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Reviewing Mechanics

Curriculum Unit Reviewing Mechanics

Kirsten dos Santos Southwestern College August 6, 2012

Reviewing Mechanics

Curriculum Unit Reviewing Mechanics Grade Level: Mainly Freshman; some upper classmen Subject: College Writing Semester: Fall Unit Purpose and Description: The intention of this unit is to provide an overview related to basic grammar and mechanics. Instruction will demonstrate the importance of as well as provide methods for achieving error-free writing. Students will be expected to use this knowledge as a foundation for planning, writing and editing the required essays throughout the semester. Specifically, the unit will impart the proper usage of sentence structure, parts of speech, punctuation, and style. Goals: Curriculum Standards (CS) as dictated by the Southwestern English Department CS.1: Understand, appreciate and produce writing that is clear, concise, and free of fundamental mechanical errors. CS.2: Produce focused writing that has a clear purpose. CS.3: Write and communicate ideas and points of view by reading, exploring, explaining, evaluating, and reflecting. CS.4: Use a variety of strategies to generate ideas for writing, planning and organizing audience for, what is being written, and for providing useful feed back to peers during the writing process. CS.5: Use revision to both correct fundamental mechanical errors and to extend thinking about a topic. Objectives: Students successfully completing this unit will demonstrate the following intended learning outcomes: 1. An understanding and appreciation for the importance of clear, concise, error-free writing. 2. An ability to produce writing that is clear, concise and free of fundamental errors. 3. Will have acquired the skills necessary to use revision to both correct fundamental errors and extend thinking about a topic. Unit Outline: Section 1: Parallelism Expectations: Students will be able to recognize and correct faulty parallelism. Students will be able to effectively use parallelism in writing. Prep: (links to necessary websites and handouts can be accessed via the Resources hyperlink
below)

Print out pre-test and answer key Book mark pre-test on browser for class review Print out Self Teaching Unit as handouts Print out Exercises 1,2,4, & 5 as handouts: 20 each; copy more as needed Print out answer keys for exercises Save Jeopardy Game to desktop Resources Activity: On day 1, students will take a pre-test on parallel structure.

Reviewing Mechanics When they have finished the instructor will collect and redistribute the assessment to different students. These students are to record errors as the correct response is discussed in class. Using the blank electronic pre-test projected on a screen in class, the teacher will enter randomly selected student responses to the questions. After completing the form, select Check My Answers for the correct response. As errors are recognized the teacher will name the parallel structure rule that has been broken. The instructor will pass out the Self Teaching Unit as a homework assignment. Students should read the unit and then complete their assigned exercise. Exercises will be due the next class period. The pre-test consists of 10 total exercises. Once students have been returned their pre-test they should note which of their errors coincides with exercise worksheets listed on the board. This list should be written as follows: Incorrect Item Number Worksheet to Complete 1,7,or 10... Exercise 1: Coordinating Conjunctions 2,3,6, or 9. Exercise 2: Elements in a List or Series 4 Exercise 4: Linking Verbs 5 or 8 Exercise 5: Correlative Conjunction

Exercises will be laid out on the teachers desk. Students should collect the exercises they need to complete for homework. They should also be made aware that they may need to study more than one parallelism rule, which will require the collection of more than one exercise. Students may also use their Norton Handbook between pages HB28HB311 for assistance with parallel structure. Those students, who finished all 10 questions correctly, will only be required to review the Self Teaching Unit. All students should be made aware that their knowledge of parallel structure will be formally assessed in the next class period. Formative Assessment: After independent study outside of class, student comprehension will be accessed via a parallel structure jeopardy game. Students will be divided into two teams and members will rotate to answer prompts. The objective is to identify the errors within faulty sentences. Teams receive one point for each correct answer. Members of the team may confer with each other as well as refer to their completed exercise worksheets. They must have an answer in 30 sec. If they are unable to answer the opposing team gets a chance for the point. Section 2: Word Choice Expectations: Students will be able to recognize and modify vague, verbose, and misused words in writing.

Reviewing Mechanics Students will be able to use a clear, active voice in writing.

