1
English 60
Ms. Parks - professor
FALL 2010
English 60
Questionnaire
Professor Parks
name _____________
1. What high school did you attend? When did you graduate?
2. What is your career goal?
3. What ACDV classes (if any) have you taken?
4. What classes are you taking now?
5. What is the hardest thing about writing?
6. What is the best English class you’ve ever taken? Why?
(Answer in at least five complete sentences.)
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English 60
Professor Parks
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Name _________________
Introduce yourself to your classmates and find people who
….weren’t born in Bakersfield.
1.
..went somewhere over vacation.
1.
2.
2.
3.
3.
…….have a job.
1.
…play an instrument.
1.
2.
2.
3.
3.
….have a pet.
1.
..have siblings or children.
1.
2.
2.
3.
3.
What are your impressions of this class (the students, teacher, and subject matter)?
What are your expectations?
English 60
Professor Parks
(OCE # 1) Outline for argument essay with response to
4
opposition
Paragraph # 1
Introduction

*thesis statement:
paragraph # 2
*Topic sentence:
 example or detail

paragraph # 3 (response to the opposition)
*Topic sentence: Some say ......................., but……..
 explain why you are right


English 60
Professor Parks
Practice peer edit, first draft
By Josie Anderson
Some athletes with prosthetic legs have asked to be allowed to compete with
other athletes in the Olympics. While some people may see this as a signal that these
athletes are as good as others, this move could give these athletes an advantage. So,
athletes with artificial legs should not be allowed to compete in college, national, and
international competitions.
Some argue that it would show those athletes that they are accepted, thus
boosting their self esteem. As they grow, they would feel that no doors were closed to
them. They would know that they could achieve anything in a career realm as well as in
the professional sports realm. But, they would not be competing on a level field.
Prosthetic legs have improved, and the athletes could have an advantage. Prosthetic
legs are becoming more light weight and with more spring. Conceivably, they would be
able to jump higher, push off stronger, and run faster. This would not be fair.
If athletes with prosthetic legs were allowed to compete in the Olympics, where
would this end? Would athletes in wheelchairs want to be part of the National
Basketball Association? They could plow down another player with their chair. A boxer
with a prosthetic arm and hand would have an unfair advantage with a hard hand that
never got tired. In baseball a player with a prosthetic arm could throw a faster pitch
and possibly hit more homeruns. These are unfair situations that should not be
considered. So the line needs to be drawn to keep those with prosthetic limbs in a
different league.
Athletes with artificial limbs can, and should, feel good about what they can
accomplish in every field. They have wonderful role models and have broken down
many barriers. But athletes with prosthetics and those with real limbs need to compete
in different college and professional sporting categories. Now, what they do at the
playground on the weekend is up to them.
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English 60
Professor Parks
Writer _________________
Reader ___________________
peer feedback sheet for argument writing first draft
3 – excellent
2- OK
1- weak
Is the thesis/opinion stated in one clear sentence?
Is the strongest point last?
Does each paragraph contain only one idea?
Does the writer include enough details and examples
to back up his/her opinion?
Is one of the points an answer to the opposition?
Does the conclusion sum up the argument?
How would you rate the strength of the argument?
My top two suggestions to improve this paper:
1.
2.
Words, phrases, or ideas I like best:
1.
2.
score
6
English 60
Professor Parks
Practice peer edit, first draft
By Miranda Lewis
At a high school football game, students cheer for their team, dressing up in
their school colors and wearing items associated with their mascot. If their mascot is a
Brave, a Warrior, a Redskin, or an Apache, students might dress up in red war paint,
wear a feathered headband, and carry a tamahawk. While they are indeed supporting
their team, they are, perhaps unintentionally, making fun of Native Americans. Many of
the mascots have exaggerated clownish features and red skin. High schools should not
use ethnic mascots. They are demeaning and send the signal that making fun of
someone’s ethnicity is okay.
Some argue that ethnic mascots are in good fun and that people are being overly
sensitive. But if people weren’t so prejudiced, they would realize that America has made
fun of Native Americans for so long that it is taken for granted. We have seen them in
cartoons and in movies as violent or unable to utter a word except “how.” They
deserve more respect; Europeans took this country from them, killed them with their
diseases, and put them on reservations. America turned them into a caricature. They
are real people. One problem is many people don’t know real Native Americans to
counter the cartoon the media has fed us.
Some argue that it would be expensive to change the school mascot. But if the
mascot was your ethnicity, then you would want to change it. No one would allow the
Orlando Orientals, who had squinty eyes, or the Washington Wetbacks, who drove
around in low riders. Imagine the Nebraska Negroes, who ate watermelon. Each of the
above ethnicities would be up in arms, and no one would blame them. We have made
fun of Native Americans so long that it is part of our culture.
No matter the cost, this should not be permitted in high school sports. As teams buy
new uniforms, replace helmets, and paint the gym, the change can take place. Allowing ethnic
mascots teaches our youngsters that it is okay to make fun of Native Americans. This attitude
only continues as they grow older and spreads to their treatment of other cultures.
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English 60
Professor Parks
Writer _________________
Reader ___________________
peer feedback sheet for argument writing first draft
3 – excellent
2- OK
1- weak
Is the thesis/opinion stated in one clear sentence?
Is the strongest point last?
Does each paragraph contain only one idea?
Does the writer include enough details and examples
to back up his/her opinion?
Is one of the points an answer to the opposition?
Does the conclusion sum up the argument?
How would you rate the strength of the argument?
My top two suggestions to improve this paper:
1.
2.
Words, phrases, or ideas I like best:
1.
2.
score
8
English 60
Professor Parks
9
Writing assignments
English 60
Professor Parks
services assignment
Identify a service on campus. Choose from the following: library, child
care center, health and wellness center, counseling, supportive services,
tutoring, student government association, financial aid, and job
placement.
Visit the place. Ask what services they provide, their hours (drop in,
make an appointment), how to qualify for their services (testing,
application, etc.), whether they offer classes, what the cost is, etc. You
may go in groups and share information.
In your paper, describe the place inside and where it is (what building,
what part of campus), describe the services they provide, and how you
can use their services.
length: one page typed
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English 60
outline for services assignment
Thesis statement:
1. where you visited and what it looks like
2. what services they provide
3. how you can benefit from their services
Professor Parks
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English 60
Professor Parks
peer review of outline of student services assignment
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis statement that includes where he/she
went and how he/she can benefit from the service?
2. Does the writer have description of where he/she visited and where it
is located?
3. Does the writer have information on what services are provided?
4. Does the writer have information on how he/she can benefit from the
service?
5. Any suggestions for the writer?
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English 60
Professor Parks
peer review of outline of student services assignment
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis statement that includes where he/she
went and how he/she can benefit from the service?
2. Does the writer have description of where he/she visited and where it
is located?
3. Does the writer have information on what services are provided?
4. Does the writer have information on how he/she can benefit from the
service?
5. Any suggestions for the writer?
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English 60
grade sheet for services assignment
A
identifies a service
provides details on what the office provides
describes the location of the office
explains how the student will use those services
organized with transitions
one page in length
few grammar errors
B
identifies a service
provides some details on what the office provides
touches on how the student will use the services
organized
one page in length
some grammar errors that don't interfere with meaning
C
identifies a service
provides a few details on what the office provides
a few details on how the student will use the services
almost a page in length
grammar errors that interfere with meaning
D
identifies a service
provides few details on what the office provides
not clear how the student will use the services
less than a page in length
many grammar errors
Professor Parks
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English 60
Professor Parks
Assignment for OCE #1: social networking
argumentative essay with example
Write an argumentative essay of at least 250 words. Your essay should
have an introduction, two body paragraphs, and a conclusion. Note on your
assignment sheet due dates for the first draft/peer editing, conference
where your second draft is due, and final draft.
You are required to respond to use an example from the reading and an
example from your life.
Choose one topic:
1. Do you think something is lost when people spend so much time of their
interpersonal communication time online. Some say that people don't learn
how to read cues, such reading body language and intonations. Others say
technology improves our communication.
2.How is privacy viewed in the arena of social networking? What privacies
are important? Which aren't? How do we safeguard the ones we value?
Some people feel very comfortable displaying photos and daily updates of
their lives for all their "friends" to see. Others worry about potential
repercussions from perspective employers or colleges.
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English 60
Professor Parks
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OCE # 1) Outline for argument essay with evidence
Paragraph # 1
Introduction

