Wednesday, May 19, 2021 College Writing Class Notes CS 050 - Week One Homework due May 23: Discussion Board - Introduction - complete Blackboard Scavenger Hunt Activity. - 100% Plagiarism Quiz - 90% - APA Module Part One - Notes • All assignments at Confederation College will be formatted with an APA title page - Title Page instructions • Page number in top right corner • 2 blank double spaced lines • Title of assignment written in bold • 2 blank double spaced lines • Students Name • Course code: name of course • Professor’s name • Date written in day month year format • Everything should be double spaced and written in Times New Roman • Anti-Plagiarism Formula - Borrowed information (quote, summary, or paraphrase) + in-text citation + reference entry = not plagiarized • If you are missing one component of this equation it is plagiarism • Borrowed Information - When adding borrowed information into your own written work you must 1. Decide if the borrowed information is common knowledge or not, 2. Decide whether the information will be relayed by paraphrasing, sumarizing, or in a quote, and 3. Write down the author, publishing information, and page number that the information is from, uncle the URL if applicable, along with the publishing information of the online source. - All borrowed information, unless it is common knowledge, must be cited using APA documentation. - Common knowledge - something the average, educated reader would know as true and reliable. • What is common knowledge in one academic discipline, may not be common knowledge in another - Summary • Written in your own words • Provides a general overview of the original source • Can summarize one paragraph, sentence, or the whole work 1 Wednesday, May 19, 2021 • Citation always has the author, and the year. Never the page or paragraph number - Paraphrase • Should be used as much as possible to relay borrowed information • Is written in your own words • Is used to relay a secondary sources most important information • Cannot use the same sentence structure or words as original source • Citation must include author, year of publication and page or paragraph • • • • 2 number • Always has a signal phrase (A signal phrase is a short introduction phrase that indicates that a quote or paraphrase is coming. ... A writer uses signal phrases to avoid dropped quotations, smoothly leading the reader into the source's ideas - Direct Quote • Should only be used when absolutely necessary • Is an exact copy of the text from its original source • Must have double quotations around it • Citation must include the author, year of publication, and the page or paragraph number • Always has a signal phrase It is the expectation that at least 90% of your assignments taken information be paraphrased - To paraphrase is to restate an author’s main point or ideas using your own words. How to paraphrase - Write a bullet point list of information you want to take - In bulleted list write the page number, or paragraph number if no page number is available - Close the original source so you’re only looking at your bulleted list - Write out the information in the bulleted list into full sentence structure. It is absolutely necessary that all of the information is written in your own words and sentence structure - Input the signal phrase to identify who wrote the information, use past tense when writing the signal phrase - Put an in-text citation, and include a period. How to include a direct quote - Copy and paste the sources content into your assignment - Place double quotation marks at the beginning and end of the quote - Replace any double quotation marks that were already in the quote with single quotation marks - Identify who said or wrote the quote using the past tense with a signal phrase - Insert an in-text citation and add a period How to summarize - Read the entire section you’re wanting to summarize - Butts Wednesday, May 19, 2021 - Close the source and write down the authors main argument and supporting points - In your own words write down the author’s argument - Create an in-text citation and place it behind the summarized information before • 3 the end punctuation When citing anything write down as much citing information as possible - Authors name - Title of the work - Publisher - URL link - Website Name - Day, month, year the document was published if possible Wednesday, May 19, 2021 - Week Two Homework due by May 30: Paraphrasing Quiz 50% Read Core Materials Set 1 from the CS050 Lib Guide - MEDIA Theme and respond to Completed Discussion Post 1 100% Finding Subjects Quiz 73.33% Finding Verbs Quiz 100% - APA Module Part Two - Notes • In-text citation - When adding an in-text citation 1. Decipher what kind of document you are looking at and how many authors have written the source, 2. Find the authors names, the date the source was published, and the page or paragraph number that the quote or paraphrased information is from, and 3. Create an in-text citation and consult the APA manual for speci c directions in creating an in-text citation for the speci c source - There are two types of in-text citation • Parenthetical - must immediately follow the borrowed information • Narative - separated between the signal phrase and the end of the borrowed information - For narative citation, the information is written in the signal phrase before the taken information, and after the taken information • ex. Author’s surname (year of publication) borrowed information (page number or paragraph number with the source). Signal Phrases • - Used to create ow in academic writing - Used to interate the borrowed material into academic writing - You must include a signal phrase before the borrowed information for every piece of evidence you incorporate into your assignment. - The signal phrase; identi es the authors name of the borrowed information,befoe the borrowed information is given, uses the past tense verb to describe the way the author presents their information, and incorporates a narrative in-text citation within the signal phrase - Be sure to use different past tense verbs throughout your paper ie. claimed, noted, argued, warned, disputed, ascertained, clari ed, suggested, disagreed, said, explained, asked, contended, concluded, de ned, observed, reported, revealed, advised, reasoned, agreed, determined, noted, explained, advocated, asserted, declared, maintained, calculated etc. Parenthetical in-text citation has the citation at the end and looks like (authors • surname, publication date, page or paragraph number). • If there is no author the title of the book or article will take place of the authors name. • It is anonymous state that as author • If there is no date put n.d. in the date position fi fi