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Laying Out the Text
by
Carole Greene
De Anza College
Cupertino, California
Manuscript Preparation:
D’Artagnan Greene
Cover Photo:
Schipol Airport, Amsterdam
© 2002 by Bill Greene
Copyright © 2002 by Carole Greene
ISBN X-XXXX-XXXX-X
All rights reserved. No part of this book may be reproduced inany form whatsoever, by photography or xerography or byany other means, by broadcast or transmission, by translationinto any kind of language, nor by recording electronically orotherwise, without permission in writing from the publisher,except by a reviewer, who may quote brief passages in criticalarticles or reviews.
Printed in the United States of America.
X X X X X X X X X X
Address orders to:
XXXXXXXXXXX1111 XXXX XXXXXXXX, XX 00000-0000Telephone 000-000-0000Fax 000-000-0000
XXXXX PublishingXXXXXXXXXXXXXXXXXXXXXXXX
ii
TABLE OF CONTENTS
FOREWORD
GREEN SHEET CONTRACTS
Instructor’s copy
Student’s copy
SECTION 1 - The 4-Paragraph Diagnostic Essay
Instructions for Writing the 4-Paragraph
Diagnostic Essay
Sample Diagnostic Essays
Sophia Badillo, “Not Your Typical Student”
MaryEllen Luna, “My Career Changes”
Ashourina Samuel, “An Essay About Me”
Rhythm Shah, “After Coming to America”
Yvonne West, “My Journey”
iii
vii
1
1
5
9
11
13
15
19
23
27
31
SECTION 2 - Listening Tests
Instructions for Taking a Listening Test
Listening Tests 1 - 5
SECTION 3 - Supplementary Practice
Exercises for Different Sentence Types
Exercise 1 - 6 Variations of the Simple
Sentence Pattern
Exercise 2 - Locating Subjects and Verbs
in Questions
Exercise 3 - Distinguishing Prepositions
from Subordinate Connectives
Exercise 4 - Punctuating the Complex
Sentence
Exercise 5 - Relative Pronouns That Are
Also Subordinate Connectives
Exercise 6 - An Implied Subordinate
Connective in a Complex Sentence
Exercise 7 - A Single Subordinate Connective
Making More Than 1 Clause Dependent
iv
35
37
39
49
51
65
71
85
91
101
105
Instructions for Taking Sentence Examinations
Instructions for Quiz #1 The Simple Sentence
Instructions for Quiz #2 The Complex Sentence
Instructions for Quiz #3 The Compound Sentence
Instructions for Quiz #4 The Compound-Complex
Sentence
The Grading Scale for a 10 Point Quiz
Grading Symbols
SECTION 5 - Paragraph Directives
Instructions for Writing Paragraphs
An Exercise on Facts and Opinions
Paragraph #1 Assignment
SECTION 4 - Sentence Examinations
Exercise 8 - A Dependent Clause Acting
as the Subject of a Main Clause
Exercise 9 - 2 Subordinate Connectives
Creating 2 Dependent Clauses
v
113
117
143
145
147
149
151
153
155
157
159
161
167
171
Grading Criteria
Sample Student Paragraphs 1 – 12
Paragraph #2 Assignment
Sample Instructor Paragraphs 1 – 4
Paragraph #3 Assignment
SECTION 6 - Essay Directives
Instructions for Writing an Essay
Essay #1
SECTION 7 - Practice Grammar Exams
Instructions for a Practice Grammar Review
Tulip Talk — A Practice Grammar Exam
vi
173
175
191
195
203
205
207
211
213
215
217
FOREWORD
The artist within Professor Carole Greene of the De Anza College
Language Arts Division is revealed by her use of imagery
throughout this text. Her talent in creating mental pictures through
rich description is accented by the implementation of selected
paintings by the Dutch artist, Johannes Vermeer. This textbook is a
modern-day demonstration of the age-old adage that "a picture is
worth a thousand words."
Professor Greene has whimsically captured the essence of
engaging the learner while teaching the mastery of basic skills as
she leads students through the development of new abilities that
will last a lifetime. This strategy motivates students while modeling
the best ways to pen visual expressions that reflect the essence of
art and literature.
Critical thinking and an interest in creative writing emerge as
unexpected benefits from Professor Greene's distinctive strategy
and enthusiastic approach to learning topics such as proper
sentence construction. Her passion for her topics and colorful
examples provided throughout the book are illustrative of the
techniques that she encourages students to master through this
learning experience.
Her unique approach to student learning, which utilizes her
techniques of teaching basic writing skills, is a gift to this
generation. As a result of their exposure to her method, her
students will be encouraged to form their own interpretations and
responses to literature and Fine Art. Over the years, Professor Greene
has touched countless lives that have been enriched by this new
means of expression. The unsolicited glowing praise and testimony
from students who have studied under her remain ever present as
poignant reminders of how teachers such as this one, who choose
to express their own artistry through whatever subject is taught,
vii
continue to influence and even change the paths of learners from
all walks of life.
The student will surely discover that this textbook makes a
refreshing, creative departure from the usual approach while
remaining true to its core purpose. Through this work, students are
encouraged to explore their own inner selves.
Jaci Ward, Ph.D.
Dean of Distance and Extended Learning
De Anza College, Cupertino, CA
viii
1
Green Sheet Contracts
Green Sheet Contracts for English 100B
Carole Greene
De Anza College
Instructor’s Copy
Textbooks required:
Carole Greene, Setting Up the Palette, Pearson Custom Publishing,
© 2002.
Carole Greene, Laying Out the Text, Pearson Custom Publishing,
© 2002.
Dictionaries:
A standard paperback college level dictionary such as:
The American Heritage Dictionary Based on the New Second
College Edition
OR
The New American Webster: Handy College Dictionary, Revised
and Expanded
OR
Webster’s New World Dictionary of the American Language
OR an electronic college level dictionary such as:
The American Heritage Dictionary by Seiko Instruments (which
includes a spell checker, an advanced phonetic word search, and
Roget’s II New Thesaurus which offers synonyms)
2
PLUS a bad speller’s dictionary if needed such as:
The Random House Bad Speller’s Dictionary
OR
Webster’s New World Mi(s)spellers Dictionary: 15,000 Common
Misspellings and Their Correct Spellings
OR
An electronic variant such as: The Franklin Spelling Ace (which checks
and corrects over 80,000 words)
Purpose:
English 100B is designed to help the student to read, to discuss, to
listen, to write, and to think. Emphasis will be on the writing of
effective sentences, paragraphs, and essays.
Students’ Materials:
Students are expected to have paper, a pen, 2 different colored
highlighters, and both textbooks for each class lecture.
Attendance:
All students are required to view all of the videotaped lectures
without exception. You are responsible for all of the information
that is given in those presentations.
Grading:
Final grades will be determined on the basis of composition grades
and your performance on quizzes and exams.
A student must pass the Comprehensive Grammar Examina-
tion in order to receive credit for the course.
3
A student who does not take the scheduled Final Examination
will receive a no credit for the course. The final exam will be three
hours long. Attendance at the final exam is by invitation only. An F
on any part of that exam will result in a no credit for the course.
Plagiarism:
Any part of a paper that shows any evidence of copying “word for
word” from an outside source or from another student’s
paper is NOT acceptable and may result in an F on the paper
and/or an F in the course at the discretion of the instructor.
Incompletes:
An incomplete is given only at the instructor’s discretion. No
incomplete grades will be given in this course.
I have read the above contract and agree to follow all of the
conditions set forth.
_______________________________ _____________
Signature Date
___________________________
Print your name here.
4
5
Green Sheet Contracts
Green Sheet Contracts for English 100B
Carole Greene
De Anza College
Student’s Copy
Textbooks required:
Carole Greene, Setting Up the Palette, Pearson Custom Publishing,
© 2002.
Carole Greene, Laying Out the Text, Pearson Custom Publishing,
© 2002.
Dictionaries:
A standard paperback college level dictionary such as:
The American Heritage Dictionary Based on the New Second
College Edition
OR
The New American Webster: Handy College Dictionary, Revised
and Expanded
OR
Webster’s New World Dictionary of the American Language
OR an electronic college level dictionary such as:
The American Heritage Dictionary by Seiko Instruments (which
includes a spell checker, an advanced phonetic word search, and
Roget’s II New Thesaurus which offers synonyms)
6
PLUS a bad speller’s dictionary if needed such as:
The Random House Bad Speller’s Dictionary
OR
Webster’s New World Mi(s)spellers Dictionary: 15,000 Common
Misspellings and Their Correct Spellings
OR
An electronic variant such as: The Franklin Spelling Ace (which checks
and corrects over 80,000 words)
Purpose:
English 100B is designed to help the student to read, to discuss, to
listen, to write, and to think. Emphasis will be on the writing of
effective sentences, paragraphs, and essays.
Students’ Materials:
Students are expected to have paper, a pen, 2 different colored
highlighters, and both textbooks for each class lecture.
Attendance:
All students are required to view all of the videotaped lectures
without exception. You are responsible for all of the information
that is given in those presentations.
Grading:
Final grades will be determined on the basis of composition grades
and your performance on quizzes and exams.
A student must pass the Comprehensive Grammar Examina-
tion in order to receive credit for the course.
7
A student who does not take the scheduled final examination
will receive a no credit for the course. The final exam will be three
hours long. Attendance at the final exam is by invitation only. An F
on any part of that exam will result in a no credit for the course.
Plagiarism:
Any part of a paper that shows any evidence of copying “word for
word” from an outside source or from another student’s
paper is NOT acceptable and may result in an F on the paper
and/or an F in the course at the discretion of the instructor.
Incompletes:
An incomplete is given only at the instructor’s discretion. No
incomplete grades will be given in this course.
I have read the above contract and agree to follow all of the
conditions set forth.
_______________________________ _____________
Signature Date
___________________________
Print your name here.
8
9
SECTION 1
The 4-Paragraph Diagnostic Essay
10
11
Instructions for Writing the 4-Paragraph Diagnostic Essay
The purpose of this preliminary essay is to give me a chance
to get to know who you are and to help you to pinpoint some of
your writing problems on an individual basis.
This essay will be given a ! rather than a letter grade. In
other words, if you submit the assignment, you will get a ! . If you
do not submit it, you will receive an F.
1. The opening paragraph should contain an opinion or
Thesis Statement that will govern the content of the entire
essay. Use a separate sentence for each subpoint.
2. Paragraph 2 will focus on the first subpoint.
3. Paragraph 3 will present a detailed discussion on the
second subpoint.
4. Paragraph 4 should include a detailed reminder of each
subpoint in the order that they were presented.
Example:
Name
English 100B DL
Date
Essay Title
My life has been a rather complicated one. I come from a very
unusual background. I was born in.....
12
13
Sample Diagnostic Essays
The following essays are meant to illustrate the kinds of topics
and subpoints you may choose to write about. They were written by
students just like you. Although the essays are not very long, as
you will see, a lot of very interesting and informative detail can be
compressed in a rather short informal paper. As you read each es-
say, you will feel that you have entered the world that each of these
students inhabits. It will give you a greater appreciation of how we,
as a class, are enriched by the diversity of your fellow scholars who,
like you, have been willing to share something about their lives in a
written format.
Many of these writers have chosen to write more than the 4-
Paragraph requirement. Feel free to do the same if you have a lot
that you want to say.
As a reminder, your paper will not be given a letter grade. You
will receive a ! for this assignment. However, I will mark your pa-
pers for grammatical errors, and I will make comments regarding
the content. The marks are meant to show you where you have
writing problems so that you will know where those areas are that
will require extra concentration and effort on your part as the course
progresses.
So please enjoy these sample papers, and know that I am
looking forward to reading yours.
14
15
Not Your Typical Student
My name is Sophia Badillo. My education sometimes seemed
unattainable due to a life saturated with obstacles. I had to deal
with financial problems. But there were some wonderful high points
in my life. I also had to deal with unsupportive people. In this
paper, I will explain more about my life.
