PLEASE NOTE: I would like ALL OF YOUR PAPERS BY THIS FRIDAY. That way, I can calculate your final grade. Please send them to me as soon as possible. I will also need to see your exam permit before I can issue you a grade. YOU DO NOT HAVE TO TAKE THE FINAL EXAM if you turn in all of your papers by Friday. PLEASE SEND ALL PAPERS TO RAPHAELJOHNCOMPRONE@GMAIL.COM.
Suggestions for revising your assignments:
1) Read your assignments out loud. Check for grammatical errors. Try to reorganize your ideas. Check for sentences that do not make sentence. Imagine yourself in the place of your reader.
2) Check whether you have followed MLA format. In your essay on the proficiency of younger African American students in writing and reading, please refer to the CNN article and make reference to the information found in the article by using quotations. Do not use too many quotations, but document whenever what you write is not in your own words. Here are examples of how you do in-text citations:
In-text citation
Comprone describes "Langston Hughes' fascination with the working class," as wel as Hughes' commitment to the emancipation of the African American working class from oppression (33).
Block quote:
In a block quote, you need to indent, and you must remove all quotation marks. Block quotes are longer quotes:
Comprone states:
Hughes imagined that African Americans needed to have resilience
and fortitude in order to survive the rigors of racism and class
oppression, especially during the Jim Crow period. Segregation
dehumanized African Americans and taught them that they could only
accept the inferior conditions of existence that the white majority
forced them to live in. As a result, Hughes describes how the African American folk tradition provided African Americans with tools for
coping with the systematic dehumanization caused by segregation
and institutionalized racism. (33)
Comprone indicates here that the African American folk tradition is a response to systematic dehumanization.
When citing poetry, count the lines and use forward slashes to indicate new lines of verse:
Hughes states: "I too/sing America" (lines 1-2).
If you are citing an Internet source, and it is unclear who the author is, refer to an abbreviated title of the article. If you do know who the author of the article is, refer to the author's last name. In the example below, the author is unknown, so the title of the article was used in the citation:
Many African American students are not improving their reading skills, and 88% failed a proficiency test in basic reading in the fourth grade ("Proficiency of African American students on basic readiing tests").
When you cite sources, you need to have a works cited list at the end of your paper. Below is an example of a poem, a book, and an Internet source in a works cited list:
Entries are listed alphabetically by the author's last name (or, for entire edited collections, editor names). Author names are written last name first; middle names or middle initials follow the first name:
Burke, Kenneth
Levy, David M.
Wallace, David Foster
BOOK SOURCES
Gleick, James. Chaos: Making a New Science. New York: Penguin, 1987. Print.
Henley, Patricia. The Hummingbird House. Denver: MacMurray, 1999. Print.
WORKS IN AN ANTHOLOGY
Hughes, Langston. "Mother to Son." The Norton Anthology of African American Literature: 2nd Edition. Ed. Gates & McKay. New York: Norton, 2003. 35.
Hughes, Langston is the author's last name followed by the first name. "Mother to Son" is the title of Langston Hughes' poem. The Norton Anthology... is the book where Hughes' poem appears. Ed. stands for edited by Gates & McKay. New York is the place of publication, Norton is the publication company, and 2003 is the copyright date. 35 is the page number where the poem appears in the Norton Anthology.
Here are some common features you should try and find before citing electronic sources in MLA style. Not every Web page will provide all of the following information. However, collect as much of the following information as possible both for your citations and for your research notes:
Author and/or editor names (if available)
Article name in quotation marks (if applicable)
Title of the Website, project, or book in italics. (Remember that some Print publications have Web publications with slightly different names. They may, for example, include the additional information or otherwise modified information, like domain names [e.g. .com or .net].)
Any version numbers available, including revisions, posting dates, volumes, or issue numbers.
Publisher information, including the publisher name and publishing date.
Take note of any page numbers (if available).
Date you accessed the material.
URL (if required, or for your own personal reference).
Writers are no longer required to provide URLs for Web entries. However, if your instructor or publisher insists on them, include them in angle brackets after the entry and end with a period. For long URLs, break lines only at slashes.
Here is an example:
Aristotle. Poetics. Trans. S. H. Butcher. The Internet Classics Archive. Web Atomic and Massachusetts Institute of Technology, 13 Sept. 2007. Web. 4 Nov. 2008. ‹http://classics.mit.edu/›.
"How to Make Vegetarian Chili." eHow.com. eHow, n.d. Web. 24 Feb. 2009.
n.d. stands for no date of publication given. Notice that the publication date precedes the date the student accessed the website, e.g. 24 Feb. 2009.
Also, make sure that you put page numbers on the upper right hand corner of your paper (do not put a page number on the first page!).
Put your name, your instructor's name, the name of the course, and the date in the upper left hand corner of the first page.
Do not include a title page (don't waste paper!).
Do not make a separate works cited page (put the works cited listed after your last paragraph).
On all numbered pages, put your last name before the page number (create a header with your last name--do not put your last name and the page number on the first page!).
Extra Credit Assignment:
Adjective clause exercise:
Label the adjective clauses by highlighting them:
I know the student who studies a lot.
The person who wrote the article is a crazy professor.
The old chair that broke in the classroom was never replaced.
The house that was torn down was a Victorian mansion.
The person whom you are watching would like to meet you.
The teacher whose hair was always a mess couldn't connect with students.
The book that the teacher assigned for today was not interesting to read.
The essay, which was written by an intelligent individual, was never published.
Adverb Clause exercise (identify the following adverb clauses by highlighting them):
When I studied for the test, I would always turn off my cell phone.
Unless you are a free thinker, you will never learn to question authority.
If you are cunning, you will trick your opponent.
Although you are intelligent, you are not shrewd enough to pass the class.
