[Type text]
[Type text]
[Type text]
Writing Express:
ACDV 68 and English 60
Professor Parks
Fall 2012
Professor Parks
ACDV 68 and English 60
Table of contents
Introductory activities/info........page 4
Sentences...........page 8
Verbs and tense..........page 29
Adjectives.........page 72
Sentence types.......page 79
Punctuation.........page 101
Apostrophes........page 117
Helpful information.......page 125
Peer editing.........page 163
Readings......page 219
Writing assignments .......page 234
Grades sheet for ICEs......page 292
Page |2
Professor Parks
ACDV 68 and English 60
Page |3
Journal information
The particulars
Your journal is due once a week, as noted on your assignment sheet. I will
return it the next class day. Each week you will write four entries of at least
seventy-five words each. Number and date each entry, for example “June 30 #
5.” Use a separate page for each entry, and write on one side of the page.
Entries must be kept together in order in a 100-sheet spiral-bound notebook
used only for this class. I only accept journals on the assigned day.
The topics
For two entries each week, you may write about anything: thoughts, feelings,
opinions. Explore your dreams. Write about where you are going, where you
have been, or where you’d like to go. Make it colorful. It is a treasury of your
ideas.
Other possibilities include school, sports, religion, children, items in the local or
national news, computers, exercise, art, sleep, moving, friends, food, animals
career, business, music, fears, vacations, hobbies, pets, family, plants,
environment, crime, love, work....The list is endless.
You can earn two points per entry if it is the right length and on time. You earn
one point per entry if it is too short or one week late. I will not grade your
feelings or opinions. I will make comments if you’d like.
For two entries per week, you will write on an assigned topic. It may be from
Uno or Upfront. You must argue a point or give your opinion on the assigned
topic. Back up your argument as well as you can. Provide support or evidence
for your position.
You can earn three points per entry if you state an opinion and back it up. If
it’s late, you earn 1 1/2 points. If you don’t back up your argument, you earn 2
points.
So weekly journals are worth a total of ten points.
I am the only one who will read your journal.
Let me know how you want me to respond.
Professor Parks
ACDV 68 and English 60
Student Questionnaire
name ____________________________
(kindly, attach a picture of you)
Please answer the following questions in complete sentences.
1. When did you finish high school? What high school did you
attend?
2. Why did you choose to attend B.C.?
3. What is your career goal?
4. How will writing help you achieve your goals?
5. What are your strengths as a writer?
6. What are your strengths as a student?
7. What newspapers or magazines do you read on a regular
basis?
8. What do you write about in your spare time?
Page |4
Professor Parks
ACDV 68 and English 60
Page |5
Fill in your school (specific classes) and work schedule.
name ________________________
address __________________________________
phone __________________________
email ________________________________
Monday Tuesday Wednesday Thursday
Friday
_______________________________________________________
8AM
________________________________________________________
9 AM
__________________________________________________________
10AM
_______________________________________________________
11 AM
_______________________________________________________
12 Noon
_______________________________________________________
1 PM
_______________________________________________________
2 PM
_______________________________________________________
3 PM
_______________________________________________________
4 PM
_______________________________________________________
5 PM
_______________________________________________________
6 PM
_______________________________________________________
7 PM
Professor Parks
ACDV 68 and English 60
Page |6
Fill in the blanks about students in the class
Classmates.....................
.......who have hobbies
1.
.....who play an instrument or sing
1.
2.
2.
3.
3.
.......who have read a good book
1.
...who were not born in Bakersfield
1.
2.
2.
3.
3.
....who have pets
1.
......who like sports
1.
2.
2.
3.
3.
....who have favorite foods
1.
.... who have had embarrassing moments
1.
2.
2.
3.
3.
Professor Parks
ACDV 68 and English 60
Page |7
Quick Write - Write for 3 to 5 minutes on your
impressions of this class (you can include your thoughts
on the instructor, coursework, books, and classmates).
Professor Parks
ACDV 68 and English 60
Page |8
Professor Parks
ACDV 68 and English 60
A sentence
is defined as having
1.
2.
and being 3.
examples:
1. Jesse sat down.
2. Rafael bought it.
3. Sallie reads the newspaper.
4. He calls me every day.
5. Billy went to the play.
test to see if a group of words is a complete thought
examples:
1. If you give me directions to your office.
2. My favorite hobbies.
3. The best things about living in Bakersfield.
4. He plays the drums.
5. When I heard the news.
6. Devyn went to the tutoring center.
complete thought incomplete thought -
Page |9
Professor Parks
ACDV 68 and English 60
P a g e | 10
Exercise 1: complete thought: sentences and fragments
Put an “s” for sentence next to the group of words that are a
complete thought. Use the test: “I like the idea that...” Make
those that are not sentences (fragments) complete. You may
need to add a subject or verb or both to make it complete.
1. Down the hall.
2. My sister and I jogged by the river.
3. Things I do in my spare time.
4. She looked into the box.
5. Especially in the summer.
6. The alarm rang at 6 A.M.
7. Looking forward to going.
8. She plays checkers in the cafeteria.
9. While sitting in my car.
10. I take pictures on vacation.
Professor Parks
ACDV 68 and English 60
Identifying subjects and verbs
Prepositional phrase
it starts with a
it ends with a
1. down the street
2. in the park
3. by the stream
What do prepositional phrases have to do with
sentences?
P a g e | 11
Professor Parks
ACDV 68 and English 60
PREPOSITIONS
about
down
regarding
above
during
since
across
except
through
after
for
throughout
against
from
to
along
in
toward
amid
inside
under
among
into
underneath
around
like
until
at
near
up
atop
of
upon
before
off
with
behind
on
within
below
onto
without
beneath
out
beside
outside
between
over
beyond
past
but (meaning except)
by
concerning
P a g e | 12
Professor Parks
ACDV 68 and English 60
P a g e | 13
Exercise 2: Prepositional phrases
Cross out the prepositional phrase in the following
sentences.
1. Suzanne read during recess.
2. The caps to my pens always disappear within a day or two.
3. Lou froze six pounds of salmon steaks.
4. Mr. Smith leaned against the wall.
5. Some children raced up the hill and to the park.
6. Mary left without her books.
7. Mrs. Hernandez stepped onto the bus.
8. The picture hangs over the small window.
9. Natalie read all of the article for homework.
Professor Parks
ACDV 68 and English 60
Subjects
Compound subjects
Verbs
Compound verbs
P a g e | 14
Professor Parks
ACDV 68 and English 60
P a g e | 15
Identifying the infinitive.
An infinitive starts with _____ and ends with a verb.
An infinitive does not function as the verb in the sentence.
examples:
1. I like to sing.
2. She wanted to walk around the block.
3. The wind began to blow.
4. I love to skate to my friend’s house.
How does an infinitive differ from a prepositional phrase?
How are an infinitive and a prepositional phrase similar?
Cross out the prepositional phrase(s). Underline the subject
once and the verb twice. Put the infinitive in parenthesis.
Exercise 3:
1. I want to be alone in my room.
2. He refuses to diet and to exercise.
3. Everyone wanted to go to the concert.
4. Joyce ran down the road to see her friends.
Professor Parks
ACDV 68 and English 60
P a g e | 16
Sentence patterns
sv pattern
ssv pattern
svv pattern
create sentences using the following:
subjects - children, Carrie, people, students, birds, cats, John, Sam,
Tim, I
verbs - yell, eat, fly, dance, study, laugh, fall, sing, cry, read, drive,
run, shop,
Professor Parks
ACDV 68 and English 60
P a g e | 17
Exercise 4: Identifying subjects and verbs
Cross out the prepositional phrase. Put the infinitive in
parenthesis. Underline the subject(s) once and the verb(s)
twice.
1. Rose removed the cat hair from her black pants with masking
tape.
2. Connie and Sam like to keep their blue bucket under the sink.
3. The small child fell off the jungle gym and landed in the sand.
4. I found the jam in the cabinet beside the cereal.
5. During the blizzard, the children stayed in the house and played
games to entertain themselves.
6. After dinner, my mom and sister went to a baby shower down
the street.
7. My children always race each other to the bathroom in the
morning to see who is faster.
8. On Wednesday, Lucy vacuums the carpet and changes the
sheets.
9. Stacks of magazines sat on the table.
Professor Parks
ACDV 68 and English 60
P a g e | 18
Run-ons
A run-on is two or more independent clauses. One way to
correct run-ons is to separate the sentences with a period. A
comma is not strong enough. Comma splice and fused
sentence are the two types.
Professor Parks
ACDV 68 and English 60
P a g e | 19
Exercise 5: Run-ons
Correct each run-on by putting a period at the end of the
first complete thought and a capital letter at the beginning
of the second complete thought.
Some of the run-ons may be three complete thoughts.
1. I got to the sale too late no sweatshirts were left.
2. He came home tired and hungry he ate and took a nap.
3. The beach was once beautiful, now soda cans and discarded
candy wrappers are everywhere.
4. The private school down the street just closed down it ran out of
money.
5. The car needed to be vacuumed the kids emptied the sand from
their shoes.
6. It rained a lot last winter, we turned the sprinklers off.
7. Our son misbehaved at school he went to the principal’s
office.
8. Mindy uses the cartoon section of the newspaper as wrapping
paper it saves money and the environment all her friends like it.
9. Ted bought a cell phone the instructions were impossible to
understand he asked a friend for help.
Professor Parks
ACDV 68 and English 60
P a g e | 20
Exercise 6: 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 was unhappy about the school's dirty bathrooms I found
others who we also unhappy we complained. Things changed.
________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.
Professor Parks
ACDV 68 and English 60
Verbs: Helping Verbs
Sentences:
we already know that
1.
2.
3.
a way to test if a group of words is a sentence:
VERBS
Sometimes the verb is more than one word.
23 helping verbs
P a g e | 21
Professor Parks
ACDV 68 and English 60
P a g e | 22
examples:
1. He has been taken to the hospital.
2. She must have gone around the block.
3. We will go down the path to find the recycling center.
4. I might run down the street.
5. We were cooking dinner together at my friend’s house.
In questions, sometimes the helping verb and main verb are
separated.
examples:
1. Did Mario push the button?
2. Has John left?
3. Will you go to the market?
words sometimes mistaken for a helping verb
Professor Parks
ACDV 68 and English 60
P a g e | 23
Exercise 7:
Cross out the prepositional phrase(s). Underline the subject
one and verb phrase twice. Write the helping verb in the
first column and the main verb in the second column.
helping
verb
main
verb
1. Christine has gone to the movies. __________ _________
2. The plate was broken in two places. _________ ________
3. The bus will not arrive soon.
____________ ________
4. This tour might require an hour. ____________ ________
5. The truck was stolen during the night. ________ ________
6. Bill had never seen Lake Pye.
___________ ________
7. Did one of the boys swim
across the pool?
___________ __________
8. They will not buy new things. __________ _________
Professor Parks
ACDV 68 and English 60
HV
P a g e | 24
MV
9. He should have studied longer
for the final exam.
___________ __________
10. Rosa has been soaking
in the bathtub for an hour.
_____________ ___________
11. He could have been killed
by that falling rock.
______________ __________
12. The protesters have
been picketing for four days.
___________ ___________
13. Their mother should have
worn sunscreen during the party. ______________ _________
14. My pizza might be delivered soon. __________ ________
15. Will you take me to school? ____________ _________
16. I could not read the bottom
row of the eye chart.
_____________ ________
Professor Parks
ACDV 68 and English 60
P a g e | 25
Finding the subject and verb in commands.
Commands tell someone to do something. They give
instructions. An example of a command is “Sit down.” In
commands there is no verb ending, such as “ing” or “ed” or
“s.” Commands are also called imperative sentences. The
subject of an imperative sentence is understood.
examples:
1. Open this gift from Aunt Marty.
2. Take this with you.
3. Put the puppy inside the carrying case.
Professor Parks
ACDV 68 and English 60
P a g e | 26
Cross out the prepositional phrase(s). Underline the verb
twice and add the understood subject.
Exercise 8
1. Sit behind me to be safe.
2. Brush your teeth before bedtime.
3. Please read this newsletter concerning vitamins.
4. Put the picture atop the china closet.
5. Walk toward the back of the bus and sit by me.
6. Send this to your uncle Bob in the morning.
7. Follow that car and drive over the bridge to find the house.
8. Please don’t jump over those fallen logs behind the shed.
9. After dinner, put the dishes in the dishwasher.
10. The cats follow me around the house.
Professor Parks
ACDV 68 and English 60
P a g e | 27
Exercise 9: Cross out the prepositional phrase. Underline
the subject once and the verb/verb phrase twice. Put
parenthesis around any infinitives.
1. A bird is sitting on our sidewalk.
2. Take this to the train station with you.
3. Many large hotels have been built along the beach.
4. The gardener and his helper have finished all their work.
5. The children ate lunch, rested under the trees, and swam
in the pool.
6. They didn’t want to drive so far.
7. May I offer you another helping of dessert?
8. Two classmates met to talk about their homework.
9. Please finish this sewing project for me.
10. Each of the parents had been sent a note concerning flu
shots.
11. When do you plan to eat?
12. Don’t expect to see the lions.
13. We prefer to use a dish towel and not to use paper towels.
Professor Parks
ACDV 68 and English 60
P a g e | 28
name ____________________________
Exercise 10: Cross out the prepositional phrase. Underline
the subject once and the verb/verb phrase twice. Put
parenthesis around any infinitives.
1. Please put the table and chairs in the closet.
2. I have two extra tickets to the basketball game.
3. She has never been to Canada.
4. Maggie has always wanted to have a twin.
5. Some Saturdays Josh’s family gathers at his uncle’s house,
plays Scrabble, and eats pizza.
6. My brother and his wife have traveled from L.A. to visit me.
7. Snoopy and the Pink Panther are popular characters.
8. My cat will go to the vet to get shots next summer.
9. Give the turtle some lettuce.
10. People depend on their cell phones.
Professor Parks
ACDV 68 and English 60
P a g e | 29
Professor Parks
ACDV 68 and English 60
P a g e | 30
TENSES
what they mean and when to use them:
infinitive
future
present
past
examples:
infinitive
future
present
regular verb
irregular verb
Examples:
1. We plant flowers in the yard.
2. She planted an idea in his head.
3. They will plant seeds in the garden.
4. She wants to run to the track.
5. She will run in the race.
6. She ran in the rain.
past
Professor Parks
ACDV 68 and English 60
P a g e | 31
Exercise 11: Cross out the prepositional phrase. Underline
the subject once and the verb/verb phrase twice. Write the
correct tense (future, present, past) in the space provided.
1. Terry roller-skated to the park. _______________
2. Last night I drank almond milk with my meal. ______________
3. The truck driver eats lunch at the park every day. ________
4. Next week I will sing in church. _________________
5. I talk to my cousin every weekend. ______________
6. Yesterday I worked in my yard. _______________
7. This evening my daughter will go to a track meet.
____________
8. He told me a funny joke and laughed. _______________
9. I shall not be late this time. ___________________
10. I like summer fruit. _________________
Professor Parks
ACDV 68 and English 60
P a g e | 32
Infinitive
1. Write a sentence using the infinitive above as an
infinitive.
2. Write a sentence using the infinitive above in the
future tense.
3. Write a sentence using the infinitive above in the
present tense.
4. Write a sentence using the infinitive above in the past
tense.
Professor Parks
ACDV 68 and English 60
P a g e | 33
Infinitive
1. Write a sentence using the infinitive above as an
infinitive.
2. Write a sentence using the infinitive above in the
future tense.
3. Write a sentence using the infinitive above in the
present tense.
4. Write a sentence using the infinitive above in the past
tense.
Professor Parks
ACDV 68 and English 60
P a g e | 34
Verbs: Present Tense
When to use the present tense.
Let’s look at when and why an “s” is at the end of words.
Look at the following three groups of words.
1
this
contagious
Paris
2
textbooks
cars
teachers
3
thinks
discusses
does
Think about what the words in each group have in common
with each other. Then add one word from below to each of
the groups.
bus
has
restaurants
Add a word of your own to each group.
Label each group.
What are the three reasons an “s” might be at the end of a
word?
1.
2.
3.
Professor Parks
ACDV 68 and English 60
P a g e | 35
You need to understand person and number as you
decide whether to put an "s" is at the end of the verb. Let's
review terms:
1st person
2nd person
3rd person
singular
plural
Look at the following sentences and pay particular attention
to the subject when the verb has an “s” at the end.
Underline each subject and mark it 1st, 2nd, or 3rd person
and singular or plural.
1. She thinks about her cats during the day.
2. He writes in his journal every day.
3. John bosses her around.
4. The bat eats bugs.
An “s” is at the end of a verb when the subject is
_______________.
Professor Parks
ACDV 68 and English 60
Notice what happens when the subject changes from
singular to plural.
1. The girl likes to play with her dog.
2. The girls like to play with their dogs.
3. That lawyer wins his cases.
4. Those lawyers wins their cases.
5. The rooms need furniture.
6. The room__________________.
7. The box contains a book.
8. The boxes __________________.
9. The programs appear on television.
10. The program ____________________.
P a g e | 36
Professor Parks
ACDV 68 and English 60
P a g e | 37
Exercise 12
Cross out the prepositional phrase. Underline the subject
once and verb twice.
1. Guides (live, lives) in those mountains.
2. I (stay, stays) with my grandmother.
3. A rabbit (eat, eats) the fruit in their garden.
4. The wind (blow, blows) through the canyon.
5. Farmers (plant, plants) cotton in their fields.
6. Every six weeks, a hair stylist (cut, cuts) her hair.
7. The librarian (reads, read) to the children on Saturdays.
8. Reporters (write, writes) about the events in their towns.
9. I (find, finds) many pennies under the sofa.
10. One of the girls (drive, drives) without her parents.
Regular verbs in the present tense are formed this way.
SINGULAR
PLURAL
infinitive
I
he/she/it
we/they
___________________________________________
to walk
walk
walks
walk
to look
Professor Parks
ACDV 68 and English 60
P a g e | 38
Three irregular verbs in the present tense: to have, to do, to
be
SINGULAR
PLURAL
infinitive
I
he/she/it
we/they
____________________________________________
to have
Exercise 13
Write in the correct form of the verb to have.
1. Vivian ______________ a lap top.
2. You _______________to stop driving so fast.
3. Mr. Mitchell _______________the only blue house on the
block.
4. _______________he said anything to you about it?
5. I _______________ a computer and printer.
6. The tennis players _______________ to rest in the shade.
SINGULAR
PLURAL
infinitive
I
he/she/it
we/they
____________________________________________
to do
Professor Parks
ACDV 68 and English 60
P a g e | 39
Exercise 14
Write in the correct form of the verb to do.
1. He _____________understand his math.
2. ________________not speak so loudly, please.
3. Holly _______________ it with style every time.
4. I ___________feel well today.
5. __________________she know about the sale?
6. They ______________ not make the same mistake twice.
SINGULAR
PLURAL
infinitive
I
he/she/it
we/they
____________________________________________
to be
Exercise 15
Write in the correct form of the verb to be.
1. Twitter ________ is a way to stay in touch with celebrity gossip
and world news.
2. They ____________ working late.
3. We ___________going to the park.
4. Maggie _____________ a nurse.
5. Engineers __________needed for this project.
Professor Parks
ACDV 68 and English 60
P a g e | 40
Two subjects joined by “and” are considered plural.
Compound subjects agree with verbs that don’t have an
“s” on the end.
example:
1. Bill eats lunch at El Patio
2. John and Bill eat lunch together.
Exercise 16: select the correct verb
1. Jake and Allie (are, is) friends.
2. Leslie and Sam (sings, sing) in church.
3. Geri and Lisa (run, runs) in the park every Tuesday.
4. My mom and dad (enjoy, enjoys) their grandchildren.
5. Collecting stamps and designing quilts (is, are) two interesting
hobbies.
6. Los Angeles and New York (attracts, attract) many tourists each
year.
7. Soup and salad (go, goes) together.
Professor Parks
ACDV 68 and English 60
P a g e | 41
In sentences that start with here or there, it can be
tricky to have the subject and verb agree. The subject is
not here or there. Find the subject and then make sure the
verb agrees.
example:
1. There are the pencils.
2. The pencils are here.
Exercise 17
1. Here (is, are) a map of the mountains.
2. There (sits, sit) a lonely man.
3. Here (are, is) my sweater.
4. There (are, is) three towels hanging in the closet.
5. Where (are, is) the cats?
6. There (go, goes) Charles and Donna.
Professor Parks
ACDV 68 and English 60
P a g e | 42
Directions: change the paragraph from past tense to present tense.
The first sentences will read “Every Saturday, Wendell, a
kindergartner enjoys a nearly perfect day. He is six years old.”
by Paula Lynn Parks
A Birthday
Last Saturday, Wendell, a kindergartner enjoyed a nearly
perfect day. First, he got to sleep late. When he finally woke up at 8:30
A.M., he watched his favorite action hero cartoon while he was still
wearing his Spiderman pajamas. He ate strawberry pancakes for
breakfast. The pancakes had a smiling face drawn in whipped cream. After
he got dressed, Wendell played outside in the sandbox with his older
brother and sister. In the sand, they made castles, hills, and volcanoes.
He used some sticks to make a bridge. Then they added water, and the
bridge collapsed. For lunch, Wendell ate a turkey sandwich with relish,
ketchup, and mustard and snacked on grapes. He was glad when his
favorite friends, Allan and Michael, arrived to play. Then Wendell and his
family and friends went to the arcade to play video games and miniature
golf. Wendell drove a bumper boat, and everyone in his boat got wet
Professor Parks
ACDV 68 and English 60
P a g e | 43
because he drove too close to the waterfall. Wendell chose dinner at
his favorite pizza joint. While he ate cheese pizza, he told three jokes
about farts. At home, Wendell had cake and ice cream. After his
friends left, Wendell took a bath and got wrinkled while playing in the
bath tub with his toys. Before bedtime, Wendell was read his favorite
bear stories. He fell asleep during the third one. It has been another
perfect Saturday.
Professor Parks
ACDV 68 and English 60
P a g e | 44
Verbs: Past tense
simple past tense
what it means
how to form it (regular verbs)
never uses a
Examples:
1. Yesterday, I cooked dinner.
2. I fried the potatoes in the pan last night.
3. I pinned the tail on the donkey at the party.
Exercise 18: Practice
1. Last week I ___________ around the block to mail a letter.
(walk)
2. I _____________ my error. (admit)
3. I _____________ to Florida a few weeks ago. (travel)
4. As a college student, I ____________ from working with a tutor.
(benefit)
5. When I heard my cousin was pregnant, I was so happy I
______________. (cry)
6. Lucy had two sandwiches, so she _____________ one with
Billy. (share)
7. I _____________ the concert. (enjoy)
8. I was glad the cup didn’t break when I _______________it.
(drop)
Professor Parks
ACDV 68 and English 60
P a g e | 45
Some irregular verbs in the simple past.
infinitive
to go
to be
to sit
to sing
to put
to cut
1.
2.
3.
4.
present
past
Professor Parks
ACDV 68 and English 60
P a g e | 46
Exercise 19: Practice
1. Eric ________________ to Texas on vacation. (fly)
2. After working in the yard, he ______________. (stink)
3. Yesterday, I ____________my cat. (pet)
4. Last week my children ____________ on the tire at the park.
(swing)
5. When I was in graduate school, I _________________ to do
my best. (strive)
6. He ____________ to tell his wife about his meeting, but he
forgot. (mean)
7. Victoria ________________ all her money on her cell phone and
had no money left to pay rent. (spend)
8. Today it is cloudy, but yesterday the sun _____________ so
brightly. (shine)
9. Last week I ______________ I saw you walking down Main
Street. (think)
10. I shouldn’t have said that around Jacob because he
__________ my idea. (steal)
Professor Parks
ACDV 68 and English 60
P a g e | 47
List of irregular verbs
infinitive
to arise
to awake
to be
to bear
to become
to begin
to bend
to bite
to blow
to break
to bring
to build
to burst
to buy
to catch
to choose
to cling
to come
to cost
to cut
to dive
to do
to drag
to draw
to drink
to drive
to eat
to fall
to feed
to feel
to fight
to find
present
arise
awake
is/am/are
bear
become
begin
bend
bite
blow
break
bring
build
burst
buy
catch
choose
cling
come
cost
cut
dive
do(es)
drag
draw
drink
drive
eat
fall
feed
feel
fight
find
past
arose
awoke/
was/were
bore
became
began
bent
bit
blew
broke
brought
built
burst
bought
caught
chose
clung
came
cost
cut
dove
did
dragged
drew
drank
drove
ate
fell
fed
felt
fought
found
past participle
arisen
awoke/awaked
been
borne
become
begun
bent
bitten
blown
broken
brought
built
burst
bought
caught
chosen
clung
come
cost
cut
dived/ dove
done
dragged
drawn
drunk
driven
eaten
fallen
fed
felt
fought
found
Professor Parks
infinitive
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
ACDV 68 and English 60
present
fly
fly
forgive
forgive
freeze
freeze
get
get
give
give
go
go(es)
grow
grow
hang(clothes) hang
hang(execute) hang
have
have(has)
hear
hear
hide
hide
hold
hold
hurt
hurt
keep
keep
know
know
lead
lead
lay(to place) lay
lie(to recline) lie
leave
leave
lend
lend
let
let
light
light
lose
lose
make
make
mean
mean
meet
meet
pay
pay
pet
pet
put
put
raise(lift/increase)
read
read
ride
ride
P a g e | 48
past
past participle
flew
forgave
froze
got
gave
went
grew
hung
hanged
had
heard
hid
held
hurt
kept
knew
led
laid
lay
left
lent
let
lit
lost
made
meant
met
paid
pet
put
raised
read
rode
flown
forgiven
frozen
gotten
given
gone
grown
hung
hanged
had
heard
hidden
held
hurt
kept
known
led
laid
lain
left
lent
let
lit
lost
made
meant
met
paid
pet
put
raised
read
ridden
Professor Parks
infinitive
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
to
ACDV 68 and English 60
present
ring
ring
rise(to get up) rise
run
run
say
say
see
see
seek
seek
sell
sell
send
send
set(to place) set
shake
shake
shine
shine
shrink
shrink
shut
shut
sing
sing
sink
sink
sit(to rest)
sit
sleep
sleep
speak
speak
spend
spend
spin
spin
spit
spit
spring
spring
stand
stand
steal
steal
stick
stick
sting
sting
stink
stink
strike
strike
strive
strive
swear
swear
swim
swim
swing
swing
take
take
teach
teach
tear
tear
tell
tell
past
rang
rose
ran
said
saw
sought
sold
sent
set
shook
shone
shrank
shut
sang
sank
sat
slept
spoke
spent
spun
spat
sprang
stood
stole
stuck
stung
stank
struck
strove
swore
swam
swung
took
taught
tore
told
P a g e | 49
past participle
rung
risen
run
said
seen
sought
sold
sent
set
shaken
shone
shrunk
shut
sung
sunk
sat
slept
spoken
spent
spun
spat
sprung
stood
stolen
stuck
stung
stunk
struck
strove
sworn
swum
swung
taken
taught
torn
told
Professor Parks
to think
to throw
to understand
to wake
to weave
to wear
to win
to wring
to write
ACDV 68 and English 60
think
thought
throw
threw
understand understood
wake
woke/ waked
weave
wove
wear
wore
win
won
wring
wrung
write
wrote
thought
thrown
understood
woken/waked
woven
worn
won
wrung
written
P a g e | 50
Professor Parks
ACDV 68 and English 60
P a g e | 51
Directions: change the paragraph to the past tense. The first
sentence is done for you.
by Paula Lynn Parks
Lynze’s Concoction
turned
When Mom or Dad turns her or his head, three-year-old
got
Lynze gets into trouble. She had it planned; she heads to the
upstairs bathroom. Since she knows right where Mom keeps her make up,
she wastes no time in getting the liquid foundation. She puts some on
before pouring the rest around the sink. She enjoys watching the lightbeige-colored liquid roll down the drain. Then Lynze opens the top of the