*thesis statement:
paragraph # 2
*Topic sentence:
 example or  detail

paragraph # 3
*Topic sentence:



Conclusion
summary of points plus
English 60
Professor Parks
Writer _________________
Reader ___________________
peer feedback sheet for argument writing first draft
3 – excellent
2- OK
1- weak
Is the thesis/opinion stated in one clear sentence?
Is the strongest point last?
Does each paragraph contain only one idea?
Does the writer include enough details and examples
to back up his/her opinion?
Is one of the points an answer to the opposition?
Does the conclusion sum up the argument?
How would you rate the strength of the argument?
My top two suggestions to improve this paper:
1.
2.
Words, phrases, or ideas I like best:
1.
2.
score
17
English 60
Professor Parks
Writer _________________
Reader ___________________
18
peer feedback sheet for argument writing first draft
3 – excellent
2- OK
1- weak
score
Is the thesis/opinion stated in one clear sentence?
Is the strongest point last?
Does each paragraph contain only one idea?
Does the writer include enough details and examples
to back up his/her opinion?
Is one of the points an answer to the opposition?
Does the conclusion sum up the argument?
How would you rate the strength of the argument?
My top two suggestions to improve this paper:
1.
2.
Words, phrases, or ideas I like best:
1.
2.
English 60
Professor Parks
conference sheet
SECOND DRAFT : Social Networking
1. What comments did you receive on your first draft?
2. What changes did you make?
3. What specific questions do you have on your second draft? (introduction, conclusion,
how to develop your ideas, how to respond to the other side, punctuation, fragments,
run-ons, etc.)
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English 60
Professor Parks
Grade sheet for argument essay (100 points)
A Excellent organization and development, errors aren’t noticeable _____________
 introductory paragraph includes a clear thesis statement
 each paragraph has one idea, one refers to text
 essay is insightful and interesting, makes a strong argument
 paragraphs are developed with sufficient examples, details
 paragraphs are organized
 transition words connect ideas
 point of view is consistent
 conclusion predicts, expands
 virtually free of sentence level errors (frags, run-ons)
 virtually free of verb errors (tense and agreement)
 virtually free of awkward sentences
 uses a variety of sentence types successfully
 above average control of mechanics (punctuation, apostrophes)
 above average control of diction (word choice)
 very few spelling errors
B
Good organization and development, errors are barely noticeable ___________
 introductory paragraph has a thesis statement
 each paragraph has one idea, one refers to text
 paragraphs include some examples, details
 paragraphs are organized and put forth an argument
 transition words connect ideas
 conclusion predicts

mostly free of sentence level errors (frags, run-ons)
 mostly free of verb errors (tense and agreement)
 mostly free of awkward sentences
 uses a variety of sentence types
 average control of mechanics (punctuation, apostrophes)
 average control of diction (word choice)
 few spelling errors
C
Adequate organization and development, some noticeable errors _____________
 introductory paragraph has a weak thesis statement or weak development
 paragraphs include few examples, details,
 organization may be inconsistent or argument may be weak
 paragraphs may need topic sentences or transitions
 has a conclusion
 relatively free of sentence level errors (frags, run-ons)
 relatively free of verb errors (tense and agreement)
 relatively free of awkward sentences
 uses a variety of sentence types with some errors
 some errors in mechanics (punctuation, apostrophes)
 some errors in diction (word choice)
 some spelling errors
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English 60
Professor Parks
D Poor organization and development, distracting errors _______________
 introductory paragraph has no thesis statement or only a thesis statement
 organization is hard to follow
 repetitive or confusing content
 paragraphing is inconsistent or otherwise confusing
 examples, details may not fit topic sentences
 weak conclusion
 many sentence level errors (frags, run-ons)
 many verb errors (tense and agreement)
 many awkward sentences
 sentence variety not used successfully
 many errors in mechanics (punctuation, apostrophes)
 many errors in diction (word choice)
 many spelling errors
F Inadequate organization and development, errors interfere ____________
 does not respond to topic
 does not have a discernible organization
 no conclusion
 Errors interfere with communication
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English 60
Professor Parks
journal questions on The Pact
Journal questions will not be accepted late
Length: one to 1 1/2 page typed
1. Read chapters 1 - 3 in The Pact. Even though all three of the guys
were poor and didn't grow up with both parents, all of them could
identify a family member or neighbor or teacher or friend's father who
made a difference. Take the authors and discuss who inspired him. What
did those people have in common? Who inspires you and what does that
person have in common with the authors' people?
2. a. The authors write about friends in chapters 4-7 (pages 59-110).
What do you think about the choices they made in friendships and with
their friends? You may focus on one or two of the authors, if you like.
What do you notice about your friendships and how they have
influenced you?
OR
b. The authors write about getting in trouble and learning a lesson.
How was that a defining moment for them? Have you had any such
moment(s)?
3. Read "The Pursuit of Just Getting By" p. 268 in AN. Compare Amy
Widner's ideas with those in chapters 4 -7 (pg. 59-110) of The Pact.
What have you seen and heard at your school. What are your ideas on
just getting by?
4. Read "Protest is Dead. Long Live Protest" pg. 303 in AN. Compare
Joseph Hart's ideas with those in chapters 4-7 (pg. 59-110) of The Pact.
What are your ideas on protest or political engagement?
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English 60
Professor Parks
5. Read chapters 8-12 (pages 11-167) in The Pact. The authors adjust 23
to college life. What do they have to overcome (psychologically, socially,
culturally, etc)? How can you identify with their transitions?
6. Read "Class Struggle is Race Struggle in U.S." p. 338 in AN. Compare
Robert Reece's ideas with those in chapters 13 -16 (pages 169-224) in
The Pact. What are your thoughts on racism?
7. Read chapters 17 through the epilogue (pages 225- 254) in The Pact.
What piece of advice from the epilogue resonates the most with you and
why?
English 60
Professor Parks
Assignment for OCE # 2: The Pact
argumentative essay
Write an argumentative essay of at least 250 words. Your essay should
have an introduction, at least two body paragraphs, and a conclusion. Note
on your assignment sheet due dates for the first draft/peer editing, due
dates for your second draft, and final draft. Choose one of the following:
1. Take your journal 3 on TP and "The Pursuit of Just Getting By" pg. 268
in AN
2. Take your journal 4 on TP and "Protest is Dead. Long Live Protest" pg.
303 in AN
3. Take your journal 6 on TP and "Class Struggle is Race Struggle in U.S."
pg. 338 in AN
Revise it into an argumentative essay that uses The Pact and
the AN article as evidence to back up your point.
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English 60
(OCE # 2) Outline for argument essay: The Pact
paragraph # 1
Introduction
*thesis statement:
paragraph # 2
*Topic sentence:

paragraph # 3
*Topic sentence:



Conclusion
summary of points plus
Professor Parks
25
English 60
Professor Parks
Writer _________________
Reader ___________________
peer feedback sheet for argument writing first draft
3 – excellent
2- OK
1- weak
Is the thesis/opinion stated in one clear sentence?
score
Is the strongest point last?
Does each paragraph contain only one idea?
Does the writer include enough evidence from TP and AN to back up
his/her opinion?
Does the conclusion sum up the argument?
How would you rate the strength of the argument?
My top two suggestions to improve this paper:
1.
2.
Words, phrases, or ideas I like best:
1.
2.
26
English 60
Professor Parks
Writer _________________
Reader ___________________
27
peer feedback sheet for argument writing first draft
3 – excellent
2- OK
1- weak
score
Is the thesis/opinion stated in one clear sentence?
Is the strongest point last?
Does each paragraph contain only one idea?
Does the writer include enough evidence from TP and AN
to back up his/her opinion?
Does the conclusion sum up the argument?
How would you rate the strength of the argument?
My top two suggestions to improve this paper:
1.
2.
Words, phrases, or ideas I like best:
1.
2.
English 60
Conference sheet : The Pact
SECOND DRAFT
1. What comments did you receive on your first draft?
2. What changes did you make?
3. Did you check for
Fragments?
Run ons?
Wrong word, such as their/there or were/where?
Verb errors?
Use of “you”?
Professor Parks
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English 60
Professor Parks
Grade sheet for argument essay (100 points)
A