Even though he is not brilliant, he does have an uncanny way of expressing his ideas.
While the teacher examined the student's paper for mistakes, the student called a friend on her cell phone.
Since you are impatient to leave, I will write an excuse for you.
Identify the following noun clauses (highlight them):
I know that you study for tests, but you still fail them.
I think that you are right.
I imagine that he knows the answer.
Whoever studies diligently must succeed.
You can write about whatever subject you find interesting.
Identify the following elliptical clauses (highlight them):
He ran as fast he could [have].
She is taller than I [am].
They thought [that] he was intelligent.
The person [whom] you saw yesterday is from a different country.
Send these extra credit grammar questions to raphaeljohncomprone@gmail.com.
November 16th, 2010
Editing Assignments:
The following are editing assignments. We learn more about grammar by editing than by memorizing. Please complete the following assignments:
Revise the following introductory paragraph:
The United States feels as if there in a state of desperation when it comes to the subject
alieve the tension on both sides of the border. The Government says they want to help
_____________________________________________________________________ the immigrants in becoming citizens but aren’t there more options than trying to keep
Grammar and editing exam (at least 80% to avoid taking final exam; this will be the final exam if you don't pass it during the semester; you can take it at any time)
Proficiency Paper (revise, write two to three pages)
Definition of Power (revise, write at least two pages)
Compare and Contrast (revise, write at least two pages)
Process (revise, write at least two pages)
Significant Experience (revise, write at least two pages)
Describe a Place (revise, write at least two pages)
Online assignments are under course updates on this page.
Send all assignments to raphaeljohncomprone@gmail.com.
NEW ASSIGNMENT: Please write this assignment in class on Friday. Bring the following article to class: proficiency
Read the article. Discuss why you think African Americans are performing more poorly on basic reading and math skills. Do you feel that how African American youth are being raised has an impact on the scores they receive in the classroom? What solution do you think the black community should propose in order to solve the problems of lower proficiency scores in reading, writing, and mathematics? What do you think is the cause of the problem? Do you think the media is to blame for the poor performance of African Americans, do you think white society is to blame for lowering standards for African Americans, or do you think that African Americans can only blame themselves for scoring poorly on tests? What could be done to solve the problem?
Refer to the article at least once or twice and interpret the statistics. Emphasize what you think you can do to change this trend of poor performance in the field of education.
Write at least 2-3 pages.
Please watch my video on this subject:
How to Edit Comma Splices:
A comma splice is two independent clauses linked together by a comma. Comma splices are incorrect and should be corrected by adding a coordinating conjunction, by simplifying the sentence into two simple sentences, or by using subordination.
Some students never study, they always fail their tests.
NEW ASSIGNMENT: Please write this assignment in class on Friday. Bring the following article to class: proficiency
Read the article. Discuss why you think African Americans are performing more poorly on basic reading and math skills. Do you feel that how African American youth are being raised has an impact on the scores they receive in the classroom? What solution do you think the black community should propose in order to solve the problems of lower proficiency scores in reading, writing, and mathematics? What do you think is the cause of the problem? Do you think the media is to blame for the poor performance of African Americans, do you think white society is to blame for lowering standards for African Americans, or do you think that African Americans can only blame themselves for scoring poorly on tests? What could be done to solve the problem?
Refer to the article at least once or twice and interpret the statistics. Emphasize what you think you can do to change this trend of poor performance in the field of education.
Write at least 2-3 pages.
Some students never study, they always fail their tests.
There are several ways to correct the sentence above.
Turn the sentence above into two simple sentences:
Some students never study. They always fail their tests.
Use subordination to link the two independent clauses together:
Some students always fail their tests because they never study.
Since some students never study, they always fail their tests.
Use coordination to link together the two independent clauses:
Some students never study, so they always fail their tests.
A fused sentence is two independent clauses joined together with no punctuation.
Some people voted today most people didn't take the time to vote.
Correct the fused sentence by adding a coordinating conjunction:
Some people voted today, but most people didn't take the time to vote.
Correct the fused sentence by using subordination:
Even though some people voted today, most people didn't take the time to vote.
Correct the fused sentence by using a semicolon:
Some people voted today; however, most people didn't vote.
Divide the fused sentence into two simple sentences:
Some people voted today. Most people didn't vote.
Coordinating conjunctions link together two independent clauses that are treated as equal grammatical elements: and (addition), but and yet represent contrast, so and for represent cause, nor and or represent choice.
Semicolons are used to tie together two independent clauses that are treated as equal to one another. Usually, a conjunctive adverb like however, thus, hence, therefore, then, consequently, etc. is used to clarify the relationship between the two clauses.
I wanted to go the mall; however, I didn't have any money.
I went to the store; thus, I bought some groceries.
Colon: Use a colon to list items, or when one clause illustrates another.
He listed the items she needed to buy: a book, a comb, and a pencil.
Sentence Fragment: An incomplete thought or an incomplete sentence.
The students who attended Saint Paul's College. Purchased a book for their class.
Restrictive adjective clauses is essential to the meaning of the sentence. The student that talked in class all the time failed the test.
Nonrestrictive adjective clauses use which. The book, which was very interesting, was very expensive.
Please complete all online exercises and send them to me at raphaeljohncomprone@gmail.com.
Online Exercise:
Conjugate the verb to learn in all of the tenses:
1. Conditional Perfect Progressive Tense:
2. Past Tense:
3. Past Perfect Tense:
4. Conditional Perfect Tense:
5. Present Perfect Progressive Tense:
6. Present Perfect Tense:
7. Future Perfect Tense:
8. Conditional Perfect Tense:
9. Conditional Progressive Tense:
10. Future Tense:Monday, November 1, 2010
The majority of students failed the test. We will have a retest this Thursday. If you receive 80% or more on the test, you do not have to take the final exam. You will not pass this class unless you pass this test by the end of the semester.
