Writing 2203
Name:
Teacher: _
Prince of Wales, 2014-2015
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Reflect and then discuss the quotes. In your opinion, what is writing?
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Building a piece of writing is like building a city…one block at a time.
So, the building blocks of cities are bricks; the building blocks of writing begin with letters,
then words, etc.
Of course, with all this going on, we need to have rules to follow. In the city, the traffic
rules let the pedestrians and drivers know when to slow down, go ahead, yield and so forth.
With writing, conventions/grammatical rules serve the same function.
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What’s in a word?
Many words in the English language are misused or confused. Precision in language is important
in order to get the correct message across to the receiver. Here are some common errors:
The transition from spoken to written language can often be a bumpy one because the way we
talk tends to be a lot less formal than the way we write. When we try to translate spoken ideas
into writing, it is often hard to remember correct grammar. Also, we hear incorrect grammar used
so often that correct grammar might sound odd or even wrong to us.
Homonyms can present an especially difficult problem because they sound alike, but the
different spellings mean different things. Changing one letter in a word could alter the whole
meaning of a sentence. Common phrases are also likely to be written incorrectly because in
speech words are often shortened or slurred together so that not all of the letters are pronounced,
making it easy to inadvertently leave these letters out when writing.
Homonyms
Accept, Except:
Accept is a verb meaning to receive. Except is usually a preposition meaning excluding. I will
accept all the packages except that one. Except is also a verb meaning to exclude. Please except
that item from the list.
Affect, Effect:
Affect is usually a verb meaning to influence. Effect is usually a noun meaning result. The drug
did not affect the disease, and it had several adverse side effects. Effect can also be a verb
meaning to bring about. Only the president can effect such a dramatic change.
Allusion, Illusion:
An Allusion is an indirect reference. An illusion is a misconception or false impression. Did you
catch my allusion to Shakespeare? Mirrors give the room an illusion of depth.
Capital, Capitol:
Capital refers to a city, capitol to a building where lawmakers meet. Capital also refers to wealth
or resources. The capitol has undergone extensive renovations. The residents of the state capital
protested the development plans.
Climactic, Climatic:
Climactic is derived from climax, the point of greatest intensity in a series or progression of
events. Climatic is derived from climate; it refers to meteorological conditions. The climactic
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period in the dinosaurs' reign was reached just before severe climatic conditions brought on the
ice age.
Elicit, Illicit:
Elicit is a verb meaning to bring out or to evoke. Illicit is an adjective meaning unlawful. The
reporter was unable to elicit information from the police about illicit drug traffic.
Immigrate to: Emigrate from,
Emigrate means to leave one country or region to settle in another. In 1900, my grandfather
emigrated from Russia. Immigrate means to enter another country and reside there. Many
Mexicans immigrate to the U.S. to find work.
Hints:
Emigrate begins with the letter E, as does Exit. When you emigrate, you exit a country.
Immigrate begins with the letter I, as does In. When you immigrate, you go into a country
Principle, Principal:
Principal is a noun meaning the head of a school or an organization or a sum of money. Principle
is a noun meaning a basic truth or law. The principal taught us many important life principles.
Hint:
To recognize the spelling of Principal first think of yourself as a greedy opportunist. You
definitely would want to be a pal of anyone who is in a position of power or anything to do with
money. This principal has pal in it.
Than, Then:
Than is a conjunction used in comparisons; then is an adverb denoting time. That pizza is more
than I can eat. Tom laughed, and then we recognized him.
Hints:
Than is used to compare; both words have the letter a in them.
Then tells when; both are spelled the same, except for the first letter.
There, Their, They're:
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There is an adverb specifying place; it is also an expletive. Adverb: Sylvia is lying there
unconscious. Expletive: There are two plums left. Their is a possessive pronoun. They're is a
contraction of they are. Fred and Jane finally washed their car. They're later than usual today.
Hints:
If you are using there to tell the reader where, both words have h-e-r-e. Here is also a place.