When I was growing up, money was extremely scarce. When I
was twelve years old, my mother divorced my abusive father and
decided to raise six children by herself. Supporting seven people
was tough, and my mother’s income as a nurse barely covered the
necessary expenses like food and rent. So at the age of thirteen, I
worked two part time jobs as a file clerk in order to financially help
my mother and my siblings. I worked 30 hours a week while
simultaneously studying so that I could help my mother with the
bills and graduate with my eighth grade class. And although the
hard work in school paid off when I received admission to a private
Catholic school with a scholarship for my first semester of high school,
my mother and I could not afford the hefty tuition after the scholarship
ended. After one semester, I was expelled because my mother could
not scrape up enough money to pay for the remaining tuition for
that year.
So I attended the local public high school while working full
time so that I could continue to help my mother financially. I believed
that my hard work in school and my job would help my chances for
attaining a scholarship to a four year university after I graduated
16
from high school. Unfortunately, my dream of attending a university
seemed dismal when I was told during my senior year that the
Catholic high school would not release my freshman grades unless
my mother paid them the remaining $5,000 that was owed for tuition.
But my mother could not afford to pay the money. And although I
passed all of my high school courses, I was still missing credits from
my freshman year, and I did not receive my high school diploma on
time. However, I still had dreams of attending college and decided
that my next step was to attend a local community college.
Although my family did not have any money, my older brother
Paul was very supportive when he discovered I had a talent for a
particular sport. After an eighth grade field trip to the Ice Capades
Chalet in San Mateo, I discovered I had a natural ability to skate.
During that afternoon, I was able to emulate the actions of the more
advanced skaters; in my rental skates, I could skate backwards, do
simple spins, and jumps. Although my brother only made a minimum
wage as a mail clerk, he helped finance my skating by paying for the
$50 per hour lessons, the $200 pair of used skates, and a few skating
outfits.
Singles skating appealed to me first, and it led me to participate
in local skating competitions in the Bay Area. I always tried my
best, but I never placed higher than third even though I felt that I
had skated better than my competitors. But then, I discovered the
world of ice dancing when I watched a local dance competition.
After two years of singles skating, I switched over to ice dancing.
17
After I tried it, I felt more graceful on the ice. Ice dancing was more
about coordinating movements with another person; I thought that
was more beautiful than skating alone during singles. However, it
was increasingly difficult to find a male ice dancing partner. After
one year, I quit. I was so frustrated with not finding anyone to dance
with, plus I realized that my brother was sacrificing too much of the
money that he had saved for college on my skating.
Now, when I watch figure skating, I am more aware of the
hard work those athletes go through in order to skate in the Olympics,
in Disney on Ice, or even in local youth shows. I think about the
financial sacrifices the families must have gone through in order to
have their children excel at the sport.
Over the years, I have encountered some very unsupportive
people. Although my ex-boss told me she wanted me to do well in
school and would accommodate my schedule, she yelled at me when
I told her that I needed to adjust my work schedule by one hour to
take a business class in the morning. Likewise, my ex-boyfriend
was unsupportive. Since I was spending 60 hours a week working
and going to school, he told me that I was wasting my time trying to
do both. But he was wrong.
I still work to help my mother financially, and I have managed
to obtain a 4.0 grade point average at school. Ice skating taught me
some very important skills. I learned that it takes practice to do
things that don’t come naturally to me. I also learned to be grateful
for everything; I know my brother worked very hard for his money,
18
but he chose to spend it on my skating expenses. I recently found
another job, and I dumped my boyfriend. I believe that my
experiences throughout the years have given me a great appreciation
for learning and the courage to continue to work hard for my goals.
19
My Career Changes
My name is MaryEllen Luna, and I’m returning to college after
taking a few years off. I’m returning for a degree in Biology and
Forensics. One of my hobbies is raising and showing Quarter Horses.
I decided to go back to school and get my degree in Biology
and then get a degree in Forensics. I would like to work with the
Santa Clara County coroner. I have always been interested in why
things happen, not just how they happen. For example, you have
two people with the same disease, but one lives, and one dies—
why? Do some people just give up and not fight, or is it more than
a person’s body can take? Some people are told that they only have
a few months to live, and yet, they survive for years. Other people
are told that with medication or surgery, their prognosis is excel-
lent, and they die a few months later. Did those persons just give
up?
These are the types of things that interest me. I used to work
for a veterinarian, and I would spend as much time as possible
watching and helping with surgeries. The doctors treated small and
large animals like dogs and cats and livestock. Treatments went
from the normal vaccinations and spaying and neutering to
repairing a prolapsed uterus in a cow or straightening a foal’s legs.
I always wanted to know why things happened. The doctors I
worked with sometimes had to necropsy or perform an animal
autopsy on animals that died for unknown reasons, and since no
20
one else would help, I was always ready to assist. I saw many
interesting things while I worked there. One time we removed a 15
pound stone from a horse that was put to sleep because of colic.
Another time, we had to necropsy my neighbor’s dog that had been
running around and then just lay down and died. The dog died from
bloat which is when the stomach swells up due to gas or fluid or
both. In this dog’s case, it was a gastric volvulus. This is when the
stomach twists more than 180 degrees. The twisting closes both
ends of the stomach, and the dilation compresses an artery which
stops the blood flow. This is something that needs to be treated
with surgery right away.
I’ve shown Quarter Horses for over twenty years. I started
breeding and raising my own show horses about fifteen years ago.
I’ve shown horses in Western Pleasure, Trail, Cutting, and Reining.
My first horse was a dark gray, and we always won first or second
place in all our classes. My other horse was a dark sorrel which is a
reddish brown color with the mane and tail the same color as the
body. This horse was trained better and had better conformation
than the gray horse, but the gray one always placed higher in the
classes. I realized that the gray horse did better in the classes
because most of the other horses were sorrels or bays. The judges
would tend to notice the different colored horses more than the
common colored ones. I started breeding my horses for
conformation and color. My sorrels were bred to roans for blue or
red roan foals, and my grays were bred to black or paint horses for
21
colors that were different from the usual colors.
Because of working with the veterinarians and raising my own
horses, I decided to go back to school for my Biology and Forensics
degree. Since I enjoy science, question everything, and I’m not
bothered by dead things or having my arm and shoulder deep
inside of a mare to feel for a foal, Forensics seems like a good
career choice for me.
22
23
An Essay About Me
My name is Ashourina Samuel. I have a hard time starting
essays, especially if they’re about me. So I will start out by saying
that I am an Assyrian from Iraq. That sentence tells you a lot about
me. It tells you that I was born in Iraq and that I have gone through
some hardships just coming from a country like Iraq. That sentence
tells you that I have a fascinating background and that I have great
stories to tell filled with tragedy and triumph. It tells you that I’m
very proud of my background and that English is my second lan-
guage. Everything else that I left behind, I will tell you about in
greater detail like how my family and I got here and now that I
have this opportunity, what I am planning on doing with it.
I was born in Iraq in 1983. For as long as I can remember, Iraq
has always been in a war, either with another country or with itself.
My family left Iraq during the Gulf War at the end of 1991 and the
beginning of 1992. We went through some hard times just trying to
leave. First, our car stopped because we ran out of gas, and since
gasoline was so scarce and hard to come by, we decided to leave
the car and start walking. We had gone so far; we did not want to
stop, and we kept hearing stories about people who had returned to
Iraq and the things that happened to them.
We kept on walking and heading towards Turkey; we figured
that we would be safe there. We walked along with other people for
seven days in the cruel weather of winter. With the snow and the
24
rain all around us, we made it to the border of Turkey. There we
camped with very few supplies. There were people dying in front of
our eyes because of the weather and hunger. My family managed to
stay together except for my youngest sister. She died there at the
age of one.
A few weeks passed by before the United States sent troops
with food and clothing. If it weren’t for them, we would have all
died. They took all the refugees to cities in Turkey and found them
homes to live in. My uncle, who at the time was living in the United
States, came to visit us and managed to do our papers so that we
could enter the United States. It’s been ten years since we arrived
here. We are thankful for everything we have and get, and we don’t
take our freedom for granted.
My parents left their way of living, their home, and their rela-
tives behind just so their children could have a better life and a
better opportunity to succeed and to get a chance to do what they
wanted to do. So I don’t take my education for granted. Education
is something my parents stress and want for us. They have done so
much for us. The least we can do for them is to get a good educa-
tion which is for our own benefit. I plan on leaving De Anza after
two years and transferring to San Francisco State to major in Psy-
chology and Film. I would like to get a PhD in Psychology. While
doing that, I am going to be making movies by directing, produc-
ing, and writing screenplays. I will start out making low budget
independent films and then move on to make big productions, and
25
hopefully one day, I will win an Oscar for my work.
That’s just a general overview of my life and my goals. If I
were to talk about all the interesting things that happened in my
life, I would end up writing a book.
26
27
After Coming to America
My name is Rhythm Shah. I am a student at De Anza College
majoring in Business Administration. I was born in upstate New
York, but when I was six months old, my parents took me to India.
It was my grandfather’s idea to name me Rhythm. The word,
rhythm, is used for music in the United States and also in India.
Since I was born in America, my grandfather knew that sometime
in my life, I was going to move back to the United States. So he
came up with the name, Rhythm, because it is familiar in both coun-
tries.
Both of my parents are from India, and I have one older sister
who also grew up with me there. Her name is Milanee. She also
came to the United States after finishing college in India. She went
to Pepperdine University in Malibu. She studied Communications,
and at present, she works for Bloomberg News. She is an anchor
woman, and she reports the news from all around the world.
My religion is Hindu, and my language is Hindi. The Hindu
religion is divided into twenty four parts, so my religion is also called
Hindu, Vaishnav. There are twenty five different languages in India.
I can speak another language called Gujarati and a little bit of San-
skrit, so English is my third language.
After finishing the tenth grade in a high school in India, I de-
cided to come to the United States for further studies at the age of
sixteen. I got accepted as a junior into a boarding school in Santa
28
Barbara, California. Since it was my first time in America, it was
hard and challenging to live in the new environment. In the begin-
ning, it was hard to communicate with people, and my classes were
also tough due to my poor background in English. I never knew that
I was so lucky to have a name like Rhythm. I became popular be-
cause of my name. Everyone loved it, and the whole school knew it
in just two days. Slowly, I got used to the new environment. My
English also got better. I worked with my teachers and started im-
proving in all of my classes. It was hard to face all of the challenges,
but at the same time, I was gaining self confidence.
It was a great experience living on the other side of the world
far away from my old friends and my family. In India, I used to live
in a big house with my family. It was like a palace with 4,000 feet of
land, about 15 rooms, plenty of security, and too many servants
running around the house. One of them used to tie my shoestrings,
so I never learned how to tie my shoes until I was 14. But I decided
to move out of the house and live a new life at the boarding school.
After moving out of the house, my life changed. I learned new things
and was more confident about facing new challenges. In India, the
only sport I used to play was cricket, but after coming to America,
I learned how to play soccer, lacrosse, tennis, and baseball. And at
present, I hold a black belt in martial arts.
After two years, I graduated from the boarding school and
came to De Anza College. I always wanted to be a commercial pilot.
Now, I realize that it will take me over fifteen years to become one
29
which will not be good for a career. I will still be a pilot but not a
commercial one. I also find finances and accounting interesting,
and ever since I was young, I dreamed of being a business man, so
my major is Business Administration. At present, my plan is to gradu-
ate from college with a bachelor’s degree in that field. Then, I will
work for an international company and move to a different country
for awhile. After working for a company for a few years, my plan is
to open my own business. I think that it is better to get some expe-
rience by working for another company before opening my own
business without any experience.
I have been in the United States for the last five years. My life
has changed, so I call my life challenging and also interesting, but I
have learned many new things. I am not worried about how long I
am going to stay in school. I am studying hard and also enjoying
life in America.