Prep: (links to necessary websites and handouts can be accessed via the Resources hyperlink
below)

Save Bringing Writing to Life PowerPoint on desktop Select three narrative prompts and write them on the board Resources Activity: On the first day students are asked to choose one of three narrative prompts written on the board and write a three paragraph essay. Potential narrative prompts: 1 Write a letter to an old classmate about an event in elementary school that was
2 3 the most memorable to you. One April Fool's day you played a safe but terrific joke on your best friend. Write about your April Fool's joke to your classmates. Weather can affect your life. Think about a time in your life when you have been affected by some kind of weather. Write an article for a popular young people's magazine. Tell about your experience so that other young people can understand what it was like. Think of an experience when you realized that you suddenly understood an idea, a skill, or a concept you had been struggling with. Write a narrative that tells the story of your movement toward understanding. Your paper should help readers understand how you felt to struggle with the idea or skill and then to understand Imagine yourself as a passenger on a bus. The bus driver announces "We're here! Everyone off." As the bus pulls away, you realize you don't know where you are. Describe to your family the surroundings in which you found yourself and the adventure you had trying to get home.

The essay must be handwritten in class. Dictionaries and thesauruses will be provided. Students are turn in their essays before the end of the class period. The next class period students will be introduced to the Bringing Writing to Life PowerPoint. The presentation will address the active and passive voice, using the senses, unnecessary description and what it means to show rather than tell in writing. Students will have the opportunity to interact with the presentation as the teacher includes them accordingly. The complete presentation averages 10-15 min. Once finished, the final slide will ask them to choose one of three prompts in which they will either revise their own paper or edit peers. Special attention should be paid to those parts of speech discussed in the PowerPoint. Formative Assessment: Students will turn in a final draft of their narrative after revision. This will be used to determine comprehension. Section 3: Punctuation Expectations: Students will be able to determine the difference between appropriate use and over or under use of punctuation.

Reviewing Mechanics Students use of punctuation will be smooth. Prep: (links to necessary websites and handouts can be accessed via the Resources hyperlink
below)

Print copies of Punctuation Worksheets and Graphic Organizer Print Punctuation Explanation Cards Have students bring highlighters to class; have some extras on hand Resources Activity: Divide the class into four heterogeneous teams. Each team receives a different Punctuation Worksheet and two Punctuation Explanation Cards. The worksheets list excerpts from four different texts. Each explanation card defines one type of punctuation. Teams are to highlight and discuss how the punctuation marks explained on the cards are evident in the readings on their worksheets. Then each member of the group should write one sentence containing an example of the punctuation they have studied. There should be at least one student example for each Punctuation Explanation Card. The instructor should be circulating the room and assist as necessary. During this time he or she may also pass out the graphic organizers and encourage students to begin filling out their portion before presentations begin. Teams will then present the features of the punctuation marks they have studied. They should use their sentences to demonstrate usage. Formative Assessment: As the class listens they should note these features and student examples in their graphic organizer and turn in to the teacher at the end of the class period. Section 4: Sentence Boundaries Expectations: Students will be able to recognize and revise sentence fragments and runons. Students will understand how to write a complete sentence. Students will reinforce punctuation usage. Students will practice peer review and revision skills. Prep: (links to necessary websites and handouts can be accessed via the Resources hyperlink
below)

Day 1 Instructor should list the linking words from page HB.31 in the Norton Handbook on the board. Book mark the Empire State University (ESU) Sentence Fragment and Run-on lessons and electronic exercises on the instructors browser. Set up computer projector Print out Run-on Sentence hard copy exercises Resources

Students should read the Sentence section in their Norton Handbook pages HB.3-HB.34 prior to this class period. Students should have already completed a lesson on Punctuation.