fi fi fi fl 4 Wednesday, May 19, 2021 • If the source does not have an author but has an editor, identify the editors in the - - authors position • When referencing a dictionary or encyclopedia, put n.d. as they are updated frequently • How to cite a photograph - The author of the photograph is the person who owns the copyright to the photo. If the photographer is listed below the picture, use the photographer in the author section How to cite an infographic • - Cite the author as the person or organization that created the infographic. Include the copyright year in the date section. Critical Reading Module • It is important to understand the authors point of view when reading • It is important to recognize the language of an article • In order to read critically, you must recognize your own opinions and ideas about the topic • It is important to know about opposing ideas and concepts about topics • It is important to understand how individuals of other cultures and backgrounds may react to the message, evidence, and language of a reading. • Critical reading is important to carefully choose what information you will carry forward in our learning, and also identify questionable and incorrect information being circulated Finding Subjects Module • A sentence must contain at least one subject and verb, and it must express a complete thought in order for it to be a complete sentence - If a sentence is missing any of the above it is incomplete • A subject is either the noun or pronoun that the sentence is mostly about • A noun is a person, place, or thing - Sentences can have multiple nouns • Words that describe people, places, or things are not nouns. For example: “police of cers” police is not a noun because it is describing the type of of cers • Pronouns take the place of nouns in a sentence - Common pronouns are he, she, it, they, them, us, we, our • The subject of a sentence can either be a noun or a pronoun. Not every noun or pronoun is a subject - To nd the subject ask yourself “what or who is the sentence mostly about? • Subjects can be singular or plural • A sentence with more than one noun or pronouns as the subject is a compound sentence - Compound subjects are joined by the words and, or, nor • When the sentence is a command the subject can be “you” - For example, “sit down” the subject is you, because it is implied they are talking to a speci c person. • Here and there are not subjects. In sentences that begin with “here” and “there” the subject follows the verb. fi fi fi fi 5 Wednesday, May 19, 2021 • A preposition is a word that links nouns, pronouns, and phrases to other words in a - sentence. Expresses relationship based on movement, motion, or position. • Prepositional phrase begins with a prepositional word and ends with a noun or pronoun • The subject of the sentence is never the noun or pronoun that ends the prepositional phrase - ex. The people were surprised about the accident. • Subject - people • Prepositional word - about • Prepositional phrase - about the accident • Noun - accident - Common prepositions: about, before, except for, of, throughout, above, behind, excepting, off, till, according to, below, for, on, to, across, benath, from, onto, toward, after, beside, in, on top of, under, against, between, in addition to, out, underneath, along, beyond, incase of, out of, unlike, along with, but, inside, outside, until, among, by, inspite of, over, up, apart from, concerning, instead of, past, upon, around, despite, into, regarding, up to, as, down, like, round, with, at, during, near, since, within, because of, except, next, through, without - If a sentence starts with the pronouns one, each, all, the pronoun may also be the subject if a prepositional phrase follows it. - Prepositional phrases never contain verbs - See is this word a noun or pronoun chart in photos Finding Verbs Module • Once you nd the subject of a sentence you can nd the verb - Every sentence must contain a verb • Verbs indicate the tense of a sentence - The tense of a verb tells us the time period when an action occurs such as in the present, past, or future • Simple verb tense = past present and future - There are two types of verbs • Action • Non-action - A verb that connects the subject to an action is called an action verb • Action verbs show the subject is doing something - Steps to nding the action verb in the sentence • Find the subject of the sentence • Ask the question “What is the subject doing”? • The answer to this question is the action verb - Standard sentence structure = subject + action verb + rest of sentence - You can also do the reverse if it is easier • Find the verb • Ask who or what is the verb doing • The answer is your subject fi fi fi 6 Wednesday, May 19, 2021 - Some common action verbs are talk, speak, take, prevent, reserve, lose, provide, • • • • discuss, pass, improve, state, write, buy, make, measure, explain, indicate, describe Non-action verbs are verbs that do not show action in a sentence - Sometimes the non-action verb connects the subject to a describing word that follows the verb - Steps to nd non-action verbs • Find the subject of the sentence • Ask the question “What about the subject?” The answer to this question is often the non-action verb • Or If you do not nd the non-action verb when you ask this question, look for that gives the tense in the sentence - ex. The library is quiet • Library - subject • Non-action verb - is - Some common non-action verbs • To be verbs - is, am, are, was, were • To have verbs - have, has, had • Other verbs - sound, look, taste, feel, smell, seem, become, remain, appear Some verbs can be used as either action or non-action verbs such as verbs that are about the ve-senses Sentences with multiple verbs are called multiple-word verbs or helping verbs - Helping verbs can be used with the main verb in a sentence in order to form the complete verb. The complete verb can be two or more verbs - Helping verbs are usually in the form of to be, to do, or to have verbs that come before a main verb • ex. The author is interviewing police of cers, parents, and driving instructors. - Author - subject - Helping verb - is - Main verb - interviewing • Common helping verbs - To be - is, am, are, was, were, being, been, be - To have - have, had, had - To do - does, do, did - Others - can, will, shall, could, should, would, must, may, might • The to be verbs come before words ending in -ing • -ing words without a helping verb are nouns - ex. The students are listening to the lecture • Are - to be verb • Listening - ing word - = complete verb - ex. Listening is an important skill. • Listening -ing word as a noun • Is - non-action verb Tips for nding a verb in a sentence fi fi fi fi fi 7 Wednesday, May 