Week 5 Videos

I've found that some students are helped by extra instruction in the form of written materials or videos.  Below are some videos that have good information.  For next week, I'd like the students to watch 3 of the videos and write a sentence summary for the videos viewed.

Grammar Videos
Dependent Clauses #1
Dependent Clauses #2
Mr. Grammar Sub. Clauses
Clauses
Subord. Clauses, part 1
Subord. Clauses, part 2
Subord. Clauses, part 3
Parallel Construction
Parallel Construction, again

Writing Videos
Taking Notes
Making Note Cards
How to Avoid Plagiarism
How to Write a Great Paper
Note-Taking Strategies
MLA Style
Writing a paper
Thoughts on Writing

WEEK 6 – Parallel Structure

WEEK 6 – Parallel Structure

            One of the ways writers can improve their writing is to use parallel structure when the text demands the use of a coordinating conjunction to join words, phrases, or clauses; also, when the text demands items in a series (three or more); and finally when the text demands the use of correlative conjunctions.  In each of these three cases, the writer is obligated to “express himself in the same grammatical form,” pairing like items together.  Parallel structure is also effective with comparisons.

Using parallel structure consists of writing using like grammatical terms.  ‘Like grammatical terms” means nouns with nouns, gerund phrases with gerund phrases, etc.

            Examples:

–   Wrong:  Prevent dust buildup by cleaning your computer monthly and dust your house weekly.

–   Corrected:  Prevent dust buildup by cleaning your computer monthly and by dusting your house weekly.

–   OR:  Clean your computer monthly and dust your house weekly in order to prevent dust buildup.

–   Wrong:  I love to read and writing.

–   Corrected:  I love to read and to write.

–   OR:  I love reading and writing.

USING COORDINATING CONJUNCTIONS IN PARALLEL STRUCTURE

“Coordinating” means equivalent.  When a coordinating conjunction is used, those elements must be the same grammatical form.  Items (words, phrases, clauses, and sentences) in a series (three or more) demand the use of parallel structure.

Words in a Series

Examples:

–   Wrong:  Most students consider the SAT impossible, useless, and a waste of time. (adj., adj., & noun)

–   Corrected:  Most students consider the SAT impossible, useless, and wasteful.  (adj., adj., & adj.)

–   Wrong:  Tony considers himself a good father, a loving husband, and in a good occupation.  (noun, noun, prep. phrase)

–   Corrected  Tony considers himself a good father, a loving husband, and a hard worker. (noun, noun, noun)

Phrases in a Series

Prepositional, gerund, participial, and infinitive phrases by simple definition are groups of words that do not contain a verb, although the last three will have words resembling verbs (designated as verbals).  When phrases are used, each must be the same, grammatically as the others.

Prepositional Phrase

Example:

–   Wrong:  Over the river, through the woods, and climbing the mountain, we trekked to grandmother’s house.  (prep. phrase, prep. phrase, verb)

–   Corrected:  Over the river, through the woods, and up the mountain, we trekked to grandmother’s house.  (prep. phrase, prep. phrase, prep. phrase)

Gerund (Noun) Phrase

Example:

–   Wrong:  Rushing the quarterback, protecting their own players, and when they recovered a fumble won the game for the Colts.  (gerund, gerund, participial phrase)

–   Corrected:  Rushing the quarterback, protecting their own players, and when they recovered a fumble won the game for the Colts.  (gerund, gerund, participial phrase)

Participial Phrase

Example:

–   Wrong:  Captain Ahab, pacing the deck, while he was exhorting his crew, and seeking only one thing, turned the Pequod into a nightmare for the mates and the crew.  (part. phrase, adverb clause, part. phrase)

–   Corrected:  Captain Ahab, pacing the deck, exhorting his crew, and seeking only one thing, turned the Pequod into a nightmare for the mates and the crew.  (part. phrase, part. phrase,, part. phrase)

Infinitive Phrases

Infinitive phrases are the most complicated only because they can be used as nouns, adjectives, or adverbs. 

Examples:

Nouns:  To pet a cat, to sit in the woods, and to handle weeds makes one itchy.

Adjectives:  Kathy developed a plan to ride her bike, to clip coupons, and to budget for vacations.