Perfect tense, progressive tense, and simple tenses
Perfect tense are formed with a helping verb, such as has, have, or had.
Progressive tenses are formed with the verb to be plus the -ing form of the verb, or the present participle.
Simple tenses do not have helping verbs.
E.g.
Present Tense: I study. Future tense: I will study. Past Tense: I studied.
Past Perfect Tense: I had studied. This tense indicates that a past action was completed before another past action.
Present Perfect Tense: I have studied. This tense is used to describe an action that was completed (not at a particular time) up until the present moment.
Conditional Perfect Tense: I would have studied. This tense is used to describe a hypothetical situation and is often used together with the past perfect tense: I would have studied if I'd had the time.
Future Perfect tense: I will have studied for the final exam by the end of the semester. This tense refers to a future action that occurs before another future action.
Past Progressive tense: I was studying. This tense is used to describe a continuous past action.
Present Progressive tense: I am studying. This tense is used to describe a continuous action in the present.
Future Progressive tense: I will be studying. This tense is used to describe a continuous action in the present.
Conditional Progressive Tense: I would study.
Past Perfect Progressive: I had been studying.
Present Perfect Progressive: I have been studying.
Future Perfect Progressive: I will have been studying.
Conditional
October 28th, 2010
New:
Paragraph Correction. Editing exercise:
What comes to mind when you hear the word Homosexuality? Well some people are
Edit the paragraph above for grammatical errors. Also, annotate in the margins and ask questions. Look at the overall organization of the paragraph. Suggest whether ideas need to be omitted, expanded upon, or moved around. Correct incomplete sentences, spelling errors, or awkward or unnecessary constructions. Highlight what you think is the thesis statement of this introductory paragraph.
Write down your suggestions for revisions and your comments to the writer in a paragraph:
Students who pass the grammar test with an 80% or more do not have to take the final exam. We will also have a retake grammar test next Thursday.
Complete these online exercises and turn them in for a grade.
1. Because I am tired is an example of a(n):
a. Independent clause
b. Dependent clause (noun clause)
c. Dependent clause (adjective clause)
d. Dependent clause (adverb clause)
2. I know that you are intelligent. The italicized portion is a(n):
a. Independent clause
b. Dependent clause (noun clause)
c. Dependent clause (adjective clause)
d. Dependent clause (adverb clause)
3. The student that walked into class late had an excuse. The italicized portion is a(n):
a. Independent clause
b. Dependent clause (noun clause)
c. Dependent clause (adjective clause)
d. Dependent clause (adverb clause)
4. I know you are thinking about the party last night.
a. Independent clause
b. Dependent clause (noun clause)
c. Dependent clause (elliptical clause)
d. Dependent clause (adverb clause)
5. Although he’s asleep, he is still listening to the teacher. This is an example of a _______ sentence.
a. Simple sentence
b. Complex sentence
c. Compound sentence
d. Compound-complex sentence
6. I think he will fail the test, for he didn’t get any sleep last night. This is an example of a _________ sentence.
a. Simple sentence
b. Compound sentence
c. Complex sentence
d. Compound-complex sentence
7. I didn’t study for the test, but I did go out last night because my best friend called me.
a. Simple sentence
b. Compound sentence
c. Complex sentence
d. Compound-complex sentence
8. I didn’t study for the test at all. What type of sentence is that?
a. Simple sentence
b. Compound sentence
c. Complex sentence
d. Compound-complex sentence
9. I looked under the table for my keys. What part of speech is under the table?
a. Noun
b. Prepositional phrase
c. Transitive verb
d. Linking verb
10. The karate master broke the brick into many pieces.
a. Instransitive verb
b. Linking verb
c. Transitive verb
d. None of the above
11. The student laughed at the teacher’s comments.
a. Intransitive verb
b. Linking verb
c. Transitive verb
d. None of the above
12. This student is very sloppy. This is a(n) ________ pronoun.
a. Possessive
b. Reciprocal
c. Indefinite
d. Demonstrative
13. Everyone needs to bring their homework to class. How should this sentence be revised?
a. Everybody should bring their homework to class.
b. Everyone needs to bring one’s homework to class.
c. Everyone needs to bring his or her homework to class.
d. None of the above
14. One allegations being that he invited these young men into his house. How would you correct this sentence from a student’s paper?
a.One allegations being that he invited these young men into his house.
b. One allegation being that he invited these young men into his house.
c. Being that he invited these young men into his house, one allegation was made.
d. One allegation is that he invited these young men into his house.
15. My guess is they all know each other and they sat down and planned the whole thing. How would you correct this sentence from a student’s work?
a. My guess is they all know each other and they sat down and planned the whole thing.
b. My guess is that they all knew each other and they sat down and planned the whole thing.
c. My guess is that they all knew each other, and they sat down to plan the whole thing.
d. None of the above
16. Manhood can be defined as a boy transforming from a child into an adult, and taking on responsibilities. How should this sentence be corrected?
a. Manhood can be defined as a boy transforming from a child into an adult, and taking on responsibilities.
b. Manhood can be defined as a boy transforming from a child into an adult, taking on responsibilities.
c. Manhood can be defined as a boy transforming from a child into an adult; taking on responsibilities.
d. Manhood can be defined as a boy transforming from a child into a responsible adult.
Notes on how to improve writing skills
1) Tighten wordy sentences by eliminating redundancies, eliminating cliches, eliminating sweeping generalizations, and empty words and phrases. Avoid wordy constructions, such as:
Being that (nonstandard English, replace with since)
along the lines of (replace with like)
at the present time (replace with currently or now)
in today's society (replace with today)
because of the fact that (replace with because)
by means of (replace with by)
due to the fact that (replace with because)
in order to (replace with to)
in spite of the fact that (replace with although)
in the event that (replace with if)
Avoid needlessly complex structures in your sentences. Make your sentences simple.