30
31
My Journey
My name is Yvonne West. I’ve worked for many years, and
I’ve decided to return to college to get a four-year degree. I’ve
worked for over twenty-eight years. At sixteen, I did not have to
work, but I wanted to because I wanted my own money to buy the
items that I liked, needed, and wanted. At sixteen, I attended col-
lege. I had planned to be a judge one day, so I decided to major in
political science; however, along the way, I was distracted by the
idea that I was making money, and I decided to focus on working
instead of getting my degree and sticking to my previous goal.
I was born at Stanford Hospital in Palo Alto, California to Ameri-
can citizens of Negroid descent. I’m the only daughter sandwiched
in between two brothers. We moved to Florida, my mother’s birth-
place, after my parents separated. Being raised in a single parent
home by a very wise mother was a wonderful experience that still
brings a smile to my face. My mother provided emotional, financial,
physical, and spiritual support for each of her children while main-
taining a good sense of humor along the way.
My mother reminded me often that I was a blessing to her, but
she was also a blessing to me. Sunday meals, holiday gatherings,
church functions, and special moments at home stand out as family
traditions—why? Sunday meals, like holiday gatherings, were spe-
cial when relatives and other invited and uninvited guests stopped
by to eat my grandmother Mama Maggie’s jellyroll cakes. Many
32
delicious homemade dishes like 7-up pound cakes, macaroni and
cheese, sweet potato pies, peach cobblers, red beans and rice,
and crackling bread just to name a few—yum, yum—were pre-
pared, served, and eaten. Church functions were an opportunity
to participate, share talents, and socialize with others outside of
the family. My brothers and I often read books, played games,
made up songs, told jokes, ate cereal for dinner because we en-
joyed breakfast so much, and laughed until it hurt; we enjoyed
being a family. Sometime later, my eldest brother was in the Navy
and only came home on leave, but when he returned, we still
remained a close knit family.
After leaving home and working for many years, I decided to
return to college to pursue an earlier goal of mine which was to
get a four-year degree. Upon returning to college, I had not de-
cided on any specific major or profession. So I decided to focus on
completing all of the General Education requirements here at De
Anza College.
Returning to school proved to be an exhilarating experience
that I enjoy. The process has changed my life in very positive ways.
I am a procrastinator. So school has taught me to start my assign-
ments and projects early instead of waiting until the last day or
minute when they are due to get them done. I used to suffer from
test anxiety, but I took a course on Skills for Higher Education, and
the professor taught us that preparation and studying would allevi-
ate test anxiety; it worked. I’ve learned that it is a must to put in
33
the necessary two hours of studying for every one hour of class
which means hard work, but it does pay off; I’ve earned good grades.
I’ve also rediscovered a few old passions like reading and helping
people.
Currently, I have decided to do research on the field of educa-
tion. I would like to incorporate my passion for helping and coun-
seling others with my newly found short-term educational goal. I
would like to get a four-year degree in a field that I’m passionate
about, and I would like to work in that same field. That is my long
term goal.
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35
SECTION 2
Listening Tests
36
37
Instructions for Taking a Listening Test
A listening test is designed to give you oral practice with regard to
good concentration and accurate hearing.
The instructor will read a one page article to you.
Listen carefully, but do not take any notes.
At the completion of the reading, you will be asked 10 questions
about material covered which will require multiple choice answers:
a, b, c, d, e, or f.
Each question will be read aloud only 2 times.
Listen to the question twice, and then, circle the correct
response.
To score the test, to the left of each number:
Mark each correct answer with a C.
Mark each wrong answer with an X.
Count up the total number of answers that are correct.
And circle that number in the space provided at the top of the
test sheet,
for example +8.
You are on your honor to e-mail your Listening Test results to me.
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39
Name_______________ Your Score_____________
Course______________
Date________________
Listening Test #1
1. a b c d e f
2. a b c d e f
3. a b c d e f
4. a b c d e f
5. a b c d e f
6. a b c d e f
7. a b c d e f
8. a b c d e f
9. a b c d e f
10. a b c d e f
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41
Name_______________ Your Score_____________
Course______________
Date________________
Listening Test #2
1. a b c d e f
2. a b c d e f
3. a b c d e f
4. a b c d e f
5. a b c d e f
6. a b c d e f
7. a b c d e f
8. a b c d e f
9. a b c d e f
10. a b c d e f
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43
Name_______________ Your Score_____________
Course______________
Date________________
Listening Test #3
1. a b c d e f
2. a b c d e f
3. a b c d e f
4. a b c d e f
5. a b c d e f
6. a b c d e f
7. a b c d e f
8. a b c d e f
9. a b c d e f
10. a b c d e f
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45
Name_______________ Your Score_____________
Course______________
Date________________
Listening Test #4
1. a b c d e f
2. a b c d e f
3. a b c d e f
4. a b c d e f
5. a b c d e f
6. a b c d e f
7. a b c d e f
8. a b c d e f
9. a b c d e f
10. a b c d e f
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47
Name_______________ Your Score_____________
Course______________
Date________________
Listening Test #5
1. a b c d e f
2. a b c d e f
3. a b c d e f
4. a b c d e f
5. a b c d e f
6. a b c d e f
7. a b c d e f
8. a b c d e f
9. a b c d e f
10. a b c d e f
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49
SECTION 3
Supplementary Practice Exercises
for Different Sentence Types
50
51
Exercise 1
6 Variations of the Simple Sentence Pattern
s v 1 subject, 1 verb
(s) v an implied subject, 1 verb
ssss vvvv multiple subjects, multiple verbs
ssss v multiple subjects, 1 verb
s vvvv 1 subject, multiple verbs
v s 1 verb, 1 subject - an inverted clause
Write 5 examples that fit each pattern.
Set up a theme such as things you want to do this weekend.
That will give you a total of 30 sentences.
You may bring them to a tutor for correction.
You may also e-mail them to me for comments.
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53
s v 1 subject, 1 verb
1.
_____________________________________________________________
__________________________________________________________________
2.
_____________________________________________________________
__________________________________________________________________
3.
_____________________________________________________________
__________________________________________________________________
4.
_____________________________________________________________
__________________________________________________________________
5.
_____________________________________________________________
__________________________________________________________________
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55
(s) v an implied subject, 1 verb
1.
_____________________________________________________________
__________________________________________________________________
2.
_____________________________________________________________
__________________________________________________________________
3.
_____________________________________________________________
__________________________________________________________________
4.
_____________________________________________________________
__________________________________________________________________
5.
_____________________________________________________________
__________________________________________________________________
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57
ssss vvvv multiple subjects, multiple verbs
1.
_____________________________________________________________
__________________________________________________________________
2.
_____________________________________________________________
__________________________________________________________________
3.
_____________________________________________________________
__________________________________________________________________
4.
_____________________________________________________________
__________________________________________________________________
5.
_____________________________________________________________
__________________________________________________________________
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59
ssss v multiple subjects, 1 verb
1.
_____________________________________________________________
__________________________________________________________________
2.
_____________________________________________________________
__________________________________________________________________
3.
_____________________________________________________________
__________________________________________________________________
4.
_____________________________________________________________
__________________________________________________________________
5.
_____________________________________________________________
__________________________________________________________________
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61
s vvvv 1 subject, multiple verbs
1.
_____________________________________________________________
__________________________________________________________
2.
_____________________________________________________________
__________________________________________________________________
3.
_____________________________________________________________
__________________________________________________________________
4.
_____________________________________________________________
__________________________________________________________________
5.
_____________________________________________________________
__________________________________________________________________
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63
v s 1 verb, 1 subject - an inverted clause
1.
_____________________________________________________________
__________________________________________________________
2.
_____________________________________________________________
__________________________________________________________________
3.
_____________________________________________________________
__________________________________________________________________
4.
_____________________________________________________________
__________________________________________________________________
5.
_____________________________________________________________
__________________________________________________________________
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65
Locating Subjects and Verbs in Questions
Write 4 questions on the lines provided.
Then, rewrite each question as a statement by rearranging the
given words.
With your statement in normal word order, place 1 line under
each subject and 2 lines under each verb.
Return to the original question, and mark the same subject and
verb words.
Exercise 2
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67
Question #1:
__________________________________________________________________
__________________________________________________________________
Rewrite #1:
__________________________________________________________________
__________________________________________________________________
Question #2:
__________________________________________________________________
__________________________________________________________________
Rewrite #2:
__________________________________________________________________
__________________________________________________________________
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69
Question #3:
__________________________________________________________________
__________________________________________________________________
Rewrite #3:
__________________________________________________________________
__________________________________________________________________
Question #4:
__________________________________________________________________
__________________________________________________________________
Rewrite #4:
__________________________________________________________________
__________________________________________________________________
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71
Distinguishing Prepositions from Subordinate Connectives
For each word that can act as a preposition or a subordinate
connective,
write 6 sentences.
In the first 3 sentences, use the given word as a preposition.
In the next 3 sentences, use the same word as a subordinate
connective.
The completed assignment will give you a total of 36
sentences.
If you work with a fellow student, you can print out a
copy of your work and give one copy to the person you are
working with. Now, you will have a total of 72 sentences
to go through together which will give you both an opportunity
to run a check against each other.
Exercise 3
72
73
after [a prepositional phrase]
1._____________________________________________________________
__________________________________________________________
2._____________________________________________________________
__________________________________________________________________
3._____________________________________________________________
__________________________________________________________________
after [a subordinate connective]
4._____________________________________________________________
__________________________________________________________
5._____________________________________________________________
__________________________________________________________________
6._____________________________________________________________
__________________________________________________________________
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75
as [a prepositional phrase]
1._____________________________________________________________
__________________________________________________________
2._____________________________________________________________
__________________________________________________________________
3._____________________________________________________________
__________________________________________________________________
as [a subordinate connective]
4._____________________________________________________________
__________________________________________________________
5._____________________________________________________________
__________________________________________________________________
6._____________________________________________________________
__________________________________________________________________
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77
before [a prepositional phrase]
1._____________________________________________________________
__________________________________________________________
2._____________________________________________________________
__________________________________________________________________
3._____________________________________________________________
__________________________________________________________________
before [a subordinate connective]
4._____________________________________________________________
__________________________________________________________
5._____________________________________________________________
__________________________________________________________________
6._____________________________________________________________
__________________________________________________________________
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79
like [a prepositional phrase]
1._____________________________________________________________
__________________________________________________________
2._____________________________________________________________
__________________________________________________________________
3._____________________________________________________________
__________________________________________________________________
like [a subordinate connective]
4._____________________________________________________________
__________________________________________________________
5._____________________________________________________________
__________________________________________________________________
6._____________________________________________________________
__________________________________________________________________
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81
since [a prepositional phrase]
1._____________________________________________________________
__________________________________________________________
2._____________________________________________________________
__________________________________________________________________
3._____________________________________________________________
__________________________________________________________________
since [a subordinate connective]
4._____________________________________________________________
__________________________________________________________
5._____________________________________________________________
__________________________________________________________________
6._____________________________________________________________
__________________________________________________________________
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83
until [a prepositional phrase]
1._____________________________________________________________
__________________________________________________________
2._____________________________________________________________
__________________________________________________________________
3._____________________________________________________________
__________________________________________________________________
until [a subordinate connective]
4._____________________________________________________________
__________________________________________________________
5._____________________________________________________________
__________________________________________________________________
6._____________________________________________________________
__________________________________________________________________
84
85
Punctuating the Complex Sentence
Select a personal theme such as a vacation you would like
to plan soon.
For each punctuation pattern, write 3 sentences to
demonstrate your understanding of that rule.
D, M When a dependent clause precedes a main clause,
there is a pause. There is a comma.
M D When a dependent clause follows a main clause,
` there is no pause. There is no comma.
M, D, When a dependent clause comes in the middle
of a main clause, it can be non-restrictive,
non-essential information. Often, it is a renamer.
