Name:
English 11
Active Date:
EBUS Academy
Bag 8000, 187 East Victoria St.
Vanderhoof, BC Canada V0J 3A2
Phone: 1-800-567-1236
Course Start-Up Assignment
Welcome to EBUS Academy. Enclosed you will find everything needed to complete your course
Start-Up assignment. Once you have completed this assignment please submit it via email it to
EBUSActivations@sd91.bc.ca.
To be considered active in this course you must:



Complete/submit a current enrollment form (see www.ebus.ca/enrollment)
Fill out this cover sheet
Complete the following Start-Up assignment for this course
Contact information
Name:
Student Email:
Phone:
High School:
Regular progress reports are sent to you via email or available to you online. Please provide
email addresses that you would like these reports notices to go to (e.g. parent, school
counselor, etc.). Parent email addresses are mandatory for students under age 19.
Parent
Name/Email:
Counselor or Supervisor
Name/Email:
Hope to finish this course by:
______________________
After completing this assignment, visit ‘my.ebus.ca ’ to continue your course work.
If you have not yet received your welcome email with instructions on accessing your course,
please call our Help Desk at 1-800-567-1236 ext. 2255. If you are a continuing student, please
use your existing EBUS login.
Name: _________________________________
Email: ___________________________________
ENGLISH 11
Start-Up Assignment
Please submit this assignment via email to EBUSActivations@sd91.bc.ca.
Once your assignment has been received you will be contacted by the teacher.
Ministry of Education Learning Goals:
B8 – explain and support personal responses to texts, by
 Making comparisons to other ideas and concepts
 Relating reactions and emotions to understanding of the text
B10 – synthesize and extend thinking about texts, by
 Personalizing ideas and information
 Applying new ideas and information
 Transforming existing ideas and information
C4 – create thoughtful representations that communicate ideas and information to
 Explain and persuade
 Engage
C14 – use conventions in writing and representing, appropriate to purpose and audience, to enhance
meaning and artistry, including
 grammar and usage
 punctuation, capitalization, and Canadian spelling
Time: Approximately 5 hours (5% of course mark)
Score:
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/194 marks =
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Name: _________________________________
Email: ___________________________________
This Start-Up assignment is all about the errors that “bug” me when I’m marking English 11
work. These are basic rules of English that should be mastered before this level, yet I constantly
find such errors in many students’ work. After completing this assignment, you can be assured
that I will be looking closely for them in your coursework, and marks will be taken off when
found.
On a more positive note, though, I expect that the work below will be fairly easy for you to do.

Part A
Student information – very important!
1. What is your personal email address? (I send your marked Start-Up assignment to your
personal as well as your EBUS email accounts. Other than that, I don’t use your personal
account unless I cannot reach you any other way.) (Please type your address here, even
if you’ve put it on the first page of the activation assignment.) /1 mark
2. Please provide a parent or guardian email address that he/she/they use on a regular basis.
I will be sending weekly progress reports to this address. Please indicate if the email
address is your mom’s, your dad’s, or your guardian’s. (You can provide more than one
address, if you wish.) If you are an adult student, please say so. No parent email address
is needed.  (Please type your address here, even if you’ve put it on the first page of
the activation assignment.) /1 mark
3. Please provide the following numbers. Generally, I email you when I need to contact
you, but I like to have phone numbers on file, just in case. /2 marks
Home phone number:
Cell phone number:
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Name: _________________________________
Email: ___________________________________
Part B
Carefully review the rules for conjunctions – how to use them and how to punctuate them in
sentences – at the URL below before you begin this exercise.
http://www.towson.edu/ows/conjunctions.htm
Simple Sentence Combining
When you have two complete sentences – independent clauses - (subject and predicate in each),
and you want to make them one sentence keeping all of the words in both sentences, you can do
so by using a coordinating conjunction (for, and, nor, but, or yet, so). When you do, you must
put a comma before the conjunction. For example:
Two sentences: Jane went to the store. She bought a bunch of grapes.