powder. She pats some on her face using the powder puff and then shakes
some into the sink. It sticks to the sides of the sink where the make up is.
Next Lynze reaches for Dad’s cologne. While splashing some on her neck
the way her dad does after he shaves, Lynze pretends she is Dad and
hums a measure or two to his favorite song. She sprinkles a bit of that
along the sides of the sink. Some of the powder cakes up into pea-shaped
globs. Then she gets the mint gel toothpaste. Using her left hand, she
Professor Parks
ACDV 68 and English 60
P a g e | 52
squeezes the middle and watches a long squirt land in the sink. It is a fourinch-long green and white strip. With her right hand, she mixes the green
and white and beige colors together. They feel squishy in her hand. She
adds more toothpaste and mixes some more until it’s all one dark brown
green color. All of a sudden, Lynze doesn’t like the icky feel of the
concoction on her hand. She wipes her right hand on her bright yellow
dress and walks out of the bathroom. She hopes Mom and Dad won’t find
out what she did.
Professor Parks
ACDV 68 and English 60
P a g e | 53
Verbs: Perfect tense
What it means and how to form the tenses:
1.simple past:
formed:
2.perfect:
formed: helping verb (
) + past participle form
a. present perfect
what it means
helping verb (
)+
b. past perfect
what it means
helping verb (
)+
How to form regular verbs:
infinitive: to walk
present:
simple past:
present perfect:
past perfect:
Irregular verbs break the rules:
to ride
Professor Parks
ACDV 68 and English 60
P a g e | 54
Name ______________________
infinitive - to sing
present
past
past participle
______________ ______________ H.V.+______________
1. Every day I sing to the radio.
2. Yesterday I sang to the radio.
3. My children have sung in several concerts. OR The children had
sung before intermission.
infinitive - to choose
present
____________
past
____________
past participle
H.V. +_____________
1. He chooses to stay in shape.
2. I __________ to get up early last Saturday to run.
3. I have _____________________ to make exercise a part of my
lifestyle.
infinitive - to begin
present
____________
past
past participle
_____________ H.V.+____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
Professor Parks
ACDV 68 and English 60
infinitive - to tear
present
_____________
past
P a g e | 55
past participle
___________ H.V.+_____________
1. _________________________________________________
2.__________________________________________________
3. ________________________________________________
infinitive - to become
present
____________
past
_____________
past participle
H.V.+___________
1. _________________________________________________
2.__________________________________________________
3. ________________________________________________
infinitive - to be
present
_____________
past
__________
past participle
H.V.+___________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
Professor Parks
ACDV 68 and English 60
infinitive - to break
present
___________
past
__________
P a g e | 56
past participle
H.V.+____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to bring
present
___________
past
past participle
_____________ H.V.+____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to catch
present
___________
past
past participle
____________ H.V.+____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
Professor Parks
ACDV 68 and English 60
infinitive - to pay
present
__________
past
___________
P a g e | 57
past participle
H.V.+____________
1. ________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to buy
present
___________
past
past participle
_____________ H.V.+____________
1. ________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to win
present
___________
past
____________
past participle
H.V.+___________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
Professor Parks
ACDV 68 and English 60
infinitive - to shrink
present
___________
past
____________
P a g e | 58
past participle
H.V.+____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to have
present
_________
past
___________
past participle
H.V.+_____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to dive
present
_________
past
past participle
___________ H.V.+_____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
Professor Parks
ACDV 68 and English 60
infinitive - to feel
present
__________
past
___________
P a g e | 59
past participle
H.V.+____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to take
present
___________
past
____________
past participle
H.V.+___________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to do
present
___________
past
____________
past participle
H.V.+___________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
Professor Parks
ACDV 68 and English 60
infinitive - to eat
present
__________
past
P a g e | 60
past participle
___________ H.V.+____________
1. _________________________________________________
2.__________________________________________________
3. ______________________________________________________
infinitive - to fly
present
_________
past
___________
past participle
H.V.+____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to hold
present
____________
past
past participle
___________ H.V.+____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
Professor Parks
ACDV 68 and English 60
infinitive - to teach
present
___________
past
__________
P a g e | 61
past participle
H.V.+___________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to tell
present
__________
past
__________
past participle
H.V.+_____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to go
present
__________
past
___________
past participle
H.V.+____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
Professor Parks
ACDV 68 and English 60
infinitive - to know
present
___________
past
___________
P a g e | 62
past participle
H.V.+____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to stand
present
__________
past
___________
past participle
H.V.+____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to drink
present
____________
past
___________
past participle
H.V.+___________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
Professor Parks
ACDV 68 and English 60
infinitive - to get
present
___________
past
P a g e | 63
past participle
___________ H.V.+_____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to put
present
__________
past
past participle
____________ H.V.+_____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to swim
present
_________
past
____________
past participle
H.V.+____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
Professor Parks
ACDV 68 and English 60
infinitive - to write
present
_________
past
P a g e | 64
past participle
_____________ H.V.+_____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to run
present
__________
past
__________
past participle
H.V.+____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to say
present
__________
past
past participle
___________ H.V.+______________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
Professor Parks
ACDV 68 and English 60
infinitive - to see
present
___________
past
___________
P a g e | 65
past participle
H.V.+____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - to steal
present
_________
past
past participle
_____________ H.V.+_____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
infinitive - sting
present
__________
past
past participle
_____________ H.V.+____________
1. _________________________________________________
2.__________________________________________________
3. _________________________________________________
Professor Parks
ACDV 68 and English 60
P a g e | 66
Exercise 20: identifying verb tenses: future, present, past,
present perfect, and past perfect . Cross out prepositional
phrases, put infinitives in parenthesis, and underline subjects and
verbs.
1. I find my children's clothes all over the house every day.
2. I had found my son's cell phone before he got home.
3. I found a penny on the ground last week.
4. I have found money or keys in the washer for years.
5. I had driven to L.A. when I realized I had left my luggage.
6. I drove my mom crazy when I was a teenager.
7. I have driven to Fresno many times to go shopping .
8. I drive to B.C. every morning.
9. I cut my finger last week.
10. I cut my finger every time I make baked apples.
11. I will not drive to Berkeley for Homecoming Weekend.
12. He had fixed the wall before the guests arrived.
13. He wore his favorite suit to church.
14. Please bring your laundry downstairs.
15. I forgot your birthday.
Professor Parks
ACDV 68 and English 60
P a g e | 67
Exercise 21: focus on lie/lay, rise/raise, and sit/set
lie - to rest or recline
lay - to put something down (needs an object)
rise- to get up or move up
raise - to lift up or increase in amount (needs an object)
sit - to take a seat or to rest
set- to put or to place (needs an object)
Cross out the prepositional phrase(s). Put any infinitives in
parenthesis. Underline the subject once and the verb/verb
phrase twice.
1. They have (raised, rose) their daughter to be self-sufficient.
2. The reporter (raised, rose) as the president entered the
room.
3. The boss (raised, risen) his salary.
4. Has the exhausted traveler (raised, risen)?
5. Harry (sat, set) the bowl of strawberries on the table.
6. The insurance agent (sat, set) down his briefcase by the door.
7. You can’t (sit, set) on the couch in your wet swimsuit.
8. The sun is (sitting, setting).
9. (Laying/lying) in the sun can result in premature wrinkling.
10. I (laid/lay) my coat on the sofa when I came in.
11. (Lay, Lie) here on the floor to watch television.
12. Many people like (to lie, to lay) down after lunch.
Professor Parks
ACDV 68 and English 60
13. The architect has (laid, lain) the blueprint on the table.
14. I forgot where I had (laid, lay) my pen.
15. Yesterday I (laid, lay) in the hammock all day.
16. My cousin (laid, lay) the baby down for a nap.
P a g e | 68
Professor Parks
ACDV 68 and English 60
P a g e | 69
Exercise 22: study sheet for verb test
Section A
Cross out the prepositional phrase. Underline the subject
once and verb/verb phrase twice. Put any infinitives in
parenthesis.
1. His sister and his brother like to swing on the monkey bar.
2. Maria will get an emergency loan from financial aid.
3. Keep this dollar in your wallet.
4. Pat hit the ball into left field and ran for first base.
5. Sheila does not study with Carrie or Lucille.
Section B
Cross out the prepositional phrase. Underline the subject
once and verb/verb phrase twice. Put any infinitives in
parenthesis.
1. Larry and I go to the park every day to play basketball.
2. Did the electrician lean this fixture against the wall?
3. Please finish your homework within the next hour.
4. In the morning, Becky combs her hair and brushes her teeth.
5. The riders have ridden toward the mountains to see the sunset.
Professor Parks
ACDV 68 and English 60
P a g e | 70
Section C
Cross out the prepositional phrase. Underline the subject
once and verb/verb phrase twice. Put any infinitives in
parenthesis.
1. Forests and lakes are located throughout that region.
2. The tourist would not look over the edge of the canyon.
3. After the game, put the chairs into the trunk of the car.
4. To save money, Mr. Reynolds takes his lunch and eats under a
tree.
5. Lenny could have moved the hose into the garage.
Section D
Cross out the prepositional phrase. Underline the subject
once and verb/verb phrase twice. Put any infinitives in
parenthesis.
1. After the baby shower, cake, ice cream, and punch were served
to the guests.
2. The artist can not finish his painting until next week.
3. Drill a hole in the coconut and drain the milk into a bowl.
4. The rings and bracelets were cleaned and placed in a special
case.
5. The teacher could not have come to class without her glasses or
grade book.
Professor Parks
ACDV 68 and English 60
P a g e | 71
Section E
Cross out the prepositional phrase. Put parenthesis around
any infinitives. Underline the subject once and the
verb/verb phrase twice.
1. Wasps (build, builds) mud hives.
2. Her son (serve, serves) in the U.S. Navy.
3. Children (need, needs) to be told about their history.
4. (Has, Have) you seen the exhibit at the museum on quilts?
5. There (is, are) no bugs in the house anymore.
6. Victor may have (flew, flown) to his aunt’s house.
7. Joyce (wrote, written) a note to Mom.
8. Every time I have (brought, brung) a jacket.
9. Those rugs have been (shaken, shook) for five minutes.
10. They (chose, chosen) to ride on the float during the parade.
11. The lock to the gate had been (sprung, sprang).
12. The balloon suddenly (burst, busted) into many tiny pieces.
13. The bell has (rung, rang) for the beginning of class.
14. Cows (produce, produces ) methane gas.
15. Methane gases (collects, collect) in the atmosphere and trap
heat.
16. Trapped heat (cause, causes) the ice caps to melt and sea levels
to rise.
Professor Parks
ACDV 68 and English 60
and other parts of speech
P a g e | 72
Professor Parks
ACDV 68 and English 60
P a g e | 73
Adjectives
adjectives describe
why use them?
Adjectives tell
what kind?
how many?
which one?
whose?
placement
before noun e.g.. The silly girl left.
after noun
e.g.. The girl is silly.
as a phrase e.g. The book on the floor is mine.
e.g. A man tried milking the cow with icy fingers.
add adjectives
Professor Parks
ACDV 68 and English 60
P a g e | 74
Exercise 23: Identifying adjectives
Circle the adjectives in the following sentences. Adjectives
describe nouns or pronouns. The articles (a, an, and the)
do not need to be marked.
1. We found four books on the bottom shelf.
2. She likes apple pie and cold milk.
3. I always read the daily newspaper on my silver phone.
4. The blue sky was filled with puffy white clouds.
5. The fierce wind blew down the wooden fence.
6. The students followed the winding road to a small cabin.
7. A wide road was constructed through the green mountains.
8. Large ripe peaches dropped off the tree.
9. The old boat was found at the bottom of the murky lake.
10. Her multi-colored jacket matches my purple dress.
Articles: a, an, the
Professor Parks
ACDV 68 and English 60
P a g e | 75
Exercise 24: Articles
Write a or an in the blanks of the following sentences.
1. Jewel is catching __________ airplane this afternoon.
2. One requirement of the private school my niece attends is that
she must wear ________ uniform.
3. After working overtime for weeks, Morris couldn’t wait to take
_______ vacation.
4. _________ usher will show you where to sit.
5. Her husband’s comments put Sarah in _________ awkward
position.
6. Preston was known for having _______ keen sense of humor.
7. Before you go, grab _______ umbrella, _______ apple, and
_________ jacket.
8. They won _________ trip to ___________ island and ________
undisclosed amount of spending money.
Professor Parks
ACDV 68 and English 60
P a g e | 76
Name ___________________________
Exercise 25: Circle all the adjectives except the articles.
1. Ten new houses were built around the small lake.
2. The first child in the second row has blue eyes.
3. The scared robbers hid in the abandoned mine.
4. Many visitors come each year to see this panda.
5. The winter storm blew down many large trees.
6. Several men were talking in hushed voices.
7. We drove slowly through the heavy fog and muddy roads.
8. This narrow road leads to a broad avenue lined with stately trees
and blooming flowers.
Put a or an in the blank of the following sentences.
1. She was tired after _____ intense tennis game.
2. Leon planned ________wonderful surprise party for his wife.
3. Rocha always said she was going to ______ university after high
school.
4. Morrie found ______ uncle sleeping under ______ underpass.
5. ________ union representative met with ______ administrator
of the company about working conditions.
Professor Parks
ACDV 68 and English 60
P a g e | 77
Ex. 25 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 about freecycling.
2. Will the girls practice this evening?
3. One of the cats ran down the stairs to eat.
4. Howard should have seen my new hybrid 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.
Professor Parks
ACDV 68 and English 60
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.
P a g e | 78
Professor Parks
ACDV 68 and English 60
P a g e | 79
Professor Parks
ACDV 68 and English 60
P a g e | 80
SENTENCE TYPES
A simple sentence has a single independent clause. The sentence may
be long or short.
examples:
Sally studies with a tutor.
Sally and Bob study with a tutor.
Sally and Bob study with a tutor and form study groups.
Professor Parks
ACDV 68 and English 60
P a g e | 81
A compound sentence has two or more simple sentences joined with a
comma and coordinating conjunction (FAN BOYS - for, and, nor, but, or,
yet, and so); with a semi-colon and conjunctive adverb (consequently,
accordingly, therefore, nevertheless, however, then, moreover); or with just
a semi-colon. A compound sentence has no subordinate clause.
1. I, cc i
,F
A
N
B
O
Y
S
forandnorbutoryetsoExercise 26: Choose the correct punctuation and
conjunction (FANBOYS). Put them in the space provided.
1. I turned off my sprinklers ________________it was raining.
2. Every Friday night, I order Chinese food __________I order a
pizza.
3. I love my car __________it rattles and squeaks a lot.
4. She couldn’t play the piano ______________could she sing.
Professor Parks
ACDV 68 and English 60
P a g e | 82
5. I fed the cats ____________I went to school.
6. I put gas in my car _________the tank was almost empty.
7. I was hungry _________I stopped to get a veggie sandwich.
8. I stayed up late ______________I woke up on time feeling
rested.
2. I; ca, i
common conjunctive adverbs:
consequently
indeed
therefore
unfortunately
then
nevertheless
furthermore
likewise
hence
also
obviously
for example
accordingly
moreover
however
in addition
on the other hand
as a result
afterward
besides
frequently
in fact
for this reason
still
thus
Professor Parks
ACDV 68 and English 60
P a g e | 83
Exercise 27: Choose the correction punctuation and
conjunctive adverb. Put them in the space provided.
1. Yesterday my car battery went dead ________________ I am taking
the bus today.
2. Maggie loves her dog ________________ she wishes it didn’t shed so
much.
3. My nephew does well in college __________________ the whole family
is proud.
4. My aunt is an excellent cook ________________________ she makes
an incredible spinach quiche.
5. The saleswoman didn’t know which price codes to use _____________
she was rude.
6. First he got out all his tools _________________ he changed the oil in
his truck.
3. I; i
The two independent clauses must be related ideas.
examples:
1. Saturday the vet’s office is closed; I take my cat during the
week.
2. My uncle ate a high meat diet; he had a heart attack and died.
3. It was windy; the power went out.
Professor Parks
ACDV 68 and English 60
P a g e | 84
Exercise 28: Finish the following compound sentences with a
related idea, and add the punctuation.
1. My cat sleeps all day ______________________________.
2. Lorenzo likes to dance ______________________________.
3. Marlon has big feet ________________________________.
4. Many families watch too much T.V. ___________________
Professor Parks
ACDV 68 and English 60
P a g e | 85
Exercise 29: Practice all three kinds of compound sentences.
example:
two simple sentences: He made some muffins. He squeezed some fresh
orange juice.
compound sentences:
He made some muffins, and he squeezed some fresh orange juice .
He made some muffins; then, he squeezed some fresh orange juice.
He made some muffins; he squeezed some fresh orange juice.
1. two simple sentences: Delores felt sick. She went to the health center.
compound sentences:
2. two simple sentences: Debra had car problems. She called a friend who
lived near her for a ride to school.
compound sentences:
Professor Parks
ACDV 68 and English 60
P a g e | 86
3. two simple sentences: She formed a study group, saw a tutor, visited
her counselor, and asked her professor for help. She had a successful
semester.
compound sentences:
4. two simple sentences: My friend left early for the play. She arrived late.
compound sentences:
5. two simple sentences: Annie doesn't want to contribute to the land fill.
She fixes her broken things instead of throwing them away and buying new
ones. She saves money.
compound sentences:
Professor Parks
ACDV 68 and English 60
P a g e | 87
The complex sentence is an independent clause with one or more
dependent clauses.
example: After I finished eating, I washed the dishes.
or I washed the dishes after I finished eating.
independent clause: I washed the dishes
dependent clause: After I finished eating
Dependent clauses start with subordinating conjunctions:
after
as
before
even though
since
unless
where
although
because
until
whether
if
so that
when
wherever
while
whenever
Professor Parks
ACDV 68 and English 60
P a g e | 88
In a complex sentence one idea is emphasized over the other. The more
important idea is in the independent clause; the lesser idea is in the
dependent clause.
1. I d
or
I sc i
2. D, i or
Sc i, i
example: I drank a cup of tea. I went to bed
1. I drank a cup of tea when I went to bed.
2. After I went to bed, I drank a cup of tea.
Exercise 30: Create complex sentences from simple sentences. Be
sure to use correct punctuation.
1. My dad grew forgetful. He stopped working.
2. You have been gone. I have not been the same.
3. Aaron had a test. He spent hours in the library.
Professor Parks
ACDV 68 and English 60
4. The janitors cleaned up. The program was over.
5. I don’t believe it will rain. I will take my jacket.
6. You will be hired. You do well on the tests.
7. You may go to the party. Your homework is done.
P a g e | 89
Professor Parks
ACDV 68 and English 60
P a g e | 90
Exercise 31: Add the independent clause to create a complex
sentence.
1. ___________________________________________ before you forget.
2. _____________________________________________even if it rains.
3. _____________________________________________since you are
here.
4. ____________________________________________after I drove
away.
5. ______________________________________if you ask nicely.
6. __________________________________________ although I just
cleaned the kitchen.
7. ____________________________________________because your car
broke down.
Professor Parks
ACDV 68 and English 60
P a g e | 91
Exercise 32: Sentence combining
directions: Combine the following groups of short sentences into
one or two longer sentences. Create compound and complex
sentences. You may add, delete, or alter words in the interest of
clarity.
1. My dog is black and white. Her name is Sammie. She is ten years
old. She hates the letter carrier. He must have startled her one time.
___________________________________________________
___________________________________________________
_________________________________________________
2. Every Tuesday my parents play bridge. I have the house to
myself. I make popcorn. I also rent videos.
__________________________________________________
__________________________________________________
__________________________________________________
Professor Parks
ACDV 68 and English 60
P a g e | 92
3. Our cabin is located in the Sierra Nevada Mountains. It is near
Lake Tahoe. It is small. It needs a new roof. We want to sell it.
__________________________________________________
__________________________________________________
__________________________________________________
4. Helen has her learner’s permit. She took her first driving lesson
yesterday. It lasted half an hour on a deserted highway. Her mother
was a nervous wreck afterwards.
__________________________________________________
________________________________________________
__________________________________________________
Professor Parks
ACDV 68 and English 60
P a g e | 93
Exercise 33: sentence combining
On a separate sheet of paper, combine these sentences into a single
paragraph. You may add, delete, or change words to make the
paragraph clearer.
1. The kitchen was full of quiet activity.
2. Little Vera poured the milk into the mixing bowl.
3. Sammie added an egg.
4. Some of the liquid fell on the floor.
5. The cat licked it up.
6. Timothy put flour and spices in the bowl.
7. Louise stirred the batter.
8. Hailey poured some into the griddle.
9. They made eight pancakes.
10. Janice scrambled the eggs.
11. Sammie wanted to add cheese to the eggs.
12. Timothy wanted to add some spinach.
13. Sammie didn’t want to add anything green.
14. They made two omelets.
15. Louise sliced fresh oranges and apples for a fruit salad.
16. They tried to be quiet.
17. Mom was sleeping.
18. Today was her birthday. 19. Breakfast was her present.
Professor Parks
ACDV 68 and English 60
P a g e | 94
Name __________________________________
Exercise 34: sentence imitation
Write a sentence that imitates the sentence type of the given
sentence.
1. Before I go to bed, I let the cat out in the backyard, where he chases
the mice and lizards.
_____________________________________________________
____________________________________________________
2. In the right corner of my closet, I found the red shoes that I had been
missing for six months.
______________________________________________________
______________________________________________________
3. The gophers who live under our back yard are impossible to get rid of
although my husband has tried to poison them and flood their tunnels.
________________________________________________________
________________________________________________________
Professor Parks
ACDV 68 and English 60
P a g e | 95
Exercise 35: sentence type review
1. Write a compound sentence using “and.”
________________________________________________
________________________________________________
2. Write a complex sentence with “because” as the subordinating
conjunction in the middle of the sentence.
_________________________________________________________
_________________________________________________________
3. Write a simple sentence with compound verbs.
_______________________________________________
_________________________________________________
4. Write a complex sentence with “when” as the subordinating
conjunction at the beginning of the sentence.
___________________________________________________
__________________________________________________
5. Write a compound sentence with the conjunctive adverb
“however.”
_________________________________________________
_________________________________________________
Professor Parks
ACDV 68 and English 60
P a g e | 96
6. Write a simple sentence with compound subjects.
______________________________________________
_____________________________________________
7. Write a complex sentence with “while” as the subordinating
conjunction in the middle of the sentence.
_______________________________________________
________________________________________________
8. Write a compound sentence using a semi-colon.
________________________________________________
_______________________________________________
9. Write a complex sentence with “whenever” as the
subordinating conjunction at the beginning of the sentence.
________________________________________________
________________________________________________
10. Write a simple sentence with compound subjects and compound
verbs.
________________________________________________
________________________________________________
Professor Parks
ACDV 68 and English 60
P a g e | 97
a review of simple, compound, and complex sentences
1. Join the two sentences using a coordinating conjunction.
adverb.
Jay was a stray cat and lived in the garage of our neighbor. We took the
only surviving kitten from one litter ________________ we named the
kitten Jackson. Our neighbors planned to catch her before she had more
kittens.
2. Identify the following sentence as simple, compound, or
complex. Underline the dependent clause.
Before they could enact their plan, she was pregnant again.
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 Jackson, we decided to take it when it
was old enough to leave its mother.
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.
Professor Parks
ACDV 68 and English 60
P a g e | 98
7. Identify the following sentence as simple, compound, or
complex.
Luckily for us, 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; we took the kitten and named him Jayme.
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.
Professor Parks
ACDV 68 and English 60
P a g e | 99
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.
Professor Parks
ACDV 68 and English 60
P a g e | 100
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.”
Professor Parks
ACDV 68 and English 60
P a g e | 101
Professor Parks
ACDV 68 and English 60
P a g e | 102
Commas: Three rules for use
1. Use a comma in front of a coordinating conjunction (FAN
BOYS) that connects two independent clauses.
example:
1. I drive by the bakery everyday but I don’t stop.
Exercise 36: commas
Add a comma before a coordinating conjunction in the
compound sentences. Note: not all sentences are
compound and need commas.
1. He did the laundry and folded the clothes.
2. He does not watch sports on television nor does he like to
attend sporting events.
3. Mom bakes breads and she juices vegetables for she likes to be
healthy.