There are commas on both sides.
M D A dependent clause in the middle of a main clause
is sometimes restrictive or necessary to the meaning
of the main clause.
There are no commas.
Exercise 4
86
87
D, M
1._____________________________________________________________
__________________________________________________________
2._____________________________________________________________
__________________________________________________________________
3._____________________________________________________________
__________________________________________________________________
M D
1._____________________________________________________________
__________________________________________________________
2._____________________________________________________________
__________________________________________________________________
3._____________________________________________________________
__________________________________________________________________
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89
M, D,
1._____________________________________________________________
__________________________________________________________
2._____________________________________________________________
__________________________________________________________________
3._____________________________________________________________
__________________________________________________________________
M D
1._____________________________________________________________
__________________________________________________________
2._____________________________________________________________
__________________________________________________________________
3._____________________________________________________________
__________________________________________________________________
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91
Relative Pronouns That Are Also Subordinate Connectives
The words that, what, which, and who are relative pronouns.
They can double function as subordinate connectives in a
dependent clause.
Select a personal theme such as some of your favorite
hobbies.
For each word that can double function as the subject and
subordinate of a dependent clause, write 3 sentences to
demonstrate your understanding of that rule.
Exercise 5
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93
that
double function - subject and subordinate of a dependent clause
1.
_____________________________________________________________
__________________________________________________________
__________________________________________________________
2.
_____________________________________________________________
__________________________________________________________________
__________________________________________________________
3.
_____________________________________________________________
__________________________________________________________________
__________________________________________________________
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what
double function - subject and subordinate of a dependent clause
1.
_____________________________________________________________
__________________________________________________________
__________________________________________________________
2.
_____________________________________________________________
__________________________________________________________________
__________________________________________________________
3.
_____________________________________________________________
__________________________________________________________________
__________________________________________________________
96
97
which
double function - subject and subordinate of a dependent clause
1.
_____________________________________________________________
__________________________________________________________
__________________________________________________________
2.
_____________________________________________________________
__________________________________________________________________
__________________________________________________________
3.
_____________________________________________________________
__________________________________________________________________
__________________________________________________________
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who
double function - subject and subordinate of a dependent clause
1.
_____________________________________________________________
__________________________________________________________
__________________________________________________________
2.
_____________________________________________________________
__________________________________________________________________
__________________________________________________________
3.
_____________________________________________________________
__________________________________________________________________
__________________________________________________________
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101
Exercise 6
An Implied Subordinate Connective in a Complex Sentence
When a sentence begins with a main clause like any one of the
following:
I know
I wish
I guess
I think
a dependent clause will follow.
The result will be a Complex Sentence.
Although the subordinate connective may be stated, it is most
often implied.
102
103
Complete each of the following sentences.
Then, track and label your clauses.
I know ______________________________________________
__________________________________________________________________
__________________________________________________________________
I wish ______________________________________________
__________________________________________________________________
__________________________________________________________________
I guess _____________________________________________
__________________________________________________________________
__________________________________________________________________
I think ______________________________________________
__________________________________________________________________
__________________________________________________________________
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105
Exercise 7
A Single Subordinate Connective Making More Than 1 Clause Dependent
At the beginning of a sentence, if clause #1 is dependent and it
is added to clause #2 with a coordinate connective, both
clauses will be dependent.
And you will have a double dependent clause fragment.
To eliminate the fragment, remove the coordinate connective.
Revise your punctuation.
To eliminate the fragment, add a main clause to form a Complex
Sentence.
Set up 3 examples of your own in the following way:
Although...a clause [but]...a clause. [;]
Since...a clause [and]...a clause. [;]
When...a clause [so]...a clause. [;]
For each example, you will produce 3 patterns.
D [and] D. [;] a double dependent clause fragment
D, M. a correct Complex Sentence
D [and] D, M. a correct Complex Sentence
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107
For the first round, write a dependent clause.
Add a coordinate connective.
Then, write a second dependent clause.
The pattern you produce will be D [and] D. [;]
It will be a double dependent clause fragment.
Although...a clause [but]...a clause. [;]
Since...a clause [and]...a clause. [;]
When...a clause [so]...a clause. [;]
1.__________________________________________________________
__________________________________________________________________
2.___________________________________________________________
__________________________________________________________________
3.___________________________________________________________
__________________________________________________________________
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109
For the second round, eliminate the coordinate connective.
The pattern you produce will be D, M.
It will be a correct Complex Sentence.
Although...a clause [but]...a clause. [;]
Since...a clause [and]...a clause. [;]
When...a clause [so]...a clause. [;]
1.__________________________________________________________
__________________________________________________________________
2.___________________________________________________________
__________________________________________________________________
3.___________________________________________________________
__________________________________________________________________
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111
For the third round, go back to your first example.
And add a main clause.
The pattern you produce will be D [and] D, M.
It will also be a correct Complex Sentence.
Although...a clause [but]...a clause. [;]
Since...a clause [and]...a clause. [;]
When...a clause [so]...a clause. [;]
1.__________________________________________________________
__________________________________________________________________
2.___________________________________________________________
__________________________________________________________________
3.___________________________________________________________
__________________________________________________________________
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Exercise 8
A Dependent Clause Acting as the Subject of a Main Clause
Set up 4 examples of your own in which a dependent clause
acts as the subject of a main clause.
Track the subject and verb components that belong to each
clause.
You will have only 1 functional main clause.
As a result, you will have created 1 Simple Sentence.
Your sentence will look like this.
(D) M
1. ________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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115
(D) M
2. __________________________________________________
_____________________________________________________________________
_____________________________________________________________________
(D) M
3. ________________________________________________________________
___________________________________________________________________
___________________________________________________________________
(D) M
4. ________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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117
Exercise 9
2 Subordinate Connectives Creating 2 Dependent Clauses
Complete each of the following examples.
Then, separate the dependent clauses.
And write each of the examples in 2 different ways.
1. I think that if...
2. I hope that because...
3. I know that when...
4. I guess that until...
5. I feel that since...
Keep in mind that you can have an implied subordinate.
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119
For each example, you will create the following patterns.
M D D,
D, M D
M D D
Examples:
1. I know that if you study you will learn. M D D,
2. If you study, I know that you will learn. D, M D
3. I know that you will learn if you study. M D D
In the next 3 examples, the subordinate connective [that] is imlplied.
4. I know if you study you will learn. M D D,
5. If you study, I know you will learn. D, M D
6. I know you will learn if you study. M D D
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121
M D D,
1. I think that if _____________________________________
__________________________________________________________
__________________________________________________________
D, M D
2. __________________________________________________
__________________________________________________________________
__________________________________________________________
M D D
3. __________________________________________________
__________________________________________________________________
__________________________________________________________
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123
M D D,
1. I hope that because _______________________________
__________________________________________________________
__________________________________________________________
D, M D
2. __________________________________________________
__________________________________________________________________
__________________________________________________________
M D D
3. __________________________________________________
__________________________________________________________________
__________________________________________________________
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125
M D D,
1. I know that when _________________________________
__________________________________________________________
__________________________________________________________
D, M D
2. __________________________________________________
__________________________________________________________________
__________________________________________________________
M D D
3. __________________________________________________
__________________________________________________________________
__________________________________________________________
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127
M D D,
1. I guess that until _________________________________
__________________________________________________________
__________________________________________________________
D, M D
2. __________________________________________________
__________________________________________________________________
__________________________________________________________
M D D
3. __________________________________________________
__________________________________________________________________
__________________________________________________________
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129
M D D,
1. I feel that since __________________________________
__________________________________________________________
__________________________________________________________
D, M D
2. __________________________________________________
__________________________________________________________________
__________________________________________________________
M D D
3. __________________________________________________
__________________________________________________________________
__________________________________________________________
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131
Then, rewrite each of the original sentences 3 more times.
Leave out the implied subordinate connective [that].
Once again, for each example, you will create the following
patterns.
M D D,
D, M D
M D D
You will have a total of 30 sentences that you can print out.
If possible, go over your examples with a tutor or with a fellow
student.
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133
M D D,
1. I think if _______________________________________
__________________________________________________________
__________________________________________________________
D, M D
2. __________________________________________________
__________________________________________________________________
__________________________________________________________
M D D
3. __________________________________________________
__________________________________________________________________
__________________________________________________________
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135
M D D,
1. I hope because __________________________________
__________________________________________________________
__________________________________________________________
D, M D
2. __________________________________________________
__________________________________________________________________
__________________________________________________________
M D D
3. __________________________________________________
__________________________________________________________________
__________________________________________________________
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137
M D D,
1. I know when ____________________________________
__________________________________________________________
__________________________________________________________
D, M D
2. __________________________________________________
__________________________________________________________________
__________________________________________________________
M D D
3. __________________________________________________
__________________________________________________________________
__________________________________________________________
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139
M D D,
1. I guess until ____________________________________
__________________________________________________________
__________________________________________________________
D, M D
2. __________________________________________________
__________________________________________________________________
__________________________________________________________
M D D
3. __________________________________________________
__________________________________________________________________
__________________________________________________________
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141
M D D,
1. I feel since _____________________________________
__________________________________________________________
__________________________________________________________
D, M D
2. __________________________________________________
__________________________________________________________________
__________________________________________________________
M D D
3. __________________________________________________
__________________________________________________________________
__________________________________________________________
142
143
SECTION 4
Sentence Examinations
144
145
Instructions for Taking Sentence Examinations
Each of the following exams is designed to test your ability to
write controlled examples of each of the major sentence
types.
Under #1 on each instruction sheet, you will find the letters A
and B.
On the day of the exam for a particular sentence type, you will be
given 2 separate categories to choose from.
Write the information down on the Cover Sheet.
Select just 1 of the given categories.
Write all 10 examples on that subject only!
Sentences written on any other category or on mixed
categories will be given a grade of F.
Be sure to track and label your clauses.
146
147
Instructions for Quiz #1 The Simple
Sentence
Print your name, the course, the hour, and the date in ink.
Fill in the A and B blanks with information sent to the Listserv.
On #2, write out the category you selected.
Your test will look like this:
Name____________
Course___________
Date_____________
Quiz #1 - The Simple Sentence
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
148
Reminders:
1. When you type your exam, use a size 14 font.
2. Number your examples on the left-hand side from 1 - 10.
3. Use double spacing.
4. Use justified text.
5. Proofread carefully.
6. Eliminate all spelling and grammatical errors.
7. When you finish your test, track your clauses.
Put 1 line under each subject and 2 lines under each verb.
8. Label the types of clauses you are presenting.
This will give you a visual check on the major sentence
type you were asked to focus on.
9. Before turning in your test, read it out loud to a wall.
10. Staple the Cover Sheet to your finished paper
before submitting it for a grade.
149
Instructions for Quiz #2 The Complex
Sentence
Print your name, the course, the hour, and the date in ink.
Fill in the A and B blanks with information sent to the Listserv.
On #2, write out the category you selected.
Your test will look like this:
Name____________
Course___________
Date_____________
Quiz #2 - The Complex Sentence
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
150
Reminders:
1. When you type your exam, use a size 14 font.
2. Number your examples on the left-hand side from 1 - 10.
3. Use double spacing.
4. Use justified text.
5. Proofread carefully.
6. Eliminate all spelling and grammatical errors.
7. When you finish your test, track your clauses.
Put 1 line under each subject and 2 lines under each verb.
8. Label the types of clauses you are presenting.
This will give you a visual check on the major sentence
type you were asked to focus on.
9. Before turning in your test, read it out loud to a wall.
10. Staple the Cover Sheet to your finished paper
before submitting it for a grade.
151
Instructions for Quiz #3
The Compound Sentence
Print your name, the course, the hour, and the date in ink.
Fill in the A and B blanks with information sent to the Listserv.
On #2, write out the category you selected.