Excellent organization and development, errors aren’t noticeable _____________
introductory paragraph includes a clear thesis statement
each paragraph has one idea
essay is insightful and interesting, makes a strong argument
paragraphs are developed with sufficient examples, details
paragraphs are organized
transition words connect ideas
point of view is consistent
conclusion predicts, expands
virtually free of sentence level errors (frags, run-ons)
 virtually free of verb errors (tense and agreement)
 virtually free of awkward sentences
 uses a variety of sentence types successfully
 above average control of mechanics (punctuation, apostrophes)
 above average control of diction (word choice)
 very few spelling errors
B
Good organization and development, errors are barely noticeable ___________
 introductory paragraph has a thesis statement
 each paragraph has one idea
 paragraphs include some examples, details
 paragraphs are organized and put forth an argument
 transition words connect ideas
 conclusion predicts

mostly free of sentence level errors (frags, run-ons)
 mostly free of verb errors (tense and agreement)
 mostly free of awkward sentences
 uses a variety of sentence types
 average control of mechanics (punctuation, apostrophes)
 average control of diction (word choice)
 few spelling errors
C
Adequate organization and development, some noticeable errors _____________
 introductory paragraph has a weak thesis statement or weak development
 paragraphs include few examples, details
 organization may be inconsistent, argument may be weak
 paragraphs may need topic sentences or transitions
 has a conclusion
 relatively free of sentence level errors (frags, run-ons)
 relatively free of verb errors (tense and agreement)
 relatively free of awkward sentences
 uses a variety of sentence types with some errors
 some errors in mechanics (punctuation, apostrophes)
 some errors in diction (word choice)
 some spelling errors
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English 60
Professor Parks
D Poor organization and development, distracting errors _______________
 introductory paragraph has no thesis statement or only a thesis statement
 organization is hard to follow
 repetitive or confusing content
 paragraphing is inconsistent or otherwise confusing
 examples, details may not fit topic sentences
 weak conclusion
 many sentence level errors (frags, run-ons)
 many verb errors (tense and agreement)
 many awkward sentences
 sentence variety not used successfully
 many errors in mechanics (punctuation, apostrophes)
 many errors in diction (word choice)
 many spelling errors
F Inadequate organization and development, errors interfere ____________
 does not respond to topic
 does not have a discernible organization
 no conclusion
 Errors interfere with communication
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English 60
Professor Parks
Assignment for OCE # 3: Illegal immigration
argument essay with response to opposition
Write an argumentative essay of at least 250 words. Your essay should
have an introduction, two body paragraphs, and a conclusion. Note on your
assignment sheet due dates for the first draft/peer editing, conference
where your second draft is due, and final draft.
In one of the paragraphs you are required to respond to the opposition.
Respond to a position that someone who disagrees with you might take.
In the first sentence state that position, such as “Others might think
that....” or “opponents say.......” . The next sentence should have a
transition word, such as “but.” The rest of that paragraph is your position,
why it is correct, or why the other side is wrong.
In the other paragraph, you can defend your position with a brief example.
Or you can use cause/effect or comparison contrast as well.
One paragraph must use AN as evidence for a point.
You can argue about the guest worker program, protecting our border with
a wall, amnesty, the DREAM act, etc. Your thesis must be specific on how
to tackle some part of this issue of illegal immigrants.
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Professor Parks
(OCE # 3) Illegal Immigration
Outline for argument essay with response to opposition
Paragraph # 1
Introduction
 
*thesis statement:
paragraph # 2 (example or cause/effect or comparison contrast)
*Topic sentence:

 

paragraph # 3 (response to the opposition)
*Topic sentence: Some say .....
 explain why you are right


Conclusion
summary of points plus
, but
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English 60
Professor Parks
Writer _________________
Reader ___________________
peer feedback sheet for argument writing first draft
3 – excellent
2- OK
1- weak
Is the thesis/opinion stated in one clear sentence?
Is the strongest point last?
Does each paragraph contain only one idea?
Does the writer include enough details and examples
to back up his/her opinion?
Is one of the points an answer to the opposition?
Does the writer end with an insight/prediction?
How would you rate the strength of the argument?
My top two suggestions to improve this paper:
1.
2.
Words, phrases, or ideas I like best:
1.
2.
score
33
English 60
Professor Parks
Writer _________________
34
Reader ___________________
peer feedback sheet for argument writing first draft
3 – excellent
2- OK
1- weak
score
Is the thesis/opinion stated in one clear sentence?
Is the strongest point last?
Does each paragraph contain only one idea?
Does the writer include enough details and examples
to back up his/her opinion?
Is one of the points an answer to the opposition?
Does the writer end with an insight/prediction?
How would you rate the strength of the argument?
My top two suggestions to improve this paper:
1.
2.
Words, phrases, or ideas I like best:
1.
2.
English 60
Professor Parks
Conference sheet : Illegal Immigration
SECOND DRAFT
1. What comments did you receive on your first draft?
2. What changes did you make?
3. Check for
Fragments
Run ons
Verb errors
Vocabulary errors
Punctuation errors
Use of “you”
4. What specific questions do you have for me regarding structure or grammar?
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English 60
Professor Parks
Grade sheet for argument essay (100 points)
A Excellent organization and development, errors aren’t noticeable _____________
 introductory paragraph includes a clear thesis statement
each paragraph has one idea, one answers opposition,
essay is insightful and interesting, makes a strong argument
paragraphs are developed with sufficient examples, details, modes of dev.
paragraphs are organized
transition words connect ideas
point of view is consistent
conclusion predicts, expands
 virtually free of sentence level errors (frags, run-ons)
 virtually free of verb errors (tense and agreement)
 virtually free of awkward sentences
 uses a variety of sentence types successfully
 above average control of mechanics (punctuation, apostrophes)
 above average control of diction (word choice)
 very few spelling errors
B
Good organization and development, errors are barely noticeable ___________
 introductory paragraph has a thesis statement
 each paragraph has one idea, one answers opposition
 paragraphs include some examples, details, modes of dev.
 paragraphs are organized and put forth an argument
 transition words connect ideas
 conclusion predicts