If you are using their as a possessive pronoun, you are telling the reader what
"they own. Their has h-e-i-r, which also means heir, as in someone who inherits something. Both
words have to do with ownership.
They're is a contraction of they are. Sound out they are in the sentence and see if it works. If it
does not, it must be one of the previous versions.
To, Too, Two:
To is a preposition; too is an adverb; two is a number. Too many of your shots slice to the left,
but the last two were right on the mark.
Hints:
If you are trying to spell out the number, it is always t-w-o. Two has a w which is the first letter
in word. The opposite of word is number.
Too is usually used as also when adding or including some additional information. Whenever
you want to include something else, think of it as adding; therefore youalso need to add an extra
o.
Your, You're:
Your is a possessive pronoun; you're is a contraction of you are. You're going to catch a cold if
you don't wear your coat.
Hints:
Sound out you are in the sentence. If it works in the sentence it can be written as
you're. If it sounds awkward, it is probably supposed to be Your.
EXAMPLE: You're shoes are muddy. "You are shoes are muddy" does not work, so
it should be written as: Your shoes are muddy.
Words that don't sound alike but confuse us anyway:
Lie, Lay:
Lie is an intransitive verb meaning to recline or rest on a surface. Its principal parts are lie, lay,
lain. Lay is a transitive verb meaning to put or place. Its principal parts are lay, laid.
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Hint: Chickens lay eggs. I lie down when I am tired.
Set, Sit:
Set is a transitive verb meaning to put or to place. Its principal parts are set, set, set. Sit is an
intransitive verb meaning to be seated. Its principal parts are sit, sat, sat. She set the dough in a
warm corner of the kitchen. The cat sat in the warmest part of the room.
Who, Which, That:
Do not use which to refer to persons. Use who instead. That, though generally used to refer to
things, may be used to refer to a group or class of people. I just saw a boy who was wearing a
yellow banana costume. I have to go to math next, which is my hardest class. Where is the book
that I was reading?
Problem phrases:
Supposed to: Do not omit the d. Suppose to is incorrect.
Used to: Same as above. Do not write use to.
Toward: There is no s at the end of the word.
Anyway: Also has no ending s. Anyways is nonstandard.
Couldn't care less: Be sure to make it negative. (Not I could care less.)
All walks of life: Not woks of life. This phrase does not apply to oriental cooking.
Chest of drawers: Not chester drawers.
For all intents and purposes: Not intensive purposes.
Activity:
Watch the youtube video about commonly misspelled words and pneumonics to help you
remember the correct spelling
http://www.youtube.com/watch?v=LYUxI9FFCNE
Divide into groups and choose one of the 25 choices above. Create a poster to teach
students the correct usage. Your poster should include the following:
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The word pair
The usage
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An example of the correct usage along with an appropriate illustration
A pneumonic or hint that will help people remember the correct usage.
Otherwise, look what can happen!
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What happens when you use the wrong words?
Sometimes words are understandably lost in translation. Sometimes, though, there is no
excuse! Consider these headlines. Choose one and create a humorous visual to accompany
it.
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Iraqi Head Seeks Arms
Something Went Wrong in Jet Crash,
Expert Says
Police Begin Campaign to Run Down
Jaywalkers
Enraged Cow Injures Farmer with Ax
Farmer Bill Dies in House
British Left Waffles on Falkland
Islands
Teacher Strikes Idle Kids
Miners Refuse to Work after Death
Juvenile Court to Try Shooting
Defendant
War Dims Hope for Peace
If Strike Isn't Settled Quickly, It May
Last Awhile
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Cold Wave Linked to Temperatures
Enfield (London) Couple Slain; Police
Suspect Homicide
Red Tape Holds Up New Bridges
Man Struck By Lightning Faces Battery
Charge
New Study of Obesity Looks for Larger Test
Group
Astronaut Takes Blame for Gas in Spacecraft
Kids Make Nutritious Snacks
Chef Throws His Heart into Helping Feed
Needy
Local High School Dropouts Cut in Half
Hospitals are Sued by 7 Foot Doctors
Typhoon Rips Through Cemetery; Hundreds
Dead
Writing Assignment # 1
Choose one of the humorous headlines above, and create a hard-hitting news article with this
headline taken literally. Follow the directions given, and then create a news article for your
portfolio. (Two classes to complete)
Headline
Byline (who is writing the article)
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If completed, class three for you is GAMES’ DAY
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100 Commonly Misspelled Words in English. Staple these to the inside of
your portfolio cover, and refer to them when writing.