Your test will look like this:
Name____________
Course___________
Date_____________
Quiz #3 - The Compound Sentence
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
152
Reminders:
1. When you type your exam, use a size 14 font.
2. Number your examples on the left-hand side from 1 - 10.
3. Use double spacing.
4. Use justified text.
5. Proofread carefully.
6. Eliminate all spelling and grammatical errors.
7. When you finish your test, track your clauses.
Put 1 line under each subject and 2 lines under each verb.
8. Label the types of clauses you are presenting.
This will give you a visual check on the major sentence
type you were asked to focus on.
9. Before turning in your test, read it out loud to a wall.
10. Staple the Cover Sheet to your finished paper
before submitting it for a grade.
153
Instructions for Quiz #4
The Compound-Complex Sentence
Print your name, the course, the hour, and the date in ink.
Fill in the A and B blanks with information sent to the Listserv.
On #2, write out the category you selected.
Your test will look like this:
Name____________
Course___________
Date_____________
Quiz #4 - The Compound-Complex Sentence
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
154
Reminders:
1. When you type your exam, use a size 14 font.
2. Number your examples on the left-hand side from 1 - 10.
3. Use double spacing.
4. Use justified text.
5. Proofread carefully.
6. Eliminate all spelling and grammatical errors.
7. When you finish your test, track your clauses.
Put 1 line under each subject and 2 lines under each verb.
8. Label the types of clauses you are presenting.
This will give you a visual check on the major sentence
type you were asked to focus on.
9. Before turning in your test, read it out loud to a wall.
10. Staple the Cover Sheet to your finished paper
before submitting it for a grade.
155
The Grading Scale for a 10 Point Quiz
10 A
______
9 A-
______
8 B
______
7 C
______
6 D
______
5 F
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157
Grading Symbols
Frag fragment
RTS a run-on sentence, a fused sentence, a run
R-O together sentence, or a comma splice
sp spelling
# plural instead of singular or vice versa
p punctuation
apos apostrophe
possess possessive
ww wrong word
awk awkward
diction a diction problem
agr an agreement error
mm a misplaced modifier
dm a dangling modifier
tense wrong tense
coherence no sense
158
Grading Symbols
uc upper case
lc lower case
CC a Compound Sentence
CX a Complex Sentence
CC-CX a Compound-Complex Sentence
159
SECTION 5
Paragraph Directives
160
161
Instructions for Writing Paragraphs
The following paragraph directives are designed to be used for
individual out-of-class writing assignments.
The expository analytical and/or argumentative paragraph
is a group of approximately 8 to 12 sentences that are focused
on 1 main idea.
The writer’s objective is to convince the reader that a
particular opinion can be validated with the support of a unified
body of facts.
The paragraph, written in the Deductive Style, will begin with a
Topic Sentence that will be supported by a carefully selected
body of main clause facts.
For the beginning writer, it is best to keep the Topic Sentence
short.
Restrict it to 1 main clause.
It may be Simple [SS] or Complex [CX].
Place the Controlling Idea, or opinion, at the end of the sentence.
The Controlling Idea is the writer’s contract with the reader to
support a limited judgment with very detailed main clause facts.
162
Example:
! ! !Cigarettes are [bad for your health]. c.i.
If the next main clause is specific but does not directly
support the Controlling Idea, it will create a main clause unity
error. [U]
Example:
! ! !Cigarettes are [bad for your health]. c.i. Cigarettes cost
$5.00 a pack.
Although the main clause is factually specific, it does not go
back to the Controlling Idea which is [bad for your health].
The following main clauses are specific.
They directly support the Controlling Idea.
Example:
! ! !Cigarettes are [bad for your health]. c.i. Smoking just one
cigarette can shorten your life by 10.7 minutes. Moreover,
smoking an entire pack of cigarettes can shorten your life by
3 1/2 hours.
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An Improved Example:
Moreover, smoking an entire pack of 20 cigarettes can shorten
your life by 3 1/2 hours.
A Continuation:
! ! !Cigarettes are [bad for your health]. c.i. Smoking just one
cigarette can shorten your life by 10.7 minutes. Moreover, smoking
an entire pack of cigarettes can shorten your life by 3 1/2 hours. In
December of 2001, 97 out of 100 residents of Rolinda, California
contracted lung cancer from smoking 20 to 40 cigarettes a day.
To make use of secondary information which is interesting and specific
but which does not directly support your Controlling Idea, be sure to
place it in a dependent clause.
Example:
! ! !Cigarettes are [bad for your health]. c.i. Smoking just one
cigarette can shorten your life by 10.7 minutes whereas cigarettes
are also expensive costing as much as $5.00 a pack.
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Limit the number of opinions in a single paragraph to 2.
The first opinion will be your Topic Sentence.
It will have a Controlling Idea or opinion that gives
direction to the rest of your paragraph.
The other broad non-specific sentence will be a summary
statement.
It draws your paragraph to a close.
It prevents the reader from dangling in midair as a
result of being suspended from your last main clause
fact.
The concluding statement summarizes the findings you have
presented in your paragraph.
It should not repeat the wording used in the Topic Sentence.
Example:
[Topic Sentence]
! ! !Cigarettes are [bad for your health]. c.i.
[Summary Statement]
As you can see, cigarettes do not contribute to the
promotion of good health.
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Think of a paragraph as having the shape of the letter
I
I .
There is an opinion [or broad base] at the top.
Solid main clause facts are in the vertical column that follows.
A summary statement forms the broad base at the bottom.
Read the paragraph directive for each assignment carefully.
And follow the directions exactly.
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167
An Exercise on Facts and Opinions
Instructions: On the Cover Sheet, print your name, the
course, the hour, and the date in ink in the spaces provided.
Fill in the blank spaces on the Cover Sheet with the assigned
subject matter.
Write FACT at the top of one page.
Write 10 Simple Sentences that are facts about ___________.
You may write about more than one example.
But be sure to pick _______that you know something about.
Number your examples as you go.
Underline the subject and verb in each main clause.
Write OPINION at the top of another page.
Write 10 Simple Sentences that are opinions about ________.
Number your examples as you go.
Underline the subject and verb in each main clause.
And [bracket] your Controlling Idea.
Check for proper spelling and diction.
Make sure you have only 1 main clause for each example.
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Use a 14 font; double space; use justified text.
When you have finished, proofread your writing.
And staple the Cover Sheet to your completed work.
Your assignment should look like this.
FACT
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
OPINION
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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Write FACT at the top of one page.
Then, write 10 Simple Sentences that are facts about your
favorite entertainers.
You may write about more than one example.
Pick entertainers you know something about.
Write OPINION at the top of another page.
Then, write 10 Simple Sentences that are opinions about your
favorite entertainers.
Underline the subject and verb in each main clause.
And [bracket] your Controlling Idea.
Note:
Entertainers include anyone who is in the public eye:
- actors, actresses
- singers, musicians, or musical groups
- athletes
- politicians
Try to narrow the focus of your Controlling Idea.
170
171
Paragraph #1 Assignment
Instructions: On the Cover Sheet, print your name, the
course, the hour, and the date in ink in the spaces provided.
1. Use, and if necessary, revise the given Topic Sentence
that has been selected for you by the instructor.
2. The Topic Sentence is the first sentence of the paragraph.
Underline the subject and verb of the main clause.
And [bracket and highlight the Controlling Idea]. c.i.
3. Continue to write the rest of the paragraph.
4. Use specific main clause facts to directly support your
Controlling Idea.
5. Subordinate all secondary information.
6. Your paragraph may have only one indentation.
7. Avoid run-on sentences and fragment errors.
8. Check for proper spelling with a dictionary. Use proper
diction.
9. Give your final paragraph an appropriate imaginative title.
10. Use a 14 font; double space; use justified text.
11. Proofread the finished paragraph before turning it in.
12. Read it to a wall.
13. Staple the Cover Sheet to your paragraph before you submit
it for a grade.
172
173
Grading Criteria
Examine each of the following paragraphs.
1. Analyze the Topic Sentence.
Locate the subject and verb of the main clause.
Check to see if the writer provided you with a Controlling
Idea.
2. If there is a Controlling Idea, check to see if it is too
broad or if there is an opinion with a good limitation.
3. Examine each sentence that follows.
Check for main clause unity.
Check for the use of specific main clause facts.
4. Did the writer include a summary statement with wording
that does not repeat the words that were used in the Topic
Sentence?
5 Has the writer given the paragraph an appropriate
imaginative title?
After analyzing each paragraph, give it an appropriate grade.
1. A plus [+] should be given if there is
- a valid Topic Sentence control
- at least 3 good specific main clause facts
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2. A check [! ] should be given if there is
- a valid Topic Sentence control
- main clause examples that are too broad
3. A minus [—] should be given if there are
- 3 major errors such as Run-On sentences, fragments,
or main clause unity errors
or
- 7 minor errors such as spelling, diction, agreement,
or tense shift errors
4. An F should be given if there are
- more than 3 major errors
- more than 7 minor errors
- the content makes no sense
- the writer did not follow the instructions
You may split the grade if the content merits a plus [+] or a
check [! ] whereas the mechanics merit a [! ], a minus [—], or
an [F].
You may give a single grade if the content and the mechanics
merit a single grade such as a plus [+], a [! ], a minus [—], or an
[F].
Be sure to give reasons for the grade or grades, in the case of
a split grade, that you have designated for each writing sample.
175
Sample Student Paragraphs
Sample #1
Entering College Will Change Your Life
When a person is about to enter college, from high
school, they have no idea what is about to happen to them. Lets
just put it this way, your whole life changes. You think everything is
going to be perfectly fine, it is going to be exactly like high school all
over again, you are going to get the same amount of homework and
not have to study, etc. Everybody wishes it was like that, but that is
only in a dream world. You can enter college and your whole entire
schedule can change. A person could have one class in the morning,
one class in the afternoon and another class in the evening. They
could have a couple of hours in between each set of classes, a couple
minutes in between classes, or just no classes at all on that particular
day. When you do have classes though, you can bet that you are
going to have homework on that day. Studying could range around
from a simple twenty minutes to a very long and stressful two hours
a day. When there is a test or a huge final coming up, a person
won’t be study for a short fifteen to twenty minutes a day. The next
day though, you could take and pass all your tests. There is always
a big sigh of relief once this is over with. Another thing to remember,
always take college seriously, it is no joke. We are only talking about
the rest of your life here. If anyone can do a successful jobs with all
there classes such as staying on top with there grades, maintaining
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an average of 3.0 or better, going to all there classes by not cutting,
then you are definitely good to go. There is no doubt about it.
What helps also, is if you get some of your work done while you are
in school, so that when you arrive home, you won’t have to cram all
your work together. Don’t stress out though, because if a person
does, they are not going to do there best in school. Take it one step
at a time even though it is all at a fast pace. College is not one thing
to worry about, but just to keep your mind in full tact. It also helps
you become a more independent person rather than a dependent
person because you rely on yourself more than anybody else to get
the job done. When a person enters college though, it changes their
entire life.
Top grade:_______
Reasons:______________________________________________
Bottom grade:_______
Reasons: _____________________________________________
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Sample #2
Jackie Chan first movie in Hollywood, “Rush Hour 2,” is the
best movie of the year. When “Rush Hour 2” released a lot of people
were tried to get into the theater. Tickets sold out immediately on
that Friday night. I got into the theater but none of the chair is
available, so I sat on the stairway. The movie started everybody
stayed in silent paying attention to the Chinese guy and that was
Jackie Chan. He is a detective from China the government sending
him to the U.S. to rescues the senator’s daughter who was kidnapped
by the Dragon group that live in China town. Jackie and his partner
finally found out the location of the Dragon group. They got into a
fight in the Chinese’s restaurant. Jackie fight and kicks very quick.
