Tues Eng100BC WritingProcessMLAParagraphWriting Shifts Pronouns&AntecedentsReferenceCase FA14

8/11/2019 Tues Eng100BC WritingProcessMLAParagraphWriting Shifts Pronouns&AntecedentsReferenceCase FA14

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Writing Process

Basic MLAWriting Paragraphs

Shifts

Pronoun & Antecedent

Agreement

Pronoun Reference & Case

ENG100


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Submit Writing Samples


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CONGRATULATIONS!!!

YOU JUST COMPLETEDBOTH SECTIONS OF YOUR

FINAL!!!


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Writing Process

Prewrite

What is your purpose for writing?

How are you going to achieve this purpose?

Who is your reader?

Use journalistic questions Freewriting

Cubing

Webbing/clustering

Listing

More prewriting questions -http://owl.english.purdue.edu/owl/resource/673/0

3/
http://owl.english.purdue.edu/owl/resource/673/03/http://owl.english.purdue.edu/owl/resource/673/03/http://owl.english.purdue.edu/owl/resource/673/03/http://owl.english.purdue.edu/owl/resource/673/03/http://owl.english.purdue.edu/owl/resource/673/03/


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Writing Process

Prewrite, Plan

Why create an outline?

Helps to keep track of large amounts of info

Helps organize ideas

Presents material in logical form

Shows relationships among ideas

Defines boundaries and groups


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Writing Process

Prewrite, Plan

2 types of outlines

Topic

Sentence

Outlines should be balanced

http://owl.english.purdue.edu/media/pdf/200811

13013048_544.pdf
http://owl.english.purdue.edu/media/pdf/20081113013048_544.pdfhttp://owl.english.purdue.edu/media/pdf/20081113013048_544.pdfhttp://owl.english.purdue.edu/media/pdf/20081113013048_544.pdfhttp://owl.english.purdue.edu/media/pdf/20081113013048_544.pdfhttp://owl.english.purdue.edu/media/pdf/20081113013048_544.pdf


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Writing Process

Prewrite

Plan

Drafting

Rough draft, early version of final copy


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Writing Process

Prewrite

Plan

Drafting

Proofread

Peer review grammar and process


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Writing Process

Prewrite

Plan

Drafting

Proofread

Publish

All done! Final copy


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Basic MLA format

Must be typed, double-spaced, one sided,

paperclipped I want typed, double-spaced, double sided, stapled

Only one space after punctuation

1 inch margins, Times New Roman, 12 pointfont

Include heading Your name

Instructor name

Class

Due Date Page number and your last name in upper right hand corner

Title centered


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Sample page 1

http://owl.english.purdue.edu/media/pdf/20090701095636_747.pdf
http://owl.english.purdue.edu/media/pdf/20090701095636_747.pdfhttp://owl.english.purdue.edu/media/pdf/20090701095636_747.pdfhttp://owl.english.purdue.edu/media/pdf/20090701095636_747.pdfhttp://owl.english.purdue.edu/media/pdf/20090701095636_747.pdf


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Paragraph Writing


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Parts of a Paragraph

A paragraph has three necessary parts: Topic sentence

1 sentence

Body Minimum 58 sentences

Concluding sentence

1 sentence


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The topic sentence States the main point

Is (often) the first sentence of the

paragraph


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The body - Supports (shows, explains, or proves)

the main point with supporting

sentences that contain facts anddetails.


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Supporting Your Point

Two types of support Primary support

Major ideas to back up main point

Secondary support Gives details to back up primary

support


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BEWARE!!!

Dont confuse repetition with support The amount shown on my bill is

incorrect. You overcharged me. It didnt

cost that much. The total is wrong. The amount shown on my bill is

incorrect. I ordered the bacon-

cheeseburger plate, which is $6.99 on themenu. On the bill, the order is correct,

but the amount is $16.99.