Please take your writing utensils in order to take the exam.
Replace this sentence with:
Please take out a pen or a pencil in order to take the exam.
2) Use active verbs rather than passive verbs.
Instead of writing "a test was taken by the students," you should write:
The students took the test. In passive voice constructions, the agent or the person completing the action appears at the end of the sentence rather than as the subject of the sentence. Always use active voice if possible.
E.g.
The book was written by a professor at Saint Paul's College. (passive voice, change to active voice)
A professor at Saint Paul's College wrote a book. (active voice)
In the active voice, the subject of the sentence completes the action; in the passive voice, the subject receives the action. While the active voice is preferred, sometimes, the passive voice is used in scientific writing.
3) Balance parallel ideas and use parallel structure in your sentences.
E.g.
He wrote an interesting book. In the book, he discusses all the major grammatical terms. He discusses how to write effectively and concisely.
He wrote an interesting book in which he discussed all the major grammatical terms and described how to write effectively and concisely.
E.g. It is easier to speak in abstractions than grounding one's thoughts in reality.
Correction: It is easier to speak in abstractions than to ground one's thoughts in reality.
Parallel structure means that you maintain the same sentence structure throughout the sentence.
4) Keep your tenses consistent.
If you are writing in past tense, use the past tense consistently.
5) Add needed words.
6) Avoid shifts in point of view and eliminate using you in academic essays.
E.g. You always think this way before you take an exam.
Correction:
Most students think this way before they take an exam.
7) Avoid disagreement between pronouns and their antecedents. Make your pronouns agree.
E.g. Everyone has their book.
Correction: Everyone has a book.
Don't use "their" with everyone because everyone is singular.
8) Avoid subject/verb disagreements.
E.g. They was studying.
Correction: They were studying.
9) Avoid constructions that are clumsy like is when, is where, is because, the reason why is because, etc.
E.g. The reason why he studied is because he wanted to pass the test.
Correction: He studied because he wanted to pass the test.
10) Repair misplaced and dangling modifiers.
The most commonly misplaced words are limiting modifiers, such as only, almost, nearly, and just. They should appear in front of a verb only they modify the verb. If they modify the meaning of some other word in the sentence, they should be placed in front of that word.
E.g. He only bought apples and oranges at the grocery store.
He bought only apples and oranges at the grocery store.
E.g.
After entering the classroom, the test began.
After entering the classroom should not modify the test. Most dangling modifiers do not make sense because the subject is missing.
Correction:
After the student entered the classroom, the test began.
11) Avoid split infinitives.
E.g. He wanted to only buy apples and oranges.
Correction: He wanted to buy only apples and oranges.
To buy is an infinitive; infinitives should not be split in most cases.
E.g. He decided to actually enforce the law.
Correction: Actually, he decided to enforce the law.
Usually, infinitives are split by an adverb.
12) Provide some variety in your sentences. Vary your word choice.
E.g. The Harlem Renaissance helped make Harlem what it is today. The Harlem Renaissance brought so much culture and life to the city of Harlem.
Correction: The Harlem Renaissance brought culture and life to Harlem and made Harlem the city it is today.
13) Avoid cliches.
cool as a cucumber
beat around the bush
busy as a bee
crystal clear
light as a feather
playing with fire
nutty as a fruitcake
water under the bridge
When there's a will, there's a way.
fly like a butterfly
dead as a doorknob
cold as ice
hot as hell
the sky's the limit
having the butterflies
raining cats and dogs
a blank slate
don't bite the hand that feeds you
Avoid cliches at all costs. Delete them from your essay.
Please study for the upcoming grammar test:
Absolute phrase: A modifier usually made from a noun or noun phrase and a participle. It can modify a noun or pronoun or the whole of the base sentence to which it is attached.
E.g. Body shivering, he fell asleep in a pile of snow.
Active voice: The aspect of a verb that indicates whether the subject acts or is acted upon. A verb is in the active voice when the subject performs the action named by the verb. (active voice)
E.g. He told me to leave. (active voice)
I drove the car. (active voice)
The car is driven by me. (passive voice)
Adjective:A word describing a noun.
The red car drove quickly.
The lucid thinker was able to teach the students how to play chess.
Adverb: A word modifying a verb, an adjective, or another adverb, or an entire clause. It answers the questions how, when, where, why, and for what purpose.
E.g.
I already did my homework.
He drove quickly.
He played chess intelligently and creatively.
Adjective clause: A type of dependent clause that functions as an adjective by describing a noun. Adjective clauses are also referred to as relative clauses by some grammarians. That is because most adjective clauses begin with a relative pronoun.
E.g.
I know the student who read the novel.
I know the student whose shoes were stolen last night.
The person whom you are speaking to is the President of the United States.
The article that you read in class last week was about homosexuality.
Adjective phrase: A phrase formed by an adjective or a series of adjectives.
E.g. Thebright, redsun set in the summer sky.
Adverb clause: A type of dependent clause that functions as an adverb by answering one of the following questions: where, when, why, how, and under which conditions.
E.g.
Since you are listening to the teacher, you will pass the exam.
The river is as dirty as it ever was.
When I go to class, I feel excited.
Although you read the book, you still failed the exam.
Because you study every night, you will pass the test.
He is taller than I am.
Antecedent: The word that a pronoun refers to. A pronoun must agree with its ancedent.
E.g.
I metCarlosyesterday, and he told me about the test today.
Appositive: A noun phrase that renames a noun or a pronoun.