19, 2021 - The main verb of a sentence will never be a word that has “to” placed in front of it - Some words are not part of a verb however, they may appear between the main • • verbs in a sentence • ex. Always, not, often, actually, ever, never, sometimes - Words that end in -ly when they describe an action verb are not a verb - Verbs are never a part of a prepositional phrase A sentence is written in the active voice when the subject is doing the action - To determine if a sentence is written in the active voice • Find the subject • Find the verb • Ask “did the subject perform the verb?” - If the answer is yes, then your sentence is written in the active voice A sentence is written in passive voice when the subject of the sentence is not performing the main action of the sentence - With the pass voice, the action of the verb is done to the subject, not by the subject - Steps to determine if a sentence is written in the passive voice • Find the subject • Find the verb • Ask “did the subject perform the verb?” - If the answer is no, then your sentence is written in the passive voice - 8 Wednesday, May 19, 2021 - Week Three Due by June 6th: Discussion Post 2 100% Fragments Quiz 100% Read Core Materials Set Two complete References Activity complete Run-ons Quiz 93.33% - APA Module Part 3 • Reference entries - Step one - decipher what kind of document you are looking at and how many • authors have written the source - Step two - nd the authors name(s), the date the source was published, the publishers name, the academic journal’s name, the website name, the Organization name, the URL, the DOI, the volume number, the issue number - Step three - start the APA references and consult your APA manual for proper reference entry formats A reference entry is - a speci c way of listing a source’s information - It serves as a guide for the reader to easily locate a copy of the source material you have cited in your assignment - It is locate din a complied list of references, which is located in the references page of an essay or report - The reference entries are listed in alphabetical order, are double spaces, and each entry has a hanging indent format - For every source you utilize in your paper, you must have a reference entry - Every in-text citation used must have a matching reference entry • The author in an in-text citation must match the author stated in the reference entry - Basic information you need to write down before creating a reference entry • 1. Authors surname, and given names initials • 2. Publication date - In a book - year only - Scholarly Journal - year, or year,month, or year, month/month, or year, quarter, or year, season. Article from a website • - year, Month day. Or year, month, or year • 3. Title of the source - If the title has a main title, and a subtitle where the rst is written in separate sized font than the 2nd, you need to write both titles, but separate them with a colon. - Only capitalize the rst word of the title, and the rst word after the colon, and any proper nouns 4. • Publisher’s name and information fi fi fi fi fi 9 Wednesday, May 19, 2021 - In a book - publishers name - Scholarly article - journal name, volume number, issue number, page - number range of article (info is typically located on the library search result overview page or the top or bottom of each page of the journal) - Article from a website - website name and group author (usually located in the header of the website or in the URL link after www.) 5. • URL LInk or DOI Link - If searching through the library’s website click on the “permalink” button - Different ways to cite sources • Journal with one author - authors surname, authors rst initial. (Year, month/ issue format). Title of the article. Title of the Periodical, Volume number(issue number), page range. DOI or URL • Journal with two authors - rst authors surname, rst authors initial., & second authors surname, second authors rst initial. (Year, month/issue format). Title of the article. Title of the periodical, volume number(issue number), page range. DOI or URL • Book by two authors - rst authors surname, 1st initial. & second authors surname, rst initial. (copyright year). Title of the book. Publishers name. DOI or URL • Book with an author and a named editor - author surname, rst initial. (COpyright year). Title of the book (editors rst initial. Editors surname, ED.) Publishers name. • Online magazine Article: one author - authors surname, authors rst initial. (Year, month/issue format). Title of the article. Title of the Magazine, Volume number (issue number), page range. DOI or URL • Online Newspaper article: one author - authors surname, authors rst initial. (Year, month Date). Title of the article. Title of the News Website. URL • Article on a government or corporate website - authors surname, authors 1st initial OR group author. (year, month date). Title of the work. Publishers name. URL - How to create a references page: • Reference entries are written in alphabetical order • Reference entries are double spaced and have hanging indents • Title is centred, written in bold font, on the rst one of the references page. One double space between title and rst references entry Complete Sentences Module • A complete sentence contains at least one subject and verb, and it expresses a complete thought • All complete sentences have at least one independent clause (a subject + a verb + a complete thought = independent clause) • Some sentences have more than one independent clause. - One way to join two independent clauses is to use a coordinating conjunction • The most common coordinating conjunctions form the acronym FANBOYS - For - And fi fi fi fi fi fi fi fi fi fi fi fi 10 Wednesday, May 19, 2021 • • • fi 11 Nor But Or Yet So When a coordination conjunction joins two independent clauses, a compound sentence is formed. - ex. Bee populations are declining worldwide. Pesticides are partly to blame. - Bee populations are declining worldwide, and pesticides are partly to blame. The rst two independent clauses are now joined into a compound sentence - The structure for a compound sentence is independent clause + a comma + coordination conjunction + independent clause + a period = compound sentence. - If an independent clause does not come before AND after the coordination conjuction, there is no need for a comma. • A comma is only required when joining two complete thoughts into one sentence. Complex Sentences - A dependent clause is an incomplete thought often beginning with a subordination conjunction (ie. since, because, without, unless, while, though, when, if). These clauses depend on being joined with an independent clause in order to make sense. - When a dependant clause and an