Goal:
Students will learn to recognize sentence fragments and run-ons
Students will work on practice exercises
Rules
Link 1:
Fragments
http://owl.english.purdue.edu/owl/resource/620/01/
Run-ons
Link 1
http://owl.english.purdue.edu/owl/resource/598/02
Link 2
http://owl.english.purdue.edu/owl/resource/598/01/
Link 3
http://owl.english.purdue.edu/owl/resource/598/1
More resources:
http://annex.ncwc.edu/writing_lab/ncwc/handouts.htm#fragments
Online Practice
Run-on Sentence
Exercise 1
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex1.htm
Exercise 2
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex2.htm
Exercise 3
http://grammar.ccc.commnet.edu/grammar/quizzes/runons_quiz.htm
Fragments
Exercise 1
http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/fragments_add1.htm
Exercise 2
http://www.dowlingcentral.com/MrsD/quizzes/grammar/KappaExer/sentencefrag.htm
Exercise 3
http://depts.dyc.edu/learningcenter/owl/exercises/fragments_ex1.htm
More Practice:
http://www.chompchomp.com/exercises.htm
Wednesday, October 28, 2009
Monday, October 26, 2009
Quiz
Goal: Students will be tested on commonly misused homophones
Directions: Create 2 sentences for each of the following.
Make sure you vary your sentences!
(The words listed below may NOT be the first word in each sentence)
**Underline!!!!!!
1. Your
2. You're
3. To
4. Too
5. Two
6. Past
7. Passed
8. There
9. Their
10. They're
Write the correct answers:
1. (Your/You're) using (your/you're) skills to correct (your/you're) work.
2. (To/Two/Too) receive an A, students must proof (there/their/they're) work and turn it in (to/two/too) (there/their/they're) teacher.
3. The teacher watched the (to/two/too) students who were passing out books.
4. It is fun (to/two/too) eat (to/two/too) apples on Tuesday.
5. (There/Their/They're) trying (to/two/too) borrow (to/two/too) dollars (to/two/too) go (to/two/too) the movies (to/two/too).
6. The deadline has (passed/past).
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Directions: Create 2 sentences for each of the following.
Make sure you vary your sentences!
(The words listed below may NOT be the first word in each sentence)
**Underline!!!!!!
1. Your
2. You're
3. To
4. Too
5. Two
6. Past
7. Passed
8. There
9. Their
10. They're
Write the correct answers:
1. (Your/You're) using (your/you're) skills to correct (your/you're) work.
2. (To/Two/Too) receive an A, students must proof (there/their/they're) work and turn it in (to/two/too) (there/their/they're) teacher.
3. The teacher watched the (to/two/too) students who were passing out books.
4. It is fun (to/two/too) eat (to/two/too) apples on Tuesday.
5. (There/Their/They're) trying (to/two/too) borrow (to/two/too) dollars (to/two/too) go (to/two/too) the movies (to/two/too).
6. The deadline has (passed/past).
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Friday, October 23, 2009
Journal Day
Students should create a two page journal on the following prompt:
Reflect on first marking period. What were the high points? The low Points? How did the semester's events change/ influence your life?
All students must reflect on today's prompt. It will be used as background information for your graduation project.
Academic Content Standard:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Reflect on first marking period. What were the high points? The low Points? How did the semester's events change/ influence your life?
All students must reflect on today's prompt. It will be used as background information for your graduation project.
Academic Content Standard:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Tuesday, October 20, 2009
Confusing Homonyms
Their, There and They're
Two, Too and Too
Your and You're
Passed and Past
List of Confusing Homonyms:
http://owl.english.purdue.edu/engagement/index.php?category_id=2&sub_category_id=1&article_id=48
I. There, Their and They're
(Lesson)
Their, There, They're
Their = possessive pronoun:
They got their books.
There = that place:
My house is over there. (This is a place word, and so it contains the word here.)
They're = contraction for they are:
They're making dinner.(Pronouns have apostrophes only when two words are being shortened into one.)
Click on the link below for more information / another lesson:
http://www.wikihow.com/Use-There%2C-Their-and-They%27re
Practice using There, Their and They're
http://webschool.wash.k12.ut.us/language/lessons/there.html
Complete the worksheet:
The Three Little Pigs
II. Your and You're
(Lesson)
1.Recognize that "you're" is the contraction for "you are."
2.Understand that "your" is a possessive pronoun for you, meaning that "you own something."
3.As you write a sentence, ask whether you want to indicate possession. If so use "your."
4.Read your sentence aloud using the phrase "you are." If it fits, you can use "you're." If it doesn't, "your" is your option.