Reviewing Mechanics Day 2 Instructor should list both linking words and subordinating words from the Norton Handbook; pages HB.31 and HB.8, respectively. The instructor should choose four story prompts from the Chain Story Prompt link. These prompts should either be written or typed out on four separate pieces of paper. Resources Activity: On the first day, the instructor will review the students assigned reading specifically with regards to sentence fragments and run-ons. He or she will use the lessons provided on the ESU web site to do so. After accentuating this topic the instructor will divide the class into teams of 2-3 people. Each team will receive the Run-on hard copy exercise worksheet, and will be instructed to revise the given run-on sentences. They should use either a semi colon or a comma and a linking verb to formulate one to two complete sentences. Once finished the teacher will randomly chose different team responses as he or she enters those answers on the electronic Run-on exercise from the ESU website. When all responses have been entered, the instructor will select the Submit key and compare and discuss the answers. For the remainder of class have students work on the Sentence Fragment exercise from the ESU website. Project the exercise on the screen and give them around 10 min to complete. Afterwards the instructor will enter random student responses to the electronic exercise. Upon clicking the Submit key, answers will be compared and discussed. Students will be encouraged to correct the items they missed outside of class. The next class period, the teacher will write both linking and subordinate words on the board and distribute the four story prompts around the class room. Each student will be expected to contribute one sentence to the story, folding it down as necessary so that only their sentence is visible to the next person. Every sentence must include either a linking or subordinating word and correct punctuation. The instructor will monitor time. Each student should only be given up to two minutes to write their sentence before passing it on to the next person. This will insure that in a ten minuet period at least five people contribute to one story. With four stories circulating everyone should get at least one opportunity. This activity might also be spread across two days, if time permits. Once ten minutes has passed the instructor will collect the stories and read them aloud. Formative Assessment:

Reviewing Mechanics After reading the stories, the instructor will divide the class into four heterogeneous groups, giving each team a narrative. Each group will be expected to edit their story for run-on sentences, fragments, and/or punctuation. Edited stories will be copied and redistributed to all students in the next class period for review. This assessment should provide both the instructor and students an accurate evaluation based on their progression in the section. Section 5: Style & Organization: Expectations: Students will understand how to recognize and eliminate unnecessary adverbs and adjectives. Students will develop succinct writing skills and avoid redundancy. Students will understand how to build a thesis statement. Students will gain an ability to recognize and develop a well organized essay. Students will be able to identify and write a well formulated paragraph. Students will become familiar with the importance of writing an essay with a strong beginning. Students will obtain several methods for accomplishing a lead that grabs a readers attention. Prep: (links to necessary websites and handouts can be accessed via the Resources hyperlink
below)

Students should read the Words section in their Norton Handbook pages HB.35-HB.55 as well as the Rhetorical Situation section pages 1-17 prior to this class period.

Day 1 Set up Redundancy PowerPoint Print out Commandments of Style handout and Strong Beginnings handout for whole class Resources Day 2 Glue sticks and plastic baggies Print out Basic Essay Map handouts for whole class Print 3-6 Essay Puzzle handouts for teams Cut out BEM title slips and divide among four bags per team Open the Essay Puzzle document on the instructors computer to be projected on the white board Resources Day 3 Print BEM Exercise hand out for whole class Resources Activity: The first day the instructor will present the Redundancy PowerPoint, in which both redundancy and verbose writing will be addressed.

Reviewing Mechanics Students will be divided into 3-4 teams and provided the opportunity to develop correct responses to interactive exercises presented on the PowerPoint. The instructor will choose team responses randomly. Upon finishing the PowerPoint, the instructor will provide the Commandments of Style handout to students. Each item on the handout will be briefly discussed. The students will be given the Strong Beginnings handout as a reading assignment for the next class period. On the second day, students will be provide the Basic Essay Map handout and the teacher will discuss its features and answer questions. The handout specifically addresses a basic outline of an essay; including the elements of a thesis statement and paragraph logic. Alternatively, the teacher can use the Basic Essay Map handout as a teachers guide and require students to take notes as she demonstrates the elements of an essay outline on the board. After discussion, the instructor will divide the class into heterogeneous teams of four students and supply each group with an Essay Puzzle worksheet and four baggies full of slips of paper. The slips of paper represent the different sections of an essay. Each member of the team will receive one baggie. One member at a time, students should begin placing their sips of paper on the worksheet. Once all members of the team have contributed to the worksheet and everyone agrees that each section is in the correct placement, then the team may use the glue sticks to affix their slips to the worksheet. Meanwhile the instructor will be circulating the room for guidance. When all teams have completed the work sheet the teacher will randomly select members from teams to fill in the Essay Puzzle projected on the white board. Teams can check their work during this process. Formative Assessment: The students involvement in the Redundancy PowerPoint and the Essay Puzzle assignment both serve as a means to practice and assess student progress in these areas. Additionally, on the third day the instructor will provide students with an essay prompt on the BEM Exercise handout. Students will be required to develop an outline according to an original thesis statement. Summative Assessment: At the end of this section students will be required to handwrite a three paragraph essay within one class period. The essay should demonstrate the students progress with parallel structure, word choice, punctuation, sentence boundaries, style, and essay organization. Students will be allowed to reference their notes and handouts from the section as well as a dictionary and/or thesaurus. Students will respond to the following prompt: If you had to flee from your burning house, what would you choose to save? Explain your choices.