4. Alisa played the piano then did her homework.
5. I went to Kentucky in the winter yet I did not see any snow.
6. My husband will go to his meeting or he will return phone calls.
7. I will make dinner or order pizza in.
8. I planted new plants for the others died.
Professor Parks
ACDV 68 and English 60
P a g e | 103
9. I called my aunt but she wasn’t home.
10. The machine hadn’t been turned on yet.
2. Use commas to separate three or more items (words or
phrases) in a series.
example:
1. A toothbrush toothpaste and mouthwash had been packed.
2. Before the party, I need to pick up the food hose off the patio set
up the tables and chairs and find the dominoes.
Exercise 37: commas in a series
1. After the basketball team won the game, everyone wore team
shirts attached team banners to their cars and attended the parade.
2. Participants included accountants bookkeepers and the IRS.
3. Pass the salt and pepper.
4. Before her trip to Amsterdam, Natalie applied for a passport
brushed up on her Dutch and bought her Eurorail tickets.
5. Ron Tyrone and Ernest are leaving for Australia today.
Professor Parks
ACDV 68 and English 60
P a g e | 104
6. College sweatshirts are available in the cafeteria in the bookstore
and in the student union.
7. Eat drink and be merry.
8. The librarian purchased two encyclopedias and dictionaries.
9. My mother didn’t allow me to throw a ball in the house eat
cookies in bed or answer the door when she wasn’t home.
10. Can you bend the rules and accept my application after the
deadline?
3. Use a comma after an introductory word, phrase, or
clause.
example:
1. Yes they can use the camper.
2. As far as I am concerned everyone is welcome.
3. While he waited for the bus he read the newspaper.
Professor Parks
ACDV 68 and English 60
P a g e | 105
Exercise 38: commas after introductory material.
1. By the way you are going to be late.
2. If you need additional information please don’t hesitate to call.
3. Bill please tell me what time it is.
4. During the storm snow drifted through the cracks in the roof of
the cabin.
5. Since she had burned dinner she ordered Chinese food.
6. From behind the curtain he could see the audience was
getting restless for the show to start.
7. Though feeling awkward Robyn continued her speech.
8. When you study the history of the post World War II period you
can understand the women’s movement better.
9. Yes my second draft is much better than my first.
10. First of all none of us knows the future.
11. After watching a YouTube video he knew how to compost his
leftover food.
12. He also learned that coffee grounds were good fertilizer for roses.
13. In other words most people eat more protein than they need.
14. In contrast cats are quite clean.
Professor Parks
ACDV 68 and English 60
P a g e | 106
Ex. 39 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.
Professor Parks
ACDV 68 and English 60
P a g e | 107
Ex. 40 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 Junior 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.
Professor Parks
ACDV 68 and English 60
P a g e | 108
The semi-colon: two rules for use
1. Use a semi-colon between two independent clauses
when the ideas are related.
example:
1. The skates were too small; my feet hurt after skating.
2. The fence blew down my dog is running around the
neighborhood.
3. The car show is in town this weekend my son has math
homework and can't go.
2. Use a semi-colon between two independent clauses
when a conjunctive adverb is used to separate them.
Common conjunctive adverbs:
Also, use a comma after conjunctive adverbs that are more
than one word. Examples are
Professor Parks
ACDV 68 and English 60
P a g e | 109
example:
1. My aunt’s house is cluttered moreover it is dirty.
2. My cousins spend every Christmas with their mom consequently
they spend Thanksgiving with their dad.
3. Pat enjoys exercising for instance she can’t wait to get to her
kickboxing class three nights a week.
Exercise 41: the semi-colon
Put a semi-colon and/or comma where needed.
1. Mary is tall and thin likewise her brother is tall and lanky
2. The movie is starting please don't talk to me.
3. It’s tax time so my accountant is busy.
4. It’s almost final exam time consequently the library is full of
students.
5. The former president called a press conference however no one
showed up.
6. The instructor was sick unfortunately class had to be canceled.
7. The laundry was in one big pile and Mom asked the kids to sort
it.
8. The car was badly damaged thus the tow truck was called.
9. Sandy plays soccer her mom is the coach.
10. The yard sale fund-raiser was a huge success hence they voted
Professor Parks
ACDV 68 and English 60
P a g e | 110
not to have the bake sale.
11. Jay Jay’s brother plays the piano very well.
The colon: three rules for use
1. Use a colon before a list of items. I: list
example:
1. We visited four states last year Nevada, Idaho, Montano, and
Colorado.
2. Mix the following eggs milk flour and vanilla.
3. Three items came in the mail a bill a package and a letter.
note: Do not use a colon after a preposition or a verb.
practice:
1. At the zoo, I saw tigers lions bears and zebras.
2. At the zoo, I saw the following tigers lions bears and zebras.
3. My favorite newspapers are the Los Angeles Times, the
Washington Post, the Wall Street Journal, and The New York Times.
Professor Parks
ACDV 68 and English 60
P a g e | 111
2. Use a colon before an explanation. (A semi-colon is OK
as well if the explanation is a complete sentence)
I: explanation
example:
1. My son's other love is music: he sings in the choir, plays the
piano, and plays the drums.
2. My daughter's friend is an overachiever: she graduated from high
school with a 4.0 g.p.a. and finished college in three years while
running a cake business.
3. Use a colon before a quote.
I: "quote"
example:
1. Isaac Asimov's advocates not trying to avoid challenges: "It has
been my philosophy of life that difficulties vanish when faced
boldly."
2. Chris Rock advocates for gay marriage by joking: "Gay people
have a right to be as unhappy as the rest of us."
3. Martin Luther King said "Take the first step in faith. You don't
have to see the whole staircase. Just take the first step."
Professor Parks
ACDV 68 and English 60
P a g e | 112
Exercise 42: the colon
Insert a colon and commas where needed.
1. Vanessa’s favorite flowers are daisies roses and marigolds.
2. Please purchase five things from the market butter broccoli
apples tofu and lettuce.
3. The bank teller loan officer and receptionist seemed uneasy.
4. Those who passed the test are Ruby Jessica and Luisa.
5. Famous basketball coach John Wooden is known for his quips
about life: "If you don't have time to do it right, when will you have
time to do it over?"
Professor Parks
ACDV 68 and English 60
P a g e | 113
Ex. 43 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.
12. Mr. Henson the guest artist prepared an impressive art display.
Professor Parks
ACDV 68 and English 60
P a g e | 114
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.
27. Benjamin Franklin encourages people not to waste time "Lost time is
never found again."
Professor Parks
ACDV 68 and English 60
P a g e | 115
Exercise 44: comma review
Add commas, semi-colons, and colons where needed.
Advice
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 quarter
finals Jon had placed fourth this was just enough to qualify him for
the semi-finals. 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 the old
man’s words came to his mind. Since Jon figured he had nothing to
lose he decided to change his blocks at the last minute. At the
sound of the gun shot he exploded out of his blocks although it felt
awkward to start on his left foot. During the race he felt no one on
Professor Parks
ACDV 68 and English 60
P a g e | 116
either side of him. Exhilarated Jon crossed the finish line .5 seconds
ahead of the rest and set a meet record. After he caught his breath
he looked up to see the bum sitting on the sidelines.
Professor Parks
ACDV 68 and English 60
P a g e | 117
Professor Parks
ACDV 68 and English 60
P a g e | 118
The apostrophe: Two rules for use
1. Apostrophes are used to show ownership or possession.
They are only added to nouns.
A. Add ’s.
example:
1. the child’s toy
2. The cat’s food
example:
1. the children’s toy
2. the men’s uniforms
exception: When the noun is plural ends in “s” add ’.
example:
1. the cows’ pasture
2. the captains’ table
Professor Parks
ACDV 68 and English 60
P a g e | 119
Singular and ends in s. It depends.
example:
Ms. Parks office
Alexis room
Apostrophes are not needed on possessive pronouns.
Professor Parks
ACDV 68 and English 60
P a g e | 120
Exercise 45: apostrophes
Add the ’ or the ’s where needed. Some of the nouns are
singular; others are plural.
1. five girls notebooks
2. John Smith lawn
3. the bus driver hat
4. the boys bathroom
5. three cats food
6. the rabbit hole
7. Bess doll
8. Mrs. Smith desk
9. the two guests complaints
10. one player bats
2. Apostrophes are used to indicate a contraction. They
indicate a letter has been left out.
example:
1. can not = can’t
2. will not = won’t
3. would have = would’ve
4. he is = he’s
5.who is = who’s
Professor Parks
ACDV 68 and English 60
P a g e | 121
6. let us = let’s
7. it is = it’s
8. have not = haven’t
9. they are = they’re
Exercise 46: apostrophes
Add the ’ or ’s as needed. Not all sentences will need an
apostrophe.
1. Mothers worry about their children.
2. Juan uncle is an unselfish man.
3. The company morale was low because people were
being laid off.
4. You couldve helped the lady with her suitcase.
5. Lucy umbrella wasnt left at the park.
6. His father tools were put away in the garage.
7. It doesnt matter to me.
8. Shes late.
9. They arent going to Melanie party.
10. James backyard has a garden.
11. Lets go.
12. The dog wagged its tail.
13. That shirt has colorful buttons.
Professor Parks
ACDV 68 and English 60
14. Jenny boyfriend hasnt arrived.
15. The books I checked out are overdue.
P a g e | 122
Professor Parks
ACDV 68 and English 60
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) ________________________
P a g e | 123
Professor Parks
ACDV 68 and English 60
Ex. 46 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?
P a g e | 124
Professor Parks
ACDV 68 and English 60
P a g e | 125
Professor Parks
ACDV 68 and English 60
P a g e | 126
After the content is complete, peer editing a second draft
involves looking for errors, such as spelling, verbs,
punctuation, and vocabulary. Review these commonly
confused words.
Vocabulary: confused words
1. there, their, they’re
there - location or introductory word
e.g..
their- shows possession
e.g..
they’re - contraction of they are
e.g..
a. Let’s go ______________
b. ______________ leaving in the morning.
c. She sang at _____________wedding.
2. too, to, two
too - also, excessively
e.g..
to - toward (a preposition)
e.g..
two- 2
e.g..
a. We would like ________ install ________phones in the
office.
b. That man had _______much sand on his feet ______go into the
restaurant.
Professor Parks
ACDV 68 and English 60
P a g e | 127
3. whose, who’s
whose - shows possession
e.g..
who’s - contraction of who is
e.g..
a. _____________ going on the picnic?
b. _______________jacket is this?
4. your, you’re
your - shows possession
e.g..
you’re - contraction of you are
e.g..
a. It is ___________turn.
b. _____________one of the most intelligent people I’ve known.
5. it’s, its
its- possession
e.g.
it’s - contraction of it is
e.g.
a. ________ getting late.
b. The dog is wagging _______tail.
c. ____________a nice day.
Professor Parks
ACDV 68 and English 60
P a g e | 128
6. our, are
our - shows possession
e.g..
are- a verb
e.g..
a. We _________ going to buy a newspaper.
b. We _______ on _________way to Los Angeles.
7. whether, weather
weather - climate
e.g..
whether - compares ideas (subordinating conjunction)
e.g..
a. It will be an enjoyable event, ____________ or not it rains.
b. Today’s ____________ is foggy.
8. threw, through
threw - past tense of to throw
e.g..
through - used to compare ideas (subordinating conjunction)
e.g..
a. She ___________the ball over the fence.
b. ______________the years, my children have had many colds.
Professor Parks
ACDV 68 and English 60
P a g e | 129
9. already, all ready
already - previously
e.g..
all ready - everyone or everything is ready
e.g..
a. I ___________made dinner.
b. We are ________________to go.
10. advice, advise
advice - a suggestion (noun)
e.g..
advise - to suggest (verb)
e.g..
a. I ___________you to do your best.
b. My _____________ to all students would be to come to class.
Professor Parks
ACDV 68 and English 60
P a g e | 130
Preposition usage list
accuse someone of
(be) good at
think about
(be) accustomed to
(be) grateful to someone for
adjust to
(be) guilty of
(be) afraid of
(be) happy about
agree with
hear about
(be) upset about
(be) amazed at/by
hear of
(be) upset with
(be) angry about
hope for
(be) used to
(be) angry at/with
(be) incapable of
wait for
apologize for
insist on/upon
(be) worried about
approve of
(be) interested in
worry about
argue about
(be) involved in
argue with
(be) jealous of
(be) ashamed of
(be) known for
(be) aware of
(be) lazy about
believe in
listen to
blame someone for
look at
(be) bored with/ by
look for
(be) capable of
look forward to
care about/ for
(be) mad about
compare to/with
(be) mad at
complain about
(be) made from/of
(be) concerned about
(be) married to
concentrate on
object to
(be) tired of
Professor Parks
ACDV 68 and English 60
consist of
(be) opposed to
count on
participate in
deal with
plan on
decide on
pray to
depend on/upon
pray for
(be) different from
(be) prepared for
disapprove of
prevent someone from
(be) divorced from
protect someone from
(be) engaged to
(be) proud of
(be) excited about
recover from
(be) familiar with
(be) related to
(be) famous for
rely on/upon
feel like
(be) responsible for
(be) fond of
(be) sad about
forget about
(be) satisfied with
forgive someone for
(be) scared of
(be) glad about
(be) sick of
(be) sorry about/for
speak about
speak to/with
succeed in
(be) sure of/about
(be) surprised at
take care of
talk to/with
talk about
thank someone for
P a g e | 131
Professor Parks
ACDV 68 and English 60
P a g e | 132
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
Pend
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
spend, think, hang
examples
amoral, atypical
architect
amateur, amiable
anteroom, antecedent
antipathy, antibody
aquarium, 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
orthodontists, orthodox
panacea, panhellenic
empathy
pedestrian, centipede
pending, expend
Professor Parks
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
ACDV 68 and English 60
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
P a g e | 133
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
Professor Parks
ACDV 68 and English 60
P a g e | 134
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
Professor Parks
ACDV 68 and English 60
P a g e | 135
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
Professor Parks
ACDV 68 and English 60
P a g e | 136
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
Professor Parks
ACDV 68 and English 60
P a g e | 137
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
Professor Parks
ACDV 68 and English 60
P a g e | 138
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); possessive (his, hers, mine) 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)
Professor Parks
ACDV 68 and English 60
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
P a g e | 139
Professor Parks
ACDV 68 and English 60
P a g e | 140
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.
Professor Parks
ACDV 68 and English 60
P a g e | 141
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 friend, 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.”
Professor Parks
ACDV 68 and English 60
P a g e | 142
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
Professor Parks
ACDV 68 and English 60
Sentences for grammar practice
P a g e | 143
Professor Parks
ACDV 68 and English 60
P a g e | 144
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.
Professor Parks
ACDV 68 and English 60
P a g e | 145
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
Professor Parks
ACDV 68 and English 60
P a g e | 146
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
Professor Parks
ACDV 68 and English 60
P a g e | 147
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
Professor Parks
ACDV 68 and English 60
P a g e | 148
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
Professor Parks
ACDV 68 and English 60
P a g e | 149
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
Professor Parks
ACDV 68 and English 60
P a g e | 150
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
Professor Parks
ACDV 68 and English 60
P a g e | 151
Parts of speech
i must have drunk four cups of cocoa because i was cold after I skated on lake kenton
sentence parts
clauses and sentence type
i must have drunk four cups of cocoa because i was cold after I skated on lake kenton
mechanics
Professor Parks
ACDV 68 and English 60
P a g e | 152
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
Professor Parks
ACDV 68 and English 60
P a g e | 153
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
Professor Parks
ACDV 68 and English 60
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
P a g e | 154
Professor Parks
ACDV 68 and English 60
parts of speech
i like the fact that edgar allen poe uses dark imagery in the raven
sentence parts
clauses and sentence type
i like the fact that edgar allen poe uses dark imagery in the raven
mechanics
P a g e | 155
Professor Parks
ACDV 68 and English 60
P a g e | 156
parts of speech
after we read the book the pact ms parks showed us the movie
sentence parts
clauses and sentence type
after we read the book the pact ms parks showed us the movie
mechanics
Professor Parks
ACDV 68 and English 60
P a g e | 157
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
Professor Parks
ACDV 68 and English 60
P a g e | 158
Parts of speech
jack who rides the bus to school on fridays has the best grade in spanish
sentence parts
clauses and sentence type
jack who rides the bus to school on fridays has the best grade in spanish
mechanics
Professor Parks
ACDV 68 and English 60
P a g e | 159
Parts of speech
donnas friend moved here from manteca california on january 11 2004 but now her
family is moving again
sentence parts
clauses and sentence type
donnas friend moved here from manteca california on january 11 2004 but now her
family is moving again
mechanics
Professor Parks
ACDV 68 and English 60
P a g e | 160
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
Professor Parks
ACDV 68 and English 60
P a g e | 161
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
Professor Parks
ACDV 68 and English 60
P a g e | 162
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
Professor Parks
ACDV 68 and English 60
P a g e | 163
Professor Parks
ACDV 68 and English 60
P a g e | 164
What to look for in peer editing a first draft paragraph:
focus on content
Topic Sentence
The first sentence captures the main idea.
The topic sentence is a complete sentence.
It engages the reader and makes him/her want to read on.
Coherence
There are no missing pieces in the paragraph.
The reader is not left wondering or hanging or confused.
It makes sense.
Organization
The paragraph is organized into points.
The writer does not skip around.
The writer uses transitions like first, also, next, second, then, in
addition, etc..
Conclusion
The last sentence sums up the paragraph.
The last sentence does not just repeat the topic sentence.
Professor Parks
ACDV 68 and English 60
P a g e | 165
First draft for practice peer editing
The Best Things about Being an Only Child
By Paula Lynn Parks
The two best things about being an only child was the time I had by
myself and the time I had with my mom. I enjoyed the quiet time to read
books and write short stories. In the peace of my pink bedroom, I could
read for hours on end. During elementary school, my favorite authors were
Beverly Clearly and Judy Bloom; in junior high, I devoured books by James
Herriot, Ray Bradbury, and Maya Angelou. My love of reading extended
through college, where I thought earning a degree for reading and
analyzing what I read was a dream come true. I also wrote short stories.
In elementary school, I created small booklets that my friend illustrated.
About that time, I started keeping a journal, a habit I’ve continued to this
day. My interest in writing contributed to my career choice as a journalist
and later, textbook author. The other good thing about life as a only child
is the time I was able to spend with my mom. I appreciate our
uninterrupted conversations, tea parties with my dolls, and Sunday drives
along the beach. We communicated about everyday events as well as
about personal adolescent issues. After I moved out, we spent hours on
the phone each weekend talking about school, work, family, married life,
and my children. Our close relationship continued until her death. Even
though I have three children, I’ve tried to have with each of them the same
close relationship I had with my mom. Not having to share her with a
sibling gave me a feeling of being special. Being the focus of her attention
gave me confidence. While there have been many times that I wish that I
had grown up in a big family with siblings, the time I had by myself to read
and write and the time I had with my mom has made me the person I am
today.
Professor Parks
ACDV 68 and English 60
P a g e | 166
reader’s name ____________writer’s name_________
Peer edit first draft: writing assignment from “Best things
about...”
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph cover specifics of what is best
about being an only child?
3. If anything in the paragraph is confusing, write any questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 167
First draft for practice peer editing
The Best Things about Being Retired
By Paula Lynn Parks
Although I am still enjoying my career, I watch my friends and family
who are retired and notice that retirement will have its benefits. Traveling
seems to be a big advantage. For example, my aunt and her boyfriend
have traveled to the last Olympic games in Greece and Australia, and they
plan to go to the one in China. Another aunt has been to Africa and Brazil.
Both bring back pictures and artwork to share. As retired educators, they
are not wealthy, but they save their retirement checks and plan trips that
allow them to live out their fantasies for adventure. My aunt's travels have
also allowed her to participate in missionary work. Her trip to Africa involved
teaching women about healthcare and conducting bible study sessions.
She finds it satisfying to give back. A second benefit to retirement is being
able to spend time with family and friends. My mom enjoyed being able to
spend time with her grandchildren. When my family lived in L.A., she took
them on short walks near our condo and took them to the playground, so I
could have a break. After we moved to Bakersfield, she was able to attend
every birthday party, school concert, and church event as well as to help
me when I had my last baby. Similarly, my aunt has enjoyed her seven
grandchildren, ages 27 to 3, and helped my cousin when she had her last
two children. After my mom died, my aunt has come to Bakersfield to help
me in time of illness and spend time with my children. My mom also went
to the movies and museums with her friends. She played bridge weekly.
Some people, like my dad, will never retire because they don't know what
they will do. But, I have role models that show me just how fun it will be.
Professor Parks
ACDV 68 and English 60
P a g e | 168
reader’s name _______________writer’s name______
Peer edit first draft - writing assignment from “Best things
about....”
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph cover specifics of what is best
about retirement?
3. If anything in the paragraph is confusing to you, write any
questions in the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 169
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 170
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 171
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 172
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 173
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 174
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 175
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 176
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 177
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 178
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 179
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 180
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 181
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 182
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 183
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 184
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 185
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 186
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 187
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 188
reader’s name ________writer’s name ____________
peer edit sheet for first draft
Read the paragraph several times while answering the following
questions. Share your impressions with your classmate.
1. Is the topic sentence a complete sentence that states the main
idea of the paragraph?
2. Does the body of the paragraph include enough specific support,
description, examples, and details? If not, note in the margin where
you’d like to see more specifics.
3. If anything in the paragraph is confusing, write your questions in
the margin of your classmate’s paper.
4. Does the last sentence sum up the paragraph?
5. What do you like best about the paragraph? Tell your classmate,
and write your answers below.
Professor Parks
ACDV 68 and English 60
P a g e | 189
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 190
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 191
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 192
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 193
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 194
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 195
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 196
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 197
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 198
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 199
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 200
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 201
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 202
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 203
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 204
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 205
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 206
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 207
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 208
reader’s name________writer’s name__________________
peer edit sheet for second draft
Read the paragraph several times while answering the following questions.
Share your impressions with your classmate.
1. Does the topic sentence state the main idea of the paragraph?
2. Does the body of the paragraph include enough specific examples,
description, and details? Note in the margin where you’d like to see more.
3. Does the last sentence sum up the paragraph?
4. Mark (not correct) only those errors that your instructor directs
you to mark.
sp - a word that is spelled wrong
ww - wrong word, such as “their” instead of “there”
awk - an awkwardly worded sentence
? - not sure what this means
r-o - sentences that are run together
frag - an incomplete thought
verb - error in tense or number
p - (punctuation) an extra or missing comma, semi-colon, or colon
a - a missing or extra apostrophe
cap - an error in capitalization
Professor Parks
ACDV 68 and English 60
P a g e | 209
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.
Professor Parks
ACDV 68 and English 60
Writer _________________
P a g e | 210
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
Professor Parks
ACDV 68 and English 60
P a g e | 211
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.
Professor Parks
ACDV 68 and English 60
Writer _________________
P a g e | 212
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
Professor Parks
ACDV 68 and English 60
Readings
P a g e | 213
Professor Parks
ACDV 68 and English 60
P a g e | 214
What Helped Me Make It Through College
by Paula Lynn Parks
When I researched colleges, I considered the support services they
offered, but I never anticipated how big a difference they would make in
my life. Since I was raised in a single parent household, I knew I couldn't
afford to attend college without help from the financial aid office. As a
biology major with a poor math background, I also knew I would need a
tutor. I expected to visit the health center since I was prone to frequent
colds. And I quickly became thankful for the Career Center since I had to
re-think my major as well as earn spending money. But I didn't anticipate
what a pivotal role my other involvements would play. To connect with
others, I spent time at the Cross Central Center (CCC), which was the
hangout of many African-Americans, Latinos, Asians, and gays. Through
the CCC's study groups and club activities, I developed friendships that
