Introducing a new writing assignment to evaluate the film Harry Potter and the Sorcerer's Stone using criteria to justify an evaluation - Providing example criteria and discussing thesis construction - Assigning homework to read a Harry Potter chapter and draft body paragraphs for the new evaluation essay.

1. EWRT 211 CLASS

2. AGENDAVOCAB: SPELLS 1-9
GPU: COMPLEX AND COMPOUND COMPLEX
SENTENCES
DISCUSSION “STAR TREK OR STAR WRECK?
1. WHAT IS THE THESIS STATEMENT FOR “STAR
TREK OR STAR WRECK?
2. WHICH BODY PARAGRAPH IS THE STRONGEST?
WHY?
3. HOW WOULD YOU IMPROVE EITHER THE
INTRODUCTION OR THE CONCLUSION?
RETURN ESSAY 1
LECTURE: INTRODUCE ESSAY #2:
JUSTIFYING AN EVALUATION
• NEW: MOVIE EVALUATION (USE FOUR OR FIVE
CRITERIA; ADD AT LEAST TWO NEW TO YOUR IN-
CLASS ESSAY DRAFT)
• REVIEW THESIS CONSTRUCTION

3. SPELLS 1-9
• PETRIFICUS TOTALUS
• WINGARDIUM LEVIOSA
• LACARNUM INFLAMARAE
• LOCOMOTOR MORTIS
• ALOHOMORA
• INCENDIO
• EVANESCO
• OCULUS REPARO
• AVIS

4. Petrificus Totalus: In Greek, petra means rock. The suffix –ficus, which ascribes a
sense of making or becoming. Totalus is an alteration of Latin totalis ‘total.”
Wingardium Leviosa: "Wing" (while not Latin) invokes imagery of flight. The "ard"
section of "wingardium" is likely from the Latin "arduus," or "steep/elevated." And
finally "levi" means "to lift."
Lacarnum Inflamarae: Derived from the Latin lacerna, a noun meaning "cloak,” and
"inflammare,” the Latin verb meaning "to ignite, inflame.”
Locomotor Mortis: From Latin locus, "place," plus motus, "motion, movement." Latin
from mors, mortis, "death." The death of movement.
Alohomora: J. K. Rowling stated that the word was from the West African Sidiki
dialect used in geomancy and has the literal meaning "Friendly to thieves." Another set
of roots explain the spell as well: Alohomora could come from the Hawaiian word
'aloha' (meaning hello/goodbye) and the Latin word 'mora' (meaning obstacle)
Incendio: From Latin incendo, meaning to set fire to
Evanesco: Latin which means “to vanish or disappear”
Oculus Reparo: From the Latin, “oculus” meaning eye, eyesight + “reparo,” to restore
Avis: Latin "bird," singular.

5. GRAMMAR, PUNCTUATION,
USAGE: COMPLEX AND
COMPOUND COMPLEX
SENTENCES

6. #3: COMPLEX SENTENCE
A COMPLEX SENTENCE IS A SIMPLE SENTENCE
(INDEPENDENT CLAUSE) TO WHICH A PART OF
A SENTENCE (DEPENDENT CLAUSE) HAS BEEN
ADDED.
BECAUSE I LIKE TO STUDY GRAMMAR, I
LOVE THIS CLASS.
I LOVE THIS CLASS BECAUSE I LIKE TO
STUDY GRAMMAR.

7. A dependent clause joined to an independent
clause. (The dependent clause needs the
rest of the sentence for support.)
Because you love me, I love
you.
Dependent clause
Independent clause

8. A dependent clause contains a subject and verb. It begins with a
subordinating conjunction, and thus it does not express a completed
thought. A dependent clause is also called a subordinate clause.
Dependent clauses, like babies, cannot stand
alone.
Because you love me.
Fragment!

9. A TIP ON PUNCTUATION
SINCE DEPENDENT CLAUSES ARE ONLY
PART OF A SENTENCE, YOU CAN NEVER
CONNECT THEM TO ANOTHER SENTENCE
WITH A SEMICOLON. SEMICOLONS ARE
ONLY USED BETWEEN TWO INDEPENDENT
CLAUSES.
I HAVE LOVED YOU FOR YEARS ; ALTHOUGH I
NEVER ADMITTED IT.
I HAVE LOVED YOU FOR YEARS, ALTHOUGH I
NEVER ADMITTED IT.
OK
No!

10. COMMON SUBORDINATING
(DEPENDENT) CONJUNCTIONS
after even if now that that where
although even
though
once though whereas
as if rather than unless wherever
as if whenever since until whether
because in order
that
so that when which
before than in case while

11. COMPLEX SENTENCES
EXAMPLES:
When Trey was little, he played with
blocks.
After class, good students study.
If I pass 1a, I will take 1b.
Use the stairs in case of fire.
Ava stands at the bottom of the cliff
while the climber moves up the rock.