Combined as one: Jane went to the store, and she bought a bunch of grapes. (notice the
comma before the “and”)
Combine the following sentences with a coordinating conjunction (for, and, nor, but, or, yet, so).
Type your answers directly underneath each pair of sentences.
1 mark for combining the sentences appropriately, and 1 mark for using the correct punctuation
(in the correct place).
1. She went to daycare. She did not want to go.
2. The toddler could not decide which jacket to wear. She cried instead.
3. The teacher said she must wear her jacket. She must stay inside.
4. Helping parents is hard. No one said helping parents with their children would be easy.
5. The toddler would not give up the toy. He would not come inside.
6. He loves to play outside during the day. I will let him play after lunch.
7. The girl was hungry. She had not eaten since breakfast.
8. The girls couldn’t think of anything better to do. They decided to play in the art room.
9. A book can be a lot of fun to read. A book can be boring.
10. Toddlers love to use their power. They use it whenever they can.
/20 marks
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Name: _________________________________
Email: ___________________________________
Sentence Combining Using Subordinating Conjunctions
Combine the following sentences with a subordinating conjunction (after all, although, while,
because, before, however, therefore). Be sure to use the correct punctuation (see website above),
depending on the conjunction that you use and the wording of your sentence.
1 mark for combining the sentences appropriately and 2 marks for using the correct punctuation
(in the correct places).
1. They made plans to go to the school meeting. They ended up not being able to make it.
2. Professionals can view toilet training from an independence point of view. Parents can view it
as a struggle.
3. Babies like to put things in their mouths. Learning about objects in this way is how they use
all of their senses.
4. Parents often want to shower children with toys. Children learn from simple exploration of
natural things, like sand and water.
5. One aspect of a child’s developing mind is using her imagination. They can use their
imagination to make connections between perceptions and assumptions.
6. Don’t give her a hard time. She is just trying to be friends with you.
7. We don’t believe children should be spanked. Hitting teaches hitting.
8. It’s going to rain today. You need to bring your raincoat to daycare.
9. The two weren’t always this close. When his sister went to kindergarten, he missed her.
10. The boy refused to admit he took it. He put the lunch box back on the shelf.
/30 marks
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Name: _________________________________
Email: ___________________________________
Sentence Combining with Subjects and Verbs
The following sentences share either the same subject or the same verb. Combine the sentences
into one sentence eliminating words that are repeating. The goal is to make the sentence concise,
yet retain the original meaning of both sentences.
1 mark for combining the sentences appropriately and 1 mark for using the correct punctuation
(in the correct place).
1. Tommy and his mother walked to the store. The store is two blocks away.
2. The child is thirsty. The child is not getting enough water.
3. My mug was in the cupboard. My mug is no longer in the cupboard.
4. Drew’s dog jumped into the air. Janine’s dog jumped into the air as well.
5. The book fell to the floor. It opened to a page I had never read before.
6. Your face has freckles on it. Your face looks friendly.
7. The boy painted at the easel. The boy painted a rainbow. The rainbow arched colorfully.
8. Everyone is being mean to me! Everyone is tyring to keep me from joining in the game.
9. Stop dancing like that. No dancing in the classroom. Sit back down in your chair.
10. The children sat in a circle. The children were quiet. The children waited for the teacher.
/20 marks
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Name: _________________________________
Email: ___________________________________
Part C
Complex Sentences
View some of the following sites before and/or while completing the exercise below.
http://www.eslbee.com/sentences.htm
http://www.learnamericanenglishonline.com/Orange%20Level/O4%20Complex%20Sentences.h
tml
http://www.youtube.com/watch?v=yUQDqRKxKbE
http://www.youtube.com/watch?v=54e97IpXItI

A complex sentence consists of one independent clause and one or more
subordinate (dependent) clauses. The subordinators because, if, although,
since, as when, after, before, while, or until, may be used to introduce a
subordinate clause.
EXAMPLE: If the plane is delayed, Malcolm could take the train.
subordinate clause

independent clause
Note that sometimes a subordinate clause omits essential words.