Reviewing Mechanics Rubric: Summative Assessment Rubric Student Learning Materials: Bullock, R., Goggin, M. & Weinberg, F. (2009). The Norton field guide to writing (2nd ed.). Boston: W.W. Norton & Company. Notebook Computers Dictionary Thesaurus Teacher Resources List: Computer Projector Bullock, R., Goggin, M. & Weinberg, F. (2009). The Norton field guide to writing (2nd ed.). Boston: W.W. Norton & Company. Parallel Structure: Pre Test: http://www.towson.edu/ows/Parallel%20Sentence%20Structure%20%20Exercise01.aspx Select Check My Work for Answer Key Post Test: http://www.towson.edu/ows/modulePARALLELposttestPrintable.htm Select Check My Work for Answer Key Self Teaching Unit: http://www.towson.edu/ows/moduleparallel.htm Select Link to Exercise 1,2,3,4, & 5 accordingly. The Answer Keys can be acquired by selecting Check My Work within each exercise. Jeopardy Game: See attached file back to Parallel Section Word Choice: Bringing Writing to Life PowerPoint: See attached file back to Word Choice section Punctuation: Punctuation Worksheets and Graphic Organizer Punctuation Explanation Cards back to Punctuation section Sentence Boundaries: Run-on Lesson: http://www8.esc.edu/ESConline/Across_ESC/WritersComplex.nsf/3cc42a422514 347a8525671d0049f395/67d9302269fc40e6852569f5005e64f2?OpenDocument Run-on Sentence Hard Copy Exercise Run-on Electronic Exercise: http://www8.esc.edu/htmlpages/writerold/pandg/exg12.shtml Fragment Lesson: http://www8.esc.edu/ESConline/Across_ESC/WritersComplex.nsf/3cc42a422514 347a8525671d0049f395/1c0530ce5d3ba917852569f5005e8e34?OpenDocument

Reviewing Mechanics Fragment Electronic Exercise: http://www8.esc.edu/htmlpages/writerold/pandg/exg11a.shtml Chain Story Prompts: http://www2.asd.wednet.edu/pioneer/barnard/wri/narr.htm back to Sentence Boundaries section Style & Organization: Redundancy Power Point: See attached file Commandments of Style handout Strong Beginnings handout Basic Essay Map handout Essay Puzzle handout BEM Exercise handout back to Style & Organization section Technology Use: Interactive PowerPoints and Internet based exercises Computer Projector

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Reviewing Mechanics Appendix A: Basic Essay Map Exercise

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Basic Essay Map Exercise


Essay Prompt: What scares you the most in life? This assignment requires that you to both create a thesis statement that answers the essay prompt above and then use that thesis to formulate a Basic Essay Map (BEM). Remember, a BEM is an outline. The following questions should guide you as you complete the BEM: What are the three