sustained me throughout my college years as well as affected my career
choices. I became involved in a program to teach low income minority high
school students writing and to encourage them to attend college. I realized
how much I enjoyed teaching writing. One guy I met at the CCC who was
an editor/writer for the school paper encouraged me to submit articles, and
I became hooked on journalism. When he became sick, he tapped me to
take his place as Third World Affairs editor. Not only did both of those
experiences lead me to my two careers, but all the services I utilized made
a positive impact on my college experience.
Professor Parks
ACDV 68 and English 60
P a g e | 215
What Helped Me Make It Through College
Questions about the Reading
1. In the first part of the paragraph the author discusses what services she
expected to need. What are they?
2. What is the second part of the paragraph?
3. What positive things came from the time the author spent in the CCC?
Writing Assignment
1. What a present tense example paragraph discussing two or three of the
services your college offers that you expect to utilize. Include why you
expect to use those services.
Professor Parks
ACDV 68 and English 60
P a g e | 216
Tutoring Center
1. Where is it? ___________________________________________________
___________________________________________________________
2. When are you open? _____________________________________________
3. How can I sign up for a tutor? ____________________________________
______________________________________________________________
______________________________________________________________
4. How much does it cost? _____________________
5. How often can I see a tutor? ____________________________________
6. Do you have drop in tutoring? What subjects?
______________________________________________________________
_______________________________________________________________
7. Do you have ESL tutors? If yes, what are their hours?
_________________________________________________________________
_________________________________________________________________
8.________________________________________________________________
_________________________________________________________________
Attach a brochure or handout
Professor Parks
ACDV 68 and English 60
P a g e | 217
Health and Wellness Center
1. Where is it? ___________________________________________________
_______________________________________________________________
2. When are you open? _____________________________________________
3. What services do you offer? _______________________________________
_________________________________________________________________
_________________________________________________________________
4. Do I need an appointment or can I drop in?
_________________________________________________________________
_________________________________________________________________
4. What is the cost?
_________________________________________________________________
5. When is the doctor in? _____________________________________________
_________________________________________________________________
6. What additional services does he provide? _____________________________
_________________________________________________________________
7. When is the counselor in? How do I make an appointment?
Attach a brochure or handout
Professor Parks
ACDV 68 and English 60
P a g e | 218
Student Government office
1. Where is it? ___________________________________________________
___________________________________________________________
2. When are you open? _____________________________________________
3. What clubs are on campus? _____________________________________
_______________________________________________________________
_______________________________________________________________
________________________________________________________________
4. How can I find out more about a club or start a club? _______________________
_________________________________________________________________
5. How does student government work? _________________________________
_________________________________________________________________
_________________________________________________________________
6. How can I get involved? ___________________________________________
_________________________________________________________________
7. How does the food pantry work?
_________________________________________________________________
8. Do you have other special programs? What is the AAMP?
Attach a brochure or handout
Professor Parks
ACDV 68 and English 60
P a g e | 219
Child Care Center
1. Where is it? ___________________________________________________
___________________________________________________________
2. When are you open? _____________________________________________
3. What age kids do you accept? ____________________________________
_______________________________________________________________
4. How do I apply? ____________________________________________
5. How long does it take to be accepted? __________________________
6. What is the cost? ____________________________________________
_____________________________________________________________
7. What do kids do? What equipment is there? _____________________
_____________________________________________________________
8. ______________________________________________________________
_________________________________________________________________
Attach brochure or handout
Professor Parks
ACDV 68 and English 60
P a g e | 220
Financial Aid Office
1. Where is it? ___________________________________________________
_______________________________________________________________
2. When are you open? _____________________________________________
3. What type of government aid is available? What are the deadlines?
______________________________________________________________
_______________________________________________________________
________________________________________________________________
4. Do you have emergency loans or grants ?
_____________________________________________________________
______________________________________________________________
5. How can I find out about other scholarships? __________________________
________________________________________________________________
6.What is the EOPS program?
____________________________________________________________
_________________________________________________________________
Attach brochure or handout
Professor Parks
ACDV 68 and English 60
P a g e | 221
Library
1. Where is it? ___________________________________________________
________________________________________________________________
2. When are you open? _____________________________________________
3. What do I need to check out a book? _________________________________
_________________________________________________________________
4. Are there computers for doing homework or typing papers? Where?
_________________________________________________________
_________________________________________________________________
5. Are there places to study? _________________________________________
_________________________________________________________________
6. What workshops or classes do you offer?
_________________________________________________________________
7.
_________________________________________________________
Attach brochure or handout
Professor Parks
ACDV 68 and English 60
P a g e | 222
Counseling Center
1. Where is it? ___________________________________________________
___________________________________________________________
2. When are you open? _____________________________________________
3. How can I make an appointment to see a counselor or advisor?
_________________________________________________________________
4. How long would I have to wait for the appointment? ____________________
5. Is there drop in counseling? _____________What days and times?
_________________________________________________________________
6. How can advisors/counselors help a student?
_____________________________________________________________
_________________________________________________________________
_________________________________________________________________
7. What classes do you offer?_________________________________________
8. Are any of them required? In what ways are those classes helpful?
_____________________________________________
_________________________________________________________________
Attach brochure or handout
Professor Parks
ACDV 68 and English 60
P a g e | 223
Accommodations
1. Where is it? ___________________________________________________
___________________________________________________________
2. When are you open? _____________________________________________
3. What services can you provide? _____________________________________
_________________________________________________________________
_________________________________________________________________
6. _______________________________________________________________
_________________________________________________________________
_________________________________________________________________
Attach a brochure or handout
Professor Parks
ACDV 68 and English 60
P a g e | 224
Writing Center
1. Where is it? _______________________________________________________
2. What are your hours? ________________________________________________
3. Do you have study areas or places to use the computers or places to print out
papers?
____________________________________________________________________
___________________________________________________________________
4. How can a writing consultant help me with my papers? ____________________
____________________________________________________________________
5. Is this just for English papers? ________________________________________
6. How is this different than what the Student Success Lab offers? _____________
____________________________________________________________________
bring a brochure or handout
Professor Parks
ACDV 68 and English 60
P a g e | 225
Life Changing Event
by Nestor Ceballos
My life changed forever when I was in a car accident about three
years ago. My parents always used to tell me to drive carefully, but every
time I drove, I felt like I could go fast, and there was nothing that could
stop me. One Friday night after a football game, I was driving back home.
I was tired, and I couldn't wait to get home to sleep. Since I was in a
hurry, I was driving pretty fast on a curve on White Lane. All of a sudden, I
hit a bump and lost control of the car. I ran into a tree in the center
divider, so I wouldn't hit the car in front of me. My car was destroyed. The
next morning I realized that I was very lucky because although I was
struggling with not having a car anymore and I was sore, I was still alive.
This experience made me mature; as a result, I drive slower and safer.
Professor Parks
ACDV 68 and English 60
P a g e | 226
Life Changing Event
Questions about the reading
1. Why didn't he drive safely based on his parents' instructions?
2. What did he learn from his own experiences?
3. Why did he have to learn the hard way?
Writing Assignment
1. Write a first person, past tense narrative paragraph about an event that changed
your life.
2. Write a first person, past tense narrative paragraph about something that happened
while you were driving.
Professor Parks
ACDV 68 and English 60
P a g e | 227
Regrets
By Darius Key
I made one mistake in tenth grade that I regret. Everything was
going well for me. I was the captain of the junior varsity football team, and
I was one of the star players. Plus, I had an opportunity to move up to play
varsity in a playoff game. My grades were up. Then I began to associate
with older guys who smoked weed. One night before the high school
dance, they sat in the car getting high. I only hit the weed once. As soon
as we got to the front door, the lady at the door remarked on our weed
smell but let us in anyway. Before I knew it, campus security were looking
for us. They took us outside and questioned us about the smell on our
clothes. I lost everything good I had going for myself. In fact, I was
supposed to start on the varsity team my junior year, but I didn’t because I
lost sixteen weeks of eligibility for being under the influence. If I could do it
over, I wouldn’t have gotten high that night. I lost too much over going to
that dance smelling like marijuana.
Professor Parks
ACDV 68 and English 60
Questions About the Reading
What do you think about his punishment?
(answer on a separate piece of paper)
P a g e | 228
Professor Parks
ACDV 68 and English 60
P a g e | 229
by Paula Lynn Parks
High school students need more homework
High school students would get more out of their education and practice time
management skills if teachers assigned more homework and if students completed it.
One benefit of students completing homework is that it reinforces what was taught in
class that day. Homework provides additional practice, and it should not require help at
home because many parents are not available to help or are not able to help. This type
of reinforcement allows students to get more out of what was covered that day. In
addition to increasing learning, homework can help students with time management.
Students who successfully juggle homework, responsibilities at home, sports, and parttime jobs are better prepared for college or full-time work. The time students set aside
to spend on homework is a valuable investment that would increase what they learn in
high school as well as increase their success in college and the work place.
Professor Parks
ACDV 68 and English 60
P a g e | 230
by Paula Lynn Parks
High school students need more homework
As long as there has been school, there has been homework. Preschoolers love
it because it makes them feel grown up. But as students get older, their interest wanes,
and they may feel it's busy work or takes up too much time. In fact, as students get
older, the value of homework increases. So much material needs to be covered in high
school that practicing what has been taught is imperative. Students would get more
from their education and practice time management skills if high school teachers
assigned more homework and if students completed it.
Students benefit from doing homework because it reinforces what was taught in
class that day. Homework provides additional practice, and it should not require help at
home because many parents are not available to help or are not able to help.
Reinforcement helps cement the lesson that was introduced and practiced in class. This
type of reinforcement allows students to get more out of what was covered that day.
The next day the teacher can clear up any questions and move on to the next topic
rather than repeating the previous day's lesson.
In addition to increasing learning, homework can help students with time
management. Certainly, students have lives outside of high school. But students who
successfully juggle homework, responsibilities at home, sports, and part-time jobs are
better prepared for college or for full-time work. Since college students will be assigned
Professor Parks
ACDV 68 and English 60
P a g e | 231
homework, students need to practice combining homework with other responsibilities.
Since full time work is equally time consuming, students need practice juggling for that
as well.
The time students set aside to spend on homework is a valuable investment that
would increase what they learn in high school as well as increase their success in
college and the workplace. When students learn more in high school, they are better
prepared for the rigors of college. If they used effective time management techniques
in high school, students would find themselves better able to combine homework and
other activities. This is good practice for their life ahead whether they go to college or
to work or both.
Professor Parks
ACDV 68 and English 60
P a g e | 232
Create a reverse outline by identifying the thesis statement in the first paragraph and
the topic sentence of each body paragraph and conclusion.
Thesis:
1.
2.
concluding sentence
Professor Parks
ACDV 68 and English 60
P a g e | 233
Portfolio package
The portfolio project is revising one of your paragraphs. It is chosen from one of the persuasive
ones you wrote.
As you revise the paragraph, you will apply what you have learned about verb tense, sentence
types, precise language, and punctuation. Since you will take the paragraph through several
more revisions, my expectations about the final product are high. This is your opportunity to
show me how much you have learned.
This assignment is worth 50 points and will not be accepted late.
Persuasive Paragraph
1. Choose one of the persuasive writing paragraphs that we did that you want to perfect.
2. Get the paragraph approved by Ms. Parks and agree on how you will revise it. (page 235 )
3. Fill out paragraph to essay template. (page 236 )
4. Rewrite it as an essay with an introductory paragraph, two body paragraphs, and a
conclusion. Must be typed.
5. Conference with a classmate. Ask him or her specific questions you have. (page 237 )
6. Rewrite it. Must be typed. DUE AT YOUR CONFERENCE.
7. Conference with Ms. Parks Ask her specific questions on how you can improve it. (page238 )
8. Rewrite it. Must be typed.
9. Assess how you did. (page 239)
10. Turn in in a file folder.
Professor Parks
ACDV 68 and English 60
Assemble package in this order with a paperclip.
Persuasive Essay
1. Sixth draft - typed, double spaced
2. Graded writing assignment (including all drafts and grade sheet)
3. Approval form ( page 235)
4. Template (page 236)
5. Typed fourth draft
6. Peer conference sheet (page 237)
7. Typed fifth draft
8. Instructor conference sheet (page 238)
9. Student Assessment (page 239)
10. grade sheet (page 240)
P a g e | 234
Professor Parks
ACDV 68 and English 60
P a g e | 235
Persuasive Essay: Approval form
name ______________________________________ approval ___________________
writing type__argumentative_____
assignment _____________________________________
Why did you choose this paragraph to revise and turn into an essay?
1. ___________________________________________________
2. ___________________________________________________
How will you improve this piece of writing?
1. ________________________________________________________________
2. _______________________________________________________________
3. _______________________________________________________________
4. _________________________________________________________________
Professor Parks
ACDV 68 and English 60
Paragraph to essay template
1. introduction
Thesis statement:
2. body paragraph # 1
body paragraph #1
topic sentence:
3. body paragraph #2
Topic sentence:
4. conclusion
Peer conference sheet for essay
writer's name ________________________________________
reader's name ________________________________________
P a g e | 236
Professor Parks
ACDV 68 and English 60
P a g e | 237
Peer conference sheet for essay
writer ______________________________________
reader _____________________________________________
assignment ____________________________________________
Writer: What do you want your classmate to read for? ( ideas, language, description,
organization, run-ons, sentences, verbs.)
1.
_______________________________________________________________________
_
2.
______________________________________________________________________
3.
_______________________________________________________________________
Reader: Make sure you understand what the writer wants your feedback on. Don't fix
the paper. Give him/her feedback that helps him/her fix it. What suggestions do you
have for the writer? Also, what do you like about the paragraph?
1. __________________________________________________________________
2. _________________________________________________________________
3. ____________________________________________________________________
Professor Parks
ACDV 68 and English 60
P a g e | 238
Instructor conference sheet for essay
writer's name ________________________________________
reader's name ___Ms. Parks_____________________________
assignment ____________________________________________
Writer: What do you want your instructor to read for? ( ideas, language, description,
organization, run-ons, sentences, verbs.)
1.
_______________________________________________________________________
2.
______________________________________________________________________
3.
_______________________________________________________________________
Reader: Make sure you understand what the writer wants your feedback on. Don't fix
the paper. Give him/her feedback that helps him/her fix it. What suggestions do you
have for the writer? Also, what do you like about the paragraph?
1. __________________________________________________________________
2. _________________________________________________________________
3. ____________________________________________________________________
Professor Parks
ACDV 68 and English 60
P a g e | 239
Student assessment for essay
writing assignment _________________________________
In what ways is it better?
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
What did you learn in creating this essay?
1. _____________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________
Professor Parks
ACDV 68 and English 60
grade sheet for persuasive essay
graded writing assignment (1) __________________
approval form and template (1) ______________________
typed fourth draft (2) ___________________________
peer conference sheer (1) ___________________
typed fifth draft (2) _______________________
instructor conference sheet (1) _______________
typed sixth draft (1) __________________
student assessment (1) _____________________
total (10)
__________________________
content (10) __________________________
verbs (10) _____________________________
sentences (10) ________________________
essay structure (10) _____________________
total (40)
__________________________
total (50) ______________________________
P a g e | 240
Professor Parks
ACDV 68 and English 60
P a g e | 241
Writing assignments
Professor Parks
ACDV 68 and English 60
P a g e | 242
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
Professor Parks
ACDV 68 and English 60
outline for services assignment
Topic sentence:
1. where you visited and what it looks like
2. what services they provide
3. how you can benefit from their services
P a g e | 243
Professor Parks
ACDV 68 and English 60
P a g e | 244
peer review of outline of student services assignment
writer's name ___________________________
reader's name __________________________
1. Does the writer have a topic sentence 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?
Professor Parks
ACDV 68 and English 60
P a g e | 245
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?
Professor Parks
ACDV 68 and English 60
P a g e | 246
Project on The Pact
Further instructions will be given in class. The project will consist of the
following:
1. four short essay questions
2. reflection essay
3. movie reaction
1. short essay questions on The Pact
Length: one to 1 1/2 page typed each and broken up into paragraphs
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
Professor Parks
ACDV 68 and English 60
P a g e | 247
moment(s)?
3. Read chapters 8-12 (pages 11-167) in The Pact. The authors adjust
to college life. What do they have to overcome (psychologically, socially,
culturally, etc)? How can you identify with their transitions?
4. Read chapters 13 through the epilogue (pages 225- 254) in The Pact.
What piece of advice from the epilogue resonates the most with you and
why?
2. Reflection essay
length: at least 1 1/2 pages typed
Write an essay reflecting on how you are different or think differently in
any area after having read The Pact. This is not a summary. This is
about you.
3. Movie reaction
length: at least one page typed
After having watched the movie shown in class on The Pact, write what
the movie added to your understanding of the book or the characters or
the setting.
Professor Parks
ACDV 68 and English 60
P a g e | 248
grade sheet on The Pact project
Essay questions - 1 1/2 pages (10 points each). Type ONLY your name
and the question at the top of the page.
1. _____________________
2. _____________________
3. ______________________
4. ______________________
You missed points because your answers were not complete, your
answers had too much summary, was too short, or grammar errors.
Reflection essay - at least 1 1/2 pages (20 points)
1. __________________
You missed points because your answer had too much summary, was
not reflective, was too short, or grammar errors.
movie reaction - at least 1 page (10 points)
1. ___________________
You missed points because your answer had too much summary, was
too short, didn't address the question, or had grammar errors.
total ___________________/ 70 points
Professor Parks
ACDV 68 and English 60
P a g e | 249
Project on A Place to Stand
Four short essay questions
Reflection essay
Short essay questions - choose four of the following -- one from each
section. Two typed pages each. (20 points each). Type ONLY your name
and the question at the top of the page. Include a quote.
Early years
1. What role did the inequities of class and race play in Baca's early life?
How did they contribute to his ending up in jail? How do race and class
contribute to your life/situation?
2. In his early years, Baca experienced disappointments and betrayals
from his family and friends. How did he deal with or cope with those
disappointments? You can compare what he did with what his siblings or
relatives did. Were his or their ways effective? How do you deal with
disappointments? Is it effective?
Time in prison
3. Take one or two of the guys he met in prison, such as Wedo,
Bonafide, or Macaron and discuss what Baca learned from him. What
kind of relationship did they have and what did Baca learn?
4. What was Baca's source of hope while he was in prison? How did
learning to read and write help save his life? What else contributed to
his hope that he would survive prison? What gives you hope?
5. Baca also spent time in prison trying to make sense of his life. He did
that in solitary confinement and in "trips" to his past. What did he figure
out? How was that time helpful to him? How do you try to make sense
of your life?
Professor Parks
ACDV 68 and English 60
P a g e | 250
6. What did you notice about the prison system? What does the system
do to the people who work there and the people who are imprisoned
there? Mention the corruption, harassment, violence, and despair.
after prison
7. Why do you think Baca's ending was so different from his mom's,
dad's, and brother's? Who, if anyone, do you feel sorry for?
8. What does the last chapter mean? What do you expect to happen
next in his life?
themes
9. Trace Baca's evolution as a Chicano. What mixed messages did he get
as a boy? How did he come to embrace his culture? How did Chelo
contribute to Baca's growth? Trace your evolution as it relates to your
gender or culture or sexual orientation.
10. Baca writes, "in every muscle and bone of my body a tortured voice
cried out that I could never tolerate the betrayals that had marked my
life, stretching back to my earliest years" (175). What does Baca mean?
How does that affect the rest of his time in prison? What are your
thoughts on this?
11. Baca writes, "When their dreams had been crushed, when their
prayers seemed never to be answered, when life seemed to cheat them
out of every glimmer of happiness, their hearts broke. And then
alcoholism and despair set in" (224). What does he mean? Who did
that apply to in his family? Have you seen in that in your life?
Refection essay. Two typed pages. 20 points.
1. How did reading the book change you? This is not a summary. This is
about you.
Professor Parks
ACDV 68 and English 60
P a g e | 251
grade sheet on A Place to Stand project
Essay questions - 2 pages (20 points each) Type your name and the
question at the top of the page. Do not use a heading.
1. _____________________
2. _____________________
3. ______________________
4. ______________________
You missed points because your answers were not complete, your
answers had too much summary, was too short, or grammar errors.
Reflection essay - 2 pages (20 points)
1. __________________
You missed points because your answer had too much summary, was
not reflective, was too short, or grammar errors.
total ___________________/ 100 points
Professor Parks
ACDV 68 and English 60
P a g e | 252
Assignment for OCE: education
argument 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 outline, first draft/peer editing, second
draft, and final draft.
In one of the paragraphs you are required to defend your point with a brief
example.
One paragraph must use the article as evidence for a point.
Read "Transforming Students' Motivation to Learn."
1. What are the implications of the article for either teachers, students, or
parents?
Professor Parks
ACDV 68 and English 60
P a g e | 253
(OCE) Education : Outline for argument essay with evidence
paragraph # 1
Introduction
*thesis statement:
paragraph # 2
*Topic sentence:
 example or evidence
paragraph #
*Topic sentence:
 example or evidence