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Selecting Primary Support

Carefully read ideas generatedthrough prewriting technique

Select 35 primary support points Should be clearest and most convincing,

providing best examples, facts, andobservations

Cross out ideas not closely related to

main point If not enough support remains, prewrite

more


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Adding Secondary Support

Flesh out best primary support points Specific examples

Facts

observations


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The concluding sentence - Reminds readers of the main point

(topic sentence)

often makes an observation


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Outlining

I. Topic Sentence

Training for success in a marathon demands several

important steps.II. Body

A. Runners should first get a schedule developed by aprofessional running organization.

1. These schedules are available in bookstores oron the Web.

2. A good one is available atwww.runnersworld.com.

3. All of the training schedules suggest startingtraining three to six months before themarathon.


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Outlining

II. Body

B. Runners should commit to carefully followingthe schedule.

1. If they cannot stick to it exactly, they needto come as close as they possibly can.

2. The schedules include a mixture of longand short runs at specified intervals.

3. Carefully following the training schedulebuilds up endurance a little at a time so that

by the time of the race, runners are lesslikely to hurt themselves.

4. The training continues right up until thestart of the marathon.


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Outlining

II. Body

C. On the night before and the morning of thebig day, runners should take special steps tomake sure they are prepared for the race.

1. The night before the race, they should eatcarbohydrates, drink plenty of water, and geta good nights sleep.

2. On the day of the marathon, runnersshould eat a light breakfast, dress for theweather, and consider doing a brief warm-upbefore the races start.

3. Before and during the race, they shoulddrink plenty of water.


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Outlining

III. Concluding Sentence

Running a marathon without completing theessential steps will not bring success; instead it

may bring pain and injury.


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Narrative Writing

Eng 100


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Presentation Rubric


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Writing Narration

What are common forms?

(Third common)

Fictionalized narrative

Author invents characters and plot

Purpose to scare, puzzle, think about a situation,ponder course of action


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Writing Narration


(Second common)

Here-is-what-happened narrative

Typical in newspapers and histories

Require research Omniscient narrator not part of the story

Purpose to inform reader or provide information


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Writing Narration


(Most common)

Personal experience narratives

Writer is narrator

Tells personal true event Purpose is to share an insight with readera

realization, a sudden understanding, an awareness


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Writing Narration

What do you include?

Do not include every single detail

Choose details that correlate with purpose

Cut out unnecessary, uninteresting, and redundant

details


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Writing

How is a narrative structured?

Chronological order

Flashback

Do not switch time too frequently

Make sure switches are clear In media res

Change or modify

Heighten tension

Make purpose clearer


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Writing

How does one end a narrative?

Reflect reason or purpose for telling story

Joke ends with punch line to make audience laugh

Significant event leads to moment of insight

Historical event ends with summary statementrelating its significance


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Writing

How does one tell a narrative?

Choose point of view

Personal experience narratives1stperson,

narrator is in story

Limitedonly narrators thoughts

Omniscientall-knowing, everyones thoughts

Historical narratives & illustrative narratives3rd

person, speaker stands outside the narrative and

provides objective view


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Writing

How does one tell a narrative?

Show vs. tell

Showing

dramatizing scene and creating dialogue

makes more vivid, allows reader to experience scenedirectly

Telling

summarizing what happened

permits greater number of events and detailsOkay to use a mix


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Writing

How does one write dialogue?

Creates an illusion of speech

Real conversation is longer, slower, more boring

Must recognize when it can play an important role

in story

Use sparingly

Too much can slow down action of story

Purpose is to reveal character or generate tension


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Writing

How does one revise a narrative?

Prune unnecessary detail

Write purpose

Test every included detail

Make structure clear

Ask readers to create a chronological timeline

Differentiate between showing and telling

Look for moments in which dramatization (showing)

might be particularly effective Conclusion

Is it flat or does it lead up to a climactic moment?


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Score this presentation


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Narrative Prewriting

Play Pointing Fingers!


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Narrative Plan

I. Topic sentence (Whats

important about theexperience)

II. Body

A. first major event

1. detail

2. detail

B. second major event

1. detail

2. detail

C. third major event

1. detail

2. detail

III. Conclusion

(Reminds readers of

main point and

makes an

observation based onit


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BREAK!!!!!