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acceptable - Several words made the list because of the suffix pronounced -êbl but
sometimes spelled -ible, sometimes -able. Just remember to accept any table offered to
you and you will spell this word OK.
accidentally - It is no accident that the test for adverbs on -ly is whether they come from
an adjective on -al ("accidental" in this case). If so, the -al has to be in the spelling. No
publical, then publicly.
accommodate - Remember, this word is large enough to accommodate both a double "c"
AND a double "m."
acquire - Try to acquire the knowledge that this word and the next began with the prefix
ad- but the [d] converts to [c] before [q].
acquit - See the previous discussion.
a lot - Two words! Hopefully, you won't have to allot a lot of time to this problem.
amateur - Amateurs need not be mature: this word ends on the French suffix -eur (the
equivalent of English -er).
apparent - A parent need not be apparent but "apparent" must pay the rent, so remember
this word always has the rent.
argument - Let's not argue about the loss of this verb's silent [e] before the suffix -ment.
atheist - Lord help you remember that this word comprises the prefix a- "not" + the "god"
(also in the-ology) + -ist "one who believes."
B
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believe - You must believe that [i] usually comes before [e] except after [c] or when it is
pronounced like "a" as "neighbor" and "weigh" or "e" as in "their" and "heir." Also take a
look at "foreign" below . (The "i-before-e" rule has more exceptions than words it
applies to.)
bellwether - Often misspelled "bellweather." A wether is a gelded ram, chosen to lead the
herd (thus his bell) due to the greater likelihood that he will remain at all times ahead of
the ewes.
C
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calendar - This word has an [e] between two [a]s. The last vowel is [a].
category - This word is not in a category with "catastrophe" even if it sounds like it: the
middle letter is [e].
cemetery - Don't let this one bury you: it ends on -ery nary an -ary in it. You already
know it starts on [c], of course.
changeable - The verb "change" keeps its [e] here to indicate that the [g] is soft, not hard.
(That is also why "judgement" is the correct spelling of this word, no matter what anyone
says.)
collectible - Another -ible word. You just have to remember.
column - Silent final [e] is commonplace in English but a silent final [n] is not
uncommon, especially after [m].
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committed - If you are committed to correct spelling, you will remember that this word
doubles its final [t] from "commit" to "committed."
conscience - Don't let misspelling this word weigh on your conscience: [ch] spelled "sc"
is unusual but legitimate.
conscientious - Work on your spelling conscientiously and remember this word with
[ch] spelled two different ways: "sc" and "ti." English spelling!
conscious - Try to be conscious of the "sc" [ch] sound and all the vowels in this word's
ending and i-o-u a note of congratulations.
consensus - The census does not require a consensus, since they are not related.
D
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daiquiri - Don't make yourself another daiquiri until you learn how to spell this funny
word-the name of a Cuban village.
definite (ly) - This word definitely sounds as though it ends only on -it, but it carries a
silent "e" everywhere it goes.
discipline - A little discipline, spelled with the [s] and the [c] will get you to the correct
spelling of this one.
drunkenness - You would be surprised how many sober people omit one of the [n]s in
this one.
dumbbell - Even smart people forget one of the [b]s in this one. (So be careful who you
call one when you write.)
