Links for Writing Outlines

Below are some links for writing outlines for your research paper

How to Write an Outline
Writing Outline for Purdue Online Writing Lab
Writing a Sentence Outline
Topic Outline to Sentence Outline
Preliminary Outline

Phrases, part 1

WEEK 3 – PHRASES, part 1

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.

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 -- Week 5 (September 26)

Greetings!

We had a productive class today.  The students did some good, hard thinking.  We began the class with some work with writing test prompts. I divided the class into Team 1 and Team 2, and they each worked on a different test prompt.  After a short time, they shared the results of their discussions.

Team 1 discussed

In some states, legislators have debated whether teenagers should be required to maintain a "C" grade average in school before receiving a driver's license.  Some people think this would be a good policy because having passing grades shows that students are responsible enough to be good drivers.  Other people think such policy would not be appropriate because they see no relationship between grades in school and driving skills.  In your opinion, should teenagers be required to maintain a "C" average in school before receiving a driver's license?  (The Real ACT Prep Guide, 2005)

Team 2 discussed

A better understanding of other people contributes to the development of moral virtues.  We shall be both kinder and fairer in our treatment of others if we understand them better.  Understanding ourselves and understanding others are connected, since as human beings we all have things in common.  (Adapted from Anne Sheppard, Aesthetics:  An Introduction to the Philosophy of Art.)

Assignment: Do we need other people in order to understand ourselves?  (Source: The Official SAT Study Guide, The College Board, 2009)

 Following this discussion, we looked at some Grammar.  Today's topics were phrases:  prepositional, participial, gerund, and infinitive.  We discussed the questions associated with adjectives and adverbs so that we could identify the role the phrases are playing.

As we talked about the writing our our research papers, I briefly covered Taking Notes and types of outlines.  In order to fill in the gaps of our discussion, the students should read the explanations on Week 4 and Week 5.

Assignments for Next Week

-- Read handout for Week 4 and Week 5

-- Write Detailed Outline; hand a copy next week.

If students have any questions, they can feel free to send me an e-mail.

Have a great weekend!

Mrs. Prichard

This week's blog:  Class Notes; Phrases;

Research Paper Process Timeline

Writing 3 Class Notes -- Week 4 (September 19)

Greetings!

We had another great day in class.  I really enjoy this class of students because they engage so well with the discussions.  Again this week, we strategized how to answer the writing prompts for the ACT and SAT writing portions.  Next week I'll have them divide into groups and work through one of the questions without me.

We took a look at the process of writing this longer research paper using a timeline that I've come up with.  Last week we had discussed the importance of making a plan, being aware of the steps, and gauging the time.  I've attached the timeline.  

We didn't take a long time to discuss the topic of taking notes, so I would like the students to read the section for Week 4 (also attached)

Assignments for Next Week:

--  Read the handout for Week 4

--  Begin your research and note-taking

Have a great week,

Mrs. Prichard

Helpful Links -- Evaluating Internet Sources

This week in class we discussed finding sources for our research.  As a requirement for the class, the students must have at least 3 print sources for their paper.  Though print sources are generally trustworthy (after all, they've spent a lot of money and energy to get the information published and printed), books, articles, etc. will often reveal definite biases; those are important to detect.

The greater challenge is evaluating internet sources.  These days, anyone can be a self-proclaimed expert on anything.  Because they publish their information on a web page, many of us think they must be accurate and dependable.  Not so.  While the internet is a marvelous place in which to find crucial information, it is also the home to misinformation and lies.

I have two blog entries from previous classes with some helpful information:
Evaluating Sources
Finding the Best Sources

Below are some links with good information about choosing good internet sites for your research.  Please read at least one of them before you start doing your internet research.

An article and exercise for evaluating a website
Web hoaxes and misinformation 
Evaluation Criteria from the New Mexico State Library
Article:  How to Spot a Fake Website
Teacher Tap:  Links and Article (bottom half of the page)
Kathy Schrock's guides


Happy Researching!!

Writing 3 Class Notes -- Week 3 (September 12)

Greetings!

Though the starting of this class seems to be a bit slow as we work through the process of selecting topics and discussing how we research, the students are doing some great critical thinking in class. I chose this ACT writing prompt for us to work through:

4.  Although most of us do not like being criticized, it is said that we can always benefit from being told what we are doing wrong. We may lose a valuable learning opportunity if we do not listen to the criticisms expressed by others. Yet criticism, even when honest and well-intended, can be more harmful than helpful. We have more to gain by ignoring or shielding ourselves from the criticisms of others.

 Assignment: Are people better off if they do not listen to criticism? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations.

We drew a chart and discussed some general strategies for organizing an essay that would answer the questions.  We also discussed this topic at length; the comments were thoughtful and insightful.

Our writing discussion for today centered on Choosing Resources.  We discussed various types of sources and some ways to determine their credibility and reliability.  

I will go over their Research Proposal, Research Plan, and short paper discussing their interests in their topics.  If I see an area of concern about a topic or a plan, I will contact the individual student at the beginning of next week.

Assignments for next week:

-- An initial list of sources being used for research.

-- A list of general subtopics
-- Read ahead.  Read the handout for Week 4 (Researching and Taking Notes)

Have a wonderful weekend!

Mrs. Prichard

Writing 3 Class Notes -- Week 2 (September 5)

Greetings!

We had another good week in class.  While we may do some light-hearted Quick Writes in Writing 3, we will usually take some time to strategize writing the essays for the ACT and SAT exams.  We will work on them as a group and occasionally  divide into groups.  This week, we looked at one the essay prompts and discussed the value of advertising.  We also had 2 Words for the Day:  "tocatta" (a musical composition for organ and harpsichord) and "rex" (king - Latin).

Last week I handed out a set of weekly handouts describing the steps to take to write a research paper.  This past week we reviewed Week 1 (Steps 1 - 6) which dealt primarily with choosing and narrowing a topic and writing a thesis to go with it. We then looked at Week 2 (Steps 7 - 10).  We talked at length about writing the research plan and the writing proposal.

Often when writing lengthy research papers, nailing down the exact topic and just the right thesis is part of the process.  Students will have some ideas, but as they explore their subjects with further reading, they may adjust some of their ideas. While they may stick to their topics, they may feel that their thesis needs chaanging.

Part of our discussion focused on what the process for writing the paper looks like.  For next week, they are to have a Research Proposal and a Research Plan.  For the Research Plan  they are to come up with their own schedule, calendar, or chart that will show when assignments are due and when they plan to have portions of the paper completed.  For the Research Proposal, they must write 1 - 2 pages explaining their interest in their topic.  Also, they need leading questions and a working thesis.

Assignments for Next Week:

-- Research Plan --- a document showing how you plan to proceed with your project

-- Research Proposal --- including 1 to 2 pages explaining your interest in your topic; at least 4 leading questions; a working thesis.

Have a great week!

Mrs. Prichard