independent clause are combined, a complex sentence is created. • Since pesticides are being used, bee populations are declining worldwide. - Since = subordinating conjunction - pesticides are being used, = dependent clause • These two parts of the sentence together are an incomplete thought - Populations = subject - Are declining = verb - bee populations are declining worldwide. = independent clause • These three parts of the sentence are a complete thought - All together this is a complex sentence - Subordinating conjunctions can appear at the beginning or in the middle of a sentence • When these conjunctions appear at the beginning of a sentence, use a comma • When these conjunctions appear in the middle of the a sentence, do not use a comma - A comma is required when the sentence starts with a dependent clause - A comma is not required when the sentence starts with an independent clause Sentence Fragments - A fragment is a piece of a sentence. Wednesday, May 19, 2021 • A component is missing from the sentence, so it does not express a • complete thought • A sentence fragment is missing a subject, verb, and/or a complete thought - You may nd the missing component of the sentence in the sentence before or after the sentence fragment. You can correct the fragment by joining the sentences together. Run on sentences - There are two types of run-on sentences - Fused - created when two complete sentences are written as one complete sentence without any form of punctuation between the sentences - Comma splice - when two complete sentences are joined together with only - - fi fi 12 a comma between them • In order to x a run on sentence, you can insert a period between the two complete sentences, insert a semicolon between the two complete sentences, insert a question mark applicable between the two sentences, insert a comma and a coordinating conjunction between the two sentences How to check if a sentence is a run-on • Ask are there two complete sentences (independent clauses) • Are they joined or separated properly? • If you do not have two complete sentences, the two thoughts probably do belong together No other words other than coordinating conjunctions can be used to join the two sentences in a run-on • You cannot use a comma to join two sentences unless a coordinating conjunction is present • You must have in independent clause before and after the coordinating conjunction in order to correct a run-on Wednesday, May 19, 2021 - Week Four: - Due by June 13 Re ective Writing Assignment 1Complete Commas Quiz complete Colons and Semicolons Quiz - Re ective Writing Module - Re ective writing requires you to think deeply about new information or experience you’ve encountered • It requires you to think critically, realize your own position, question the source and its validity, assess new information from a critical perspective, assess other points of view, try to understand other perspectives, and in some cases will cause you to change your perspective or take action • There are many purposes to re ection and re ective writing - Add information to past experiences - Personally examine our beliefs and understanding of a topic - Test a theory against real-life situations and apply thinking to our actions - Question or critically assess our own beliefs and sources of information - Examine differing views with respect • Re ection helps connect your past and present learning, theory and practice, and concepts from different elds • Critical thinking is a process or series of steps used to think about and analyze a given idea - Requires an individual to consistently use a set of thinking steps to analyze and evaluate new knowledge as they read or experience it - Can move individuals to a new way of thinking, a new understanding and a new respect for the views of others Re ection based on critical thinking can change ones view and also set a new path • of experiential learning • In indigenous cultures, critical thinking includes four parts when analyzing new information - Re ection - the learner clearly articulates their thoughts and beliefs on a topic - Realization - the learner synthesizes new information with original knowledge and position and arrives at a more informed and respectful position - Respect - the learner recognizes and respects peoples diversity, demonstrates an openness to and appreciation for the experiences and viewpoints for others, and demonstrates a willingness to learn - Responsibility - the learner integrates conclusions in planning for meaningful actions and decisions, the learner demonstrates social responsibility and a willingness to contribute to their community • Experiencial Re ections - writing about your learning experiences compared to the learning you have completed in class or from materials provided by the professor • Reading re ections - responding to written, audio, or visual informations that your professor has provided. Critically examining the information and comparing it to your own knowledge and experience. fl fl fi fl fl fl fl fl fl fl fl 13 Wednesday, May 19, 2021 - In both types of these re ections you will be realizing your own knowledge, evaluating new information and experiences and showing respect for new ideas. The re ective cycle - 1 description- these are the details about the writing topics - 2 feelings - describe the emotions, thoughts, and feelings you had towards the topic - 3 evaluation - compare your previous knowledge to this topic - 4 conclusion - identify new views and ideas - 5 action - identify changes in your approach or opinions towards this topic - The action step may result in a continuation of re ection on this topic, as you do more research or have further experiences with the topic. The cycle will then repeat. How to write a re ection paper - Reading re ection - Assess the texts • What is the main point • Identify the purpose of the text • How is it developed • Identify the impact and/or the theoretical impact of the text • What ideas stood out to me? • Where they new or opposing ideas to what I already believed? - Develop your ideas • What do I know about the topic? • Where does my existing knowledge come from? • What observations or experiences shape my understanding? • Do I agree or disagree with the argument? Why? - Make connections • How does the text reinforce my existing beliefs? • How does the text challenge my existing beliefs? • How does the text better help me to understand this discipline? - Tips for writing re ections • Read assignment, guidelines, and rubric carefully. Answer any questions the rubric asks of you. • Use the format and length that your professor requests • Highlight the most important information from the assigned reading, video or audio • You may choose to