Shifts

Pronoun & Antecedent Agreement

Pronoun Reference & Case


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M k th POV i t t i


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Make the POV consistent in person

& number

First person emphasizes writer

Good for informal letters and writing based on

personal experience

Second person emphasizes reader Good for giving advice or explaining how to do

something

Third person emphasizes subject

Best for formal academic and professional writing

M k th POV i t t i


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Make the POV consistent in person

& number

Our class practiced rescuing a victim trapped in a wreckedcar. We learned to dismantle the car with the essential

tools. You were graded on your speed and your skill in

freeing the victim.

Our class practiced rescuing a victim trapped in a wrecked

car. We learned to dismantle the car with the essential

tools. You were graded on yourspeed and yourskill in

freeing the victim.


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Maintain consistent verb tenses

Consistent verb tenses clearly establish time of theactions being described

A. There was no way I could fight the current and win. Just

as I was losing hope, a stranger jumps off a passing boat

and swims toward me.

B. There was no way I could fight the current and win. Just

as I was losing hope, a stranger jumped off a passing boat

and swam toward me.

B. There was no way I could fight the current and win. Just

as I was losing hope, a stranger jumped off a passing boat

and swam toward me.


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Maintain consistent verb tenses

When writing about literature or current research, usepresent tense

The scarlet letter is a punishment sternly placed on

Hesters breast by the community, and yet it wasa

fanciful and imaginative product of Hesters own

needlework.

The scarlet letter is a punishment sternly placed on

Hesters breast by the community, and yet it isa fanciful

and imaginative product of Hesters own needlework.

Make verbs consistent in mood &


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Make verbs consistent in mood &

voice

Three moods in English

Indicative is used for facts, opinions, questions

Imperative is used for orders or advice

Subjunctive is used to express wishes or conditions

contrary to factThe counselor advised us to spread out our core

requirements over two or three semester. Also, pay

attention to pre-requisites for elective courses.

The counselor advised us to spread out our core

requirements over two or three semester. She also

suggested that we pay attention to pre-requisites for

elective courses.


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Avoid sudden shifts from indirect or


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direct questions or quotations

Indirect question: We asked whether we could visitMiriam

Direct question: Can we visit Miriam?

A. I wonder whether Karla knew of the theft and, if so,

whether she reported it to the police.

B. I wonder whether Karla knew of the theft and, if so, did

she report it to the police?

A. I wonder whether Karla knew of the theft and, if so,whether she reported it to the police.



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direct questions or quotations

A. The patient said she had been experiencing heartpalpitations and please run as many tests as possible to

find out whats wrong.

B. The patient said she had been experiencing heart

palpitations and asked me to run as many tests as

possible to find out what was wrong.

B. The patient said she had been experiencing heart

palpitations and asked me to run as many tests as

possible to find out what was wrong.


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Exercies 8.1

1. West African villages have strong oral traditions inwhich the younger people are told stories by theirparents and grandparents.

West African villages have strong oral traditions inwhich parents and grandparents tell the youngerpeople stories.

2. Way back before the Revolutionary War, slavetraders forced ancestors of the people from thosevillages to come to the United States.

Before the Revolutionary War, slave traders forcedancestors of the people from those villages to cometo the United States.


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Exercies 8.1

3. In their difficult new situation in this country, the

Africans adapted their stories so that you could learn

from them.

In their difficult new situation in this country, the

Africans adapted their stories so that people could

learn from them.

4. Although different stories had different messages,

one kind of character comes up over and over again.Although different stories had different messages, one

kind of character came up over and over again.


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Exercies 8.1

5. The character is cunning and clever; call him a

trickster.

The character is cunning and clever; he is a trickster.

6. The stories about BrerRabbit are good examples offolktales whose hero was a trickster.

The stories about BrerRabbit are good examples of

folktales whose hero is a trickster.


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Exercies 8.1

7. Many of the other animals want to gobble up Brer

Rabbit, who has only his wits to protect him.