Adverbs:  For punishment, I was made to sit in the corner, to read a grammar book, and to write essays.

Clauses in a Series

Examples:

Adjective Clauses:  The crew of the ship was composed of men (who drank great quantities of beer on land,) (who lived wildly while not at sea,) but (who knew their business and toiled bravely in the terrible conditions of the sea.)

Noun Clauses:  (The Joe Dimaggio connected himself to the Mafia,) (that he carried the Yankees to a record number of World Series wins,) and (that he attracted beautiful women define him as a complicated character.)

Adverb Clauses:  Mark Twain reigns as an unforgettable literary figure because he traveled the Mississippi River,) (because he wrote for newspapers,) and (because he lectured about his many books.)

Sentences in a Series

Sentences in a series are actually compound sentences.  The writer can string as many  sentences together as he wants, as many as he needs to convey ideas.  When combining a series (three or more) it must remain parallel.

USING CORRELATIVE CONJUNCTIONS IN PARALLEL STRUCTURE

The correlative conjunctions include either … or, neither … not, etc.  “Correlative” means that these pairs of words always go together and that they join two items only.  To use these correlative conjunctions correctly, the writer must place the same grammatical forms after each words in the pair.

Example:

–   Since the field trip has been postponed, the students will either go to the gym or go to their homerooms.

Words with Correlative Conjunctions

            Examples:

–   The man remained not only calm but also cool during the traffic accident. (two adjectives)

–   Neither snow nor sleet can keep the postman from his appointed rounds. (two nouns)

–   My rich uncle will leave his fortune to either him or me. (two pronouns)

Phrases with Correlative Conjunctions

Examples:

–   Instant replay is popular not only with the fans but also with the coaches.  (two prep. phrases)

–   We prevented erosion by both digging a trench and rerouting the water.  (two gerund phrases)

–   Whether sailing at Lake Pepin or skiing at Welch Village, my family always enjoys themselves.  (two participial phrases)

–   Because the plane was low on fuel, the pilot did not know whether to land in the farmer’s field or to try making the airport.  (two infinitive phrases)

Clauses with Correlative Conjunctions

Examples:

–   Newport, Rhode Island, shines in the summer not only because yachtsmen from all over the world bring their vessels to the harbor but also because the tourist trade is in full swing.  (two adverb clauses)

–   Because the scores of the top scholars were so close, the academic prize went to either whoever had the highest English score or whoever scored the best in math.  (two noun clauses)

Using words, phrases, clauses and sentences in parallel structure shows maturity in writing and a definite grasp of grammar.  Using parallel structures also clears up incorrect or awkward comparisons.

WEEK 5 – Coordination & Subordination

WEEK 5 – Coordination & Subordination

Coordination and subordination:  When writing, a writer must decide what to emphasize and what not to emphasize so that the reader will know exactly what the writer intends.  Words, phrases, clauses, and sentences (main clauses) may be coordinated and subordinated.

Coordinating conjunctions:  The following coordinating conjunctions join main clauses:  and, but, or, nor, for, so, yet.

Correlative conjunctions:  The following join two main clauses only:  both … and, not only … but also, whether … or, either … or, and neither … nor (usually with no comma).

With semicolons but not with commas, the following connectives can be used to introduce the next clause:  consequently, however, in fact, moreover, subsequently, in addition, also, indeed, then, nevertheless, therefore, in contrast.

            Example:

–   Malcolm rode the bus to school; however, he prefers to walk.

–   Shannon bought a new car; moreover, she purchased a motorcycle, too.

            Any of the subordinating conjunctions, placed at the beginning of a main clause, subordinates that clause and makes it now “less important,” although still adding interesting facts to the sentence.  Some of these subordinating conjunctions function as prepositions.  “Before,” for example, can be either a preposition or an introductory adverb, depending upon how “before” is used.  Following are the subordinating conjunctions:

after

although

as

as far as

as long as

as soon as

as if

because

before

even if

even though

if

inasmuch as

insofar as

provided that

since

so that

that

though

until

unless

when

whenever

where

wherever

whereas

while

why

           

The challenge:  When to subordinate a clause?  When should a clause be written as a main clause and when should it be a dependent clause?