focus on one part of the reading instead of the entire article • Usually, you will include APA documentation style to cite ideas from the source • Use paraphrases to shorten up the description and avoid long copied sentences • Critically examine the ideas presented in the reading • Do you agree or disagree? • Why? • You can write about your own experiences and knowledge about the topic. You may or may not have to have APA citations for this part • • fl fl fl fl fl fl 14 Wednesday, May 19, 2021 • You can identify your lack of knowledge or personal bias without fear of losing - marks • Identify where your ideas originated from • Identify opinions you may not agree with; consider these with respect and show you have some understanding • Identify what you’ve learned from the readings • Identify steps you may take to add to your understanding of this topic • End with a conclusion that shows how you will use the knowledge you have acquired. Comma’s Module • A comma is a punctuation mark that indicates a separation of things in a list or a pause in a sentence • Commas can be used for lists, descriptive words (adjectives), introductory words phrases and clauses, interrupting, non-essential words and phrases, coordination conjunctions (FANBOYS) in compound sentences, dates and addresses • Commas are used in lists of three or more items - Including a comma before the word “and”, “but”, or “or” - Items in lists can include nouns or verbs - If there are only two items in the list, do not use a comma - Always include a comma before “and”, “but”, or “or” • Commas may appear between adjectives - To determine whether a comma is needed or not between two or more adjectives, ask yourself • Does the sentence make sense if you place the word “and” between the adjectives? • Does the sentence make sense if your reverse the order of the adjectives? - If the answer to both of these questions in yes, the a comma is needed - If the answer to either question is no, a comma is not needed? Use a comma after introductory words, phrases, or clauses • - Common introductory words; • Accordingly • Actually • Also • As a result • Besides • Consequently • Finally • First • Fortunately • Further • However • Indeed • In other words • Meanwhile • Moreover 15 Wednesday, May 19, 2021 • • • • • • • • • • • • • • Namely Naturally Next Nevertheless Now Obviously On the contrary On the other hand Originally Otherwise Personally Theoretically Therefore - Sometimes a comma is used after an introductory dependent phrase before and independent clause begins • A dependent phrase is a group of words missing a subject and/or verb, and it depends on the rest of the sentence to make sense. • Introductory independent clauses often begin with words such as; - After - Although - As - Because - Before - Even - If - Since - Though - Unless - Until - When - While - Without • Do not use a comma if the sentence ends with a dependent clause Use commas before and after an interrupting word or phrase - An interrupting word or phrase interrupts the ow of a sentence - Usually when an interrupting word or phrase is removed, the sentence still makes sense without it, and the meaning of the sentence does not change - An interrupting phrase can be an appositive • An appositive is a noun or noun phrase that describes another noun or pronoun already mentioned in the sentence • Use commas before and after an appositive since the sentence still makes sense when the appositive is removed from the sentence and the meaning of the sentence does not change • If a phrase in the middle of a sentence begins with “which” it is probably an interrupting phrase fl 16 Wednesday, May 19, 2021 • Commas are used before coordinating conjunctions (FANBOYS) when there is an independent clause on either side of the conjunction - Use commas in sentences that contain dates and addresses • If you are writing the full date, add a comma after the day of the week and after the - - day of the month if the year is provided • If you need to continue the sentence after you add a date that includes the day and year, add a comma after the end of the date • Do not use a comma when - You only write the month and day - You only write the month and year - You are writing the date in the day-month-year format • If you include an address in a sentence, use a comma after the name of the street and after the name of the city • If you need to continue the sentence after you add the address, and a comma after the end of the address • If you need to continue the sentence after you add the address and the address ends with the postal code, you still use a comma ate the end of the address after the postal code • Do not use a comma - Between the province and the postal code Colons and Semicolons Module • A semicolon is a mark to signal a partial separation of things • Unlike a period, a semicolon says “yield” or ow into the next thought • Semicolons can be used in two ways - 1. To replace a period between two closely related sentences - 2. To separate items in a list when commas are already used • While in some instances you may be wrong in using a semicolon, you are never wrong for using a period • Do not use a comma between two sentences • The only way to join two independent clauses is to use a coordinating conjunction after the comma. • A colon is a mark of introduction that indicates an explanation will follow • A colon is used in a sentence after an independent clause • Information following a colon can be - A list - An introduction to a word - To introduce an independent clause - To introduce a phrase • Do not use a colon if an independent clause does not appear before the list, word, phrase, or another independent clause Apostrophes Module • An apostrophe can be used in two ways: - As a contraction - used in words where a letter or letters have been left out - To show possession - used to indicate who or what belongs to someone or something fl 17 Wednesday, May 19, 2021 • A contraction is a word that is formed by combining two words - In a contradiction, an apostrophe indicates where one or more letters have been • left out when the two words are combined - Contradictions are commonly used in informal writing and not in formal writing Apostrophes used to show possession are used with a noun or an inde nite pronoun to show who or what belongs to something or someone - An inde nite pronoun is a pronoun that does not refer to a speci c person or thing - To determine where the apostrophe goes in a word that shows possession, you must determine if the noun or inde nite pronoun is singular or plural • Most singular nouns do not end with an “s” • Most plural nouns end with an “s” • Examples of singular inde nite