Many of the other animals want to eat BrerRabbit,

who has only his wits to protect him.

8. Yet in every story, Brer Rabbit not only escapes, but

his enemies are made to appear foolish by him as

well.

Yet in every story, BrerRabbit not only escapes, but hemakes his enemies appear foolish as well.


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Exercies 8.1

9. Trickster characters like BrerRabbit showed slaveswho heard these stories that they, too, could triumphby using cleverness when foes surround them.

Trickster characters like BrerRabbit showed slaves

who heard these stories that they, too, could triumphby using cleverness when foes surrounded them.

10. Today, folklorists are exploring how did early AfricanAmericans encourage each other by telling stories of

tricksters outsmarting powerful enemies.Today, folklorists are exploring how early African

Americans encouraged each other by telling storiesof tricksters outsmarting powerful enemies.


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Pronouns

P & A t d t A t


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What is a pronoun?

Substitutes a noun

He, she, it, her, him, they, we, us, them

What is an antecedent?

Noun or pronoun that a pronoun refers to

Dr. Berto finished herrounds.

The hospital internsfinished theirrounds.


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Prono n & Antecedent Agreement


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Pronoun & Antecedent AgreementDo not use plural pronouns to refer to singular

antecedents

These indefinite pronouns are all singular

Anybody anyone anything each

Everybody eithereveryone everything

Nobody no one neither nothing

Somebody someone something



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Pronoun & Antecedent AgreementTreat collective nouns as singular unless the meaning

is clearly plural

Collective nouns are treated as a group andfunctions as a unit

Jury committee audience

couple Crowd class

troop family team

The committee granted its permission to build.

Sometimes they act as individuals though

The committee put their signatures on the document.

Simplify by adding a clearly plural antecedent

The members of the committee put their signatures on

the document.


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Pronoun & Antecedent AgreementWith compound antecedents joined with oror nor

(or with eitheroror neithernor), make the

pronoun agree with the closer antecedent

*if one antecedent is singular and the other

plural, put plural one last to avoid awkwardness

*If one antecedent is male and the other female,do not follow the traditional rule

Either Bruce or Elizabeth should receive first prize

for her short story.

The prize for best short story should go to either

Bruce or Elizabeth.

E ercise 7 2 Prono n Antecedent Agreement


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Exercise 7.2 Pronoun-Antecedent Agreement

1. Meteorology has made many advances in the past

few decades, but they still cannot answer a number ofquestions about tornadoes.

Meteorology has made many advances in the past few

decades, but it still cannot answer a number of

questions about tornadoes.

2. Every tornado has their own unique characteristics.

Every tornado has its own unique characteristics.

Exercise 7 2 Pronoun Antecedent Agreement


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3. The science of tornado watching has its own system,

the Fujita scale, for measuring storms from weakest(F0) to strongest (F5).

correct

4. An F4 tornado or an F5 tornado can destroyeverything in their path.

An F4 tornado or an F5 tornado can destroy

everything in its path.



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5. Scientists cannot yet predict how strong any tornado

will be before they happen.Scientists cannot yet predict how strong any tornado

will be before it happens.

6. One mystery about tornadoes involves the last stepwhen it forms.

One mystery about tornadoes involves the last step

when they form.



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7. Specialists do not know if a tornado forms in a cloud

and travels to the ground or if they begin on earthand spiral upward.

Specialists do not know if a tornado forms in a cloud

and travels to the ground or if it begins on earth and

spirals upward.

8. Improved meteorological technology and the skill to

interpret data have made their contributions to

tornado prediction.correct


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Pronoun References


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Pronoun ReferencesAvoid ambiguous or remote pronoun reference

Occurs when pronoun could refer to 2 possible

antecedents

When Gloria set the pitcher on the glass-topped

table, it broke.

Which object brokethe pitcher or the table? The pitcher broke when Gloria set it on the glass-

topped table.

Tom told Sam that he had won the lottery. Who won the lotteryTom or Sam?

Tom told Sam, You have won the lottery.