He knocked down 16 men. At the end, Jackie rescued the senator’s
daughter and he go back to China. This movie were shown in the
theater for more than three months. It became Jackie highest profit
in 1999. People started talking about his movie telling that he is a
funny guy and a really cute actor. A lot of people have been waiting
for the DVD coming out. My brother even watched this movie twice
in the theater. All my friends were saying that he is the best character
in the movie and a funny guy. Jackie became Chinese American’s
fans. “Rush Hour 2” has changed the fans perspective view of point
in his action’s movie. Fans surely remember him as a Mr. nice and
funny guy. I enjoyed watching Jackie Chan in “Rush Hour 2.” I love
all his action. He is a good kicker and a funny guy. I would like to
collect all of his movies and of course “the Rush Hour 2.”
178
Top grade:_______
Reasons:______________________________________________
Bottom grade:_______
Reasons: _____________________________________________
179
Sample #3
Julia Roberts is one of the greatest actors in the world. I watched
many films of hers because I like her, and I’m also majored in film.
As far as I remember, the first film that I watched that Julia Roberts
played was “Pretty Woman.” She had changed from poor liked lady
to gorgeous looked lady as the film went on in that film. Especially
in the scene when Julia Roberts and Richard Gear went out for dinner,
she looked very gorgeous in a red dress. She expressed many kinds
of feelings of the character she played very well so that I was absorbed
in the story very easily. I was impressed by her act, and I became to
like her. She made me a fan of her. I’m sure that Julia Roberts will
keep moving as a very attractive and famous actor.
Top grade:_______
Reasons:______________________________________________
Bottom grade:_______
Reasons: _____________________________________________
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Sample #4
Who Knew Matt Le Blanc Was a Comedian?
Matt Le Blanc portrays a funny character in “Friends”. His
character’s name is Joey. Joey is funny because he eats a lot and is
childish. At a buffet, Joey said, “This where I get my money back”,
which I found hilarious. He will eat anything. Rachel [Jennifer Aniston]
made a pastry with meat, and Joey ate it all. He found it delicious.
Joey and Chandler [Matthew Perry] are roommates and act very
immaturely. Chandler talks about his bad luck with women, and
Joey doesn’t relate because he has good luck with women. “Friends”
would not be complete in humor if Matt Le Blanc didn’t star in it.
Top grade:_______
Reasons:______________________________________________
Bottom grade:_______
Reasons: _____________________________________________
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Sample #5
Oprah Winfrey is the most successful daytime female show
host. Compare to shows such as Jenny Jones or Sally-Jesse Raphael,
the Oprah Winfrey show has a higher rate of viewers, and more
celebrities has made appearance on Oprah’s show. She also opened
a book club that her viewers supported. There is a shelf reserved at
Borders Books and Music for Oprah’s book club. She has not only
her show to support her financially but her book club as well as her
magazine. Oprah Magazine is available at bookstores, grocery stores
and many other locations. With Oprah’s show, magazine, book club
and many faithful supporters, she is predicted to be successful and
stay the most successful daytime female show host.
Top grade:_______
Reasons:______________________________________________
Bottom grade:_______
Reasons: _____________________________________________
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Sample #6
Stupidly Funny
Matthew Perry is the funniest actor on the show, Friends. He
portrays a character named Chandler Bing. On a certain episode
during a Thanksgiving dinner in the 1980’s when Monica [Courtney
Cox] was fat, he made fun of her by saying, “Hmmm...all the food is
gone. I guess Monica started eating before us.” Another funny
moment that I remember of his was when he had just broken up
with his girlfriend. Then, a couple of weeks later, his girlfriend wanted
him back. But Chandler did not want her back. So he lied and said,”I
have to go on a business trip to Yemen. So we’ll talk about it when
I come back.” She responded with, “Okay, I’ll bring you to the airport
and wait until you leave, and when you come back, I’ll pick you up.”
At that point, Chandler was thinking, “What have I done?” He couldn’t
take back his lie, so he had to go on with the trip. Another funny act
that he did was when there was a blackout in his neighborhood. He
got stuck in an Automatic Teller Machine booth with a beautiful girl.
Then, he realizes that the beautiful girl is a supermodel. So he calls
Monica and tries to tell her that he is stuck in an ATM booth with a
supermodel. Monica says, “What are you saying, I can barely hear
you.” She can’t here him because he is whispering to her. He doesn’t
want the supermodel to hear him. So he says, “Give the phone to
Joey!” So he talked the same way to Joey as he did to Monica. Joey
responded by saying, “Chandler is stuck in an ATM booth with a
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supermodel!” Chandler hung up the phone with Joey and tried to
“spit some game” on the supermodel. Chandler approached her and
asked for the time, but instead, he “blanked out” after she turned
toward him. At that point, he turned around and started talking to
himself. That made him look “stupider.” He was never able to get
her number because of the way he acted in the booth. His acts on
certain episodes makes me think that he is the funniest actor on the
show, Friends.
Top grade:_______
Reasons:______________________________________________
Bottom grade:_______
Reasons: _____________________________________________
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Sample # 7
The singer, Madonna, wears very bright colored clothing most
of the time. In 1985, as part of her world tour in Britain, Madonna
wore a bright green blouse with a short purple skirt. In another
concert in the United States, she wore a shiny silver dress with pink,
purple, and orange sleeves. In 1989, when she sang at the Grammy
awards, she was known as the most “lively and colorful singer”.
Marriage and motherhood did not change her style of dressing. The
National Enquirer had pictures of Madonna after she had her baby,
and she still wore the same bright colors as she did before. Madonna
currently continues to wear bright colors in spite of being a wife and
a mother.
Top grade:_______
Reasons:______________________________________________
Bottom grade:_______
Reasons: _____________________________________________
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Sample # 8
Julia Roberts’ success is due to her tremendous effort and hard
work. At the start of her acting career, she continued to audition for
any movie roles she could find in spite of her many failures. She
never gave up even though she was often treated as a talentless
actress. To become an outstandingly beautiful actress, she kept her
fine figure in shape by exercising over 6 hours every day, going to
the beauty treatment clinic twice a week, and always being on a
strict diet of vegetables and fruits. After becoming famous in her
debut movie, “Pretty Women,” in which she was criticized for her
poor acting, she worked even harder to improve her acting skills by
taking a number of lessons. Although she was going through a tough
time in her private life such as losing members of her family and
breaking off a wedding engagement, she never changed her lifestyle
as a professional actress, nor did she miss her lessons when she
was sick. As a result of her effort and hard work, she won not only
an Academy Award but achieved glorious success as a talented
actress in the movie, “Erin Brokovich.”
Top grade:_______
Reasons:______________________________________________
Bottom grade:_______
Reasons: _____________________________________________
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Sample # 9
Jackie Chan had many great and dangerous moves in his action
movie called “Rush Hour 2.” In one of the seene, when he was
captured by the gang, he had to fight with his hands tight on the
back, and he had jumped from the second floor of the casino to the
ground at the end of the movie. When Jackie and his partner were
in Hong Kong, they were hang on the bamboo stick about ten floors
high, and they had to walk on the truck and land on the ground. The
most dangerous scene in the movie was when he fought with the
gang’s members on the boat. They tried to push him into the river,
but he moved like a monkey and fought back the men with a little
help of his partner. Scene by scene in each movie, he had to risk his
life when he created any great move for us to watch. Each of Jackie’s
movie had contained many good action’s scene that we ever seen
before.
Top grade:_______
Reasons:______________________________________________
Bottom grade:_______
Reasons: _____________________________________________
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Sample #10
Robin Williams in Stockings
Robin Williams played a hilarious old woman in the movie, “Mrs.
Doubtfire.” Robin Williams had to pretend to be a nanny for his
children since his wife and him divorced. He had to dress up as an
old woman wearing fake dentures and stockings; He even had breasts
too. Although he looked so ridiculous in his outfit, he was happy to
be with his kids. He would sing with an English accent and dance
around with a broom. Once when he was trying to cook, he caught
his “boobs” on fire. His children finally realized it was he when his
son walked in on him using the restroom. His son couldn’t believe
his father was dressed as a woman with boobs! He was finally caught
by everybody when he was doing the Heimlich maneuver on his ex-
wife’s boyfriend. He fell back, and his wig fell off. It was so
embarrassing for him. His wife forgave him, and he was able to see
his children without the costume. Robin Williams was so funny, but
I don’t think he would want to do that again.
Top grade:_______
Reasons:______________________________________________
Bottom grade:_______
Reasons: _____________________________________________
188
Sample #11
Eye Catching Dresses
Catherine Zeta-Jones wears gorgeous dresses at awards shows.
At the MTV Movie Awards, she wore a silver beaded Prada gown
with a low-rise neckline. She stepped into a black body fitted Channel
dress at the Golden Globe which sat so nicely on her 5’9 inch curvy
body. But her most gorgeous dress was at the Academy Awards
where she wore a flowy red strapless dress that had a slit that came
all the way up to her thigh. At the Grammy’s where she was
presenting, she wore a pink-and-golden sequined silk mini dress.
All eyes where on her when she walked down the red carpet in a
lace one-sleeve Versace dress. All the dresses, Catherine Zeta-Jones
wears at award shows, are stunning.
Top grade:_______
Reasons:______________________________________________
Bottom grade:_______
Reasons: _____________________________________________
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Sample #12
Ol’ Rich Man Connery
Sean Connery is an extremely well paid actor. On an average,
he is paid over two million dollars per movie. With every new movie,
he gets paid more and more. His large paychecks began with his
role as 007 in the early James Bond movies. Sean Connery was paid
over 50 million dollars for the Bond movies alone. With his earnings,
he was able to buy a mansion in England for 5.6 million dollars, and
his salary also made it possible for him to buy a home theater system
for $350,000. More recently, he was paid two million dollars for his
role in The Rock. When he stars in a movie that does poorly, he still
walks away with at least 1.3 million dollars in his pocket. In the
movie, First Knight, he was paid a handsome 2 million dollars. The
value of his total wealth is estimated to be over 750 million dollars.
Even when he is starring with other well known actors such as Nicolas
Cage, Connery gets paid nearly double what the younger actors do.
As you can see, Connery has been blessed with a huge salary and
the best life of luxury that will last him till the end of his days.
190
Top grade:_______
Reasons:______________________________________________
Bottom grade:_______
Reasons: _____________________________________________
191
Paragraph #2 Assignment
Instructions: On the Cover Sheet, print your name, the
course, the hour, and the date in ink in the spaces provided.
Step 1:
1. Do a preliminary analysis of each of the following
paragraphs.
The first paragraph is about an artist.
The second paragraph is about a scientist.
The third paragraph is about an art expert.
And the fourth paragraph is about an art forger.
2. Analyze the given Topic Sentence.
3. Underline each main clause that follows.
4. Place a U next to each main clause that does not directly
support the Controlling Idea in the Topic Sentence.
192
Step 2:
1. Select any one of the given paragraphs.
2. Mark the Topic Sentence components in the following
way.
Underline the subject and verb of the main clause.
[Bracket and highlight the Controlling Idea].c.i.
3. Underline the main clause in each sentence that follows.
4. Place a U next to each main clause that does not directly
support your Controlling Idea.
Step 3:
1. Rewrite the paragraph of your choice in the following way.
2. Use the given Topic Sentence as the first sentence of the
paragraph.
3. Underline the subject and verb of the main clause.
4. And [bracket the Controlling Idea].c.i.
5. Continue to write the rest of the paragraph using specific
facts in main clauses that directly support your
Controlling Idea.
6. Use all of the given facts.
193
7. Be sure to reincorporate all of the information that
created the main clause unity error.
8. Refocus it as secondary information, and place it in a
dependent clause.
9. Your paragraph may have only one indentation.
10. Avoid Run-On sentences and fragment errors.
11. Check for proper spelling with a dictionary.
12. Use proper diction.
13. Give your final paragraph an appropriate imaginative title.
14. Use a 14 font; double space; use justified text.
15. Proofread the finished paragraph before turning it in.
16. Read it to a wall.
17. Staple the Cover Sheet to your paragraph before you submit
it for a grade.