parts of an essay? Where do the supporting subtopics/reasons fit into the body of your essay? What belongs in each paragraph? Use your notes from the paragraph model and
basic essay map discussed in class. **I am not requiring any research or any specific information other than your thesis and subtopics. I just want to know that you understand the format of a good essay. This assignment shouldnt take any more than two pages, and will most likely be completed in one page. Assignment: Complete all 3 items and their sub-points to create a BEM: 1.) Name the first part of an essay: a) What should be in the first sentence of this paragraph? b) Write out the thesis statement answering the essay prompt. For example: North American culture has a long history, blends traditions from several other cultures and provides a rich heritage. c) What comes after the thesis statement in this paragraph? 2.) Name the second part of an essay: a) According to the thesis you formulated, how many sections will be in the body of your essay? Indicate this by demonstrating the outline of each body paragraph; answering to every aspect of the paragraph model/logic. Remember that there is a specific order to follow. USE YOUR CLASS NOTES. 3.) Name the third part of an essay: a) What should be included in this portion of the essay? Demonstrate these requirements by outlining a paragraph that might appear in this section according to the thesis statement you formulated.

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Reviewing Mechanics Appendix B: Basic Essay Map

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Paragraph Model
1. Topic sentence: transition from the previous paragraph & make main point clearly and precisely a. Refer to previous paragraph to link ideas i. The concrete physical detail in Realism is apparent in details likeThis is one of the key characteristics of Realism. ii. Three reasons why Explain: expand, develop and support the main idea with facts and examples a. Can be more than one sentence i. These details linked to senses often relate to how people see, hear ii. Seeing involves...The sense of sound entails (and so on) Back up with reference to text and/or other documented support a. First quote from text then from research; or vice versa Conclusion a. Use to summarize or restate the main idea of the paragraph. If research identifies contrary opinion use it for the next paragraph i. As a result

2.

3. 4.

Paragraph Transitions
The primary function of the last sentence in a paragraph is to summarize the main point of that particular section; not to introduce the next supporting reason. A transition is made when a word, phrase or idea from that last sentence is repeated in the introductory sentence of the next paragraph. Here is an example, beginning with the closing of a paragraph and showing the transition to the next: Last Sentence of Paragraph:Surely that promise cannot be the only reason she stays. First Sentence of Next Paragraph: We certainly should not be surprised that Eveline might wish to leave her abusive father The words might wish to leave can be related to the reason she stays from the previous sentence. The subject matter of both paragraphs has been linked while leading to the next subtopic.

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Reviewing Mechanics Appendix C: Essay Puzzle

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Essay Puzzle
I.

a.________________ b._______________
i.________________ ii._______________ _______________
II.

a. __________________ __________________ i. _________________ ii. _________________ iii. _________________ iv. ________________ v. _______________

b. __________________ __________________

c. __________________ __________________

III.

a. __________________ b. __________________

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CUT OUT STRIPS AND PLACE IN BAGGIES. Summarize Restate Reason Body 2 Introduction Summarize Essay Body 3 Body 2-3 Details Conclusion Restate Thesis Evidence Transition Attention Graber Summarize Restate Reason Introduction Summarize Essay Thesis Body 2-3 Details Main Claim Conclusion Restate Thesis Evidence Attention Graber Summarize 2-3 Reasons Introduction Summarize Essay Body 1 Thesis Body Body 2 Main Claim Conclusion Restate Thesis Attention Graber Body 3 2-3 Reasons Body 1 Transition Thesis Body 2 Restate Reason Main Claim Body 3 2-3 Details 2-3 Reasons Body 1 Evidence Transition Body 2 Restate Reason Summarize Essay Body 3 2-3 Details Restate Thesis Evidence Transition Attention Graber Summarize Restate Reason Introduction Summarize Essay Thesis Body 2-3 Details Main Claim Conclusion Restate Thesis Evidence Attention Graber Summarize 2-3 Reasons Introduction Summarize Essay Body 1 Thesis Body Body 2 Main Claim Conclusion Restate Thesis Attention Graber Body 3 2-3 Reasons Body 1 Transition Thesis Body 2 Restate Reason Main Claim Body 3 2-3 Details 2-3 Reasons Body 1 Evidence Transition Introduction Body Conclusion Summarize

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Reviewing Mechanics Appendix D: How to Write a Strong Beginning

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How to Write a Strong Beginning


Ways to Grab the Reader's Attention
March 7, 2009 Megge Hill Fitz-Randolph

When writing a paper, there are some ways that work better than others. Choose the right beginning whether it is a personal, persuasive, opinion or argument essay.