mostly free of sentence level errors (frags, run-ons)
 mostly free of verb errors (tense and agreement)
 mostly free of awkward sentences
 uses a variety of sentence types
 average control of mechanics (punctuation, apostrophes)
 average control of diction (word choice)
 few spelling errors
C
Adequate organization and development, some noticeable errors _____________
 introductory paragraph has a weak thesis statement or weak development
 paragraphs include few examples, details, one tries to answer opposition
 organization may be inconsistent, argument may be weak, may be one reason
 paragraphs may need topic sentences or transitions
 has a conclusion
 relatively free of sentence level errors (frags, run-ons)
 relatively free of verb errors (tense and agreement)
 relatively free of awkward sentences
 uses a variety of sentence types with some errors
 some errors in mechanics (punctuation, apostrophes)
 some errors in diction (word choice)
 some spelling errors
36
English 60
Professor Parks
D Poor organization and development, distracting errors _______________
 introductory paragraph has no thesis statement or only a thesis statement
 organization is hard to follow
 repetitive or confusing content
No response to the other side
 paragraphing is inconsistent or otherwise confusing
 examples, details may not fit topic sentences
 weak conclusion
 many sentence level errors (frags, run-ons)
 many verb errors (tense and agreement)
 many awkward sentences
 sentence variety not used successfully
 many errors in mechanics (punctuation, apostrophes)
 many errors in diction (word choice)
 many spelling errors
F Inadequate organization and development, errors interfere ____________
 does not respond to topic
 does not have a discernible organization
 no conclusion
 Errors interfere with communication
37
English 60
Professor Parks
38
Grade sheets for ICEs
English 60
Professor Parks
Grade sheet for ICE # 1 (100 points)
A Excellent organization and development, errors aren’t noticeable _______________
introductory paragraph includes a clear thesis statement
each paragraph has one idea
essay is insightful and interesting, responds to assignment
paragraphs are developed with sufficient examples, details
paragraphs are organized and are in a logical order
transition words connect ideas
point of view is consistent
conclusion predicts, expands
 virtually free of sentence level errors (frags, run-ons)
 virtually free of verb errors (tense and agreement)
 virtually free of awkward sentences
 uses a variety of sentence types successfully
 above average control of mechanics (punctuation, apostrophes)
 above average control of diction (word choice)
 very few spelling errors
B
Good organization and development, barely noticeable errors __________________
 introductory paragraph has a thesis statement
 each paragraph has one idea
 paragraphs include some examples, details
 paragraphs are organized
 transition words connect ideas
 conclusion predicts
 mostly free of sentence level errors (frags, run-ons)
 mostly free of verb errors (tense and agreement)
 mostly free of awkward sentences
 uses a variety of sentence types
 average control of mechanics (punctuation, apostrophes)
 average control of diction (word choice)
 few spelling errors
C
Adequate organization and development, noticeable errors
__________________
 introductory paragraph has a weak thesis statement or weak development
 paragraphs include few examples, details
 organization may be inconsistent
 paragraphs may need topic sentences or transitions
 has a conclusion
 relatively free of sentence level errors (frags, run-ons)
 relatively free of verb errors (tense and agreement)
 relatively free of awkward sentences
 uses a variety of sentence types with some errors
 some errors in mechanics (punctuation, apostrophes)
 some errors in diction (word choice)
 some spelling errors
39
English 60
Professor Parks
D Poor organization and development, distracting errors _________________
 introductory paragraph has no thesis statement or only a thesis statement
 organization is hard to follow
 repetitive or confusing content
 paragraphing is inconsistent or otherwise confusing
 examples, details may not fit topic sentences
 weak conclusion
 many sentence level errors (frags, run-ons)
 many verb errors (tense and agreement)
 many awkward sentences
 sentence variety not used successfully
 many errors in mechanics (punctuation, apostrophes)
 many errors in diction (word choice)
 many spelling errors
F Inadequate organization and development _______________
 does not respond to topic
 does not have a discernible organization
 no conclusion
 Errors interfere with communication
Problem areas:
 length – should be a minimum of 250 words

content – needs to respond to assigned topic with enough examples
 organization – needs thesis statement, transitions, conclusion
 sentences – needs to be free of fragments, verb form errors, tense errors,
awkward sentences, run-ons. Needs a variety of sentence types.
 usage – needs be free of spelling, capitalization, punctuation, and
vocabulary errors
high pass(6)
pass(5)
low pass(4)
high fail(3)
fail(2)
low fail(1)
40
English 60
Professor Parks
Grade sheet for ICE # 2 (200 points)
A Excellent organization and development, errors aren’t noticeable _______________
introductory paragraph includes a clear thesis statement
each paragraph has one idea
essay is insightful and interesting, responds to assignment
paragraphs are developed with sufficient examples, details
paragraphs are organized and are in a logical order
transition words connect ideas
point of view is consistent
conclusion predicts, expands
 virtually free of sentence level errors (frags, run-ons)
 virtually free of verb errors (tense and agreement)
 virtually free of awkward sentences
 uses a variety of sentence types successfully
 above average control of mechanics (punctuation, apostrophes)
 above average control of diction (word choice)
 very few spelling errors
B
Good organization and development, barely noticeable errors __________________
 introductory paragraph has a thesis statement

each paragraph has one idea

paragraphs include some examples, details

paragraphs are organized

transition words connect ideas

conclusion predicts
 mostly free of sentence level errors (frags, run-ons)
 mostly free of verb errors (tense and agreement)
 mostly free of awkward sentences
 uses a variety of sentence types
 average control of mechanics (punctuation, apostrophes)
 average control of diction (word choice)
 few spelling errors
C
Adequate organization and development, noticeable errors
__________________
 introductory paragraph has a weak thesis statement or weak development
 paragraphs include few examples, details
 organization may be inconsistent
 paragraphs may need topic sentences or transitions
 has a conclusion
 relatively free of sentence level errors (frags, run-ons)
 relatively free of verb errors (tense and agreement)
 relatively free of awkward sentences
 uses a variety of sentence types with some errors
 some errors in mechanics (punctuation, apostrophes)
 some errors in diction (word choice)
 some spelling errors
41
English 60
Professor Parks
D Poor organization and development, distracting errors _________________
 introductory paragraph has no thesis statement or only a thesis statement
 organization is hard to follow
 repetitive or confusing content
 paragraphing is inconsistent or otherwise confusing
 examples, details may not fit topic sentences
 weak conclusion
 many sentence level errors (frags, run-ons)
 many verb errors (tense and agreement)
 many awkward sentences
 sentence variety not used successfully
 many errors in mechanics (punctuation, apostrophes)
 many errors in diction (word choice)
 many spelling errors
F Inadequate organization and development _______________
 does not respond to topic
 does not have a discernible organization
 no conclusion
 Errors interfere with communication
Problem areas:
 length – should be a minimum of 250 words

content – needs to respond to assigned topic with enough examples
 organization – needs thesis statement, transitions, conclusion
 sentences – needs to be free of fragments, verb form errors, tense errors,
awkward sentences, run-ons. Needs a variety of sentence types.
 usage – needs be free of spelling, capitalization, punctuation, and
vocabulary errors.
high pass(6)
pass(5)
low pass(4)
high fail(3)
fail(2)
low fail(1)
42
English 60
Professor Parks
Grade sheet for ICE # 3 (200 points)
A Excellent organization and development, errors aren’t noticeable _______________
introductory paragraph includes a clear thesis statement
each paragraph has one idea
essay is insightful and interesting, responds to assignment
paragraphs are developed with sufficient examples, details
paragraphs are organized and are in a logical order
transition words connect ideas
point of view is consistent
conclusion predicts, expands
 virtually free of sentence level errors (frags, run-ons)
 virtually free of verb errors (tense and agreement)
 virtually free of awkward sentences
 uses a variety of sentence types successfully
 above average control of mechanics (punctuation, apostrophes)
 above average control of diction (word choice)
 very few spelling errors
B
Good organization and development, barely noticeable errors __________________
 introductory paragraph has a thesis statement

each paragraph has one idea

paragraphs include some examples, details

paragraphs are organized

transition words connect ideas

conclusion predicts
 mostly free of sentence level errors (frags, run-ons)
 mostly free of verb errors (tense and agreement)
 mostly free of awkward sentences
 uses a variety of sentence types
 average control of mechanics (punctuation, apostrophes)
 average control of diction (word choice)
 few spelling errors
C
Adequate organization and development, noticeable errors
__________________
 introductory paragraph has a weak thesis statement or weak development
 paragraphs include few examples, details
 organization may be inconsistent
 paragraphs may need topic sentences or transitions
 has a conclusion
 relatively free of sentence level errors (frags, run-ons)
 relatively free of verb errors (tense and agreement)
 relatively free of awkward sentences
 uses a variety of sentence types with some errors
 some errors in mechanics (punctuation, apostrophes)
 some errors in diction (word choice)
 some spelling errors
43
English 60
Professor Parks
D Poor organization and development, distracting errors _________________
 introductory paragraph has no thesis statement or only a thesis statement
 organization is hard to follow
 repetitive or confusing content
 paragraphing is inconsistent or otherwise confusing
 examples, details may not fit topic sentences
 weak conclusion
 many sentence level errors (frags, run-ons)
 many verb errors (tense and agreement)
 many awkward sentences
 sentence variety not used successfully
 many errors in mechanics (punctuation, apostrophes)
 many errors in diction (word choice)
 many spelling errors
F Inadequate organization and development _______________
 does not respond to topic
 does not have a discernible organization
 no conclusion
 Errors interfere with communication
Problem areas:
 length – should be a minimum of 250 words