Conclusion
summary of points plus
Professor Parks
ACDV 68 and English 60
P a g e | 254
peer review of outline of education assignment
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis that responds to the question about
education?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up
the thesis?
3. Does paragraph 2 include evidence from the article or a personal
example? Does it seem to fit the topic sentence?
4. 2. Does paragraph 3 have a topic sentence? Is it a reason that backs
up the thesis?
5. Does paragraph 3 include evidence from the article or a personal
example? Does it seem to fit the topic sentence?
6. What suggestions do you have for the writer?
Professor Parks
ACDV 68 and English 60
P a g e | 255
peer review of outline of education assignment
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis that responds to the question about
education?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up
the thesis?
3. Does paragraph 2 include evidence from the article or a personal
example? Does it seem to fit the topic sentence?
4. 2. Does paragraph 3 have a topic sentence? Is it a reason that backs
up the thesis?
5. Does paragraph 3 include evidence from the article or a personal
example? Does it seem to fit the topic sentence?
6. What suggestions do you have for the writer?
Professor Parks
ACDV 68 and English 60
Writer _________________
P a g e | 256
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 the article to back up
his/her opinion?
Does one paragraph include an example?
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.
Professor Parks
ACDV 68 and English 60
Writer _________________
P a g e | 257
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 evidence from the article
to back up his/her opinion?
Does one paragraph include an example?
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.
Professor Parks
ACDV 68 and English 60
P a g e | 258
Conference sheet : argumentative essay, education
SECOND DRAFT
1. What comments did you receive on your first draft?
2. What changes did you make?
3. What specific questions do you have for me on your second draft?
(introduction, how to develop your ideas, quoting, punctuation, fragments,
run-ons, etc)
Professor Parks
Criteria for
argumentative
essay.
ACDV 68 and English 60
Opportunities
(Inconsistently met
expectations)
Responds to
Responds to the
assigned topic.
assigned topic.
Is insightful and
Has an argument.
interesting.
Argument could
Shows critical
include more critical
thinking. Has a
thinking or analysis.
strong, logical
The argument
argument. Includes could include more
appropriate details, details, examples,
examples, details,
or evidence.
and evidence.
Evidence could
Evidence is cited
connect to point
correctly.
better or cite more
correctly.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No argument.
No details or
evidence.
Examples may not
fit the topic.
Repetitive or
confusing content.
Organization
(30%)
Thesis is in the first
paragraph.
Introduction has
appropriate
background and
hooks the reader.
Each paragraph
has one idea.
Evidence is in the
middle.
Transition words
connect ideas.
Conclusion wraps
up the topic and
predicts or
expands.
Thesis is in the first
paragraph.
Intro could have
more background.
Thesis could be
stronger.
Topic sentence(s)
could be stronger
reasons or connect
to thesis.
Body paragraphs
could be on
different points,
include more
examples,
evidence, or
development.
No thesis or thesis
is not in the
introduction.
No transition
words.
No conclusion.
Paragraphing is not
clear.
Hard to follow.
Grammar
(30%)
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, verbs,
vocab, pronouns,
sentence variety.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
verbs.
Content
(40%)
Keep it up!
(Met expectations)
P a g e | 259
Professor Parks
ACDV 68 and English 60
P a g e | 260
name _______________________________ class time _________
Get it?
OCE on education
What comments did you get on content? (such as needs topic sentences
before examples, needs to use publication, each paragraph should be a
different idea, quote is too long, needs your ideas, etc.)
What comments did you get regarding grammar? (such as punctuation,
run-ons, fragments, stay in third person, w, etc)
What do you need to do differently on the next OCE?
What did you do well (or better) and need to keep doing? (such as good
use of evidence, good conclusion, good topic sentences, etc)
Professor Parks
ACDV 68 and English 60
P a g e | 261
Assignment for OCE 2: Social networking
argument 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 outline, first draft/peer editing, second
draft, and final draft.
In one of the paragraphs you are required to defend your point with a brief
example.
One paragraph must use AN as evidence for a point.
1. Is oversharing a problem? Does it matter? Define oversharing in the
introduction. Where is the line between sharing something important and
offering too much information In what ways/situations does it matter or
not?
2. How is oversharing related to egotism? (Define oversharing in the
introduction.) Is it a symptom of other egotistical behaviors seen more
frequently these days?
3. What are two or three netiquette rules? Why are those important?
Professor Parks
ACDV 68 and English 60
P a g e | 262
(OCE 2) Social Networking: Outline for argument essay with
evidence
paragraph # 1
Introduction
*thesis statement:
paragraph # 2
*Topic sentence:
 example or evidence
paragraph #
*Topic sentence:
 example or evidence