The King of Hearts tells Alice that the way to begin is to "Begin at the beginning and go on till you come to the end: then stop." This is sound advice. How to follow this advice is a stranger matter. Here are some things to consider when beginning a piece of writing:
Points to Consider 1. A really good beginning cannot be written until its understood what the paper is about. This is because writing is first and foremost a process of discovery. The beginning can be a mystery right up to the third, fourth, or fifth draft. The best beginnings are written near the end of the drafting process. 2. The beginning is how you want to grab your readers attention. This is not easy, knowing that most people would rather do anything than sit down and read. So think about the sort of beginning that grabs your attention and see if you can begin your essay the same way. 3. Once you have a strong idea of the overall direction and tone of your essay, you can include this in your opening paragraph. Thus the tone or overall point to your story or essay will be introduced right at the top and is referred to as the thesis. Possible Ways to Begin

Anecdote: Beginning with a brief story that in some way captures the essence of your larger narrative or essay is an often used and very effective start. Analogy/Comparison: This serves a piece of writing that is about some subject that might at first seem dull or uninteresting. You can snag the readers attention by drawing an analogy to something that grabs more. Dialogue/Quotation: Sometimes opening with the voice of another person, whether it be something overheard somewhere or read, can help focus the paper. Irony or Humor: This is an easy way to catch a readers attention. Just be sure it is appropriate to the piece youre writing. You dont want to begin with a joke and then go on to discuss the black plague in the Middle Ages. This would probably just win you an award in the bad taste category. Short Generalization: It is a miracle that New York works at all. E.B. White

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Startling Claim: It is possible to stop most drug addiction in the United States within a very short time. Gore Vidal Rhetorical Questions: Just how interconnected is the animal world? Is it true that if we change any part of that world we risk unduly damaging life in other, larger parts of it? Matthew Douglas (However, this should be the only question in the essaynote from dos Santos)

Beginnings to Avoid

Apology: I am a college student and do not consider myself an expert in the computer industry, but here goes. Complaint: Id rather write about a topic of my own choice than the one that is assigned, but here goes. Websters Dictionary: Websters New Collegiate Dictionary defines the verb to snore as follows: to breathe during sleep with a rough hoarse noise due to vibration of the soft palate. Platitude or Clich: America is the land of opportunity, and no one knows it better than (fill in the blank). Reference to Title: As you can see from my title, this essay is about why we should continue to experiment with human transplants.

Writers Tip: Sometimes the only way to get going on a piece of writing is by using one of these clunky openers (Beginnings to Avoid). They serve as a sort of spark plug for the writing engine and can get you into your main material fast. Then, and this is very important, go back and REMOVE the unseemly clunker and replace it with a far more elegant and enticing beginning. back

Reviewing Mechanics Appendix E: Punctuation Exercise

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Punctuation
For each of the following excerpts identify as many punctuation marks as you can find by circling them in red. Draw a green line at the beginning of every sentence.

"Winston had disliked her from the very first moment of seeing her. He knew the reason. It was because of the atmosphere of hockey-fields and cold baths and community hikes and general clean-mindedness which she managed to carry about her. He disliked nearly all woman, and especially the young and pretty ones, who were the most bigoted adherents of the party, the swallowers of slogans, the amateur spies and nosers-out of unorthodoxy." - George Orwell, 1984, Book 1, Chapter 1 "There, on the soft sand, a few feet away from our elders, we would sprawl all morning, in a petrified paroxysm of desire, and take advantage of every blessed quirk in space and time to touch each other: her hand, half-hidden in the sand, would creep toward me, its slender brown fingers sleepwalking nearer and nearer; then, her opalescent knee would start on a long cautious journey; sometimes a chance rampart built by younger children granted us sufficient concealment to graze each other's salty lips; these incomplete contacts drove our healthy and inexperienced young bodies to such a state of exasperation that not even the cold blue water, under which we still clawed at each other, could bring relief." -Vladimir Nabokov, Lolita, Part One, Ch. 3 "Why was only Gregor condemned to work for a firm where at the slightest omission they immediately suspected the worst? Were all employees louts without exception, wasn't there a single loyal, dedicated worker among them who, when he had not fully utilized a few hours of the morning for the firm, was driven half-mad by pangs of conscience and was actually unable to get out of bed?" - The Metamorphosis, Ch. 1 "The conquest of the earth, which mostly means the taking it away from those who have a different complexion or slightly flatter noses than ourselves, is not a pretty thing when you look into it too much." - Joseph Conrad, Heart of Darkness, Part 1

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Punctuation
For each of the following excerpts identify as many punctuation marks as you can find by circling them in red. Draw a green line at the beginning of every sentence.