content – needs to respond to assigned topic with enough examples
 organization – needs thesis statement, transitions, conclusion
 sentences – needs to be free of fragments, verb form errors, tense errors,
awkward sentences, run-ons. Needs a variety of sentence types.
 usage – needs be free of spelling, capitalization, punctuation, and
vocabulary errors
high pass(6)
pass(5)
low pass(4)
high fail(3)
fail(2)
low fail(1)
44
English 60
Professor Parks
Read the sample FEEs and answer the following questions.
Sample A
Sample B
1. Is there enough background from the question in the introductory
paragraph?
Yes
no
yes
no
2. Does the introductory paragraph have a clear thesis statement that
states the writer’s opinion?
Yes
no
yes
no
3. Does each paragraph have one idea that supports the thesis?
Yes
no
yes
no
4. Is there enough support (such as evidence and examples) in each
paragraph?
Yes
no
yes
no
5. Does the concluding paragraph bring the ideas together?
Yes
no
yes
no
6. Do you find the grammatical mistakes distracting?
Yes
no
yes
no
7. What does this writer do well? What did you learn from either sample?
8. What FEE score would you give this essay?
___________
___________
45
English 60
Professor Parks
Read the sample FEEs and answer the following questions.
Sample A
Sample B
1. Is there enough background from the question in the introductory
paragraph?
Yes
no
yes
no
2. Does the introductory paragraph have a clear thesis statement that
states the writer’s opinion?
Yes
no
yes
no
3. Does each paragraph have one idea that supports the thesis?
Yes
no
yes
no
4. Is there enough support (such as evidence and examples) in each
paragraph?
Yes
no
yes
no
5. Does the concluding paragraph bring the ideas together?
Yes
no
yes
no
6. Do you find the grammatical mistakes distracting?
Yes
no
yes
no
7. What does this writer do well? What did you learn from either sample?
8. What FEE score would you give this essay?
___________
____________
46
English 60
Professor Parks
Read the sample FEEs and answer the following questions.
Sample A
Sample B
1. Is there enough background from the question in the introductory
paragraph?
Yes
no
yes
no
2. Does the introductory paragraph have a clear thesis statement that
states the writer’s opinion?
Yes
no
yes
no
3. Does each paragraph have one idea that supports the thesis?
Yes
no
yes
no
4. Is there enough support (such as evidence and examples) in each
paragraph?
Yes
no
yes
no
5. Does the concluding paragraph bring the ideas together?
Yes
no
yes
no
6. Do you find the grammatical mistakes distracting?
Yes
no
yes
no
7. What does this writer do well? What did you learn from either sample?
8. What FEE score would you give this essay?
___________
____________
47
English 60
Professor Parks
48
Helpful information
English 60
Professor Parks
Instructions for writing summaries
1. Mark the thesis statement, main ideas, and important
supporting details.
2. Make a brief outline.
3. The thesis is the author’s main point or opinion.
4. The supporting details are examples/evidence/facts that
support the main ideas.
5. Include only the most important supporting details.
6. Don’t include your opinions.
Instructions for writing reading responses
A reading response is your reaction to what you read. It can include your
opinion on the issue as well as how you connect to the article or essay. Do
you think differently about the issue now? A reading response does not
include a summary. Do not quote the article.
1. Use verbs like (I) like, feel, think.
2. Use phrases like.. this reminds me of…, gives me the
impression….., I wonder if….., If I were in that situation…., I
was surprised that…., I didn’t understand why…., I agree
because....., I disagree because....
Double spaced, typed, 12-point font, 120 words
49
English 60
Professor Parks
Summary and response sheet
Name __________________________ days/time _________
Title of article _____________________________________
Author _______________________________
Thesis/main idea (in your words)
______________________________________________________
______________________________________________________
One supporting detail or piece of evidence
______________________________________________________
_______________________________________________________
Another supporting detail or piece of evidence
_______________________________________________________
_______________________________________________________
Your opinion on the issue
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
50
English 60
Professor Parks
Summary and response sheet
Name __________________________ days/time _________
Title of article _____________________________________
Author _______________________________
Thesis/main idea (in your words)
______________________________________________________
______________________________________________________
One supporting detail or piece of evidence
______________________________________________________
_______________________________________________________
Another supporting detail or piece of evidence
_______________________________________________________
_______________________________________________________
Your opinion on the issue
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
51
English 60
Professor Parks
Summary and response sheet
Name __________________________ days/time _________
Title of article _____________________________________
Author _______________________________
Thesis/main idea (in your words)
______________________________________________________
______________________________________________________
One supporting detail or piece of evidence
______________________________________________________
_______________________________________________________
Another supporting detail or piece of evidence
_______________________________________________________
_______________________________________________________
Your opinion on the issue
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
52
English 60
Professor Parks
Summary and response sheet
Name __________________________ days/time _________
Title of article _____________________________________
Author _______________________________
Thesis/main idea (in your words)
______________________________________________________
______________________________________________________
One supporting detail or piece of evidence
______________________________________________________
_______________________________________________________
Another supporting detail or piece of evidence
_______________________________________________________
_______________________________________________________
Your opinion on the issue
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
53
English 60
Professor Parks
Summary and response sheet
Name __________________________ days/time _________
Title of article _____________________________________
Author _______________________________
Thesis/main idea (in your words)
______________________________________________________
______________________________________________________
One supporting detail or piece of evidence
______________________________________________________
_______________________________________________________
Another supporting detail or piece of evidence
_______________________________________________________
_______________________________________________________
Your opinion on the issue
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
54
English 60
Professor Parks
55
Word Parts and Prefix List
Word part
A, an
Arch
Am, amat
Ante
Anti
Aqu
Aud, audit
Auto
Bene
Bi
Bio
Chron
Circum
Co
Crypt
De
Dem
Derm
Dic, dict
Dis
Dyn
Eu
Fac
Hyper
Im, in
In
Inter
Log
Luc
Mal
Man
Mis
Mot, mov
Mor, mort
Neur
Non
Orth
Pan
Path
Ped
means
not, without
chief
love
before
opposite, against
water
hear
self
good
teo
life
time
around
together
secret
from, down
people
skin
say
opposite of
power
good, well
make, do
excessive
not
in
between
word, study
light
bad
hand
wrong
move
death
nerve
not
right, true
all
feelings
foot
examples
amoral, atypical
architect
amateur, amiable
anteroom, antecedent
antipathy, antibody
aquairium, aqueduct
audible, auditorium
autograph, autobiography
benefit, benediction
bicycle, bifocal
biology, biopsy
chronic, chronology
circumscribe, circumference
coagulate, coeducational
cryptic, cryptonym
deport, descend
democracy, epidemic
dermatologist, pachyderm
contradict, dictate
disagree, disappear
dynamic, dynamite
euphoria, eulogy
factor, factory
hyper
incorrect, immovable
inland, inhaling
intercultural
monologue, embryology
translucent, lucid
malice, malodorous
manufacture, demand
misquote
motive, commotion
mortician, mortal
neurologist, neuron
nonsense
orthodonists, orthodox
panacea, panhellenic
empathy
pedestrian, centipede
English 60
Pend
Phil
Psych
Port, portal
Post
Pre
Pro
Re
Scrib, script
Soph
Sol
Spec, spect
Sub
Super
Tele
Terra
Therm
Trans
Tri
Un
Uni
Urb
Ver
Voc, vocat
Professor Parks
spend, think, hang
loving
mind, spirit
carry
after
before
to move ahead,for
again
write
wisdom
alone
look
under
more than
far
earth
heat
across
three
not
one
city
true
call
pending, expend
bibliophile, philanthropist
psychic, psychotherapy
portable, transport
postgraduate
prehistoric
promotion, propose
recycle
conscription, prescribe
philosophy, sophomore
isolate, solitaire
introspection, circumspect
subtitle, submarine
supermarket
telephone
territory, terra cotta
thermostat, hydrothermal
transversal, transport
trio, tricycle
unquestionable
unicorn
urban, suburb
verify
revoke, vocation
56
English 60
frag
Professor Parks
Error marking guide