Examples:

Compound sentences:  Two simple sentences together are related, meaningful, and grammatically equal and are joined by a coordinating conjunction and a comma.

            Ex:  Venice floods during a full moon, and tourists use raised walkways.

Complex sentences:  A complex sentence can be formed by combining two main clauses into a more complex sentence.  In a compound sentence example, the writer implies that both statements are of equal value.  However, in a complex sentence example, the author implies that the flooding becomes an interesting detail subordinate to people using the raised walkways, stressed because of the main clause.

            Ex:  When Venice floods, tourists use raised walkways.

Simple sentence:  The same information can be combined into a simple sentence using prepositional phrases.

            Ex:  Tourists use raised walkways in Venice during floods of the full moon.

When writers coordinate (combine ideas of equal value) or subordinate (present one idea as more important than another), they must use the proper forms of coordination or subordination.

RELATIONSHIPS IN COMPOUND SENTENCES

‘and’ – shows addition, something added

‘but’ – indicates an opposite thought is about to happen

‘or’ – signals an alternative to the first thought

‘nor’ – indicates a negative alternative thought is about to follow

‘for’ – shows a reason for the first thought or clause

‘yet’ – indicates another opposite thought about to follow

RELATIONSHIPS IN COMPLEX SENTENCES

time – after, as long as, as soon as, before, since, until, when, whenever, whil

condition – if, when, provided that, unless

contrast – although, even though, though, while, whereas

degree – as far as, inasmuch as, insofar as

place – where, wherever

cause – because, since, as

When is a main clause appropriate and when is a subordinate clause appropriate?  Obviously, the answer lies with the writer, who should know the differences between these handy elements.

Writing 3 Class Notes -- September 26

Greetings!

We had a good class this week.  For our Quick Write, the students wrote 5 alliterative sentences.  We had short and long sentences in which the students used words that began with the same beginning sounds. I also drew a tree with an apple on the ground telling that that it was a clue about a significant event of the day.  A couple had an idea that it was connected to Johnny Appleseed.  In fact, September 26 was Johnny Chapman's birthday.

The students are to be researching, taking notes, outlining, and refining their thesis statements.  We discussed the informal outlines and the directions the papers are going.  As they continue to research and take notes, their informal outlines will become more detailed and give the framework for their rough drafts.  Next week they should have a Detailed Outline to hand in to me.  (And they should have a copy for themselves.)

During our Grammar discussion, we talked about the concepts of subordination and coordination.  This is really an aspect of style and emphasis in writing.  As the students are crafting their rough drafts, they should consider carefully the construction of each sentence. 

I've found that some students are helped by extra instruction in the form of written materials or videos.  Below are some videos that have good information.  For next week, I'd like the students to watch 3 of the videos and write a sentence summary for the videos viewed.

Grammar Videos
Dependent Clauses #1
Dependent Clauses #2
Mr. Grammar Sub. Clauses
Clauses
Subord. Clauses, part 1
Subord. Clauses, part 2
Subord. Clauses, part 3
Parallel Construction
Parallel Construction, again

Writing Videos
Taking Notes
Making Note Cards
How to Avoid Plagiarism
How to Write a Great Paper
Note-Taking Strategies
MLA Style
Writing a paper
Thoughts on Writing

Next Week's Assignments:
-- Continue researching and taking notes
-- Develop a detailed outline from the informal outline
-- Have a detailed outline to hand in
-- Watch 3 of the videos and write a one sentence summary of them.

Keep up the hard work!!
Mrs. Prichard

WEEK 4 Grammar -- Clauses

WEEK 4 – Clauses:  Dependent, Noun, Adjective, Adverb

Clauses:  Careful writers introduce clauses into their writing for emphasis, variety, and added information.  Clauses are either independent, meaning they can stand by themselves and make sense (in other words, sentences), or dependent, meaning they cannot stand by themselves, and to make sense, they need to attach themselves to other words, phrases, or independent clauses.