pronouns; - another, each, either, much, neither, one, other, anybody, anyone, anything, everybody, everyone, everything, nobody, no one, nothing, somebody, someone, something Examples of plural inde nite pronouns; • - Both, few, many, others, several • Examples of singular or plural inde nite pronouns; - All, any, more, most, none, some - In order to show possession, you must add an apostrophe before or after an “s” • There is a three step processes determining whether an apostrophe comes before or after an “s” - 1. Determine if the noun or inde nite pronoun needing the apostrophe is singular or plural. If it is not already singular or plural and it should be, make it singular or plural. - 2. Determine if the noun or inde nite pronoun needing the apostrophe ends in an “S” - 3. If the word does not end in an s, the you add ’s to show possession. If the word ends with an s you add ‘ after the s to show possession Apostrophes can be used to show joint ownership or individual ownership • - Joint ownership is used to show that multiple nouns possess something together • ex. George and Sarah’s electricity consumption in their home was high. - The electricity consumption belongs to George and Sarah together because they live in the same home. Therefore ’s is used after the last noun. - Individual ownership is used to show that multiple nouns possess something individually. • ex. George’s and Sarah’s electricity consumption in their homes was high. - George’s electricity consumption is separate from Sarah’s electricity consumption because there are two different homes; therefore, add ’s after each noun. fi fi fi fi fi fi fi fi fi 18 Wednesday, May 19, 2021 - To show possession when using hyphenated compound words, add an - apostrophe and s at the end of the last hyphenated word regardless of whether or not the nouns are singular or plural. • Singular - mother-in-law’s of ce • Plural - brothers-in-law’s apartment Possessive nouns such as her, hers, his, our, ours, its, your, yours, whose, theirs, their do not need apostrophes since they are already possessive. Do not use an apostrophe with regular plural forms of nouns that do not show possession even though they end in s Do not use an apostrophe with verbs that end in s. Only nouns or inde nite pronouns are used along with an apostrophe to show possession. Do not use an apostrophe if you are writing the numeral of a decade or century since nothing belongs to that decade or century. fi fi 19 Wednesday, May 19, 2021 Week Six - Transitions Module • Transitions form logical connections between ideas, and they strengthen the • organization of these ideas - Like a bridge that strengthens and connects two ideas Transitions signal the order of ideas, highlight relationships, unify concepts, and let readers know what’s coming next or remind them about what’s already been covered. - Transitional Words and phrases to use to: • Show order of importance - above all, best, especially, most, most important, worst - Using this type of transition means arranging ideas from most to least importance, or vice versa Show time order/ sequence of events - after, afterward, as soon as, at rst, • before, before long, during, later, nally, rst, in the rst place, in addition, furhtermore, second, third, meanwhile, next, since, then, when, while • Compare - also, similarly, likewise - Using this type of transition means to arrange ideas chronological from present to past or past to present . Can also be used to show the order in which events happen • Used to connect ideas by suggesting that they are in some way alike Contrast - but, however, on the otherhand, in contrast, nevertheless, still, even • though, on the contrary, yet, although - Used to connect ideas by suggesting that they are different in some way • Add information - also, besides, further, furthermore, in addition, moreover, next, rst, second - Used to show additional support for an idea • Give and example - for example, for instance, to illustrate, in fact, speci cally - Used to tell a reader that an example will follow • Summarize or conclude - in other words, in short, in conclusion, to sum up, therefore, thus - Used to introduce a summary or conclusion in a paragraph or essay • The bolded words above are the most common logical relationships (types) of transitions - There are certain strategies that can be used to transition between sentences and also between paragraphs • Using signposts - Words or phrases that indicate where you are in the process of organizing an idea • Ie. rst, then, next, nally, in sum, in conclusion - Be careful not to overuse these types of transitions Using forward-looking sentence at the end of paragraphs • - Used to give the reader a hint about what’s coming in the next paragraph • Using backward-looking sentences at the beginning of paragraphs fi fi fi fi fi fi fi fi 20 Wednesday, May 19, 2021 - Used at the beginning of a paragraph to look back on what has been previously discussed - Remember to include enough transitions so the reader can easily follow the ow of your ideas, but do not overuse the same transitions to the point where they become redundant • Read your draft aloud - You will likely hear areas that sound choppy and abrupt • Add transitions as needed - Listen for repetition • Avoid using the same transitions over and over fl 21 Wednesday, May 19, 2021 Week Seven - Research Skills Module • Writing needs to be grounded in research, meaning that you are supporting your • • • thoughts with credible sources and not just expressing an opinion Good sources always add credibility, strengthen your ideas and argument, provide evidence, are required in academic writing - Important questions to ask yourself about a source before selecting it for an assignment • Who is the publisher • Is it a commercial or non-commercial source • Is the contact information for the author or organization listed • What is the background of the author? Are they experts on this topic • Is the information recent within the last ve years • Have other writers used this source Once you’ve found a good source of information, its important that you use the information and facts in an honest and truthful way in your writing and arguments - De ne any terms or de nitions clearly at the beginning - Be selective in the information you include - Use only the best and most relevant content - Ensure that the evidence you use related directly to your ideas or argument - Check to see if the facts are logical - Explain links between the argument and the support you’re providing - Present cause and effect relationships - Consider opposing arguments to your approach - Provide citations - Check for bias - Avoid making generalizations - Do not draw conclusions without accurate evidence and facts to support them