5. Remember that you can add an "s" on the end of "your" to create "yours," but you can not add an "s" onto the end of "you're." This is an easy rule to help you decide which of these two commonly confused words to use when your sentence requires "yours."
Click below for additional info/ lesson:
http://www.wikihow.com/Use-You%27re-and-Your
Practice using Your and You're:
http://english-zone.com/verbs/your1.html
Complete the following:
Write six sentences using your and you're. (Both words must be used in each sentence)
III. Two, Too and To
(Lesson)
To, Too, Two
To = preposition, or first part of the infinitive form of a verb:
They went to the lake to swim.
Too = very, also:
I was too tired to continue. I was hungry, too.
Two = the number 2:
Two students scored below passing on the exam.
Practice using Two, Too and To:
http://www.quia.com/pop/1000.html?AP_rand=183145000
Complete the following:
Write a paragraph using each form of TO 3x
There will be a quiz using all of the information presented on this blog.
III. Passed and Past
(Lesson)
Short Intro:
Past is an adjective meaning "before now." It is also a noun meaning "the time before now."
Yesterday is part of the past; let's think about today.
Xena regrets her past.
Passed is a participle -- that is, a verb-form. Always use it as a verb. It's the past-participle form of the verb "to pass" meaning "to give" or "to move" or, in games, "to decline one's turn."
Xena passed this way yesterday.
Xena passed Gabrielle some nut bread.
I didn't have enough points to bid, so I passed.
Some people also use it euphemistically for death:
My grandfather passed (or passed away) last year.
PASSED
The form passed is the past participle of the verb to pass.
Pass can be used transitively:
I passed the church on my way to the store.
or intransitively:
He passed through life without a care.
Intransitive pass is also used as a euphemism for “die,” as in When did your father pass?
The form passed is the past participle of the verb to pass.
Pass can be used transitively:
I passed the church on my way to the store.
or intransitively:
He passed through life without a care.
Intransitive pass is also used as a euphemism for “die,” as in When did your father pass?
PAST
The word past can be used as an adjective:
Don’t hold grudges for past offenses.
as an adverb:
I thought he would stop, but he just ran past.
and as a preposition:
How does the food always get past the bib?
The word past can be used as an adjective:
Don’t hold grudges for past offenses.
Extended Lesson:
http://www.dailywritingtips.com/passed-vs-past/
or
http://www.towson.edu/ows/past.htm
Practice using Passed and Past:
http://www.towson.edu/ows/exercisepast.htm
Complete the following: (write the correct choice)
The passed / past has a habit of repeating itself. In a carbon copy of last year’s final, the young Argentinean blasted the ball passed / past the post after being awarded a penalty in the last minute. Visibly distraught, he removed his captain’s armband and passed / past it to Wells. He stormed off the pitch, walking straight passed / past his manager without so much as a glance.
Next, you will write a paragraph like the one above. It will be a quiz-type paragraph and you will make an answer key. You must include 6 sentences that include past /passed.
You must use both forms in your paragraph.
1.5.11C- Write with controlled organization1.5.11D- Write with a command of the stylistic aspects of composition.
Future Lessons:
Grammar Issues for ESL Writers
Proofreading Your Writing: Finding Common Errors - The OWL at Purdue
May 5, 2009 ... and homonyms like your/you're, to/too/two, and there/their/they're. ... be
Two, Too and Too
Your and You're
Passed and Past
List of Confusing Homonyms:
http://owl.english.purdue.edu/engagement/index.php?category_id=2&sub_category_id=1&article_id=48
I. There, Their and They're
(Lesson)
Their, There, They're
Their = possessive pronoun:
They got their books.
There = that place:
My house is over there. (This is a place word, and so it contains the word here.)
They're = contraction for they are:
They're making dinner.(Pronouns have apostrophes only when two words are being shortened into one.)
Click on the link below for more information / another lesson:
http://www.wikihow.com/Use-There%2C-Their-and-They%27re
Practice using There, Their and They're
http://webschool.wash.k12.ut.us/language/lessons/there.html
Complete the worksheet:
The Three Little Pigs
II. Your and You're
(Lesson)
1.Recognize that "you're" is the contraction for "you are."
2.Understand that "your" is a possessive pronoun for you, meaning that "you own something."
3.As you write a sentence, ask whether you want to indicate possession. If so use "your."
4.Read your sentence aloud using the phrase "you are." If it fits, you can use "you're." If it doesn't, "your" is your option.
5. Remember that you can add an "s" on the end of "your" to create "yours," but you can not add an "s" onto the end of "you're." This is an easy rule to help you decide which of these two commonly confused words to use when your sentence requires "yours."