12. A FOURTH TYPE OF
SENTENCE: LET’S GET
SERIOUS!
1. SIMPLE
2. COMPOUND
3. COMPLEX
4. COMPOUND-
COMPLEX

13. #4: COMPOUND/COMPLEX
SENTENCE
 A COMPOUND/COMPLEX SENTENCE IS THE LAST AND
MOST COMPLICATED TYPE OF SENTENCE. IT IS
COMPOSED BY COMBINING A COMPOUND SENTENCES
WITH A COMPLEX SENTENCE.
 IT CONTAINS AT LEAST ONE DEPENDENT CLAUSE AND
AT LEAST TWO INDEPENDENT CLAUSES.

14. A dependent clause added to two or more independent clauses
Because we are a family, I
love you, and you love
me.
2 independent clauses
Dependent clause

15. COMPOUND COMPLEX SENTENCES
EXAMPLE:
• LAURA FORGOT HER FRIEND’S
BIRTHDAY, SO SHE SENT HER A
CARD WHEN SHE FINALLY
REMEMBERED.

16. Simple Compound
Complex Compound/
complex
Every sentence in English fits into
one of these four categories,

17. THINK YOU’VE GOT IT?
• 1 INDEPENDENT CLAUSE = SIMPLE SENTENCE
• DON’T’ FORGET: THESE CAN HAVE COMPOUND SUBJECTS
AND PREDICATES!
• 2 INDEPENDENT CLAUSES = COMPOUND SENTENCE
• 1 OR MORE DEPENDENT CLAUSE + 1 INDEPENDENT
CLAUSE
= COMPLEX SENTENCE
• 2 OR MORE INDEPENDENT CLAUSES + 1 OR MORE DEP.
CLAUSE
= COMPOUND COMPLEX SENTENCE

18. DISCUSS THESE
QUESTIONS IN
YOUR HOUSES!
1. What is the thesis statement
for “Star Trek or Star Wreck?
2. Which body paragraph is the
strongest? Why?
3. How would you improve either
the introduction or the
conclusion?

19. Discussion “Star Trek or Star
Wreck?
1. What is the thesis statement for
“Star Trek or Star Wreck?
2. Which body paragraph is the
strongest? Why?
3. How would you improve either
the introduction or the
conclusion?

20. LECTURE: INTRODUCE ESSAY #2
JUSTIFYING AN EVALUATION
The Writing Assignment:
• Using both your in-class essay and the basic features of a “justifying an
evaluation” essay write a new essay evaluating the film harry potter and
the sorcerer’s stone. Examine your subject closely, and make a judgment
about it in a clear and concise thesis statement. Give reasons for your
judgment that are based on at least two widely recognized criteria or
standards for evaluating a film like this one. Support your reasons with
examples and other details from your subject. Your final essay should be
between three and five pages. (This means you should have at least one
line on page four to ensure you have filled three complete pages). Do not
rely on your in-class essay to substitute for this new essay. As you will see,
this essay assignment requires both more complex thinking and writing.
• Outside sources: this essay requires at least two direct quotations in
addition to other examples.

21. IN-CLASS WRITING:
DEVELOP YOUR
ARGUMENT
• ESTABLISH THE CRITERIA UPON WHICH YOU WILL JUDGE THE FILM. CHOOSE AT LEAST FOUR, BUT
YOU MIGHT EXPLORE SEVERAL MORE TO MAKE SURE YOU HAVE CHOSEN THE BEST OPTIONS TO
SUPPORT YOUR OPINION.
• STORY: 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?
• 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?

22. NEW
• Suspense: does the film must keep the audience on edge and make them eagerly
anticipate a resolution? Are there particular elements of suspense that you can
name? For example, does the cinematography make it suspenseful? The
dialogue? The film cuts?
• Realism/accuracy: is the film believable? Even fantasy films must operate inside
of the realm of possibility that viewers can accept. Does the film portray events,
people, and events as they are in real-word settings as much as possible? Are
actions and interactions believable, plausible, and at least somewhat relatable
given the genre of the film?
• Setting: are the characters in an environment that contributes to or supports their
actions and interactions. Does the setting emphasize the themes and moods of the
film? Is the scenery aesthetically pleasant? Or does it detracting from the main
focus of the scene?

23. A FEW MORE NEW
CRITERIA TO CHOOSE
FROM
• Technical elements: how do the cinematography, editing, lighting, sound, and
other components support or detract from the film? Does the camera crew
capture the scenes in a manner that best illustrates the story? How do these
elements contribute to or detract from the film?
• Soundtrack: is music appropriate and effectively employed? Does the sound
compliment the visuals? Does it help convey the emotion of each scene?
• Originality: does the film present some new concept or idea that has hardly
been explored by its predecessors? Is there creativity and innovation? Is it fresh
content? Or does it tell an old story in a conventional way?
• Message: is there a message, moral, or ethic in the story? Is the message
important or compelling to contemporary audiences?

24. REVIEW THESIS CONSTRUCTION
• 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.
• In you initial draft of your thesis, you might want to make some
reference to the four criteria you plan to evaluation for the out-of-
class essay.

25. HOMEWORK
Read HP Chapter 8 pages 122- 139
Vocabulary: Spells 1-12
HW Discussion 5: Draft at least four
paragraphs for the body of your essay:
•Two should be based on new
evaluation criteria.
•Two can be revised versions of
your in-class essay body
paragraphs.
Bring: Your in-class essay #1 to our
next meeting for reference