Recognize ones own beliefs and biases when analyzing your research - These may cloud our judgments before we even consider the information, ideas, or research we encounter - Self awareness of our own motivations, experiences and beliefs is important before we start the process of critical thinking • Questions to ask ourselves to identify our own biasses or pre-judgments about a topic - What do I know about this topic - Where did I get this information - Why do I hold this opinion - Are there reasons - Are my reasons bases on personal experiences - How do these compare with the experiences of others and with research on the topic - What options or ideas might others hold about this topic - How could I test the accuracy of my beliefs fi fi fi 22 Wednesday, May 19, 2021 - Are any of my beliefs based on generalizations or stereotypes - Fakenews is something to be careful of when looking for sources in a research - assignment • There are two types of fake news - Disinformation - deliberate mis-informations shared with the intent to mislead - Misinformation - sharing information without realizing its wrong • Fakenews has many negative outcomes - Fake news checklist • Does the story seem to good to be true • Does it seem to con rm stereotypes about a group of people • Are the details in the story thin or unavailable • Does the body of the story match the headline or tweet • When was the story published? If it is a few years old, why is it circulating now • Does the story have a named writer or producer • Does the person appearing in the video have a real name or a nickname • Have I heard of this organization before • Does this organization have contact information - There are also fact-checking website that can be utilized Parallel Structure Module • Parallelism is the use of similar structure in related words, phrases, or clauses - It creates a sense of rhythm and balance within a sentence - We often correct faulty parallelism (lack of parallel structure) intuitively because an unbalanced sentence sounds awkward and poorly constructed When sentences are written using parallel structure they sound more aesthetically • pleasing because they are balanced • Repetition of grammatical construction also minimizes the amount of work the reader has to do to decode the sentence, meaning the reader can focus on the main ides in the sentence rather than how the sentence is put together • You can use coordinating conjunctions (FANBOYS) to create parallelism - When using FANBOYS make sure that the same grammatical structure is used on each side of the conjunction • ex. NOT “I like to listen to music, and I like talking to friends on the phone” • Corrected “I like listening to music, and I like talking to friends on the phone” When making a comparison, the two items being compared should have a parallel • structure. - Comparing two items without using parallel structure can lead to confusion about what is being compared. - Comparisons frequently use the words “than”, or “as” and the items on each side of these comparison words should be parallel In • order to correct instances of faulty parallelism, you may have to add or delete words from a sentence • Sometimes it is necessary to use correlative conjunctions to create parallelism. - A correlative conjunction is a paired conjunction that connects two equal parts of a sentence, and shows the relationship between them. fi 23 Wednesday, May 19, 2021 • Common correlative conjunctions; either, or, not only, but also, neither, nor, whether, or, rather, than, both, and - Correlative conjunctions should follow the same grammatical structure to create a parallel sentence - Academic Writing Module • Academic writing requires you to have insight on an issue, but those insights must • • • • • be grounded in research, critical thinking, and analysis rather than your own personal experience Academic writing is - Written in the third person - Based on the literature you’ve read - Compared the views of other Re ective writing is - Written in rst person - Based on your own experiences - Includes your own view Both types of writing - Are written in a formal writing style - Includes references - Has a formal structure - Uses appropriate technology for your subject area Before beginning an essay, you just decide the stance you will take - A good argument • Takes a clear position • Prove or defend your position • Provide the purpose for your writing • Persuade the reader that your ideas are compelling and legitimate Planning your essay - There are four key points when you write an essay • 1. Consider your readers - What do your readers already know about the topic? - Will they likely agree or disagree with you? - Do they have speci c concerns? - Consider what kind of evidence would be most effective with your audience. • 2. Know your purpose - Your main purpose is to persuade the reader to agree with you - Your speci c purpose is more focused - You may want the reader to take action and support your viewpoint, or you may want to offer a solution to a problem • 3. Take a strong position and provide persuasive evidence - State what your position is • Support your position using facts, statistics, examples, explanations, and credible sources of information • 4. Show that you are trustworthy - Respect your readers by making a serious argument fi fi fi fl 24 Wednesday, May 19, 2021 - Help your readers to have more respect for your ideas when you choose a topic that you have researched well and know something about - Use credible sources of information to present your ideas • There are many strategies that can be used to generate ideas for your essay - Free writing • Write without stopping. Write everything that comes to mind. Note that you may • • want to do some research before doing this - Brainstorming • Create a list of ideas - Questioning • Ask the questions “who, what, when, why, where, how” about the topic - Clustering • Draw a word map. Write and circle a topic and use lines to connect the circles topic with other words that relate to the topic Writing a thesis statement - In the thesis statement, ensure you state your position on the issue • Start with the topic, Segway into the controlling idea (writer position), and then into the sections of the essay/writers approach - The thesis statement should be debatable, not a fact or a statement of opinion - It is important that you state an argument in a direct manner and then support it - You’re taking a stand if you; • Clearly state your position towards an issue • Advise others to take a speci c action by using words like “should” - Once you have determined your stance on a topic, your need to develop a well thought out thesis statement that will provide a map for your reader to