Click below for additional info/ lesson:
http://www.wikihow.com/Use-You%27re-and-Your
Practice using Your and You're:
http://english-zone.com/verbs/your1.html
Complete the following:
Write six sentences using your and you're. (Both words must be used in each sentence)
III. Two, Too and To
(Lesson)
To, Too, Two
To = preposition, or first part of the infinitive form of a verb:
They went to the lake to swim.
Too = very, also:
I was too tired to continue. I was hungry, too.
Two = the number 2:
Two students scored below passing on the exam.
Practice using Two, Too and To:
http://www.quia.com/pop/1000.html?AP_rand=183145000
Complete the following:
Write a paragraph using each form of TO 3x
There will be a quiz using all of the information presented on this blog.
III. Passed and Past
(Lesson)
Short Intro:
Past is an adjective meaning "before now." It is also a noun meaning "the time before now."
Yesterday is part of the past; let's think about today.
Xena regrets her past.
Passed is a participle -- that is, a verb-form. Always use it as a verb. It's the past-participle form of the verb "to pass" meaning "to give" or "to move" or, in games, "to decline one's turn."
Xena passed this way yesterday.
Xena passed Gabrielle some nut bread.
I didn't have enough points to bid, so I passed.
Some people also use it euphemistically for death:
My grandfather passed (or passed away) last year.
PASSED
The form passed is the past participle of the verb to pass.
Pass can be used transitively:
I passed the church on my way to the store.
or intransitively:
He passed through life without a care.
Intransitive pass is also used as a euphemism for “die,” as in When did your father pass?
The form passed is the past participle of the verb to pass.
Pass can be used transitively:
I passed the church on my way to the store.
or intransitively:
He passed through life without a care.
Intransitive pass is also used as a euphemism for “die,” as in When did your father pass?
PAST
The word past can be used as an adjective:
Don’t hold grudges for past offenses.
as an adverb:
I thought he would stop, but he just ran past.
and as a preposition:
How does the food always get past the bib?
The word past can be used as an adjective:
Don’t hold grudges for past offenses.
Extended Lesson:
http://www.dailywritingtips.com/passed-vs-past/
or
http://www.towson.edu/ows/past.htm
Practice using Passed and Past:
http://www.towson.edu/ows/exercisepast.htm
Complete the following: (write the correct choice)
The passed / past has a habit of repeating itself. In a carbon copy of last year’s final, the young Argentinean blasted the ball passed / past the post after being awarded a penalty in the last minute. Visibly distraught, he removed his captain’s armband and passed / past it to Wells. He stormed off the pitch, walking straight passed / past his manager without so much as a glance.
Next, you will write a paragraph like the one above. It will be a quiz-type paragraph and you will make an answer key. You must include 6 sentences that include past /passed.
You must use both forms in your paragraph.
1.5.11C- Write with controlled organization1.5.11D- Write with a command of the stylistic aspects of composition.
Future Lessons:
Grammar Issues for ESL Writers
Proofreading Your Writing: Finding Common Errors - The OWL at Purdue
May 5, 2009 ... and homonyms like your/you're, to/too/two, and there/their/they're. ... be
Monday, October 19, 2009
Friday, October 16, 2009
Journal
Please respond to the following prompt:
What would life be like if you were only six inches tall?
or
Write on a topic of your choice
(Your journals MUST be a minimal of 1 page)
Academic Content Standard:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
What would life be like if you were only six inches tall?
or
Write on a topic of your choice
(Your journals MUST be a minimal of 1 page)
Academic Content Standard:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Sunday, October 11, 2009
Descriptive/ Narrative Essay
10/12- 10/15
Descriptive/ Narrative Essay
Monday: Complete rough drafts and Peer edit
Tuesday: Complete the final copy
Wednesday - Thursday: Read essays aloud during class. (The class will attempt to guess the identity of your object)
1.5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Descriptive/ Narrative Essay
Monday: Complete rough drafts and Peer edit
Tuesday: Complete the final copy
Wednesday - Thursday: Read essays aloud during class. (The class will attempt to guess the identity of your object)
1.5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Friday, October 9, 2009
Journal Day
Today is journal day. Please respond to the following prompt:
Explain what you think life would be like without: plumbing, electricity, cars, windows, air conditioning. (How would your life change? How would this change your daily routine?)
or
Write on a topic of your choice
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Explain what you think life would be like without: plumbing, electricity, cars, windows, air conditioning. (How would your life change? How would this change your daily routine?)
or
Write on a topic of your choice
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Monday, October 5, 2009
Lesson4: Descriptive Essay: Exercise 2
Tuesday, October 6,2009
GOALS:
-Students will create a descriptive/ narrative essay describing their favorite possession.