Pronoun References


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Pronoun ReferencesGenerally, avoid broad reference of this, that,

which, it

By advertising on TV, pharmaceutical companies

gain exposure for their prescription drugs. Patients

respond to this by requesting drugs they might not

need. What are patients responding toads,

companies, prescription drugs?

By advertising on TV, pharmaceutical companies

gain exposure for their prescription drugs. Patientsrespond to the ads by requesting drugs they might

not need.

Pronoun References


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Pronoun ReferencesDo not use a pronoun to refer to an implied

antecedent

A pronoun should refer to a specific antecedent,

not to a word that isnt actually in the sentence

After braiding Anns hair, Sue decorated them with

ribbons. What is the antecedent for the pronoun them?

After braiding Anns hair, Sue decorated the braids

with ribbons.

Pronoun References


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Pronoun References Avoid the indefinite use of they, it, you



In June, they announced that parents would have to

pay a fee.

In June, the board announced that parents wouldhave to pay a fee.

In the encyclopedia it states that male moths can

smell female moths from several miles away.

The encyclopedia states that male moths can smell

female moths from several miles away.

Pronoun References


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Pronoun References Avoid the indefinite use of they, it, you



Ms. Pickersgillsbook stipulates that you should not

arrive at a party too early or leave too late.

Ms. Pickersgillsbook stipulates that a guest shouldnot arrive at a party too early or leave too late.

Pronoun References


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Pronoun References To refer to persons, use who, whom, whose NOT

which, that

Use which, thatto refer to animals or things All thirty-two women in the study, half of which were

unemployed for more than six months, reportedhigher self-esteem after job training.

All thirty-two women in the study, half of whom wereunemployed for more than six months, reportedhigher self-esteem after job training.

During the two-day festival El Dia de los Muertos,

Mexican families celebrate loved ones that have died.

During the two-day festival El Dia de los Muertos,Mexican families celebrate loved ones who have died.

Exercise 7.1 Pronoun Reference


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1. In much political analysis, they say that public distrust

of the US government began with Watergate.

Many political analysts say that public distrust of the US

government began with Watergate.

2. That scandals continuing legacy may make it one ofthe most influential American events of the twentieth

century.

That scandals continuing legacy may makeWatergate

one of the most influential American events of thetwentieth century.



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3. Since the early 1970s, political scandals have rarely

interested Americans; they often seem to have very

little effect.

Since the early 1970s, political scandals have rarely

interested Americans; the scandals often seem to have

very little effect.

4. Journalists provided the American people with a lot of

information about the Iran-Contra hearings, but they

could not have cared less.

Journalists provided the American people with a lot ofinformation about the Iran-Contra hearings, but the

public could not have cared less.



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5. Most people were indifferent; could it have been the

result of post-Watergate trauma?

Could the indifference of most people have been the

result of post-Watergate trauma?

6. If Americans expect politicians to be corrupt, it will not

surprise or even interest them.If Americans expect politicians to be corrupt,

government scandals will not surprise or even interest

them.



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7. Ironically, the medias coverage of scandals seems to

have made the public suspicious of them as well.

Ironically, the medias coverage of scandals seems to have

made the public suspicious of journalists as well.

8. Cynicism about political and journalistic motives, leadsto apathy and it can spread contagiously.

Cynicism about political and journalistic motives, which

can spread contagiously, leads to apathy.



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9. Many people are so apathetic that it makes them

refuse to vote.

Many people are so apathetic that they refuse to vote.

10. If people do not believe that they can make a

difference in the political process, it makes the countryless democratic.

If people do not believe that they can make a difference

in the political process, the country becomes less

democratic.


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For Tuesday

Study for quiz #1

(parts of speech, active/passive verbs, ending in

prepositions, shifts, pronoun & antecedent agreement,

pronoun reference & case)

Read chapter about description writing

Read about fragments, run-ons, and sentence

variety

Create a sentence outline for your narrative

Tues Eng100BC WritingProcessMLAParagraphWriting Shifts Pronouns&AntecedentsReferenceCase FA14

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