follow - To make a logical and reasoned argument, support your main point with facts, examples, and statistics • Ensure the sources you’re citing are credible sources Developing your outline - Once you have determined the stance you are taking, and completed some research and written your thesis, its time to plan the outline • In your outline, you need to outline your ideas in the plan, and include enough details to help illustrate each argument - Ensure that every example you use is valid and relates to your thesis statement - ensure you use the best organization pattern to make your point - Note that many argument essays list ideas from the least to the most important or compelling point - To create an essay plan, follow these steps; • Look at the list of ideas you’ve created during prewriting and identify the ones that most effectively support your thesis statement • Identify the best order to present your ideas • Write topic sentences that express the main supporting ideas • Add details under each topic sentence (facts, stats, examples, explanations) - An essay follows a simple structure fi 25 Wednesday, May 19, 2021 • Introductory paragraph with a thesis statement • Body paragraph with topic sentence, main ideas, and supporting evidence that - - - - - are linked by transition words and phrases • Concluding paragraph Introduction • Your introductory paragraph should grab the attention of the readers and act as a preview for your essay. - Start with a hook to grab your readers attention - Provide background on your topic - State your thesis and direction The Body Paragraph • The essay must include nine supporting points that clearly support your thesis • Each paragraph must clearly state one idea which must be supported by at least one supporting point • No body paragraph can have more than three supporting points to support one idea Conclusion • Your conclusion should leave a memorable impression to your audience • Conclusion should; - Restate the thesis - Highlight the key parts of the essay - Leave the reader with a general thought about the topic - Do not introduce new ideas or evidence Creating an outline • Essays will vary in size and number of paragraphs, however no essay will have less than three body paragraphs, or more than nine paragraphed - Introduction • Attention getter • Thesis - First major point in argument • Evidence and explanation 1 • Evidence and explanation 2 - Second major point in argument • Evidence and explanation 1 • Evidence and explanation 2 - Third major point in argument • Evidence and explanation 1 • Evidence and explanation 2 - Conclusion • Review the main points and restate thesis in 8-10 sentences Its always a good idea to link your conclusion to your introduction by continuing an idea that was introduces in the introduction to your conclusion The rst draft • Working from the outline and the notes made from research, complete the following steps to complete your rst draft fi fi 26 Wednesday, May 19, 2021 - Develop paragraph outlines for the body paragraphs; include notes from sources - Use expanded outline to begin witting essay - Write introduction before beginning body paragraphs or after. Include an - attention grabbing fact, quote, anecdote or de nition. End the paragraph with your thesis - Write the Ian points for each paragraph. After each main point, add your APA paraphrase to support your ideas. Cite sources as you go - Review the organization of your paper - Ensure you used transition words between each paragraph to lead to the next one - Check if you have added enough evidence for each paragraph - Complete the APA reference page, checking to see if you included each source that was cited in the essay • First draft should include; - Apa title page - introduction/body/conclusion - Paraphrased material in APA format - Reference page in APA format Pronouns Module A pronoun is a word that can be used in place of a noun • 1st person pronouns - I - subjective singular - We - subjective plural - Me - objective singular - Us - objective plural - My - possessive singular - Mine - possessive singular - Our - possessive plural - Ours - possessive plural • 2nd person pronouns - You - subjective singular - You - subjective plural - You - objective singular - You - objective pluaral - Your - possessive singular - Yours - possessive singular - Your - possessive plural - Yours - possessive plural • 3rd person pronouns - He, she, it - subjective singular - They - subjective plural - Who, whoever - subjective singualar or plural - him, her, it - objective singular - Them - objective plural fi 27 Wednesday, May 19, 2021 - - - - - - - Whom, whomever - objective singular or plural his, her, hers, it, its - possessive singular Their, theirs - possessive plural Whose - possessive singular or plural Pronouns can be either singular or plural • Singular pronouns take the place of one person, place or thing • Plural pronouns take the place of two or more people, places or things Pronouns can be used in either the rst person, second person, or third person • First person pronouns = the person is speaking • Second person pronouns = the person is being spoken to • Third person pronouns = the person is being spoken about Pronouns can be either subjective, objective, or possessive • Subjective pronouns = a pronoun that is the subject of the sentence - It is also the doer of the action if an action verb is used in the sentence • Objective pronouns = a pronoun that is the object of the verb; who or what was acted upon • Possessive pronouns = a pronoun that shows possession or ownership When to use who or whom • ex. who/whom do I consider my best friend? - Answer the question using a subjective pronoun and an objective pronouns • Sentence 1; I consider she my best friend • Sentence 2; I consider her my best friend - Which sentence sounds better? • In this case sentence two (objective) sounds better, so the objective pronoun whom should be used The noun that a pronoun refers to is its antecedent • The antecedent goes before the pronoun in a sentence - Ex. Researches wanted to test if they could grow biofuel crops. • Researchers = antecedent • They = pronoun Re exive pronouns show the reader that someone or something in the sentence is acting for itself or on itself • -self pronouns must always have an antecedent - Myself - rst person singular - Ourselves - rst person plural - Yourself - second person singular - Yourselves - second person plural - Himself, herself, itself - third person singular - Themselves - third person plural Intensive pronouns are the same words as re exive pronouns however intensive pronouns are only used to emphasize a noun • The noun often comes immediately before the intensive pronoun fl fi fi fi fl 28