incomplete sentence
c/s
two sentences separated by a comma
r-o
two sentences run together
verb
errors in form or agreement
tense
incorrect /inconsistent verb tense
pro
incorrect pronoun ref or agreement
w
wrong word/ word choice
slang
informal English or slang
dm/mm
dangling or misplaced modifier
cap
capitalization needed or omitted
?
not clear
something missing
this should be one word
awk
sentence is awkward
construction of sentences is not parallel
p
punctuation (comma, semi-colon, colon) error
a
apostrophe error
no ll
don’t indent here
ll
indent for new paragraph
sp
spelling error
wu
wrong usage
V
vocabulary error, such as their/there
57
English 60
Professor Parks
Sentence types
Simple – one independent clause
Compound – two or more independent clauses
Complex – one independent clause and one or more dependent
(subordinate) clauses
Compound complex – two or more independent clauses and one
or more dependent (subordinate) clauses
Coordinating Conjunctions (cc)
(FANBOYS)
for, and, nor, but, or, yet, so
CA- conjunctive adverb
I – independent clause
D – dependent clause
SC- subordinating conjunction
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English 60
Professor Parks
Common subordinating conjunctions (SC)
used in complex sentences
Cause or effect
as
because
in order that
since
so that
Concession
although
as if
even if
even though
though
Comparison or contrast
as
as if
as though
than
whereas
whether
while
Space or time
after
since
as long as
before
when
now that
once
where
whenever
wherever
until
while
Condition
even if
if
if only
provided
since
unless
when
whenever
whether
how
Purpose
so that
that
___________________________
Relative connectors
(pronouns, adj., adv.)
which
that
whatever
whose
whichever
whom
what
who
whomever
whoever
why
where
** Subordinating conjunctions and relative connectors start
subordinate (dependent) clauses in complex sentences
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English 60
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Common conjunctive adverbs (CA) and transitional phrases
Used in compound sentences
Addition
also
besides
further
furthermore
in addition
incidentally
moreover
Emphasis
certainly
indeed
in fact
still
undoubtedly
specifically
Time
finally
meanwhile
next
now
then
thereafter
subsequently
Comparison or contrast
however
in comparison
in contrast
instead
conversely
likewise
on the other hand
nevertheless
otherwise
similarly
nonetheless
Cause or effect
accordingly
as a result
consequently
hence
therefore
thus
Misc.
for example
for instance
after all
even so
anyway
incidentally
** Conjunctive adverbs connect equal clauses (in compound sentences).
I: ca, i
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English 60
Professor Parks
Common prepositions
about
above
according
according to
across
after
against
along
along with
among
around
as
at
because of
before
behind
below
beneath
beside
between
beyond
by
concerning
despite
down
during
except
except for
excepting
for
from
in
in addition to
inside
in spite of
instead of
into
like
near
of
off
on
onto
out
outside
over
past
regarding
round
since
through
throughout
to
toward
under
underneath
unlike
until
up
upon
up to
till
with
within
without
next to
*** start prep. phrases, which add details
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Parts of speech
Noun - names a person, place, thing, idea, feeling.
Pronoun - takes the place of a noun.
Personal (I, you, he, she, etc.); reflexive (myself, himself, etc.); relative
(that, which, that, whose, etc.); demonstrative (this, that, these, those);
indefinite (everybody, few, each); and interrogative (who, what, etc.).
Verb - shows action or helps make a statement
Action - shows action
Linking - links a subject to a describing word. These can be linking verbs :
to be, to feel, to remain, to grow, etc.
Helping - helps an action or linking verb. Examples are do, does, did, has,
had, have, may, might, must, should, would, could, shall, will, can, is, am,
are, was, were, be, being, been.
Adjective - modifies a noun, tells which one, how many, what kind.
Adverb - modifies adjectives and other adverbs, tells how, when where,
and to what extent.
Preposition - shows a relationship between a noun or pronoun and some
other word in the sentence. List is on previous page.
Conjunction - joins words, phrases, and clauses.
Coordinating conjunction - for, and, nor, but, or, yet, so
Subordinating conjunction - start dependent clauses (since, when, after, if,
etc.)
Correlative - (not only/but also, neither/nor, either/or, both/and)
Infinitive - to + a verb
Articles - a, an, the (are also adjectives)
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Sentence parts
Subject a noun, pronoun, gerund, or infinitive
is never in the prepositional phrase
is never here or there
can be understood or implied
part of the sentence about which something is being said
Verb - see previous page
Clauses
Independent clauses - can stand on their own.
Dependent clauses can not stand on their own
start with a subordinating conjunction (listed on a previous page)
have a subject and a verb
need an independent clause
are needed to create complex sentences
Example: When I get up
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Comma rules
1. Put commas around nonessential information, such as adjective clauses
and appositives.
Example: My brother, who drives a red truck, works in the film industry.
I like to eat at Olive Garden, an Italian restaurant.
2. Put commas around interrupters.
Example: The information, however, is subject to discussion.
3. Put a comma after a dependent clause.
Example: After the cats ate, they went to sleep.
4. Put a comma after a coordinating conjunction in a compound sentence.
Example: Jackson sleeps on the sofa, but Jayme likes to sleep in a hidden
place.
5. Put a comma between items in a series of three or more.
Example: Jayme meowed, ate his food, and ran around the house.
6. Put a comma after introductory word groups and direct address.
Example: Luckily, I found the source of the leak.
7. Put a comma between a city and state.
Example: Her house in Bakersfield, California, is air-conditioned.
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Semi-colon rules
1. Put a semi-colon between independent clauses.
Example: Jayme is Jack’s brother; they play well together.
2. Put a semi-colon before a conjunctive adverb in a compound sentence.
Example: Jack is blind; consequently, he runs into the furniture if he gets
scared.
3. Put a semi-colon between items in a series that has commas.
Example: I have invited my sister, who lives in Tennessee; my aunt, who
lives in Maryland; and my brother, who lives in Los Angeles.
Colon rules
1. Put a colon after an independent clause and before a list or explanation.
Example: The career has three qualifications: outgoing personality, good
with statistics, and impressive research skills.
2. Put a colon after an independent clause and before a quote.
Example: He explained the colon rule clearly: “When a colon is used to
introduce a quotation, the part of the sentence that precedes the colon
should be grammatically independent.”
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mechanics
Underlining or italics
Underline the complete work: newspaper, magazine, Cds, movie, novel,
play
Quotes
Put quotes around the part: article, song, poem, short story, TV episode
Apostrophe
used to make words possessive and in contractions
never used on verbs
never used on possessive pronouns (his, hers, ours, theirs, etc.)
if the word is plural and ends in s, just add an apostrophe
Capitalization
Capitalize the first word in a sentence
Capitalize proper nouns
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Extra Practice
English 60
Professor Parks
Parts of speech. Identify the following: noun, adjective, verb, article,
pronoun, coordinating conjunction, and preposition.
After crossing out the prepositional phrase, underline the subject once and
the verb twice. Put the infinitive in parenthesis.
1. You must attend the meeting after work.
2. Will the girls practice this evening?
3. One of the cats ran down the stairs to eat.
4. Howard should have seen my car.
5. Kacie and Tamie are famous in their hometown.
6. Everyone has a radio in his or her car.
7. Around the corner and down the street is Edgehill Drive.
8. Stop that car.
9. There are three eggs in the refrigerator.
10. In the morning, Sal jogs down the street and chats with a
neighbor by the high school.
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11. I have searched for the check.
12. He joined a law firm in Orlando.
13. Mary doesn’t like loud people.
14. The young author read from her book of poems.
15. Courtney is nervous about the swim meet.
16. There are many reasons to stay in school.
17. No one wanted to buy the green apples or the purple grapes.
18. They did not agree on her plan and would not vote for her.
19. Do your homework at night and be on time for class.
20. After the party, everyone went home.
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Fragments and run-ons.
Identify which of the below are sentences, fragments, or run-ons. Fix the
fragments by adding words. Fix the run-ons by adding a period.
_________ 1. On the way to the hospital.
_________2. She got the paper and took it in the house.
_________3. Darlene ran a red light, luckily she didn’t hit anyone.
_________4. The waiting room was full she had a long wait.
_________5. Henry was glad that he had brought a book.
_________6. Cats are cute. Especially long-haired ones.
_________7. I went to the pound. And saw many barking dogs.
________8. At finals time, many students are in the library studying for
tests, writing term papers, and reading their text books, so if you want a