Independent clause, main clause, or sentence are synonymous and the terms may be used interchangeable.  Also, dependent and subordinate are synonymous and used interchangeably.  Subordinate also implies that the thought expressed by this type of clause is an important fact but less important than the sentence itself.  If a subordinate clause cannot be removed (the meaning of the sentence is altered), then this clause is restrictive or essential.  If the clause can be omitted without changing the meaning of the sentence, then the clause is non-restrictive or non-essential.

Sentences and Clauses

By combining main clauses and dependent clauses, a writer can stress thoughts when he uses main clauses and relegates other thoughts less important when he uses dependent clauses.

            Examples:

(Although the Yankees played several games with replacements), the team hung together and eventually won the pennant.  (The writer stresses the cohesiveness and victory of the team in the main clause as the main idea.)

The Carpenters, (who have lived in several parts of the world), love Minneapolis the best.  (The clause is dependent on the primary idea.)

DEPENDENT CLAUSES

A dependent clause is a group of words with a subject and verb:  noun clauses, adjective clauses, and adverb clauses function in the same manner as words and phrases, except clauses tend to be longer units.  These groups of words may look like sentences because they contain a verb and a subject; however, they also may contain an introductory word which shows some relationship to another part of the sentence.  Therefore these clauses cannot stand by themselves because they must attach themselves to make sense.

NOUN CLAUSE

A noun clause is a group of words that function as a subject, direct object, indirect object, object of the preposition, or predicate nominative.

            Examples:

·  Subject:  Whoever is responsible for the graffiti should turn himself in to the police.

·  Direct Object:  Gene clicks away with the remote and chooses whatever suits his fancy.

·  Indirect Object:  Mr. Collins assigned whoever had an “A” an extra credit project.

·  Object of the preposition:  Mr. Jameson will present the award to whoever baked the best chocolate cake.

·  Predicate Nominative:  The award was whatever struck the fancy of the judges.

ADJECTIVE CLAUSE

An adjective clause is a group of words with a subject and verb and introductory relative pronoun (who, whom, which, that); this group of words modifies a single noun or pronoun.

Examples:

·  Butch, who tells the best stories, has traveled alone all through the West.

·  After reading from his novel, the author took questions that the audience enthusiastically asked.

·  The program that captures the imagination of the audience usually receives the greatest applause.

·  The Tavern, which is owned by an Englishman, does a great business in Northfield.

ADVERB CLAUSES

An adverb clause is a group of words with a subject and verb and an introductory adverb that designates when, where, how, and to what extent and expresses reason.  Adverb clauses usually modify verbs but, like single adverbs, also modify adjectives. 

Usually, when an adverb clause comes at the beginning of a sentence, it is set off by a comma.

Examples:

·  When Alyssa called, she told us that she has a new job.

·  When the sentence was written, the writer ignored standard rules of grammar.

When the adverb clause is in the middle of the sentence, it usually is set off by a comma, but at the end of the sentence it is set off by a comma only if the thought in the clause is abruptly negative to the words before.

            Examples:

·  Joan travels to Nantucket every year, although she never goes fishing. (the clause is contrary to the preceding thought)

·  Joan also visits New Bedford before she lands on Nantucket.  (no comma needed)

·  My son points beautiful portraits, even though he never took lessons.  (contradicting thought)

Writing 3 Class Notes -- September 19

Ahoy Mateys!

As many of you may have heard, yesterday was "Talk like a Pirate Day," and we had a Quick Write along those lines.  We had some conversation about common pirate vocabulary:  Ahoy, Avast, Aye, Aye! Landlubbers, Jolly Roger, Buccaneer, Crow's Nest.  I borrowed Mrs. Nelson's son's pirate coat and hat for the occasion. 

We practiced another ACT writing prompt.  The question asked the students to consider the idea of year-long school.  We looked at the pros and cons, introduction ideas, organization strategies.  We will continue to work through these as a class.

Last week we spoke at length about phrases, and this week's topic was clauses.  Since I wanted to spend more time discussing the papers.  I've attached the Grammar worksheet and put it on the blog for future reference.

This week we discussed what resources would be helpful, how to take notes, paraphrasing, and plagiarism.  On the blog, Week 4 has the notes for this topic.