EXAMPLE: Whenever possible, Bernie likes to go fishing. (Whenever it is
possible…)

When a subordinate clause follows or falls within the independent caluse,
commas may be used or omitted depending on the following:
If the subordinate clause is restrictive (essential to the meaning of the
sentence), don’t use commas.
If the subordinate clause is a non-restrictive (not essential to the
meaning of the sentence), but simply provides additional detail, do use
commas.
In each complex sentence below:



put brackets around the subordinate clause (1 mark)
underline the independent clause (1 mark)
place commas where they are needed (some need none, while others
one or more – marks are determined by the number of commas
required).
need
EXAMPLE:
Whenever possible Bernie likes to go fishing.
Answer: (Whenever possible), Bernie likes to go fishing.
The number of marks at the end of each sentence will give you a hint as to how many commas
are needed.
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Name: _________________________________
Email: ___________________________________
1.
Where the grass refused to grow Amarantha planted pumpkins.
/3 marks
2.
Students who study hard will be rewarded with better grades.
/2 marks
3.
Although interested Sherree had no time to play baseball after school.
/3 marks
4.
Kim left for Vancouver after Max left town.
/2 marks
5.
Kyle caught a plane to Calgary last night after we phoned him.
/2 marks
6.
We will go camping as soon as Paula gets here.
/2 marks
7.
If you’re interested we’ll take the ferry to Prince Edward Island.
/3 marks
8.
Carrie knows that she’ll have to travel to Halifax for the conference.
/2 marks
9.
Michelle told me as you likely already know all about the fire.
/4 marks
10.
We can go today or if you have to get home right away tomorrow.
/4 marks
Total marks: /27
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Name: _________________________________
Email: ___________________________________
Part D
Sentence Fragments – aka Incomplete Sentences
A sentence needs a subject and a verb. It must include at least one clause capable of standing
alone (independent clause). An independent clause contains a subject and a verb and makes a
complete statement.
A dependent clause may not stand alone as a sentence. Although it contains both a subject and a
verb, a dependent clause does not express a complete statement. The following words
(subordinating conjunctions), and other similar words, will make a clause incapable of standing
alone. The more important information should always be in the independent clause; the less
important, in the dependent clause.
after
although
as
as though
before
because
how
if
since
that
though
unless
until
what
when
whenever
which
whichever
who
why
A sentence fragment is a word group that cannot stand alone as a sentence but is punctuated as if
it were a sentence. A fragment is difficult to understand because it is an incomplete statement.
Here are some examples of sentence fragments:
 Running for the bus that was turning the corner.
 The man with the large, black briefcase.
 While we waited during the rainstorm.
 In the afternoon before the meeting.
 That we had a good idea for the convention that was to be held in
Identify each of the following word groups as either a sentence fragment (F) or a complete
sentence (C). If the word group is a fragment, make it a complete sentence. Do this by rewriting
the sentence directly underneath the fragment.
1.
2.
3/7/2016
While some people carefully consider the
attributes of the candidates running for the
presidency and often find the candidates
lacking.
To view the red and gold rays of the sun
English 11
F–
Marks
Fragment
CComplete
/3
/3
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Name: _________________________________
3.
4.
5.
Email: ___________________________________
setting behind the tree-trimmed mountain.
Considering that all of the books were
ordered 2 months before the course’s
scheduled starting date.
A talented, well-educated spokesperson, who
had a reputation of being fair and honest.
We were pleased by the enthusiastic
response to our course announcement.
Total marks:
/3
/3
/3
/15
Part E
Run-On Sentences
A run-on sentence consists of two or more sentences (independent clauses) that run together
without a period or a semi-colon or another terminal mark of punctuation to separate them.
View the sites below as further background information.
http://www.youtube.com/watch?v=KpoEkFDgQa0
http://www.myenglishteacher.net/runonsentences.html
Fix the following sentences by using the correct terminal mark of punctuation (exclamation !,
question mark ?, comma ,, or semi-colon ;) to separate the two independent clauses. Retype the
sentence with the correct punctuation directly underneath the run-on sentence.
1.
Run-On
Mark
The ship was enormous, its mast was almost 40 meters high. /2
2.