E.g. The man, a student at the university, was a deep thinker.
Article: the definite article the precedes a noun, while the indefinite article a or an precedes a noun as well.
E.g. The car drove quickly across the street.
A man is nearby.
Auxiliary verb: Auxiliary verbs are helping verbs such as do, has, have, and modal verbs such as can, must, ought, should, could, etc.
E.g.
I can study all night long, but I'll still fail the test.
Clause: A sentence pattern that possesses a noun and a verb. There are two types of clauses, dependent clauses (which cannot form a sentence by itself, also called a subordinate clause) and independent clauses.
Comma splice: A comma splice occurs when two independent clauses are linked together by a comma rather than by a comma and a subordinating conjunction or a semicolon.
E.g. I bought some shoes, they were expensive and fashionable.
Correction: I bought some shoes because they were expensive and fashionable.
Comparative/Positive/Superlative: The comparative case occurs when two items are compared, such as She is taller than I am. The positive case is the adjective without comparison, such as soft. The comparative case would be softer. The superlative case would be softest.
Complex sentence: A complex sentence consists of one dependent clause and an independent clause. It usually begins with a subordinating conjunction.
E.g. When you study, you should pay attention to every word you read.
If you study, you should avoid listening to music.
While you study, you should be able to concentrate.
As you study, you should avoid any distractions.
Because you are exhausted, you won't remember what you need to accomplish.
Compound sentence: A type of sentence that contains two independent clauses joined together by a semicolon or by a coordinating conjunction, such as and, but, nor, or, for, so, yet.
E.g.
He studied for the test, and he attended class every day.
He went to the library, but he didn't find the book he was looking for.
He didn't read the book, nor did he look at his notes.
He could have studied, or he could have went home.
He passed the test, for he studied until midnight.
I thought about what I did, so it was easy for me to pass the driving test.
He looked intelligent, yet he didn't act intelligently.
He looked intelligent; however, he didn't act intelligently.
Compound-complex sentence: A type of sentence with at least one dependent clause, two independent clauses, and usually one coordinating conjunction and one subordinating conjunction.
E.g. I was tired, yet I didn't sleep because I had to study.
You know that I study every night, but you don't know what I eat for dinner.
Conjunction: A conjunction is a part of speech that is used to join words, phrases, or clauses. Subordinating conjunctions are used to link a subordinate or dependent clause to an independent clause.Coordinating conjunctions are used to link two independent clauses, while correlative conjunctions are conjunctions used in pairs.
Coordinating conjunctions: and, but, nor, or, for, so, yet
Correlative conjunctions: Either...or, whether...or, not only...but also, neither, nor, etc.
Conjunctive adverb: an adverb showing a connection between two independent clauses, such as therefore, however, hence, etc.
E.g.
I studied; therefore, I passed the test.
Coordinating conjunction: A type of conjunction linking together two independent clauses, such as and, but, nor, or, for, so, yet
Correlative conjunction: conjunctions that are used in pairs, such as neither...nor, whether...or, not only... but also
Dangling modifier: a modifier modifying the wrong word or noun phrase, such as:
E.g.
When old, extreme activities are not appealing.
Extreme activities should not be modified by the adverbial phrase when old.
Declarative sentence: A sentence that states a fact.
Demonstrative pronoun: A pronoun that indicates something, such as this, that, these, and those
Dependent clause (also called subordinate clause): A sentence pattern with a subject and a verb that cannot form a sentence on its own; usually begins with a subordinating conjunction.
Because I am tired,
Although I don't have any money,
When I study,
Whenever you go,
Before you pay for the ticket,
After I get something to eat,
While you are talking on the phone,
Notice that all of these examples begin with subordinating conjunctions. See subordinating conjunctions.
Determiner: A word that modifies a noun, such as a definite or indefinite article, or an adjective
Direct object: the object of a verb's action
Direct and indirect reporting: direct reporting involves quotations, whereas indirect reporting does not used quotations.
Double negative: double negation is incorrect and is not standard English.E.g. I don't know nothing.
Elliptical clause: A type of dependent (subordinate clause) with the subordinating conjunction omitted for the purpose of brevity. Usually, a noun clause or adjective clause with the subordinating conjunction omitted.
E.g.
I think [that] he studied for the test.
The book [that] you read yesterday was interesting.
The person [whom] you met yesterday died today.
Notice that the subordinating conjunction that is omitted in the sentence in an elliptical clause is placed in brackets in the examples above.
The student
Fragment: An incomplete thought.
E.g. going to the store.
Gerund: A verb used as a noun.
E.g. Running is a great activity.
Imperative: A type of sentence that involves a command. This mood should not be used when writing an academic essay.
E.g. Brush your teeth now!
Indefinite Pronoun: A type of pronoun that refers to unspecified persons or things. It has no antecedent.
E.g. Everyone likes Dewayne.
Someone talks too much in class.
None of them ever studies.
No one got the answer right.
Independent clause: A type of clause consisting of a subject and a verb. Unlike a dependent/subordinate clause, an independent clause can form a simple sentence.
E.g. I like playing with my cat.
Indicative mood: A type of sentence declaring a fact or a possibility.
E.g. He is a deep thinker, but he is reckless at times.
Indirect object: a noun or pronoun telling for whom or to whom the action of a sentence is done. E.g. He wrote me a letter.
He gave me his book.
Infinitive: The unconjugated form of a verb.
E.g.
He wanted to study.
Infinitive phrase: A phrase formed with an infinitive. E.g. He had to think about the issue deeply.
Interrogative pronoun: A type of pronoun that introduces a question, such as who, whom, whose, and which.
Whom did you see last night?
Who knocked on the door?
Whose book is this?
Which book did you read?
Interrogative sentence: A type of sentence that forms a question.