desk or a computer, get there early.
_________9. Get up.
_________10. To run down the street.
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Compound sentences--- add a coordinating conjunction in the blank.
1. Jesse is our cat, __________ first he was a stray.
2. He was my father-in-law’s office cat, ________ he needed a home after
my father-in-law died.
3. Jesse is friendly, _________ he was used to being around a lot of
people.
4. I brought him home ___________ our cat Whisper was not thrilled to
have a play mate.
5.I didn’t know how to get them to like each other ________ did my
husband have any ideas.
6. The vet had an idea to trick them____________ it sounded silly at first.
Add a conjunctive adverb in the blank.
7. First we rubbed a towel on Whisper __________________ we rubbed
the towel on Jesse.
8. Neither one liked smelling like the other ________________ we kept
doing it.
9. We did it for about a week _____________________ they each got used
to the other’s smell.
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10. The next time they met they didn’t fight __________________ they
only growled at each other.
11. They didn’t love each other over night ____________________ it took
a while for a real cat friendship to develop.
English 60
Professor Parks
Complex sentences practice. Fill in correct subordinating conjunction.
1. I’ll never forget ______________ our cat Whisper came into our lives.
2. We felt like we already knew him ____________________ our pastor
used to talk about his cat Whisper in sermons.
3. _____________________ he wanted to get rid of Whisper, he put a note
in the bulletin.
4. My minister’s wife, Silvia, brought Whisper over, and we could hardly
wait ________________ she opened the cage.
5. ____________________ we were friendly, he was scared of us and ran
around the house; then, I realized the back door was open.
6. We didn’t know ________________ he was inside or outside.
7. The next day, their daughter came over ___________________ she
could help us find him.
8. Two days later, Silvia jokingly suggested that she bring their dog Sparky
over to help find Whisper ____________________ Whisper and Sparky
were such good friends.
9. Sparky, ___________ was a small brown dog with short legs, walked
around our yard and house.
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10. ___________________ Sparky walked through the laundry room, I
heard a little meow.
11. ________________ Sparky barked near one cabinet, Whisper’s nose
appeared, and they touched noses.
12. I don’t know _____________ we would have found Whisper without
Sparky.
13. We hugged and kissed Whisper _______________ we were so glad
___________________ he was found.
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a review of simple, compound, and complex sentences
1. Join the two sentences using a conjunctive adverb.
Jackson’s mother was a stray ________________ she was pregnant
soon after giving birth to Jackson.
2. Identify the following sentence as simple, compound, or
complex. Underline the dependent clause.
Our neighbors had planned to catch her and get her spayed, but she
had kittens before they realized it.
3. Write your own sentence like # 2.
4. Identify the following sentence as simple, compound, or
complex. Underline the dependent clause.
Since one of the kittens looked like Jack, we decided to take it.
5. Write your own sentence like # 4.
6. Join the two sentences to create a compound sentence either
using a conjunctive adverb or a coordinating conjunction.
The kittens were as scared of people as their mother _______________
we couldn‘t catch him.
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7. Identify the following sentence as simple, compound, or
complex.
Luckily, that kitten fell in the neighbor’s pool and couldn‘t get out.
8. Write your own sentence like #7.
9. Identify the following sentence as simple, compound, or
complex. Underline the dependent clause.
Our neighbors who had been feeding the family of mother and kittens
fished him out and called us.
10. Write your own sentence like # 9.
11. Join the two sentences to create a compound sentence either
using a coordinating conjunction or a conjunctive adverb.
I don’t know if Jackson knows that Jayme is his younger brother
_____________ they get along and play like brothers.
12. Add a subordinating conjunction to create a complex
sentence.
____________ I am the only one who took time to comfort and get to
know Jayme, he has become my cat.
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sentence types review
Identify the following types of sentences as simple, compound, complex, or
compound complex. Underline any dependent clauses.
1. Last July was hot, but August was even hotter.
2. When the rain started, everyone left.
3. Recycling takes time and effort, but it reduces garbage in landfills.
4. The snails ate my marigolds; only the stems remain.
5. Sam can improve his health if he just walks three times a week.
6. I left because you were late; I couldn’t wait any longer.
7. You need to hurry up; otherwise, we won’t be on time.
8. Even though there was a sale, many people stayed home, and others
went to the fair.
9. My son went outside to get wood for the fire but returned empty
handed because the wood was too wet to burn.
10. When the telephone rang, everyone ran to answer because they
were expecting phone calls.
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Underline the subject once, and underline the verb twice. Put parenthesis
around any infinitives. Cross out any prepositional phrases.
1. Scrambled eggs are good on Sunday mornings.
2. Other people would rather eat poached eggs.
3. Sallie and Maggie make the best pancakes in the world.
4. They add milk, sprinkle in cinnamon, pour in a little vanilla, and stir in
the pancake mix.
5. Will you ever go to the store for me?
6. Write a compound sentence using “but.”
7. Write a complex sentence using a “although.”
8. Write a simple sentence.
9. Write a complex sentence that starts with “Since.”
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Add the necessary commas using the following comma rules: comma
around nonessential information or interrupters, comma after a dependent
clause, and comma before a coordinating conjunction in a compound
sentence.
1. Will Smith who was promoting his new movie attended the basketball
game.
2. Lung cancer the leading cause of cancer deaths kills more than 150,000
Americans.
3. I did not stop searching until I found the perfect dress for the party.
4. While Gordon was working on the student newspaper he decided to
become a journalist.
5. Beer vending machines some say will encourage minors to drink.
6. My cat that used to be a stray will share the sofa with anyone. (I have
three cats; only one used to be a stray.)
7. Jayme scratched on the door and I let him in the house.
8. After I let him in I saw that he had something in his mouth.
9. It had a tail and was moving.
10. I was of course quite surprised.
11. I thought it was a mouse but I was wrong.
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Add the necessary commas using the following comma rules: items in a
series, comma after introductory word groups, and other rules.
1. When he studied at college he realized that he wanted to be a high
school teacher.
2. Sallie enjoyed talking with her grandchildren playing tennis and teaching
art at the senior center.
3. Before the cat ran away he meowed at me.
4. Startled at the noise he jumped.
5. After he picked out the notebook textbook and pens he paid for his
purchase.
6. With a smile on his face he gave his speech.
7. He went around town picking up cans and taking them to the recycling
plant.
8. Sweating and panting Jackson finished weeding the yard.
9. Parents should have their children in activities so that the children will
improve their skills meet other kids and stay out of trouble.
10. First of all don’t insult your reader.
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Add the necessary commas, semi-colons, and colons.
1. I have several interests photography water skiing and traveling.
2.
Gardening is a hobby I enjoy in addition my yard looks beautiful.
3.
After recovering from surgery my aunt had only one request go
shopping.
4.
Sharon remodeled her house consequently her property value went
up.
5.
I have a quote by Maya Angelou that helps me keep life in
perspective “I want to thank you, Lord, for life and all that is in it.”
6.
I have several tasks this weekend.
7.
There are several people who contributed to my success my mom my
dad my grandparents and a few teachers.
8.
I went to the store to get several items not everything was in stock.
9.
I went to Los Angeles to see my brother visit with a good friend and
to shop.
10.
She voted for two reasons she believes in her candidate and in the
electoral process.
11. Kids who spend a lot of time on the computer don’t get much exercise.
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12. Mr. Henson the guest artist prepared an impressive art display.
13. Among those competing were Judy Mason Fairfax High School Marilyn
May Bellville High School and Peter Benjamin Golden Valley High School.
14. Our itinerary requires the following stops Las Vegas Barstow and
Tehachapi.
15. His castle in Laguna Beach California was burned down in the fire.
16. Realizing that she was unprepared for the recital she feigned illness.