The moon moved in front of the sun the eclipse began.
/2
3.
Cara was shy she usually refused all party invitations.
/2
4.
Penguins are amusing and interesting birds, their natural
habitat is the Antarctic.
/2
5.
Reggie is a licensed attorney he has chosen to devote his
life to his first love – teaching.
/2
6.
We asked Professor Williams to look at the problem he is
an expert in the field.
/2
Total marks:
/12
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Name: _________________________________
Email: ___________________________________
Part F
Saw vs Seen
And lastly…what really bugs me is the misuse of “seen”. It always, always, always has to have
a “helping verb” before it, such as “has” or “had”.
Examples:
She saw the movie last night..................... simple past tense
She has already seen the movie................ present perfect tense
We have seen too many accidents............ present perfect tense
No one had seen him at the party.............. past perfect tense
Any form of to have, used as a helping verb, is a clue that the main verb is in the present perfect
or past perfect tense.
Write saw or seen in the blank to make the sentence correct. The helping verb will not be
highlighted. The first two have been done for you.
1. Have you seen my pink hammer?
2. I think I saw it in the kitchen.
3. Jamie had never _________ a chipmunk before.
4. The girls _________ a strange light in the sky.
5. I've _________ your face on a poster! (Remember contractions.)
6. I _________ you running in the park.
7. In spite of the forecast, we never _________ a single snowflake.
8. You were so pale, I thought you'd _________ a ghost.
9. Actually, I _________ two ghosts.
10. Stan was still upset when Barbara _________ him at church.
11. Kathy has _________ the new report cards.
12. Jerry says that he's _________ them too.
13. I thought I'd _________ everything until you wore that dress.
14. Father _________ what you had for breakfast.
15. We have _________ the largest mall in the world.
16. Please don't believe what you think you _________!
17. I _________ a blue jay in that tree.
18. She liked the house when she _________ it in the daylight.
19. Oscar _________ where I hid the gold.
20. Ryan and Connor _________ what you had in your hands.
/18 marks
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Name: _________________________________
Email: ___________________________________
Part G
Writing an Essay
Now it’s time to show me your very best writing skills.
Using a minimum of 400 words, write a multi-paragraph essay (at least 3 paragraphs)
based on the theme, “What Bugs Me!”
Read the information below to help you write your best essay. Look at the Quick Scale below
the essay information so that you know how I’ll be marking this work. You want to be in the
“Exceeds Expectations” column.
Make an outline or plan on in a separate document (or piece of paper). Type your final copy
below the information on how to write a narrative essay.
How to Write a Narrative Essay
Narratives are stories. Narratives are plots. They are essays that tell a story — hopefully in an
interesting way — that also convey themes. Often, if you are asked to write a narrative essay,
you will not be asked to research a theory or topic. Rather, you will be asked to use your
imagination instead of a bibliography. You may need to research for this narrative essay;
nonetheless, the writing of it may come more easily to you for you do not need to quote specific
words from primary sources.
General information and rules of a good narrative essay:








Usually a narrative essay is based on the author’s experience. That means that you can
write about your own stories that were either in present or in past. Furthermore, the
author can write about stories that were based on experience of other people.
If you want to write a narrative essay you need to use the conventions of storytelling.
That means that you must remember to include the elements of plot, climax, character,
setting and, of course, an ending. Try to fill your story with some interesting facts and
details that will embellish your narrative essay.
Firstly, you need to choose an interesting topic of your essay which will catch not only
your attention but also your audience. It should include many thrilling and curious facts.
Write a beginning, middle, and end. Making an outline first will make the essay more
organized.
Think about the images which you will use in your essay in order to impress the
audience.
Write a clear purpose of the story without telling your readers what you’re writing about.
In other words, don’t use words like, “I’m going to tell you about my trip to Niagara
Falls.”
In the body you need to tell the complete story of your essay. It means that you should
clearly narrate your purpose.
Use descriptive language that will hook the reader.