Conclusion
summary of points plus
Professor Parks
ACDV 68 and English 60
P a g e | 263
peer review of outline of social networking assignment
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis that responds to the question about
social networking?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up
the thesis?
3. Does paragraph 2 include evidence from an AN article or a personal
example? Does it seem to fit the topic sentence?
4. 2. Does paragraph 3 have a topic sentence? Is it a reason that backs
up the thesis?
5. Does paragraph 3 include evidence from an AN article or a personal
example? Does it seem to fit the topic sentence?
6. What suggestions do you have for the writer?
Professor Parks
ACDV 68 and English 60
P a g e | 264
peer review of outline of social networking assignment
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis that responds to the question about
social networking?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up
the thesis?
3. Does paragraph 2 include evidence from an AN article or a personal
example? Does it seem to fit the topic sentence?
4. 2. Does paragraph 3 have a topic sentence? Is it a reason that backs
up the thesis?
5. Does paragraph 3 include evidence from an AN article or a personal
example? Does it seem to fit the topic sentence?
6. What suggestions do you have for the writer?
Professor Parks
ACDV 68 and English 60
Writer _________________
P a g e | 265
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 AN to back up his/her
opinion?
Does one paragraph include an example?
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.
Professor Parks
ACDV 68 and English 60
Writer _________________
P a g e | 266
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 evidence from AN
to back up his/her opinion?
Does one paragraph include an example?
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.
Professor Parks
ACDV 68 and English 60
P a g e | 267
Conference sheet : argumentative essay, social networking
SECOND DRAFT
1. What comments did you receive on your first draft?
2. What changes did you make?
3. What specific questions do you have for me on your second draft?
(introduction, how to develop your ideas, responding to the other side,
punctuation, fragments, run-ons, etc)
Professor Parks
Criteria for
argumentative
essay. OCE 2
ACDV 68 and English 60
Opportunities
(Inconsistently met
expectations)
Responds to
Responds to the
assigned topic.
assigned topic.
Is insightful and
Has an argument.
interesting.
Argument could
Shows critical
include more critical
thinking. Has a
thinking or analysis.
strong, logical
The argument
argument. Includes could include more
appropriate details, details, examples,
examples, details,
or evidence.
and evidence.
Evidence could
Evidence is cited
connect to point
correctly.
better or cite more
correctly.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No argument.
No details or
evidence.
Examples may not
fit the topic.
Repetitive or
confusing content.
Organization
(30%)
Thesis is in the first
paragraph.
Introduction has
appropriate
background and
hooks the reader.
Each paragraph
has one idea.
Evidence is in the
middle.
Transition words
connect ideas.
Conclusion wraps
up the topic and
predicts or
expands.
Thesis is in the first
paragraph.
Intro could have
more background.
Thesis could be
stronger.
Topic sentence(s)
could be stronger
reasons or connect
to thesis.
Body paragraphs
could be on
different points,
include more
examples,
evidence, or
development.
No thesis or thesis
is not in the
introduction.
No transition
words.
No conclusion.
Paragraphing is not
clear.
Hard to follow.
Grammar
(30%)
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, verbs,
vocab, pronouns,
sentence variety.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
verbs.
Content
(40%)
Keep it up!
(Met expectations)
P a g e | 268
Professor Parks
ACDV 68 and English 60
P a g e | 269
name _______________________________
Get it?
OCE on social networking
What comments did you get on content? (such as needs topic sentences
before examples, needs to use publication, each paragraph should be a
different idea, quote is too long, needs your ideas, etc.)
What comments did you get regarding grammar? (such as punctuation,
run-ons, fragments, stay in third person, w, etc)
What do you need to do differently on the next OCE?
What did you do well (or better) and need to keep doing? (such as good
use of evidence, good conclusion, good topic sentences, etc)
What questions do you have?
Professor Parks
ACDV 68 and English 60
P a g e | 270
Get it?
ICE in blue book
What comments did you get on content? (such as both body paragraph
have similar ideas, too short and needs more ideas, don't copy prompt,
intro needs more background, needs thesis in first paragraph, etc)
What comments did you get on grammar? (such as punctuation,
fragments, run-ons)
What do you need to do differently on the next ICE?
What did you do well (or better) and need to keep doing? (such as well
organized, good examples, etc)
Professor Parks
ACDV 68 and English 60
P a g e | 271
Assignment for OCE #3: Ethical eating
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 outline, first draft/peer editing,
conference where your second draft is due, and final draft.
You are required to use an example from the reading and an example from
your life.
1. What information should be on the package labels?
Should consumers have easy access to how the food product affects their
personal health, such as calorie information? Should food manufacturers be
required to post how the product and its production affects the planet and
the planet's health , such as how its workers are treated or paid, or how
much pollutants ended up in the ground water, or how much emissions
went into the air, or how the animals were treated?
Would this information affect how people make choices about what they
eat?
Professor Parks
ACDV 68 and English 60
OCE ) Outline for argument essay with evidence
Paragraph # 1
Introduction