E.g. Who are you?
Intransitive verb: a type of verb that does not have a direct object.
E.g. I ran.
Irregular verbs: Some verbs are not conjugated as others are, such as I lay the book down on the table, I laid the book on the table (past tense), I lie down (present tense), I lay down (past tense).
Linking verb: A verb that links a subject with its complement. E.g. He is tall.
Misplaced modifier: A modifer used in the wrong place.
E.g. He went to buy some groceries to the store.
Mixed construction: A grammatical construction that starts with one grammatical form and ends with another, resulting in confusion.
E.g. Studying for the test the game ended without knowing the score.
Correction: While studying for the test, he missed the game and did not find out the score.
Modal auxiliary verb: A helping verb suggesting possibility or obligation, such as may, must, can, ought, have to, etc.
Modifier: Any word that restricts the meaning of another word.
E.g. She had red hair.
Nonrestrictive modifier: A word that does not restrict the meaning of another word or clause. Which is a nonrestrictive modifier in the sentence below because it is not central to the meaning of the sentence.
E.g. She brought up the idea of flying to Europe, which was a good idea.
Noun: a person, place, or thing
E.g. New York, Lawrenceville, table, car, etc.
Noun clause: A type of dependent (subordinate) clause that is used as a noun within a sentence. It serves as subject, obect, predicate noun, or as an object of a preposition.
Whoever read the book deserves credit.
I sent the letter to whoever responded to my inquiry.
I know that you study a lot.
Noun phrase: A noun with its modifiers
E.g. The red car was elegant.
Object case: The object case occurs when a pronoun is a direct object or the object of a preposition.
E.g. I bought him a book.
She looked for me on Facebook.
Parallel construction: A grammatical construction linking ideas in a series or placing them in a logical relationship.
E.g. She went shopping, while I studied for the test.
You look for the answers, and I'll ask the questions.
Particle: A preposition used with a phrasal verb.
E.g. She has taken up skiing.
He looked up the word in the dictionary.
Participle: A form of a verb, as in the present participle or the past participle. The present participle is formed by the -ing form of a verb, while the past participle is used with the perfect tenses (have, has, or had).
E.g. She is running.
The student has taken the test.
Participle phrase: A phrase created by a participle and functioning as an adverb.
E.g. Broken down and torn apart, the car was engulfed in smoke after the accident.
Passive voice: See voice.
Past participle: A participle that expresses completed action.
E.g. He has taken the test before.
Person: A linguistic term referring to a set of pronouns used as a subject. For instance, first person uses "I" or "we" as the subject in narratives. Second person uses "you" as the subject, whereas third person uses he, she, it, and they as the subject. Generally, you should avoid first person and second person in academic essays.
Phrase: A part of a sentence associated with a part of speech, such as a verb phrase, prepositional phrase, noun phrase, adjective phrase, adverb phrase.
Possessive case: A pronoun that indicates possession, such as his keys.
Predicate: everything but the subject in a sentence, the verb and its modifiers
Predicate adjective: A predicate that consists of an adjective after a linking verb.
E.g. She is very perceptive.
Predicate noun: A predicate that is a noun, usually after a linking verb.
E.g. He is a writer.
Preposition: A part of speech, often used as an adverb or as an adjective.
E.g. He walked into the house.
She wrote on the blackboard.
He drove up the hill.
Prepositions: up, down, in, of, out, outside, etc.
Prepositional complement: The object of a prepositional phrase.
E.g. He went to the store.
Preposition phrase: to the store, in the house, out the door, over the table, under the fence, above the cabinet, underneath the table, beside the desk, of money, etc.Any phrase beginning with a preposition
Present participle: A verb form used in progressive tenses formed with -ing.
E.g. He is taking the test.
Pronoun: A noun that replaces another noun. There are different types of pronouns, such as interrogative (who, which, whom, whose; used in a question), reflexive (himself, herself, themselves, etc.), indefinite (none, all, some, someone, no one, etc.), demonstrative (this, that, these, those), relative (who, which, whom, whose, that), reciprocal (each other, one another), possessive (his, her, their), and personal pronouns (I, me, she, it).
E.g. That is a good idea.
He never studies.
Reflexive pronoun: A type of pronoun that shows action performed by the subject.
E.g. He spoke to himself.
Relative clause: A type of dependent clause that functions as an adjective by describing a noun. Adjective clauses are also referred to as relative clauses by some grammarians. That is because most adjective clauses begin with a relative pronoun.
E.g.
I know the student who read the novel.
I know the student whose shoes were stolen last night.
The person whom you are speaking to is the President of the United States.
The article that you read in class last week was about homosexuality.
Restrictive modifier: a modifier such as that, which restricts the meaning of an adjective clause. That is restrictive because it limits the meaning of the noun it modifies.
E.g.
I read the book that you talked about.
Simple sentence: A sentence consisting of a single independent clause.
Split infinitive: An infinitive with an adverb separating it, often considered incorrect.
E.g. He wanted to correctly answer the teacher's question.
Squinting modifier: A modifier that could modify two words, which leads to confusion.
E.g. Students who miss class often fail the course.
Correction: place the modifier in the appropriate place.
Students who often miss class fail the course.
or
Students who miss class fail the course often.
Subject: the topic of the sentence, such as:
E.g. I am hungry.
Subject case: The case in which a pronoun is a subject, such as: He is intelligent.
Subject complement: The predicate noun or predicate adjective that follows a linking verb.
E.g. He is tall.
He is a basketball player.
Subject-verb agreement: The verb should agree with the subject; if the subject is singular, the verb should be singular, etc.
E.g. You are hungry.