"Hunters for gold or pursuers of fame, they all had gone out on that stream, bearing the sword, and often the torch, messengers of the might within the land, bearers of a spark from the sacred fire. What greatness had not floated on the ebb of that river into the mystery of an unknown earth!" - Joseph Conrad, Heart of Darkness, Part 1 "People simply disappeared, always during the night. Your name was removed from the registers, every record of everything you had ever done was wiped out, your one-time existence was denied and then forgotten. You were abolished, annihilated: vaporized was the usual word." - George Orwell, 1984, Book 1, Chapter 1 "And now he could see him, standing closest to the door, his hand pressed over his open mouth, slowly backing away, as if repulsed by an invisible, unrelenting force. His mother - in spite of the manager's presence she stood with her hair still unbraided from the night, sticking out in all directions - first looked at his father with her hands clasped, then took two steps towards Gregor, and sank down in the midst of her skirt spreading out around her, her face completely hidden on her breast. With a hostile expression his father clenched his fist, as if to drive Gregor back into his room, then looked uncertainly around the living room, shielded his eyes with his hands, and sobbed with heaves of his powerful chest." - The Metamorphosis, Ch. 1 "Lolita, light of my life, fire of my loins. My sin, my soul. Lo-lee-ta: the tip of the tongue taking a trip of three steps down the palate to tap, at three, on the teeth. Lo. Lee. Ta. She was Lo, plain Lo, in the morning, standing four feet ten in one sock. She was Lola in slacks. She was Dolly at school. She was Dolores on the dotted line. But in my arms she was always Lolita. Did she have a precursor? She did, indeed she did. In point of fact, there might have been no Lolita at all had I not loved, one summer, an initial girl-child. In a princedom by the sea." - Vladimir Nabokov, Lolita, Part One, Ch. 1

Punctuation

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Punctuation
For each of the following excerpts identify as many punctuation marks as you can find by circling them in red. Draw a green line at the beginning of every sentence.

"The days of my youth, as I look back on them, seem to fly away from me in a flurry of pale repetitive scraps like those morning snow storms of used tissue paper that a train passenger sees whirling in the wake of the observation car." - Vladimir Nabokov, Lolita, Part One, Ch. 5 "Do you see him? Do you see the story? Do you see anything? It seems I am trying to tell you a dream--making a vain attempt, because no relation of a dream can convey the dream-sensation, that commingling of absurdity, surprise, and bewilderment in a tremor of struggling revolt, that notion of being captured by the incredible which is the very essence of dreams." - Joseph Conrad, Heart of Darkness, Part 1 "What the world demands of poor people they did to the utmost of their ability; his father brought breakfast for the minor officials at the bank, his mother sacrificed herself to the underwear of strangers, his sister ran back and forth behind the counter at the request of the customers; but for anything more than this they did not have the strength." - The Metamorphosis, Ch. 3 "People simply disappeared, always during the night. Your name was removed from the registers, every record of everything you had ever done was wiped out, your one-time existence was denied and then forgotten. You were abolished, annihilated: vaporized was the usual word." - George Orwell, 1984, Book 1, Chapter 1

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Punctuation
For each of the following excerpts identify as many punctuation marks as you can find by circling them in red. Draw a green line at the beginning of every sentence.