194
195
Paragraph 1 – Carel Fabritius
[1] Carel Fabritius was a thirty-two-year-old artist who had
more than his share of problems. [2] From 1641 to 1643, he was
Rembrandt’s star pupil in his Amsterdam workshop. [3] Fabritius
moved to Delft after the deaths of his first wife and their two children.
[4] His second wife, Agatha, was a widow who lived in Delft. [5]
Fabritius could only pay half of the twelve guilder fee that was required
to join the Guild of St. Luke. [6] In 1654, he worked as an artist in
Delft. [7] He owed a waiter at the Doel Inn 100 guilders for food and
drink. [8] He could now sign his name to his paintings, sell his work,
and take on apprentices. [9] He painted biblical scenes like The
Beheading of St. John the Baptist. [10] He got used to being in debt
which was part of an artist’s life. [11] His painting called Goldfinch
might have been about a bird he saw when he lived on the
Doelenstraat near a former convent where 90 pounds of gunpowder
was stored. [12] On October 12, 1654, two men entered the
storehouse to remove a two-pound sample of gunpowder. [13] Carel
Fabritius was putting the finishing touches on a portrait of a retired
196
clergyman. [14] A blast of noise, heat searing flames, and a
shuddering earth brought his painting to a halt. [15] The contents
of homes flew into the air with body parts of people and pet birds
like the artist’s goldfinch as well as stacks of his unsold painted
canvases. [16] One victim of The Thunderclap, which destroyed one
fourth of Delft, was Carel Fabritius who was taken to the hospital
where he died within the hour. [17] Arnold Bon wrote about the
man he considered to be Delft’s greatest artist with the possible
exception of his fellow guildsman, the twenty-two-year-old painter,
Johannes Vermeer. [18] He said, “Thus did this Phoenix, to our loss,
expire,/ In the midst and at the height of his powers,/ But happily
there arose out of his fire/Vermeer, who [proved to be as great a
master].”
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Paragraph 2
[1] Antony van Leeuwenhoek was one of the great scientific
inventors of his time. [2] His birthdate in October, 1632 was recorded
on the same page as that of Johannes Vermeer in the book of
baptismal records at the Nieuwe Kerk in Delft. [3] He is best
remembered for his development of the microscope. [4] He earned
his living as a cloth merchant. [5] He was trained to count the number
of threads to the inch that determined the closeness of the weave of
the silk and wool fabrics he sold in his shop. [6] His invention of
magnifying lenses may have been prompted by his need to study
the thread-count of woven cloth on a regular basis. [7] A professional
glass-blower, who sold his wares at a fair in Delft, taught
Leeuwenhoek how to blow glass. [8] Leeuwenhoek taught himself
how to grind and polish glass lenses before inserting them into a
silver or brass mounting. [9] He also invented a screw type device
to adjust how close or far his magnifying lens was from an object he
wished to study. [10] He examined the width of a single hair taken
from his wig. [11] He found that there were 600 hair-breadths in an
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inch. [12] He kept his lens-making techniques an unpublished secret.
[13] He never learned how to draw. [14] He sandwiched between
glass the eyes of a bee, the sting of a louse, and the brains of a fly.
[15] He had to hire professional draughtsmen to illustrate his findings.
[16] He is known as ‘the father of microbiology’ and had his
microscopic observations published by the Royal Society for the
Improving of Natural Knowledge in London.
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Paragraph 3 – Théophile Thoré
[1] In 1866, a political radical and an art expert, Théophile
Thoré, was credited with successfully bringing Vermeer’s work out
of obscurity and into the limelight. [2] Thoré was exiled from Paris
by Louis Napoleon after the 1848 revolution in France. [3] While
living in Belgium, he began a serious examination of Vermeer’s work.
[4] Thoré temporarily changed his name to William Bürger, meaning
citizen, to avoid being discovered by Napoleon III’s secret agents.
[5] His study of the artist’s work had actually begun in 1842 with his
first look at Vermeer’s View of Delft. [6] He did not like the painter’s
heavy application of thick coats of paint. [7] In 1858, he wrote,
“One could say that he wanted to build his city with a trowel and
that his walls are of real mortar.” [8] He called the artist “my ‘sphinx’
Van der Meer” because so little was known about his life and the
location of his paintings. [9] He went to the Six family mansion in
Amsterdam. [10] There he found The Milkmaid and The Little Street
by the man he now called “the astounding painter!” [11]He took a
trip to Brunswick. [12] He located the Girl Being Offered Wine.
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[13] On a trip to Dresden and other sites, he was able to locate and
purchase still more of the artist’s work. [14] He misread the text in
an 1822 catalogue when Girl with a Red Hat was put up for sale.
[15] He thought it was a portrait of a young man rather than one of
a young woman. [16] In 1866, with three articles published in the
Gazette des Beaux Arts, he was able to shake the dust off the cobwebs
that had buried the work of the Dutch master for more than 200
years, bringing him far more recognition than he had achieved during
his lifetime.
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Paragraph 4 – Han van Meegeren
[1] Han van Meegeren was highly skilled in the art of forgery.
[2] He studied painting at the Technology Institute in Delft. [3] He
used his technical skill to paint exact copies of Vermeer’s work. [4]
He won a gold medal for a watercolor painting of a church interior
done in the style of a seventheenth-century artist. [5] In his oil
paintings, he used a lemon-yellow, white, and blue palette to
reproduce smooth painted surfaces like those of Vermeer. [6] He
married, moved to The Hague, and exhibited his original paintings
that sold well before he became an alcoholic and was divorced. [7]
Due to decreased sales, he thought the Dutch art world was
preventing him from becoming rich and famous. [8] Using objects
like a white Delft wine jug that Vermeer would have used, he
capitalized on his ability to paint like him by producing new Vermeers.
[9] He moved to Roquebrune and lived alone. [10] He aged his new
Vermeer artworks in a few days rather than a few centuries by
painting with a liquid medium made up of a formaldehyde resin
mixed with white lead. [11] He took revenge on the Dutch art world
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for refusing to buy his original paintings. [12] He created a network
of cracks in a new oil painting by placing it in an oven and baking it
for several hours at 100 to 200 degrees. [13] He found an agent
who agreed to sell a newly discovered work by Vermeer. [14] When
his forgery of a painting that Vermeer never did called The Supper
at Emmaus was finished, van Meegeren made it look like it was
covered with old dirt by rubbing black ink into the cracks, wiping off
the surplus, and varnishing it. [16] In December of 1937, it was
sold as a “genuine Vermeer” to the Rembrandt Society of the
Netherlands for $170,000. [17] An art historian, Abraham Bredius,
authenticated the painting and said, “It is a wonderful moment in
the life of a lover of art when he finds himself suddenly confronted
with a hitherto unknown painting by a great master,...just as it left
the painter’s studio!”
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Paragraph #3 Assignment
Instructions: On the Cover Sheet, print your name, the
course, the hour, and the date in ink in the spaces provided.
1. Choose 1 of the given lists of words.
2. Make origin and definition notes for each word.
3. Then, write a Topic Sentence.
4. The Controlling Idea must focus on word origins that
are common to each word on the list.
List #1 or List #2
a. saxophone a. denim
b. sandwich b. muslin
c. algorithm c. worsted
d. nicotine d. satin
e. shrapnel e. gauze
1. The words on List #1 come from men’s names.
2. You must use an accurate date [or dates] with each
example.
3. Arrange your facts in a time sequence.
1. The words on List #2 come from cities where a particular
type of cloth was made.
2. No dates will be used.
3. Arrange your facts in an order of space.
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To Write the Paragraph:
1. In the Topic Sentence, underline the subject and verb of
the main clause, and [bracket the Controlling Idea].c.i.
2. Put specific root word origin information in each main
clause to directly support your Controlling Idea.
3. Use a separate sentence for each word on the list.
4. Include a current subordinated definition for each given
word.
5. Subordinate all of the data that pertains to word
meanings.
6. Your paragraph may have only one indentation.
7. Avoid Run-On sentences and fragments.
8. Check for proper spelling with a dictionary. Use proper
diction.
9. Check for main clause unity.
10. Your paragraph should be 7 sentences long.
11. Give your final paragraph an appropriate imaginative title.
12. Use a 14 font; double space; use justified text.
13. Proofread the finished paragraph before turning it in.
14. Read it to a wall.
15. Staple the Cover Sheet to your paragraph before you submit
it for a grade.
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SECTION 6
Essay Directives
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207
Instructions for Writing an Essay
The following essay directive is designed to be used for an out-
of-class writing assignment.
As you move from the writing of paragraphs to writing an
analytical and/or argumentative expository essay, keep in mind that
there is a structural similarity between the sentence, the
paragraph, and the essay.
Each module has a beginning, a middle, and an end.
For the sentence:
The beginning is usually the subject.
The middle is the verb.
The end is the object.
________________________________________________________________
For the paragraph:
The beginning is the Topic Sentence with its Controlling
Idea.
The middle contains specific main clause facts that
directly support the Controlling Idea.
The end is the concluding statement that summarizes
the opinion that was presented for analysis or for
argumentation.
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For the essay:
The beginning is the opening paragraph.
It includes the source of information that generated
the analytical or argumentative response if there is one.
It contains the Thesis Statement or opinion that governs
the entire paper.
It is followed by subpoints presented in the order that
they will be discussed in the body of the paper.
There is also a statement of purpose that focuses the
reader’s attention upon the rationale that lies behind the
writing of the paper.
________________________________________________________________
The middle contains individual paragraphs for each
subpoint.
The paragraphs will have relevant Topic Sentences
followed by specific main clause facts that directly support
each Topic Sentence control.
There is no need to have a summary statement at the
end of each paragraph that is focused on a particular
subpoint.
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The ending is the concluding paragraph.
It does not require a Topic Sentence.
It calls for separate sentences with specific main clause
reminders for each subpoint that was presented in the
same order that was established in the opening
paragraph and in the body of the paper.
The concluding reminders should not repeat the
wording that was used in the body of the paper.
_____________________________________________________________
Read the essay directive carefully.
And follow the directions exactly.
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211
Essay #1
Instructions: On the Cover Sheet, print your name, the
course, the hour, and the date in ink in the spaces provided.
Read excerpts from “Tracy Chevalier: Interview.” by Gavin J.
Grant in Setting up the Palette.
She is the author of Girl With a Pearl Earring and other
novels.
______________________________________________________________
Write a Thesis Statement that will focus on some of the
key points she discussed about her career as a writer.
Select 2 subpoints based on topics she addressed that
were of interest to you.
She talked about being an outsider in a different
culture.
She talked about her method of doing research for her
novels.
She talked about her job as a writer of non-fiction.
She talked about her preference for writing fiction.
She talked about giving book talks in chain bookstores.
She talked about giving book talks in independent
bookstores.
Make a preliminary outline for a 4-paragraph essay for
your own use if desired.
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1. In Paragraph 1, include the title and author of the
assigned essay.
Write a Thesis Statement, the opinion that governs your
paper.
2. Use a separate sentence for each subpoint in the order
that you will discuss them.
3. Include a statement of purpose.
4. Paragraphs 2 and 3 need good Topic Sentences for each
subpoint.
5. Use detailed main clause facts to directly support your
Controlling Idea.
6. Subordinate any secondary information.
7. Your concluding paragraph requires a detailed main
clause reminder for each subpoint in the order it was
presented in the introductory paragraph and in the body of
the paper. It does not require a Topic Sentence.
8. Title the finished essay.
9. Use a 14 font, double spacing, and justified text.
10. Do not plagiarize. The facts are yours. The wording is not.
11. Proofread to eliminate unity and mechanical errors.
12. Read your essay to a wall.
13. Staple the Cover Sheet to your essay before you submit it
for a grade.