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Name: _________________________________



Email: ___________________________________
Don’t forget about sounds, smells and appearances. Give a description of them using
some descriptive language. Give the audience the sense of reality.
Try not to describe events which are not relevant to your story.
Finally, write the conclusion of your narrative essay that sum ups your story and leaves
your reader with a parting word.
Type your essay here:
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Name: _________________________________
Email: ___________________________________
Quick Scale: Impromptu Writing
Aspect
Not Yet
Within
Expectations
The writing
shows
problems with
style, form, and
mechanics that
obscure
purpose and
meaning. May
be too brief to
meet basic
requirements of
the task.
Reflects little
knowledge of
the conventions
of writing.
Minimally
Meets
Expectations
The writing is
generally clear
and
conversational,
with a
beginning,
middle, and end.
However,
development is
uneven, and the
writer uses a
limited
repertoire of
language,
sentences, and
techniques.
Ideas
Ideas are not
developed
Support
Connection
to reader
Snapshot
Fully Meets
Expectations
Exceeds
Expectations
The writing is
clear and
logical, with
some evidence
of depth or
maturity.
Meets the
requirements of
the task with a
sense of
purpose and
control and
with some
variety in
language,
sentences, and
techniques.
The writing
creates an
impact on the
reader, with a
sense of vitality
and finesse. It
exceeds
requirements of
the task and
features some
complex and
mature
language, ideas,
and techniques.
Few, if any,
errors.
Ideas are
generally
straightforward
and clear;
unevenly
developed
Ideas are fully
developed and
show depth in
places
Ideas are fully
developed with
some
originality,
maturity, and
individuality
May be very
short, with few
examples and
details
Some relevant
examples,
details
Supporting
details and
examples are
relevant
Details and
examples often
show some
subtlety
Problems
obscure any
sense of
individuality
May connect to
own experience
Personalizes
the topic
Tries to elicit a
specific
response from
the reader
Meaning
Style
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Name: _________________________________
Email: ___________________________________
Voice and
tone
Often uses
inappropriate
tone or
language
Generally
colloquial
Appropriate
tone and level
of language
Syntax
Simple
sentences and
coordination
Limited
repertoire of
sentences
Varied sentence Wide repertoire
types and
of effective
lengths
sentence
structures
Vocabulary
Basic
vocabulary;
errors in word
Straightforward
vocabulary
Varied and
appropriate
language
Precise, concise
language
Rhetorical
Or
Stylistic
techniques
Form
Disjointed and
awkward
Little evidence
of deliberate
techniques
Some attempts
to use effective
techniques
Takes risks
with a variety
of techniques
Beginning
Opening
usually
introduces the
topic
Opening
establishes
purpose
Opening
establishes
context and
purpose
Engaging
introduction
Organization Structure may
seem illogical
and
or random
sequence
Style and tone
help to
accomplish
purpose, add
impact
Sequence is
Sequence is
generally logical logical
but may lack
sense of
direction
Sound
structure;
seems effortless
and natural
Transitions
May seem
disjointed
because ideas
are not linked
Transitions
awkward or
missing in
places
Transitions
help to connect
ideas clearly
Smoothly
integrates
elements such
as dialogue,
examples,
explanation,
and anecdotes
Ending
Omits or
provides
ineffective
ending
Conclusion is
often
mechanical
Conclusion
focuses on the
purpose; tries
to provide a
resolution
Conclusion
provides a
satisfying
resolution
Conventions
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Name: _________________________________
Spelling
Sentence
structure
and
punctuation
Usage
Marks.
Each is worth:
Email: ___________________________________
Includes
frequent
noticeable
errors in basic
structures and
language that
may interfere
with meaning
Includes
noticeable errors
that may distract
the reader but
do not interfere
with meaning
May include
some errors;
these are
generally not
serious and do
not distract the
reader
Few errors;
these do not
distract the
reader (may
only be
noticeable
when the reader
looks for them)
1 mark
2 marks
3 marks
4 marks
Total marks for essay: /48
You have reached the end of your Start-Up Assignment.
Ensure that all is complete and submit via email to EBUSActivations@sd91.bc.ca.
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