17. I went snowboarding a few years ago and I’m not eager to go again.
18. People who get spam every day can get annoyed.
19. Pass the peas potatoes and bread.
20. He didn’t leave when the fire alarm rang on the contrary he continued
talking on the phone.
21. Tom get the newspaper while I’m out of town.
22. Marion planned my trip bought my ticket and drove me to the airport.
23. Yes dinner will be on time.
24. We will if time permits consult Jared our next door neighbor.
25. Jim Satherson who lives on North Street asked to speak to the class.
26. Their first child was born on June 16 2008 in San Diego.
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Add commas, semi-colons, and colons where needed.
Advice can come from unusual places. Jon was a high school track star but he
was still nervous about the upcoming meet. Although he regularly ran in and won the
220-meter at the last minute his coach had entered him in the 100-meter. In the
quarterfinals Jon had placed fourth this was just enough to qualify him for the semifinals. As he walked home he pondered many things getting a good start running his
fastest making his coach proud and bringing home a trophy. He was so deep in
thought that he didn’t notice the neighborhood bum sitting in the middle of the
sidewalk. Startled Jon almost walked into him. The bum pulled Jon close and
whispered in his ear. His voice was raspy his breath smelled like whiskey and his clothes
reeked of urine. “Hey boy I saw you run the 100 today. Tomorrow put your starting
blocks in the opposite position ” the bum said. Jon was caught off guard but nodded.
By the next day Jon had disregarded the drunken man’s advice. He put his blocks in
their usual position and looked at his competition. The other runners looked fast
prepared and intimidating. Then something came to mind the old man’s words. Since
Jon figured he had nothing to lose he decided to change his blocks at the last minute.
At the sound of the gun he exploded out of his blocks although he felt awkward starting
on his left foot. During the race he felt no one on either side of him but he didn’t dare
turn to look certainly he knew that would waste time. Exhilarated Jon crossed the
finish line .5 seconds ahead of the rest and set a meet record. After he caught his
breath Jon looked over to see the bum sitting on the sidelines smiling.
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Create possessives by adding an apostrophe and an s.
1.a teacher (lecture) ______________________
2. the men (locker room) ______________________
3. Lee (jacket) _______________________
4. Tess (new job) ________________________
5. the Martin (car) __________________________
6. a mouse (hole) _________________________
7. children (beds) __________________________
8. Prof. Ross (tests) _______________________
9. students (books) _________________________
10. a nation (resources) ________________________
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Add apostrophes as needed to create possessives.
1. Our neighbor went to her grandparents house.
2. The students bus broke down on their field trip.
3. I invited Janet to my friends graduation.
4. Two of my sisters didnt go to our dads retirement party.
5. Karens apartment is similar to yours.
6. Jacques was owed two weeks pay when he resigned.
7. The Marquez farm house is just outside of town.
8. The womens team played the mens team.
9. The students handed the teacher their essays.
10. The Christmas card was signed, “The Nelsons.”
11. One of my students makes her Fs backwards.
12. That was last weeks news.
13. Whose shoes are the size 9s?
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Sentences for grammar practice
English 60
Professor Parks
Instructions for marking sentences
Every day we will go over a different sentence and discuss parts of speech, sentence
parts, clauses, and mechanics. Each sentence is written twice so that we can discuss all
of the above in an organized way.
On the sentence at the top of the page,
1. First mark parts of speech: noun, pronoun, verb, adverb, adjective, preposition,
conjunction, infinitive, and article.
2. Mark sentence parts: subject, verb, and prepositional phrases
On the sentence in the middle of the page,
1. Mark clauses: independent or dependent; then identify sentences as simple,
compound, complex, or compound complex.
2. Mark punctuation (comma, semi-colon, and colon), capitalization, apostrophes,
underlining, and quotes.
Each sentence should be finished before class. You may make any corrections to your
copy in class.
Some aspects of grammar that are discussed will not be taught at any other time;
others will serve as springboards into a grammar lesson.
There may be announced or unannounced quizzes on the sentences.
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Parts of speech
many people have a cell phone in their pocket
sentence parts
clauses and sentence type
many people have a cell phone in their pocket
mechanics
English 60
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89
Parts of speech
i slipped on a piece of paper and broke a large window
sentence parts
clauses and sentence type
i slipped on a piece of paper and broke a large window
mechanics
English 60
Professor Parks
90
Parts of speech
the four men worked hard to finish the job their boss gave them a large bonus
sentence parts
clauses and sentence type
the four men worked hard to finish the job their boss gave them a large bonus
mechanics
English 60
Professor Parks
Parts of speech
she never attends meetings she can not sit still
sentence parts
clauses and sentence type
she never attends meetings she can not sit still
mechanics
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92
Parts of speech
marsha flies kites so we bought her a new ball of string
sentence parts
clauses and sentence type
marsha flies kites so we bought her a new ball of string
mechanics
English 60
Professor Parks
93
Parts of speech
donnas expensive book fell in a puddle consequently the pages are wrinkled and faded
and donna won’t be able to sell the book
sentence parts
clauses and sentence type
donnas expensive book fell in a puddle consequently the pages are wrinkled and faded
and donna won’t be able to sell the book
mechanics
English 60
Professor Parks
Parts of speech
i must have drunk four cups of cocoa because i was cold after skating on lake kenton
sentence parts
clauses and sentence type
i must have drunk four cups of cocoa because i was cold after skating on lake kenton
mechanics
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Parts of speech
while we were driving on brewton highway we saw a burning garage with several cars
in it so we called the fire department
sentence parts
clauses and sentence type
while we were driving on brewton highway we saw a burning garage with several cars
in it so we called the fire department
mechanics
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96
Parts of speech
my uncle from pittsburgh pennsylvania recently bought a green boat which he will keep
on our lake
sentence parts
clauses and sentence type
my uncle from pittsburgh pennsylvania recently bought a green boat which he will keep
on our lake
mechanics
English 60
Professor Parks
97
Parts of speech
many students in the school work on the star our school newspaper
sentence parts
clauses and sentence type
many students in the school work on the star our school newspaper
mechanics
English 60
Professor Parks
98
parts of speech
i like the fact that edgar allen poe uses dark imagery in his poem the raven
sentence parts
clauses and sentence type
i like the fact that edgar allen poe uses dark imagery in his poem the raven
mechanics
English 60
Professor Parks
99
parts of speech
after we read the book coma ms parks showed us the movie
sentence parts
clauses and sentence type
after we read the book coma ms parks showed us the movie
mechanics
English 60
Professor Parks
100
parts of speech
alfonso my mothers cousin bought new running shoes since he runs on his schools
track team
sentence parts
clauses and sentence type
alfonso my mothers cousin bought new running shoes since he runs on his schools
track team
mechanics
English 60
Professor Parks
101
Parts of speech
jack who rides the bus to school on fridays has the best grade in latin
sentence parts
clauses and sentence type
jack who rides the bus to school on fridays has the best grade in latin
mechanics
English 60
Professor Parks
102
Parts of speech
dons friend moved here from manteca california on january 11 2004 but now his family
is moving again
sentence parts
clauses and sentence type
dons friend moved here from manteca california on january 11 2004 but now his family
is moving again
mechanics
English 60
Professor Parks
103
Parts of speech
ethels aunt kaitlyn likes to babysit so that she can play with childrens toys
sentence parts
clauses and sentence type
ethels aunt kaitlyn likes to babysit so that she can play with childrens toys
mechanics
English 60
Professor Parks
104
Parts of speech
andre took his wrinkled shirt to his neighbors house because the neighbor has a nice
new iron
sentence parts
clauses and sentence type
andre took his wrinkled shirt to his neighbors house because the neighbor has a nice
new iron
mechanics
English 60
Professor Parks
105
Parts of speech
mrs berry our teacher has told us that this is our last sentence of the year but it is a
pretty tricky one
sentence parts
clauses and sentence type
mrs berry our teacher has told us that this is our last sentence of the year but it is a
pretty tricky one
mechanics