*thesis statement:
paragraph # 2
*Topic sentence:
 example or evidence

paragraph # 3
*Topic sentence:
 example or evidence


Conclusion
summary of points plus
P a g e | 272
Professor Parks
ACDV 68 and English 60
P a g e | 273
peer review of outline of ethics of food and eating assignment
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis that responds to the question about
labeling energy costs of food?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up
the thesis?
3. Does paragraph 2 include evidence from an AN article or a personal
example? Does it seem to fit the topic sentence?
4. 2. Does paragraph 3 have a topic sentence? Is it a reason that backs
up the thesis?
5. Does paragraph 3 include evidence from an AN article or a personal
example? Does it seem to fit the topic sentence?
6. What suggestions do you have for the writer?
Professor Parks
ACDV 68 and English 60
P a g e | 274
peer review of outline of ethics of food and eating assignment
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis that responds to the question about
labeling energy costs of food?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up
the thesis?
3. Does paragraph 2 include evidence from an AN article or a personal
example? Does it seem to fit the topic sentence?
4. 2. Does paragraph 3 have a topic sentence? Is it a reason that backs
up the thesis?
5. Does paragraph 3 include evidence from an AN article or a personal
example? Does it seem to fit the topic sentence?
6. What suggestions do you have for the writer?
Professor Parks
ACDV 68 and English 60
Writer _________________
P a g e | 275
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 details and examples
to back up his/her opinion?
Does one paragraph include a quote or paraphrase from AN?
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.
Professor Parks
ACDV 68 and English 60
Writer _________________
P a g e | 276
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?
Does one paragraph include a quote or paraphrase from AN?
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.
Professor Parks
ACDV 68 and English 60
P a g e | 277
conference sheet
SECOND DRAFT : Ethics of food and eating
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.)
Professor Parks
Criteria for
argumentative
essay. Food
ACDV 68 and English 60
Opportunities
(Inconsistently met
expectations)
Responds to
Responds to the
assigned topic.
assigned topic.
Is insightful and
Has an argument.
interesting.
Argument could
Shows critical
include more critical
thinking. Has a
thinking or analysis.
strong, logical
The argument
argument. Includes could include more
appropriate details, details, examples,
examples, details,
or evidence.
and evidence.
Evidence could
Evidence is cited
connect to point
correctly.
better or cite more
correctly.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No argument.
No details or
evidence.
Examples may not
fit the topic.
Repetitive or
confusing content.
Organization
(30%)
Thesis is in the first
paragraph.
Introduction has
appropriate
background and
hooks the reader.
Each paragraph
has one idea.
Evidence is in the
middle.
Transition words
connect ideas.
Conclusion wraps
up the topic and
predicts or
expands.
Thesis is in the first
paragraph.
Intro could have
more background.
Thesis could be
stronger.
Topic sentence(s)
could be stronger
reasons or connect
to thesis.
Body paragraphs
could be on
different points,
include more
examples,
evidence, or
development.
No thesis or thesis
is not in the
introduction.
No transition
words.
No conclusion.
Paragraphing is not
clear.
Hard to follow.
Grammar
(30%)
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, verbs,
vocab, pronouns,
sentence variety.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
verbs.
Content
(40%)
Keep it up!
(Met expectations)
P a g e | 278
Professor Parks
ACDV 68 and English 60
P a g e | 279
get it? Ethics of food and eating essay
name ______________________________
What comments did you get on content? (such as needs topic sentences
before examples, needs to use publication, each paragraph should be a
different idea, quote is too long, needs your ideas, etc.)
What comments did you get regarding grammar? (such as punctuation,
run-ons, fragments, stay in third person, w, etc)
What do you need to do differently on the next OCE?
What did you do well (or better) and need to keep doing? (such as good
use of evidence, good conclusion, good topic sentences, etc)
What questions do you have about this paper or your writing in general?
Professor Parks
ACDV 68 and English 60
P a g e | 280
Assignment for OCE 4 : waste and protecting the planet
argument essay with response to opposition
Write an argumentative essay of at least 250 words. Your essay should
have an introduction, three body paragraphs, and a conclusion. Note on
your assignment sheet due dates for the first draft/peer editing, when 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.
1. Pick some type of waste in America, such as talent, trees, food,
technology, etc. 1 - Describe it and discuss why it is a problem. 2 - Make
a proposal for how we can reduce or eliminate this form of waste. 3 - Who
would be responsible? Individuals? Government? Corporations? How
possible is it, if at all?
Professor Parks
ACDV 68 and English 60
P a g e | 281
(OCE 4) Waste and protecting our planet
Outline for argument essay with response to opposition
Paragraph # 1
Introduction
 
*thesis statement:
paragraph # 2 (evidence from AN)
*Topic sentence:

 

paragraph # 3 (response to the opposition)
*Topic sentence: Some say .....
 explain why you are right


paragraph # 4
* Topic sentence:


Conclusion
summary of points plus
, but
Professor Parks
ACDV 68 and English 60
P a g e | 282
peer review of outline of assignment: waste and protecting the planet
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis that responds to the question about
waste and how to reduce it?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up
the thesis?
3. Does paragraph 2 include evidence from an AN article or a personal
example? Does it seem to fit the topic sentence?
4. 2. Does paragraph 3 have a topic sentence? Is it a reason that backs
up the thesis?
5. Does paragraph 3 include evidence from an AN article or a personal
example? Does it seem to fit the topic sentence?
6. Does one paragraph respond to the other side?
7. What suggestions do you have for the writer?
Professor Parks
ACDV 68 and English 60
P a g e | 283
peer review of outline of assignment
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis that responds to the question about
waste and how to reduce it?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up
the thesis?
3. Does paragraph 2 include evidence from an AN article or a personal
example? Does it seem to fit the topic sentence?
4. 2. Does paragraph 3 have a topic sentence? Is it a reason that backs
up the thesis?
5. Does paragraph 3 include evidence from an AN article or a personal
example? Does it seem to fit the topic sentence?
6. Does one paragraph have a response to the other side?
7. What suggestions do you have for the writer?
Professor Parks
ACDV 68 and English 60
Writer _________________
P a g e | 284
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 (AN reference)?
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
Professor Parks
ACDV 68 and English 60
Writer _________________
P a g e | 285
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 (AN reference)?
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.
Professor Parks
ACDV 68 and English 60
P a g e | 286
conference sheet: OCE waste and protecting the planet
SECOND DRAFT
1. What comments did you receive on your first draft?
2. What changes did you make?
3. What questions do you have related to fragments, run ons, verb errors,
vocabulary errors, punctuation errors, introduction, responding to the other
side, referring to AN article, etc.
Professor Parks
Criteria for
argumentative
essay. planet
ACDV 68 and English 60
Opportunities
(Inconsistently met
expectations)
Responds to
Responds to the
assigned topic.
assigned topic.
Is insightful and
Has an argument.
interesting.
Argument could
Shows critical
include more critical
thinking. Has a
thinking or analysis.
strong, logical
The argument
argument. Includes could include more
appropriate details, details, examples,
examples, details,
or evidence.
and evidence.
Evidence could
Evidence is cited
connect to point
correctly.
better or cite more
correctly.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No argument.
No details or
evidence.
Examples may not
fit the topic.
Repetitive or
confusing content.
Organization
(30%)
Thesis is in the first
paragraph.
Introduction has
appropriate
background and
hooks the reader.
Each paragraph
has one idea.
Evidence is in the
middle.
Transition words
connect ideas.
Conclusion wraps
up the topic and
predicts or
expands.
Thesis is in the first
paragraph.
Intro could have
more background.
Thesis could be
stronger.
Topic sentence(s)
could be stronger
reasons or connect
to thesis.
Body paragraphs
could be on
different points,
include more
examples,
evidence, or
development.
No thesis or thesis
is not in the
introduction.
No transition
words.
No conclusion.
Paragraphing is not
clear.
Hard to follow.
Grammar
(30%)
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, verbs,
vocab, pronouns,
sentence variety.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
verbs.
Content
(40%)
Keep it up!
(Met expectations)
P a g e | 287
Professor Parks
ACDV 68 and English 60
P a g e | 288
Oral presentation on waste and protecting the planet
1. Find and bring in a symbol of the waste. It could be a picture,
advertisement, poster, power point, or the waste itself.
2. Explain why this is a problem. Include any statistics that help your
case.
3. Discuss your proposal for reducing it or explain why it can't be
reduced or eliminated. Who would do what?
4. You will be graded on
the effectiveness of your visual
the strength of your argument
the smoothness of your presentation
Professor Parks
ACDV 68 and English 60
P a g e | 289
Get it?
ICE in blue book
What comments did you get on content? (such as both body paragraph
have similar ideas, too short and needs more ideas, don't copy prompt,
intro needs more background, needs thesis in first paragraph, etc)
What comments did you get on grammar? (such as punctuation,
fragments, run-ons)
What do you need to do differently on the next ICE?
What did you do well (or better) and need to keep doing? (such as well
organized, good examples, etc)
Professor Parks
ACDV 68 and English 60
P a g e | 290
Assignment for OCE 5 : This I Believe
Write your own "This I Believe" about what you think is important and
your values. Instructions are on page 272-273 in This I Believe.
Note due dates in your assignment sheet.
Professor Parks
ACDV 68 and English 60
Writer _________________
P a g e | 291
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 early in the essay?
Does each paragraph contain only one idea?
Does the writer include enough details and examples
to back up his/her opinion?
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.
Professor Parks
ACDV 68 and English 60
Writer _________________
P a g e | 292
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 early in the essay?
Does each paragraph contain only one idea?
Does the writer include enough details and examples
to back up his/her opinion ?
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.
Professor Parks
ACDV 68 and English 60
P a g e | 293
conference sheet: This I Believe
SECOND DRAFT
1. What comments did you receive on your first draft?
2. What changes did you make?
3. What questions do you have related to fragments, run ons, verb errors,
vocabulary errors, punctuation errors, introduction, etc.
Professor Parks
Criteria for
argumentative
essay. TIB
ACDV 68 and English 60
Opportunities
(Inconsistently met
expectations)
Responds to
Responds to the
assigned topic.
assigned topic.
Is insightful and
Has an argument.
interesting.
Argument could
Shows critical
include more critical
thinking. Has a
thinking or analysis.
strong, logical
The argument
argument. Includes could include more
appropriate details, details, examples,
examples, details,
or evidence.
and evidence.
Evidence could
Evidence is cited
connect to point
correctly.
better or cite more
correctly.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No argument.
No details or
evidence.
Examples may not
fit the topic.
Repetitive or
confusing content.
Organization
(30%)
Thesis is in the first
paragraph.
Introduction has
appropriate
background and
hooks the reader.
Each paragraph
has one idea.
Evidence is in the
middle.
Transition words
connect ideas.
Conclusion wraps
up the topic and
predicts or
expands.
Thesis is in the first
paragraph.
Intro could have
more background.
Thesis could be
stronger.
Topic sentence(s)
could be stronger
reasons or connect
to thesis.
Body paragraphs
could be on
different points,
include more
examples,
evidence, or
development.
No thesis or thesis
is not in the
introduction.
No transition
words.
No conclusion.
Paragraphing is not
clear.
Hard to follow.
Grammar
(30%)
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, verbs,
vocab, pronouns,
sentence variety.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
verbs.
Content
(40%)
Keep it up!
(Met expectations)
P a g e | 294
Professor Parks
ACDV 68 and English 60
P a g e | 295
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
Professor Parks
ACDV 68 and English 60
P a g e | 296
Summary and response sheet
Name __________________________ _________
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
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Professor Parks
ACDV 68 and English 60
P a g e | 297
Summary and response sheet
Name __________________________ _________
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
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Professor Parks
ACDV 68 and English 60
P a g e | 298
Summary and response sheet
Name __________________________ _________
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
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Professor Parks
ACDV 68 and English 60
P a g e | 299
Summary and response sheet
Name __________________________ _________
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
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Professor Parks
ACDV 68 and English 60
P a g e | 300
Summary and response sheet
Name __________________________ _________
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
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
Professor Parks
ACDV 68 and English 60
Grade sheets for ICEs
P a g e | 301
Professor Parks
Criteria for
argumentative
essay. ICE 1
ACDV 68 and English 60
Opportunities
(Inconsistently met
expectations)
Responds to
Responds to the
assigned topic.
assigned topic.
Is insightful and
Has an argument.
interesting.
Argument could
Shows critical
include more critical
thinking. Has a
thinking or analysis.
strong, logical
The argument
argument. Includes could include more
appropriate details, details, examples,
examples, details,
or evidence.
and evidence.
Evidence could
Evidence is cited
connect to point
correctly.
better or cite more
correctly.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No argument.
No details or
evidence.
Examples may not
fit the topic.
Repetitive or
confusing content.
Organization
(30%)
Thesis is in the first
paragraph.
Introduction has
appropriate
background and
hooks the reader.
Each paragraph
has one idea.
Evidence is in the
middle.
Transition words
connect ideas.
Conclusion wraps
up the topic and
predicts or
expands.
Thesis is in the first
paragraph.
Intro could have
more background.
Thesis could be
stronger.
Topic sentence(s)
could be stronger
reasons or connect
to thesis.
Body paragraphs
could be on
different points,
include more
examples,
evidence, or
development.
No thesis or thesis
is not in the
introduction.
No transition
words.
No conclusion.
Paragraphing is not
clear.
Hard to follow.
Grammar
(30%)
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, verbs,
vocab, pronouns,
sentence variety.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
verbs.
Content
(40%)
Keep it up!
(Met expectations)
P a g e | 302
Professor Parks
ACDV 68 and English 60
P a g e | 303
Problem areas:
A. length – should be a minimum of 250 words
B. content – needs to respond to assigned topic with enough
examples, has a thesis in intro
C. organization – needs thesis statement, transitions, conclusion
D. sentences – needs to be free of fragments, verb form errors, tense
errors, awkward sentences, run-ons. Needs a variety of sentence
types.
E. GUM– 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)
Professor Parks
Criteria for
argumentative
essay. OCE 2
ACDV 68 and English 60
Opportunities
(Inconsistently met
expectations)
Responds to
Responds to the
assigned topic.
assigned topic.
Is insightful and
Has an argument.
interesting.
Argument could
Shows critical
include more critical
thinking. Has a
thinking or analysis.
strong, logical
The argument
argument. Includes could include more
appropriate details, details, examples,
examples, details,
or evidence.
and evidence.
Evidence could
Evidence is cited
connect to point
correctly.
better or cite more
correctly.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No argument.
No details or
evidence.
Examples may not
fit the topic.
Repetitive or
confusing content.
Organization
(30%)
Thesis is in the first
paragraph.
Introduction has
appropriate
background and
hooks the reader.
Each paragraph
has one idea.
Evidence is in the
middle.
Transition words
connect ideas.
Conclusion wraps
up the topic and
predicts or
expands.
Thesis is in the first
paragraph.
Intro could have
more background.
Thesis could be
stronger.
Topic sentence(s)
could be stronger
reasons or connect
to thesis.
Body paragraphs
could be on
different points,
include more
examples,
evidence, or
development.
No thesis or thesis
is not in the
introduction.
No transition
words.
No conclusion.
Paragraphing is not
clear.
Hard to follow.
Grammar
(30%)
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, verbs,
vocab, pronouns,
sentence variety.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
verbs.
Content
(40%)
Keep it up!
(Met expectations)
P a g e | 304
Professor Parks
ACDV 68 and English 60
P a g e | 305
Problem areas:
A. length – should be a minimum of 250 words
B. content – needs to respond to assigned topic with enough examples
C. organization – needs thesis statement, transitions, conclusion
D. sentences – needs to be free of fragments, verb form errors, tense
errors, awkward sentences, run-ons. Needs a variety of sentence
types.
E. GUM – 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)
Professor Parks
Criteria for
argumentative
essay. OCE 3
ACDV 68 and English 60
Opportunities
(Inconsistently met
expectations)
Responds to
Responds to the
assigned topic.
assigned topic.
Is insightful and
Has an argument.
interesting.
Argument could
Shows critical
include more critical
thinking. Has a
thinking or analysis.
strong, logical
The argument
argument. Includes could include more
appropriate details, details, examples,
examples, details,
or evidence.
and evidence.
Evidence could
Evidence is cited
connect to point
correctly.
better or cite more
correctly.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No argument.
No details or
evidence.
Examples may not
fit the topic.
Repetitive or
confusing content.
Organization
(30%)
Thesis is in the first
paragraph.
Introduction has
appropriate
background and
hooks the reader.
Each paragraph
has one idea.
Evidence is in the
middle.
Transition words
connect ideas.
Conclusion wraps
up the topic and
predicts or
expands.
Thesis is in the first
paragraph.
Intro could have
more background.
Thesis could be
stronger.
Topic sentence(s)
could be stronger
reasons or connect
to thesis.
Body paragraphs
could be on
different points,
include more
examples,
evidence, or
development.
No thesis or thesis
is not in the
introduction.
No transition
words.
No conclusion.
Paragraphing is not
clear.
Hard to follow.
Grammar
(30%)
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, verbs,
vocab, pronouns,
sentence variety.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
verbs.
Content
(40%)
Keep it up!
(Met expectations)
P a g e | 306
Professor Parks
ACDV 68 and English 60
P a g e | 307
Problem areas:
A. length – should be a minimum of 250 words
B. content – needs to respond to assigned topic with enough examples
C. organization – needs thesis statement, transitions, conclusion
D. sentences – needs to be free of fragments, verb form errors, tense
errors, awkward sentences, run-ons. Needs a variety of sentence
types.
E. 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)
Professor Parks
ACDV 68 and English 60
P a g e | 308
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?
___________
___________
Professor Parks
ACDV 68 and English 60
P a g e | 309
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?
___________
____________
Professor Parks
ACDV 68 and English 60
ACDV 68 grade sheets
P a g e | 310
Professor Parks
ACDV 68 and English 60
An "A" paragraph in ACDV 68 meets the following expectations:
A. Length