At the beginning of the class, I told the students that they needed to discuss with their parents the length of paper.  I suggest a minimum of 10 pages and 15 to 20 would be an appropriate length for the students.  Please have this discussion so that they will know what their goal is.

For next week:

-- Extra Credit:  Bring a complete list of prepositions to class

-- Be prepared to show

     -- An Initial list of resources

     -- Notes from research

Enjoy this beautiful Fall weather!

Mrs. Prichard

WEEK 3 Video Grammar Lessons

Greetings!

Below are links to some grammar videos that might be enjoyable and definitely helpful.  Although we had a full discussion of phrases in class, I thought some students may appreciate the aid of these videos.


Gerund phrases
Participial phrases
Participial phrases
Prepositional phrases
Prepositional phrases
Restrictive phrases
Appositives
Restrictive phrases
Infinitive phrase
Infinitive phrase
Verbal phrases

Enjoy and Learn!
Mrs. Prichard

WEEK 3 -- Phrases

WEEK 3 – PHRASES

PREPOSITIONAL PHRASES

Prepositional Phrases:  These phrases are either adjectives or adverbs depending upon how they are used.  A prepositional phrase begins with a preposition and ends with a noun or pronoun.

            Examples:

· At the high school, Mr. Thompson taught history.  (adverbial modifying taught)

· The gym at the high school is sold out for the big game.  (adjectival modifying gym)

· In 1892, James Corbett became the heavy weight champion of boxing.  (first phrase is and adverb; second phrase is an adjective)

            Same phrase used two different ways:

· Ann found in her drink a fly.  (adverb phrase modifying found)

· The fly in her drink bothered Ann.  (adj. phrase modifying bee)

· From the shore, Randy caught fifteen catfish.  (adverb modifying caught)

· Greg visited his friend from the shore of Lake Superior.  (adj. modifying friend)

PARTICIPIAL PHRASES

Participial Phrases:  These phrases function as adjectives and contain a present or past participle.  Participles all tend to end in “’ing” (present participle), “-ed,” “-d,” “-en,” “-n,” or “-t” with a few exceptions like “swum” and “hung.”  Participial phrases are made up of a participle along with an object or modifier or both.  These adjective phrases are usually placed as near as possible to the words they modify.  Participles are the third and fourth principle parts of verbs.

            Examples:

· Fortified against an attack, Macbeth’s army almost deserted their leader.

· Singing “Aida” in the shower, Gary annoyed his roommates. 

· Marching in the parade, Patrick showed his Irish pride.

· Dedicated to the health of the poor, Mother Theresa helped others.

· Thrashing the shore with great force, the storm pounded the rocky coast of Maine.

GERUND PHRASES

Gerund Phrases:  Like any noun, a gerund phrase can function as a subject, direct object, indirecto object, object of the preposition, or predicate nominative.  The gerund phrase is made up of the present participle (“-ing”) and can contain an object and/or a modifier (and sometimes many modifiers).  The gerund is a verbal noun.

            Examples:

            Gerund phrase as a subject:

· Making the varsity team is a challenging endeavor.

· Selling boats demands product knowledge.

Gerund phrase as a direct object:

· My father once considered swimming the English Channel.

· The rookie catchers practiced protecting the plate.

Gerund phrase as an indirect object:

· If students give learning grammar a fair chance, their writing will improve.

· My brother once gave swinging a golf club his undivided attention.

Gerund phrase as an Object of the Preposition:

· Local authorities tried to control mosquitoes by spraying insecticide.

· Carrie got first prize by memorizing the most poetry.

Gerund phrase as a Predicate Nominative:

· Kathy’s hobby was collecting unusual bottles.

· Robyn’s greatest accomplishment is singing in the opera.

· Hank’s strength in hockey was slashing from the left.

APPOSITIVES AND APPOSITIVE PHRASES

Appositive:  An appositive is always a noun.  Usually it follows immediately after a noun, is sometimes set off by commas, and renames or emphasizes the noun it follows.  Appositives are the words or phrases that explain or add information to the noun it follows.  Appositives never contain verbs.

            Examples: 

· Barron’s, a publisher of books, boasts of the finest employees.

· The Northfield Historical Society, a local organization, gives tours at the museum.