E
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embarrass (ment) - This one won't embarrass you if you remember it is large enough for a
double [r] AND a double [s].
equipment - This word is misspelled "equiptment" 22,932 times on the web right now.
exhilarate - Remembering that [h] when you spell this word will lift your spirits and if
you remember both [a]s, it will be exhilarating!
exceed - Remember that this one is -ceed, not -cede. (To exceed all expectations, master
the spellings of this word, "precede" and "supersede" below .)
existence - No word like this one spelled with an [a] is in existence. This word is a
menage a quatre of one [i] with three [e]s.
experience - Don't experience the same problem many have with "existence" above in
this word: -ence!
F
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G
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fiery - The silent "e" on "fire" is also cowardly: it retreats inside the word rather than face
the suffix -y.
foreign - Here is one of several words that violate the i-before-e rule. (See "believe"
above.)
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gauge - You must learn to gauge the positioning of the [a] and [u] in this word.
Remember, they are in alphabetical order (though not the [e]).
grateful - You should be grateful to know that keeping "great" out of "grateful" is great.
guarantee - This word is not spelled like "warranty" even though they are synonyms.
H
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harass - This word is too small for two double letters but don't let it harass you, just keep
the [r]s down to one.
height - English reaches the height (not heighth!) of absurdity when it spells "height" and
"width" so differently.
hierarchy - The i-before-e rule works here, so what is the problem?
humorous - Humor us and spell this word "humorous": the [r] is so weak, it needs an [o]
on both sides to hold it up.
I
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ignorance - Don't show your ignorance by spelling this word -ence!
immediate - The immediate thing to remember is that this word has a prefix, in- "not"
which becomes [m] before [m] (or [b] or [p]). "Not mediate" means direct which is why
"immediately" means "directly."
independent - Please be independent but not in your spelling of this word. It ends on -ent.
indispensable - Knowing that this word ends on -able is indispensable to good writing.
inoculate - This one sounds like a shot in the eye. One [n] the eye is enough.
intelligence - Using two [l]s in this word and ending it on -ence rather than -ance are
marks of . . . you guessed it.
its/it's - The apostrophe marks a contraction of "it is." Something that belongs to it is
"its."
J
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jewelry - Sure, sure, it is made by a jeweler but the last [e] in this case flees the scene like
a jewel thief. However, if you prefer British spelling, remember to double the [l]:
"jeweller," "jewellery."
judgment - Traditionally, the word has been spelled judgment in all forms of the English
language. However, the spelling judgement (with e added) largely replaced judgment in
the United Kingdom in a non-legal context. In the context of the law, however, judgment
is preferred. This spelling change contrasts with other similar spelling changes made in
American English, which were rejected in the UK. In the US at least, judgment is still
preferred and judgement is considered incorrect by many American style guides.
K
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kernel (colonel) - There is more than a kernel of truth in the claim that all the vowels in
this word are [e]s. So why is the military rank (colonel) pronounced identically?
L
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leisure - Yet another violator of the i-before-e rule. You can be sure of the spelling of the
last syllable but not of the pronunciation.
liaison - Another French word throwing us an orthographical curve: a spare [i], just in
case. That's an [s], too, that sounds like a [z].
library - It may be as enjoyable as a berry patch but that isn't the way it is spelled. That
first [r] should be pronounced, too.
license - Where does English get the license to use both its letters for the sound [s] in one
word?
M
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maintenance - The main tenants of this word are "main" and "tenance" even though it
comes from the verb "maintain."
maneuver - Man, the price you pay for borrowing from French is high. This one goes
back to French main + oeuvre "hand-work," a spelling better retained in the British
spelling, "manoeuvre."
medieval - The medieval orthography of English even lays traps for you: everything
about the MIDdle Ages is MEDieval or, as the British would write, mediaeval.
memento - Why would something to remind of you of a moment be spelled "memento?"