minimum of 120 words
B. Content


responds to assigned topic
with appropriate examples, details, and support
C. Organization



has topic sentence as the first sentence that clearly states the idea
organized into points with transitions
has a concluding last sentence that sums up the paragraph
D. Sentences







avoids run-ons
avoids fragments
avoids awkward sentences
avoids wordiness and repetition
avoids "you"
has a compound sentences
has complex sentences
E. Grammar, Usage, and Mechanics (GUM)









avoids spelling errors
avoids slang and other nonstandard English forms
avoids vocabulary errors
avoids capitalization errors
avoids apostrophe errors
avoids punctuation errors
avoids errors in present tense verbs
avoids errors in past tense verbs
avoids errors in pronoun agreement and reference
F. Process




includes brainstorm/pre-writing notes
includes outline
includes first draft and peer edit sheet
includes second draft and peer edit sheet
P a g e | 311
Professor Parks
ACDV 68 and English 60
Criteria for
Important
things
Keep it up!
(Met expectations)
Content
(40%)
Responds to
assigned topic.
Is insightful and
interesting.
Shows critical
thinking.
Includes
appropriate details,
examples, details,
and evidence.
Organization
(30%)
Topic sentence is
the first sentence
and hooks the
reader. Ideas are
grouped together
and support topic
sentence.
Transition words
connect ideas.
Concluding
sentences wraps
up the topic and
predicts or
expands.
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Grammar
(30%)
P a g e | 312
Opportunities
(Inconsistently met
expectations)
Responds to the
assigned topic.
Has a main point.
Paragraph could
include more critical
thinking or analysis.
The paragraph
could include
another example,
more details, or
evidence.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No details or
evidence.
Examples may not
fit the topic.
Repetitive or
confusing content.
Topic sentence is
the first sentence.
Topic sentence
could be stronger
or examples could
connect to topic
sentence. Ideas
could be grouped
together.
Concluding
sentence could
better pull ideas
together.
No topic sentence
or topic sentence is
not the first
sentence.
No transition
words.
No concluding
sentence.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, verbs,
vocab, sentence
variety.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
verbs.
Hard to follow.
Professor Parks
ACDV 68 and English 60
Criteria for
services
Keep it up!
(Met expectations)
Content
(40%)
Responds to
assigned topic.
Is insightful and
interesting.
Shows critical
thinking.
Includes
appropriate details,
examples, details,
and evidence.
Organization
(30%)
Topic sentence is
the first sentence
and hooks the
reader. Ideas are
grouped together
and support topic
sentence.
Transition words
connect ideas.
Concluding
sentences wraps
up the topic and
predicts or
expands.
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Grammar
(30%)

P a g e | 313
Opportunities
(Inconsistently met
expectations)
Responds to the
assigned topic.
Has a main point.
Paragraph could
include more critical
thinking or analysis.
The paragraph
could include
another example,
more details, or
evidence.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No details or
evidence.
Examples may not
fit the topic.
Repetitive or
confusing content.
Topic sentence is
the first sentence.
Topic sentence
could be stronger
or examples could
connect to topic
sentence. Ideas
could be grouped
together.
Concluding
sentence could
better pull ideas
together.
No topic sentence
or topic sentence is
not the first
sentence.
No transition
words.
No concluding
sentence.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, verbs,
vocab, sentence
variety.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
verbs.
Hard to follow.
Professor Parks
ACDV 68 and English 60
Criteria for
argumentative
paragraph
Keep it up!
(Met expectations)
Content
(40%)
Responds to
assigned topic.
Is a strong, logical
argument.
Is insightful and
interesting.
Shows critical
thinking.
Includes
appropriate details,
examples, details,
and evidence.
Organization
(30%)
Topic sentence is
the first sentence
and hooks the
reader.
Ideas/reasons are
grouped together
and support topic
sentence.
Transition words
connect ideas.
Concluding
sentences wraps
up the topic and
predicts or
expands.
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Grammar
(30%)
P a g e | 314
Opportunities
(Inconsistently met
expectations)
Responds to the
assigned topic.
Has a main point.
Argument could
include more critical
thinking or analysis.
The paragraph
could include
another reason,
more details, or
evidence.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No details or
evidence.
Examples may not
fit the topic.
Repetitive or
confusing content.
Topic sentence is
the first sentence.
Topic sentence
could be stronger
or
examples/reasons
could connect to
topic sentence.
Ideas could be
grouped together.
Concluding
sentence could
better pull ideas
together.
No topic sentence
or topic sentence is
not the first
sentence.
No transition
words.
No concluding
sentence.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, verbs,
vocab, sentence
variety.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
verbs.
Hard to follow.
Professor Parks
ACDV 68 and English 60
Criteria for
argumentative
paragraph
Keep it up!
(Met expectations)
Content
(40%)
Responds to
assigned topic.
Is a strong, logical
argument.
Is insightful and
interesting.
Shows critical
thinking.
Includes
appropriate details,
examples, details,
and evidence.
Organization
(30%)
Topic sentence is
the first sentence
and hooks the
reader.
Ideas/reasons are
grouped together
and support topic
sentence.
Transition words
connect ideas.
Concluding
sentences wraps
up the topic and
predicts or
expands.
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Grammar
(30%)
P a g e | 315
Opportunities
(Inconsistently met
expectations)
Responds to the
assigned topic.
Has a main point.
Argument could
include more critical
thinking or analysis.
The paragraph
could include
another reason,
more details, or
evidence.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No details or
evidence.
Examples may not
fit the topic.
Repetitive or
confusing content.
Topic sentence is
the first sentence.
Topic sentence
could be stronger
or
examples/reasons
could connect to
topic sentence.
Ideas could be
grouped together.
Concluding
sentence could
better pull ideas
together.
No topic sentence
or topic sentence is
not the first
sentence.
No transition
words.
No concluding
sentence.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, verbs,
vocab, sentence
variety.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
verbs.
Hard to follow.
Professor Parks
ACDV 68 and English 60
Criteria for
argumentative
paragraph
Keep it up!
(Met expectations)
Content
(40%)
Responds to
assigned topic.
Is a strong, logical
argument.
Is insightful and
interesting.
Shows critical
thinking.
Includes
appropriate details,
examples, details,
and evidence.
Organization
(30%)
Topic sentence is
the first sentence
and hooks the
reader.
Ideas/reasons are
grouped together
and support topic
sentence.
Transition words
connect ideas.
Concluding
sentences wraps
up the topic and
predicts or
expands.
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Grammar
(30%)
P a g e | 316
Opportunities
(Inconsistently met
expectations)
Responds to the
assigned topic.
Has a main point.
Argument could
include more critical
thinking or analysis.
The paragraph
could include
another reason,
more details, or
evidence.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No details or
evidence.
Examples may not
fit the topic.
Repetitive or
confusing content.
Topic sentence is
the first sentence.
Topic sentence
could be stronger
or
examples/reasons
could connect to
topic sentence.
Ideas could be
grouped together.
Concluding
sentence could
better pull ideas
together.
No topic sentence
or topic sentence is
not the first
sentence.
No transition
words.
No concluding
sentence.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, verbs,
vocab, sentence
variety.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
verbs.
Hard to follow.
Professor Parks
ACDV 68 and English 60
Criteria for
argumentative
paragraph
Keep it up!
(Met expectations)
Content
(40%)
Responds to
assigned topic.
Is a strong, logical
argument.
Is insightful and
interesting.
Shows critical
thinking.
Includes
appropriate details,
examples, details,
and evidence.
Organization
(30%)
Topic sentence is
the first sentence
and hooks the
reader.
Ideas/reasons are
grouped together
and support topic
sentence.
Transition words
connect ideas.
Concluding
sentences wraps
up the topic and
predicts or
expands.
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Grammar
(30%)
P a g e | 317
Opportunities
(Inconsistently met
expectations)
Responds to the
assigned topic.
Has a main point.
Argument could
include more critical
thinking or analysis.
The paragraph
could include
another reason,
more details, or
evidence.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No details or
evidence.
Examples may not
fit the topic.
Repetitive or
confusing content.
Topic sentence is
the first sentence.
Topic sentence
could be stronger
or
examples/reasons
could connect to
topic sentence.
Ideas could be
grouped together.
Concluding
sentence could
better pull ideas
together.
No topic sentence
or topic sentence is
not the first
sentence.
No transition
words.
No concluding
sentence.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, verbs,
vocab, sentence
variety.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
verbs.
Hard to follow.
Professor Parks
ACDV 68 and English 60
Criteria for
narrative
paragraph
Keep it up!
(Met expectations)
Content
(40%)
Responds to
assigned topic.
Is insightful and
interesting.
Shows critical
thinking.
Includes
appropriate details,
examples, details,
and evidence.
Organization
(30%)
Topic sentence is
the first sentence
and hooks the
reader. Is in
chronological
order.
Transition words
connect ideas.
Concluding
sentences wraps
up the topic and
predicts or
expands.
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Grammar
(30%)
P a g e | 318
Opportunities
(Inconsistently met
expectations)
Responds to the
assigned topic.
Has a main point.
Paragraph could
include more critical
thinking or analysis.
The paragraph
could include more
details.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No details or
evidence. Narrative
may not fit the
topic. Repetitive or
confusing content.
Topic sentence is
the first sentence.
Topic sentence
could be stronger
or narrative could
connect to topic
sentence. Could be
in chronological
order.
Concluding
sentence could
better pull ideas
together.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, past tense
verbs, vocab,
sentence variety.
No topic sentence
or topic sentence is
not the first
sentence.
No transition
words.
No concluding
sentence.
Hard to follow.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
past tense verbs.
Professor Parks
ACDV 68 and English 60
Criteria for
narrative
paragraph
Keep it up!
(Met expectations)
Content
(40%)
Responds to
assigned topic.
Is insightful and
interesting.
Shows critical
thinking.
Includes
appropriate details,
examples, details,
and evidence.
Organization
(30%)
Topic sentence is
the first sentence
and hooks the
reader. Is in
chronological
order.
Transition words
connect ideas.
Concluding
sentences wraps
up the topic and
predicts or
expands.
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Grammar
(30%)
P a g e | 319
Opportunities
(Inconsistently met
expectations)
Responds to the
assigned topic.
Has a main point.
Paragraph could
include more critical
thinking or analysis.
The paragraph
could include more
details.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No details or
evidence. Narrative
may not fit the
topic. Repetitive or
confusing content.
Topic sentence is
the first sentence.
Topic sentence
could be stronger
or narrative could
connect to topic
sentence. Could be
in chronological
order.
Concluding
sentence could
better pull ideas
together.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, past tense
verbs, vocab,
sentence variety.
No topic sentence
or topic sentence is
not the first
sentence.
No transition
words.
No concluding
sentence.
Hard to follow.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
past tense verbs.
Professor Parks
ACDV 68 and English 60
Criteria for
description
paragraph
Keep it up!
(Met expectations)
Content
(40%)
Responds to
assigned topic.
Is insightful and
interesting.
Shows critical
thinking.
Includes
appropriate details,
examples, details,
and evidence.
Organization
(30%)
Topic sentence is
the first sentence
and hooks the
reader. Is in
chronological
order.
Transition words
connect ideas.
Concluding
sentences wraps
up the topic and
predicts or
expands.
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Grammar
(30%)
P a g e | 320
Opportunities
(Inconsistently met
expectations)
Responds to the
assigned topic.
Has a main point.
Paragraph could
include more critical
thinking or analysis.
The paragraph
could include more
details and
description, color,
etc.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No details or
evidence. Narrative
may not fit the
topic. Repetitive or
confusing content.
Topic sentence is
the first sentence.
Topic sentence
could be stronger
or description could
connect to topic
sentence. Could be
in clear spatial
order.
Concluding
sentence could
better pull ideas
together.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, present
tense verbs, vocab,
sentence variety.
No topic sentence
or topic sentence is
not the first
sentence.
No transition
words.
No concluding
sentence.
Hard to follow.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
present tense
verbs.
Professor Parks
ACDV 68 and English 60
Criteria for
description
paragraph
Keep it up!
(Met expectations)
Content
(40%)
Responds to
assigned topic.
Is insightful and
interesting.
Shows critical
thinking.
Includes
appropriate details,
examples, details,
and evidence.
Organization
(30%)
Topic sentence is
the first sentence
and hooks the
reader. Is in
chronological
order.
Transition words
connect ideas.
Concluding
sentences wraps
up the topic and
predicts or
expands.
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Grammar
(30%)
P a g e | 321
Opportunities
(Inconsistently met
expectations)
Responds to the
assigned topic.
Has a main point.
Paragraph could
include more critical
thinking or analysis.
The paragraph
could include more
details and
description, color,
etc.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No details or
evidence. Narrative
may not fit the
topic. Repetitive or
confusing content.
Topic sentence is
the first sentence.
Topic sentence
could be stronger
or description could
connect to topic
sentence. Could be
in clear spatial
order.
Concluding
sentence could
better pull ideas
together.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, present
tense verbs, vocab,
sentence variety.
No topic sentence
or topic sentence is
not the first
sentence.
No transition
words.
No concluding
sentence.
Hard to follow.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
present tense
verbs.
Professor Parks
ACDV 68 and English 60
Criteria for letter
Keep it up!
(Met expectations)
Content
(40%)
Responds to
assigned topic what's wrong, how
it affects you,
solutions.
Is a strong, logical
argument.
Is insightful and
interesting.
Shows critical
thinking.
Includes
appropriate details,
examples, details,
and evidence.
Organization
(30%)
Thesis is in the first
paragraph and
hooks the reader.
Ideas/reasons are
grouped together
and support thesis.
Transition words
connect ideas.
Concluding
sentences wraps
up the topic and
predicts or
expands.
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Grammar
(30%)
P a g e | 322
Opportunities
(Inconsistently met
expectations)
Responds to the
assigned topic.
Has a main point.
Argument could
include more critical
thinking or analysis.
The paragraph
could include
another reason,
more details, or
evidence.
Want to talk?
(Didn't meet
expectations)
Does not respond
to assigned topic.
No details or
evidence.
Examples may not
fit the topic.
Repetitive or
confusing content.
Thesis is in the first
paragraph.
Thesis could be
stronger or
examples/reasons
could connect to
topic sentence.
Ideas could be
grouped together.
Concluding
sentence could
better pull ideas
together.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, verbs,
vocab, sentence
variety.
No thesis or thesis
is not in the first
paragraph.
No transition
words.
No concluding
sentence.
Hard to follow.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
verbs.