One word “name” appositives usually do not need commas, but there is a caution here.  If there are more of the group, then no commas are needed.  In the example below, if there are more brothers or sisters, you would not use commas to set apart the appositive.  No commas means restrictive; restrictive means that if you take that element out of the sentence, the sentence changes its meaning.  The element is essential and therefore no commas.  Putting commas around an appositive tells the readers that this part of the sentence is not absolutely necessary or needed, but it does add to the information of the sentence.

Example:

· My brother Mark lives in France but works in Switzerland.

For the sake of variety, the appositive might appear before the noun.

            Examples:

· The owner of the gallery, Kevin Hanson, won a grant to fund a new art show.

· The most outstanding writing teacher, Mrs. Prichard, teaches three classes at CHAT.

RESTRICTIVE/ NONRESTRICTIVE

When you have nonrestrictive (nonessential) elements in a sentence, set them off with commas.  You must decide if the information is essential or not.  If the information is essential to the meaning of the sentence, you have a restrictive phrase or clause, and you do not use commas.

            Examples:

· The little boy who was wearing the blue sweater is lost. (this phrase contains important details)

· The little boy, who didn’t seem to like his lunch, is lost.  (this phrase doesn’t add essential information to the main idea of the sentence)

The use of “that” implies a restrictive (essential) phrase or clause, so no commas are needed.

            Examples:

· People who live near Gus are lucky because he shares from his garden. (restrictive, no commas)

· Cindy, who is my favorite cousin, is a good writer.  (nonrestrictive, use commas)

· Grandma, wearing her bonnet and Grandpa’s coveralls, should not spend too much time weeding the garden.  (nonrestrictive, use commas)

· People who like the beach are hard to find.  (restrictive, no commas)

· Restrooms that are dirty ought to be illegal.  (restrictive, no commas)

· The garden, which was beautiful, contained many varieties of tomatoes.  (nonrestrictive, use commas)

INFINITIVE PHRASES

Infinitive Phrases:  Infinitive phrases can be used as three parts of speech:  noun, adjective, or adverb.  An infinitive phrase will begin with an infinitive (to + simple for of the verb).  It may include direct objects and/or modifiers

            Examples:

· To finish her shift without spilling was Michelle’s only goal.  (functions as a noun)

· Connor hopes to win the approval of his coach by showing up early for practice. (functions as a noun)

· The best way to survive Mrs. Prichard’s class is counting backwards from 100 until class is over. (functions as an adjective)

· Calvin, an aspiring doctor, is taking British Literature to give himself a well-rounded education. (functions as an adverb – “why”)

When an infinitive phrase introduces a sentence and is followed by the main clause, separate the sections with a comma.

Writing 3 Class Notes -- September 12

Greetings!

We started our class today with a Western Quick Write.  Last week my town Northfield celebrated the Defeat of Jesse James, and I thought I would extend the theme to my class.  I did my best to put on a cowboy/western accent.  The students can be the judge regarding how well I did.  I must admit that my cheap, fake cowboy boots only made it about 10 minutes through the class.

I skipped the SAT/ACT practice question so that we could spend more time on some difficult points of grammar and the research paper.

We did some pretty hard thinking during our Grammar section as we discussed phrases:  prepositional, participial, gerund, appositive, infinitive, and restrictive.  I could tell when their eyes started glazing over that it was challenging.  However, they stuck to it, and I'm proud of their hard work. 

The students handed in their leading questions and research plan.  We discussed some basics about finding good sources.  Next week we'll discuss taking notes.

Assignments for next week:
-- Check out any of the video grammar lessons, if necessary.
-- Begin your research and taking notes.
-- Have an initial list of resources to be checked in class.

Have a great week!
Mrs. Prichard

Elephant Stew

Elephant Stew

     1 elephant (medium size)

     Salt and pepper

     Brown gravy

     2 rabbits

Cut the elephant into bite size pieces (this should take about 2 months).  Add the brown gravy and cook over kerosene fire about 4 weeks at 465 degrees.

             

This will serve 3800 people.  If more are expected, 2 rabbits may be added, but do this only if necessary, as most people do not like to find hare in their stew.