Subjunctive mood: A type of construction used during hypothetical situations, such as: If you were a teacher,
Subordinating conjunction: A type of conjunction that begins a subordinate or dependent clause. E.g. When, wherever, whenever, while, even though, just as, like, if, than, unless, before, because, after, since, wheareas, although, though, that, who, whom, whose, which, until, where, whichever, whomever, wherever, however, whence, whoever, provided that, so that, lest, as long as, as soon as, etc.
Notice that some words that can be a subordinating conjunction can also be used as an adverb or a preposition depending on their place in a sentence.
After the game, I got something to eat.
In the sentence above, after is a preposition rather than a subordinating conjunction. However, if you changed the sentence to:
After I went to the game, I called my friend.
After is a subordinating conjunction in this example.
However can also be used as an adverb.
However, he never studied.
However, however can also be used as a subordinating conjunction.
However you study, you'll pass the test.
However is a subordinating conjunction in the sentence above.
Transitive verb: A type of verb with a direct object.
E.g. He broke the board.
Verb: A verb either describes an action or a state of being.
E.g. He is hungry.
He walks fast.
Verb phrase: A type of phrase consisting of a verb and any of its modifiers.
He spoke nervously about his studies.
Voice: A type of construction in which the agent is either active or passive.
Active voice: The student listens to the teacher's lecture.
Passive voice: The teacher's lecture is listened to by the student.
Passive voice constructions are generally avoided as they place the agent of the action in a secondary position.
When you send me your documents, make sure that you save each document with a specific title, such as Harlem Renaissance Paper. Send the papers as a Microsoft Word document. Attach them to your email by finding the paper clip icon and then opening the Microsoft Word document that you wrote. It will upload to your email. Then, send your email. It is important that you make the file name of each paper you write on Microsoft Word different. Do not save the file with your name only, otherwise, I won't receive all of your papers!
Send all of your papers by Friday to www.raphaeljohncomprone@gmail.com.
Thursday, Sept. 23, 2010
Today, we completed the grammar quiz.
Tuesday, Sept. 21, 2010
Quiz on grammar on Thursday based on the concepts reviewed in this class and in the previous class.
Here are the papers due:
Significant experience
Compare and contrast
Define power
Significant Place
Process
Sept. 9th, 2010, Thursday
Today, we discussed grammar in class. Please study the following grammatical concepts: dependent clause/independent clause, linking/transitive/intransitive verb, adverb, noun, pronoun (possessive, personal/interrogative/demonstrative/indefinite/relative/reflexive/reciprocal), prepositional phrases, coordinating/subordinating/correlative conjunctions, commas, semicolons, periods, and punctuation. In the next class, please bring printouts of your work so you can edit it in class.
Sept. 7th, 2010, Tuesday
Describe a significant place. Describe the unusual details in the place. It could be an ordinary place or an extraordinary place. Write at least two pages. Please send this assignment to me at raphaeljohncomprone@gmail.com.
Please send all of your assignments as attached Microsoft Word documents. Do not send your assignments in the text of your email messages.
Sept. 2nd, 2010, Thursday
Today, we worked on writing an introduction. An introduction should:
a) capture your audience's interest
b) state the purpose of your essay and present a thesis
There are different strategies you can employ when you write an introductory paragraph. You should think of what your audience knows about the subject, and you should think about what you know about the subject. You should try to determine in advance the purpose of your essay if you can. Your thesis is what you are arguing and states the main idea of your essay. In order to make your introduction more interesting, you can begin by using a bried anecdote or story to explain your argument. Alternatively, you could begin your essay by stating a question and by devoting the rest of your paper to answering the question. Some writers like to state the thesis in the second paragraph rather than the first in order to build up the reader's interest in the subject they are writing on. Some writers like to state their argument at the beginning of the essay. In any case, you should never take for granted that your audience will be interested in your essay. The introduction to your paper is critical because it is used to "hook" your readers and grab their attention. Try to be exciting, yet informative when you write an introduction. Your introduction should make your audience desire to read on.
August 31st, 2010
Today, we worked on writing a comparison and contrast essay. We brainstormed about different topics, such as: comparing and contrasting different types of shoes, students, computers, cell phones, clothes, people, pets, etc. We also discussed the block method and the point by point method of comparing and contrasting.
You should send your essays to me at raphaeljohncomprone@gmail.com.
Each essay should be two to three pages in length.
So far, you have three assigned essays:
Narration: Significant Experience
Definition: Define Power
Comparison and Contrast
Please send these assignments to me as soon as possible.
August 26th, 2010
Today, we discussed the rhetorical strategy of definition. Describe the concept of power and define it in an essay (longer than one page). We discussed different types of power and their effects in society. Avoid using the dictionary definition of power.
We also discussed the different types of rhetorical strategies that can be employed when writing a paper: definition, narration, comparison and contrast, illustration and example, description, process, division and classification, and analogy.
Please try to send a draft of your papers to me at raphaeljohncomprone@gmail.com by the end of next week.
The other rhetorical strategies we will write about will be:
* comparison and contrast
* example and illustration
* division and classification
* process
* analogy
* cause and effect
We will also write three different papers using ethos, logos, and pathos. Ethos involves establishing your credibility by developing a bond with your audience and by invoking common moral values while also using authoritative sources.
Logos involves making a logical argument. You need to think like Dr. Spock here and avoid making an argument on emotional grounds.
Pathos involves making an argument based on emotional appeal. Examples are advertisement, which often appeals to the target audience's emotions.
I have a 15 minute video lecture here on our assignments for you on this link if you are still confused:
Write about a signicant experience that you had. Describe what occurred. How was the experience life changing? What did you learn from the experience? Try to recall the details of the experience. Write more than one page. At the end of your description, discuss the significance of the experience. Please double space, so I can make corrections on your paper.
I will have a video lecture about the assignments in this class and some of the expectations I have in the future.