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SECTION 7
Practice Grammar Exams
214
215
Instructions for a Practice Grammar Review
1. Examine each of the following examples.
2. Underline the subject and verb of each main and
dependent clause with 1 and 2 lines respectively.
3. Circle each subordinate connective.
4. Put each prepositional, infinitive, and participle phrase
in parentheses, and label them accurately.
5. Label logical connectives [lc] and coordinate
connectives [cc].
6. Decide if the statement is a Correct Sentence, a
Fragment, or a Run-On Sentence.
7. And mark it in the following way:
Mark A for a Fragment.
Mark B for a Run-On Sentence.
Mark C for Correct.
8. If you have labeled it as Correct:
Mark SS for a Simple Sentence.
Mark CX for a Complex Sentence.
Mark CC for a Compound Sentence.
Mark CC-CX for a Compound-Complex Sentence.
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9. If you have labeled it as a Fragment, indicate the
dominant structure.
Mark dc for a dependent clause.
Mark inf for an infinitive phrase.
Mark prp for a present participle phrase.
Mark pp for a past participle phrase.
Mark prep for a prepositional phrase.
Mark o for other.
10. If you have labeled it as a Run-On Sentence, mark an R
where the Run-On Sentence occurred.
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Tulip Talk — A Practice Grammar Exam
A = Fragment
B = Run-On Sentence
C = Correct
1. Imagine visiting the city of Delft in Holland on a warm
spring day.
2. You have just walked through Market Square, it is Friday,
and the market stalls selling fish, meat, fruit, and cheeses of
every kind that were in full swing the day before have
disappeared.
3. They will not reappear until the following Thursday.
4. A few scraps of crumpled paper blowing across the brick-
covered pavement can be seen.
5. While here and there, a few people make their way across
the quiet, peaceful square.
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6. All of a sudden, a car pulls up in front of Town Hall—a young
woman steps out .
7. Today will be her wedding day.
8. Which is made apparent by the fact that she is wearing a long
white gown.
9. But what catches your eye is the floor length overskirt, bright
red in color, with tall pointed petal shapes protruding above the
waistline.
10. Echoing the curves of her body.
11. Standing up straight and tall in the warm midday sun, she
walks at the head of a long procession.
12. Of what seems to include most of the people in town.
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13. And it is clear that the petals are not ordinary ones, instead,
they are tulip shaped leaves.
14. That give her the appearance of a red and white-striped flower
as she walks along the street past Market Square and across a bridge
that will take her and her followers to Oude Kerk, the church where
Vermeer has long since been laid to rest and where she has chosen
to take her wedding vows
15. It may seem odd for a bride to be dressed as a living tulip.
16. But it seems less strange when you consider the importance
the tulip has had throughout the last five hundred years of Holland’s
history.
17. The writer, Alexander Dumas, understood the importance of
the tulip.
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18. Having written about it in his novel called The Black Tulip.
19. And so did his hero, Cornelius van Baerle.
20. An artist and a lover of tulips who decided to turn his back on
the various wars that pitted man against man in battles against
Spain, France, and England and to put his effort into growing the
most beautiful tulips that even the Dutch world had ever seen.
21. The year was 1672, Johannes Vermeer had started work on a
painting he would later call Allegory of Faith.
22. And in the nearby village of Dort, Cornelius van Baerle had
started work on changing the color of his precious tulips and altering
their shape as he concentrated on creating entirely new species of
flowers.
23. His neighbor, Isaac Boxtel, was also a tulip fancier, however, it
was clear that he was not suited for his chosen profession.
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24. For although he had once produced a tulip bulb that had gotten
a passing comment of “Not Bad!” from the King of Portugal.
25. He was driven by jealousy rather than by patience.
26. And instead of spending his time as Van Baerle did, soaking his
tulip seeds in specially colored liquids to produce a delicate tint of
pink or a richer hue of red.
27. He placed a ladder alongside of his garden wall, he also
purchased a telescope to peer into Van Baerle’s drying room with
the intention of stealing any secret tulip growing formulas.
28. That his neighbor might come up with.
29. When a new breed of tulip, named for Van Baerle’s godfather,
Cornelius de Witt, blossomed forth, Isaac Boxtel flew into a rage.
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30. And in the dark of night, he tied the back legs of two cats
together, then, he tossed them into his neighbor’s garden.
31. In their effort to get free of one another.
32. The frightened animals trampled down beautifully laid out rows
of prize winning tulips that with the exception of one or two hardy
blooms looked like dead soldiers the next morning.
33. Which drained the color from Van Baerle’s face when he saw
them.
34. He hired a gardener to sleep in a box close to the earth to
protect his precious tulip beds, nevertheless, the battle between the
unsuspecting Van Baerle and his jealous neighbor had not yet come
to an end.
35. In fact, it was just beginning.
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36. For a contest had recently been announced by the Tulip Society
of Haarlem.
37. A prize of 100,000 Dutch florins was to be given to anyone who
could grow a large black tulip without a single spot of color.
38. Which no one in the tulip growing world thought could be
done.
39. “You might as well try to create a white blackbird,” was Boxtel’s
comment on the task at hand.
40. Van Baerle had no doubt about the fact that he was up to the
challenge, hadn’t he just added a new greenhouse made of glass to
the back of his home?
41. Did he not have it already outfitted with drawers and cupboard
spaces?
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42. Especially designed for placing new bulbs to dry out in.
43. Was his mind not already filled with whirling color sensations
of red colored tulips turned to brown ones and then to darker brown
ones?
44. Surely with time and patience on his side.
45. He would be able to produce the prize winning black tulip in
another year’s time.
46. While he was working his way through these color-filled
thoughts, he had a visit one night from his godfather, Cornelius de
Witt, the Inspector of Dykes.
47. He was asked to hide a bundle of letters.
48. Written by his brother John de Witt–the current President of
Holland, to the minister working under King Louis XIV of France.
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49. With the rising tide of fear growing stronger among the Dutch.
50. Who saw the greedy King of France conquer one city after
another in his quest to take over the Netherlands.
51. An unscrupulous barber falsely accused Cornelius de Witt of
trying to hire him to murder Prince William of Orange who had just
come of age and was ready to take on the leadership of Holland in
his own right.
52. So Cornelius was placed in a prison in The Hague, his
punishment was to suffer being banished for life.
53. From the land he loved.
54. Urged by his brother John to get word to Van Baerle to burn
the packet of letters that was given to him for safekeeping so that
he would not come to harm.
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55. Cornelius wrote a note on the flyleaf of his Bible stating that
Van Baerle had no knowledge of the packet’s contents, he had it
delivered to his godson at once.
56. But because Van Baerle had no interest in reading urgent letters
or notes.
57. He did not know Isaac Boxtel had told the authorities he had a
suspicious packet intrusted to him by the de Witt brothers for
safekeeping.
58. In addition, he might not have known that they had been killed
by a mob.
59. When they left the prison.
60. To take refuge in some far off land.
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61. Instead, Van Baerle’s thoughts were consumed by the flowers
he loved.
62. He dug up a tulip bulb from his garden he knew it would turn
black in the spring.
63. But no sooner had he divided that precious bulb into three
separate parts than the officers of the state of Holland sent by Boxtel
came to place him under arrest for his role in what was felt to be a
conspiracy against the young Prince.
64. Hastily wrapping the unread note from his godfather around
his precious tulip bulbs before being carted off to prison.
65. He was stripped of his right to care for his beloved flowers,
moreover, he had to be content to be placed under the care of the
kind and gentle Rosa, the cell keeper’s daughter, whom he soon
grew to love.
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66. It was she he told his tale of the black tulip to; it was she who
would keep his tulip bulbs safe from harm.
67. At first, Cornelius was condemned to be hung.
68. Then, due to the kindness of Prince William.
69. His life was spared, after that, he was sentenced to spend his
life confined to a cell in the tall tower of a prison fortress on the
lonely island of Loewestein.
70. As winter turned to spring.
71. An unexpected event took place.
72. The old jailor Gryphus was put in charge of the prisoners at
Loewestein.
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73. Which meant that once again, Rosa would take care of Van
Baerle.
74. Her first task was to supply him with a cracked jar.
75. That he could plant one of his black tulip bulbs in.
76. Her second task was to plant the second bulb in her own small
garden—her third task was to keep the last tulip bulb safely hidden
from prying eyes beneath her finest laces.
77. That she kept hidden in a drawer.
78. On a warm spring day, Rosa’s father had a visit from an ugly
man named Jacob.
79. Who was really the evil gardener, Isaac Jacob.
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80. He spent his time drinking gin with the jailor, he also spied on
meetings that took place between Van Baerle and Rosa.
81. Rosa pretended to plant a tulip bulb in her garden, and Jacob
dug up the soil.
82. Covering the empty plot of ground.
83. Knowing for certain that she and Van Baerle had a dangerous
enemy.
84. Rosa took care to plant the second tulip bulb indoors in her
room.
85. The bad news was that for no apparent reason, her father
destroyed the plant that had begun to sprout on the window sill of
Van Baerle’s cell.
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86. The good news was that Rosa’s jet black tulip bloomed without
a single speck of color, she proudly displayed it for Van Baerle to
see.
87. However, without her knowledge, Isaac Jacob had obtained a
key to her room.
88. After stealing the flower.
89. He carried it with him to Haarlem as fast as he could so that
he would be able to claim the money he was so anxious to possess.
90. In an effort to right that wrong.
91. Rosa took the last tulip bulb, still wrapped in paper, she then
set off on her own trip to Haarlem.
92. She spoke first to the President of the Tulip Society.
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93. And then to Prince William of Orange who took the precious
bulb out of her hands.
94. In order to examine it more closely.
95. As he did so, he saw the wrapping paper that was used to
protect it.
96. Which turned out to be the page from the Bible with the note
from Cornelius de Witt.
97. Stating Van Baerle had no knowledge of the content of the
letters that had been placed in his care.
98. On May 15, 1673, Tulip Sunday was to be celebrated in Haarlem.
99. A procession of dignitaries dressed in fine linen and cloaked in
rich velvet paraded through the streets of town.
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100. Carrying assorted bouquets of Haarlem’s finest flowers.
101. Following them was the prized black tulip.
102. Placed on top of a board with a white velvet cloth fringed with
gold.
103. Setting it off like the rich fragile jewel that it was.
104. The tulip was placed next to the gilded chair set out for the
Prince of Orange, among those who clapped and shouted their
approval for this singular black blossom was Isaac Jacob.
105. Who was waiting to claim his prize.
106. Or was he?
107. The Prince stood up.
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108. Calling for the owner of the rare black tulip.
109. But before Isaac Jacob could say a single word.
110. A young girl, dressed as a Frisian bride from a northern province
in Holland, emerged from the crowd.
111. Wearing a red woolen bridal gown embroidered in silver.
112. She stepped forward to make her claim.
113. “...this tulip shall be called the Tulipa Nigra Rosa Baerlensis
because of the name of Van Baerle,” said the Prince, “ it will henceforth
be the married name of this maiden.”
114. At that moment, Van Baerle himself, who had been sent for by
the Prince, stepped out of a carriage.
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115. At the same time that Isaac Jacob fell down to the ground in a
fit of despair.
116. Prince William proclaimed the innocence of Van Baerle to all
those around him he then handed him the prize of 100,000 florins.
117. After having spoken well of the de Witt brothers who, it had
been proven, were loyal to Holland.
118. The Prince said, “Alas, you are very happy who, dreaming, it
may be of the truest glory for Holland, attempt to conquer naught
for her save only colors for tulips.”
119. And so it turns out that today’s bride in Delft, who is dressed
like a flower and is seen wearing a red overskirt with tulip-shaped
petals gracing the front and back sides of her white bridal gown, is
carrying forth a tradition.
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120. It is a remembrance of times past when Van Baerle’s bride
wore a red gown on a warm spring flower-filled day at a different
time but in a very similar place.