"Your worst enemy, he reflected, was your nervous system. At any moment the tension inside you was liable to translate itself into some visible symptom." - George Orwell, 1984, Book 1, Chapter 6 "I won't pronounce the name of my brother in front of this monster, and so all I say is: we have to try and get rid of it. We've done everything humanly possible to take care of it and to put up with it; I don't think anyone can blame us in the least." - The Metamorphosis, Ch. 3, pg. 51 "Now I wish to introduce the following idea. Between the age limits of nine and fourteen there occur maidens who, to certain bewitched travelers, twice or many times older than they, reveal their true nature which is not human, but nymphic (that is, demoniac); and these chosen creatures I propose to designate as 'nymphets.'" - Vladimir Nabokov, Lolita, Part One, Ch. 5 "Everything belonged to him--but that was a trifle. The thing to know was what he belonged to, how many powers of darkness claimed him for their own. That was the reflection that made you creepy all over. It was impossible--not good for one either--trying to imagine. He had taken a high seat amongst the devils of the land--I mean literally. You can't understand--how could you?" - Joseph Conrad, Heart of Darkness, Part 2

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Punctuation Usage:
COMMAS: PERIODS:

QUESTION MARKS:

EXCLAMATION POINTS:

COLONS:

SEMICOLONS:

DASHES AND HYPHENS:

APOSTROPHES:

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Reviewing Mechanics Appendix F: Punctuation Cards

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Reviewing Mechanics Appendix G: Run-On Sentence Exercise

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Run-On Sentence Exercise


1. Whenever you're thinking of approaching the media yourself, you need to understand what the media seeks you should be able to provide news, information, or entertainment. Revise with a Comma and Linking Word:

Revise with a Semi-Colon:

2. Literary and "little" magazines contain fiction, poetry, book reviews, essays, and literary criticism many are published by colleges and universities and have a regional or scholarly focus. Revise with a Comma and Linking Word:

Revise with a Semi-Colon:

3. In our survey we contacted 317 editors about their policies editors from 243 magazines responded. Revise with a Comma and Linking Word:

Revise with a Semi-Colon:

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4. For many creative people the words "publicity" and "self-promotion" strike a sour note for the wise writer these are words that speak to today's realities Revise with a Comma and Linking Word:

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Revise with a Semi-Colon:

5. The creative process is just one side of a writer's life getting published requires more than just good technique, the savvy writer keeps up with the business side of the craft. Revise with a Comma and Linking Word:

Revise with a Semi-Colon:

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Reviewing Mechanics Appendix H: Style Commandments

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I. Use the active Voice II. Use Strong Openings III. Use clear language, not vague language. IV. Use only words you need. V. Avoid redundancy. VI. Avoid needless qualification. VII. Dont write just to fill space. VIII. Avoid needless self-reference. IX. Avoid clichs. X. Avoid jargon.

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Reviewing Mechanics Appendix I: Summative Rubric

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SUMMATIVE ASSESSMENT: Reviewing Mechanics Essay Scoring Rubric:


Focus The student presents a clear thesis statement; including a main claim and reasons to support the claim The presentation of the essay is logical with regards to the organization within paragraph logic, the introduction, body, and conclusion The paper is written legibly and 1-2 pages in length. The paper provides adequate supporting details. These do not have to be research based. The paper leaves the reader feeling resolute. Expression The students voice, tone, person, and point of view is established. Criteria Not Met No thesis statement. Criteria Partially Met This may be missing components, bland, or unclear. Competent organization. Criteria Met Thought provoking and thorough thesis. Appropriate and effective organization.

Organization

Missing all the components of essay logic.

Less than 1 page.

Only 1 page or more than 2. Assertions are made but not supported. The conclusion is thin and trite. Language is functional, redundant, vague; adequate but not precise. May demonstrate some problems with focus on the objective.

Meets the page count. Convincing supporting evidence. The reader is resolved. Language is expressive, engaging, honest, precise, strong imagery. Perfectly accomplishes the objectives of the assignment. Thought provoking. Perfect or near perfect mechanics, spelling, and punctuation.

Development

Details are left unsupported. The paper trails off. Lacks rhythm and awkward sentence structure.

Ideas

The student establishes the context of the topic for the paper.

Weak grasp of the objective.

Grammar & Mechanics

The student demonstrates proper use of grammar and mechanics.

Grammar & Mechanics require considerable improvement.

Grammar & Mechanics are acceptable, but may contain flaws.

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