-Vivid details should be used in place of naming the object and its purpose
Possession
Step 1: Think Sheet
The Planning Think Sheet will guide you through the process of choosing a topic and generating ideas that you might want to use in your essay.
http://www.elc.byu.edu/classes/buck/w_garden/guide/academic/descriptive/tsplan.html
1. Generate several ideas for your essay. Make lists and decide which object will work best for your topic. Next, pick an object.
2. Once you have generated some ideas for your descriptive essay, it is a good idea to think of sensory details that you can add to your description. Make a list of adjectives that describe how the object tastes, looks, feels, smells and sounds.
3. You will be required to use at LEAST three senses in your essay. (However, you may use all five)
4. In your essay, discuss the object's purpose without telling the reader the identity of your object
5. Tell how the object is used
Step 2: Putting It All Together
The Organizing Think Sheet will help you organize the information you generated with the Planning Think Sheet. When you have finished the Organizing Think Sheet and included all of the details listed above, you should be ready to begin writing your descriptive essay.
SPECIFICS:
-Students will create a descriptive/ narrative essay describing their favorite possession.
-Vivid details should be used in place of naming the object and its purpose
-Students will NOT directly identify the object/ possession in the essay
-Students must use creative description. **Your description may not be obvious.
For example, you may not say: It takes pictures....for any type of camera
-be creative.
AVOID SECOND PERSON AND CONTRACTIONS!
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
Lesson3: Introduction: Descriptive Essay
Students will review the elements of a descriptive essay
Students will incorporate vivid details into their written work
How to Write a Descriptive Essay
A descriptive essay is a type of essay that strives to provide the reader with a more vivid experience and understanding of the item being described. Rather than focusing on statistics and facts, a descriptive essay paints a picture by utilizing detailed observations and descriptive words.
A descriptive essay typically portrays a place, a person, a memory, an object, or an experience. Regardless of what is being described in the essay, it should focus on what the writer perceives and experiences.
When writing a descriptive essay, you must also determine the overall purpose of the essay. By determining the reason for your essay, you can better focus your ideas and determine what information should be included in the essay. For example, if writing a descriptive essay about a person, you need to decide if you want to focus on that person’s appearance or on a specific trait the person has. For example, you might write a descriptive essay that describes how the person is a hard worker, brave, or honest.
When writing descriptive essays, remember the phrase “show, don’t tell.” Your goal should be to describe the subject rather than simply tell the reader. For example, rather than say, “I was tired after my workout,” you might say “Sweat rolled off of my brow and I tried to catch my breath as I painfully walked to the locker room after completing a fast-paced, 30 minute workout.”
In order to show your reader rather than tell, you need to focus on using your five senses. These five senses include sight, sound, smell, taste, and touch. When considering the situation you are writing about, think about how all five of your senses are used in that situation.
Tips and Examples:
There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.
If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.
Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.
Practice Exercise #1
Below are three words. Take a few minutes and write as many details as you can about each subject.
Education
Vehicle
Circle
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
Students will incorporate vivid details into their written work
How to Write a Descriptive Essay
A descriptive essay is a type of essay that strives to provide the reader with a more vivid experience and understanding of the item being described. Rather than focusing on statistics and facts, a descriptive essay paints a picture by utilizing detailed observations and descriptive words.
A descriptive essay typically portrays a place, a person, a memory, an object, or an experience. Regardless of what is being described in the essay, it should focus on what the writer perceives and experiences.
When writing a descriptive essay, you must also determine the overall purpose of the essay. By determining the reason for your essay, you can better focus your ideas and determine what information should be included in the essay. For example, if writing a descriptive essay about a person, you need to decide if you want to focus on that person’s appearance or on a specific trait the person has. For example, you might write a descriptive essay that describes how the person is a hard worker, brave, or honest.
When writing descriptive essays, remember the phrase “show, don’t tell.” Your goal should be to describe the subject rather than simply tell the reader. For example, rather than say, “I was tired after my workout,” you might say “Sweat rolled off of my brow and I tried to catch my breath as I painfully walked to the locker room after completing a fast-paced, 30 minute workout.”
In order to show your reader rather than tell, you need to focus on using your five senses. These five senses include sight, sound, smell, taste, and touch. When considering the situation you are writing about, think about how all five of your senses are used in that situation.
Tips and Examples:
There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.
If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.
Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.
Practice Exercise #1
Below are three words. Take a few minutes and write as many details as you can about each subject.
Education
Vehicle
Circle
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
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