Send me your papers to raphaeljohncomprone@gmail.com.
August 19th, 2010
Today, we introduced ourselves. Write a paragraph about who you are, about your goals in this class, and about how you see yourself as a writer. I also introduced myself.
Please keep your introduction in your notebook, which will be collected at a later date. The syllabus is available below.
Saint Paul’s College: Department of Humanities & Behavioral Sciences
Developmental English
Course Information:
English 062-2
Spring Semester 2010 Instructor:
Dr. Comprone
Class Time: T R 9:30-10:45 Office: RH 136
Classroom: Office Hours:
CB Classroom MWF 2-4 P. M. T R 2-3 P.M.
Office Phone: Credit Hours:
contact by email only 3
Email: raphaeljohncomprone@gmail.com
Website: www.comprone.info
Endorsement Competencies for Education Majors:
Understanding of the knowledge, skills, and processes of English as defined in the Virginia Standards of Learning.
Skills necessary to teach the writing process and the different forms of writing (narrative, descriptive, expository, persuasive, and informational) and to employ available technology.
Knowledge of grammar, usage, and mechanics and their integration in writing.
Pre-requisite: Students must have completed the placement test prior to taking this course.
Required Texts: Diane Hacker's A Writer's Reference Sixth Edition. Click the link here to be directed to the Amazon webpage for Diana Hacker's latest edition of A Writer's Reference: A Writer's Reference
Selection of Texts: TBA
Course Description: The purpose of this course is to provide college students with the ability to express themselves in a professional context. Students will be encouraged to think and write critically, and they will also learn the basic rules of the English language. There will be two tests on grammar and at least 5 3 page essays on various subjects using rhetorical strategies.
Course Rationale: The purpose of this course is to develop each student’s proficiency in the English language.
Course Goals, Objectives, and Corresponding Program Outcomes: The goals of this course are the following:
1 To help students develop as writers and critical thinkers
2 To develop a passion for self-expression in students
3 To provide students with all of the grammatical skills necessary to write successfully in an academic and professional context
4 To develop in students a passion for reading critically
Expectations for Student Behavior as Related to Course Objectives and Their Corresponding Program Outcomes:
Please arrange for meeting with me during my office hours. Students must behave appropriately by: 1) avoiding talking when the professor is speaking, 2) being punctual (students will lose points for tardiness and excessive absences), 3) always bringing their textbooks to class, 4) actively participating in class, 5) not plagiarizing, 6) avoiding the use of foul language and abusive behavior, and 8) being polite to other students, 9) send all revisions of your assignments with an email to raphaeljohncomprone@gmail.com (you must CLEARLY label your assignment and the attachment when you send it to my email. In the text of your email, put your name, the course you are taking, and the assignment that you are attaching. If you send an assignment to the wrong email, you are responsible for the missing assignment),10) one of your five assignments will be required to turn in to Mr. Macklin for your electronic portfolio, 11) it is required that you seek out tutoring with CASS (the tutoring center in Russell Hall across from the Department of Humanities & Behavioral Sciences).
The attendance policy is as follows:
Students missing more than 9 times (EXCUSED or UNEXCUSED) must WITHDRAW or receive a failing grade of F.
This policy will be strictly enforced.
Students with 2 or less absences will receive an additional 10% for their final grade. Excused absences will not be factored into this calculation, e.g. a student who has three excused absences and no unexcused absences will not receive an additional 10% added to his or her final grade.
Students cannot obtain excuses for absences after the semester is over.
Class Format, Process, and Methods of Instruction:
This semester, we will be completing a series of assignments based on reading and thinking critically about consumer culture.
Students can only receive incompletes upon permission by the instructor (an incomplete can only be filed for during the semester) and only if they are experiencing financial difficulties or a grave personal matter (I must be notified in person by the student or by a relative before the end of the semester). Excuses will only be accepted from the Provost's office. I will only accept assignments in person (do not slip any assignments under my office door--I am not responsible if any of these assignments should end up missing). It is the student's responsibility to make up any missing work and to check on his or her grade during the semester. Absolutely no excuses for absences can be issued after the semester is completed (if you do not show me the excuse during the semester--you have to show me the excuse in person, do not put it under my door--I will not give you an excuse--this applies to athletes as well). Athletes must personally give me a copy of their game schedule and indicate to me the days they will be absent. They must also make up any work and or missed instruction the day after their absence. ABSOLUTELY no grade changes are possible after the semester. Please check with me before the end of the semester to see if you have any outstanding work to complete.
In this class, we will discuss selected passages from the texts assigned in class:
In-class essays and revisions (writing portfolio--send your revisions by attachment to raphaeljohncomprone@gmail.com): 50%
Tests: 40%
Attendance and Participation: 10%
Total: 100%
Course Outline and Assignment Due Dates:
TBA
List of Assigned Readings and Assignments:
TBA
For the grammar tests, students will be responsible for the following terms: noun, demonstrative pronoun, reflexive pronoun, personal pronoun, reciprocal pronoun, indefinite pronoun, possessive pronoun, independent clause, dependent/subordinate clause, compound sentence, simple sentence, complex sentence, compound-complex sentence, prepositional phrase, subordinating conjunction, coordinating conjunction, adjective, adverb, preposition, correlative conjunction, linking verb, transitive verb, intransitive verb, direct object, indirect object, object complement, relative pronoun, interrogative pronoun, conjunctive adverb, predicate, subject, gerund phrase, infinitive phrase, absolute phrase, adjective/relative clause, participial phrase, appositive phrase, adverb clause, noun clause, declarative sentence, imperative sentence, interrogative sentence, exclamatory sentence
Recommended Internet Sites: www.comprone.info for updates on assignments, syllabi, poetry club submissions (extra credit)