Well, it is.
millennium - Here is another big word, large enough to hold two double consonants,
double [l] and double [n].
miniature - Since that [a] is seldom pronounced, it is seldom included in the spelling.
This one is a "mini ature;" remember that.
minuscule - Since something minuscule is smaller than a miniature, shouldn't they be
spelled similarly? Less than cool, or "minus cule."
mischievous - This mischievous word holds two traps: [i] before [e] and [o] before [u].
Four of the five vowels in English reside here.
misspell - What is more embarrassing than to misspell the name of the problem? Just
remember that it is mis + spell and that will spell you the worry about spelling "misspell."
N
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neighbor - The word "neighbor" invokes the silent "gh" as well as "ei" sounded as "a"
rule. This is fraught with error potential. If you use British spelling, it will cost you
another [u]: "neighbour."
noticeable - The [e] is noticeably retained in this word to indicate the [c] is "soft,"
pronounced like [s]. Without the [e], it would be pronounced "hard," like [k], as in
"applicable."
O
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occasionally - Writers occasionally tire of doubling so many consonants and omit one,
usually one of the [l]s. Don't you ever do it.
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occurrence - Remember not only the occurrence of double double consonants in this
word, but that the suffix is -ence, not -ance. No reason, just the English language keeping
us on our toes.
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pastime - Since a pastime is something you do to pass the time, you would expect a
double [s] here. Well, there is only one. The second [s] was slipped through the cracks in
English orthography long ago.
perseverance - All it takes is perseverance and you, too, can be a (near-) perfect speller.
The suffix is -ance for no reason at all.
personnel - Funny Story: The assistant Vice-President of Personnel notices that his
superior, the VP himself, upon arriving at his desk in the morning opens a small, locked
box, smiles, and locks it back again. Some years later when he advanced to that position
(inheriting the key), he came to work early one morning to be assured of privacy.
Expectantly, he opened the box. In it was a single piece of paper which said: "Two Ns,
one L."
playwright - Those who play right are right-players, not playwrights. Well, since they
write plays, they should be "play-writes," wright right? Rong Wrong. Remember that a
play writer in Old English was called a "play worker" and "wright" is from an old form of
"work " (wrought iron, etc.)
possession - Possession possesses more [s]s than a snake.
precede - What follows, succeeds, so what goes before should, what? No, no, no, you are
using logic. Nothing confuses English spelling more than common sense. "Succeed" but
"precede." Precede combines the Latin words "pre" and "cedere" which means to go
before.
principal/principle - The spelling principle to remember here is that the school principal
is a prince and a pal (despite appearances)--and the same applies to anything of foremost
importance, such as a principal principle. A "principle" is a rule. (Thank you, Meghan
Cope, for help on this one.)
privilege - According to the pronunciation (not "pronounciation"!) of this word, that
middle vowel could be anything. Remember: two [i]s + two [e]s in that order.
pronunciation - Nouns often differ from the verbs they are derived from. This is one of
those. In this case, the pronunciation is different, too, an important clue.
publicly - Let me publicly declare the rule (again): if the adverb comes from an adjective
ending on -al, you include that ending in the adverb; if not, as here, you don't.
P
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Q
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questionnaire - The French doing it to us again. Double up on the [n]s in this word and
don't forget the silent [e]. Maybe someday we will spell it the English way.
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receive/receipt - I hope you have received the message by now: [i] before [e] except after
....
R
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recommend - I would recommend you think of this word as the equivalent of
commending all over again: re+commend. That would be recommendable.
referred - Final consonants are often doubled before suffixes (remit: remitted, remitting).
However, this rule applies only to accented syllables ending on [l] and [r], e.g. "rebelled,"
"referred" but "traveled," "buffered" and not containing a diphthong, e.g. "prevailed,"
"coiled."
reference - Refer to the last mentioned word and also remember to add -ence to the end
for the noun.
relevant - The relevant factor here is that the word is not "revelant," "revelent," or even
"relevent." [l] before [v] and the suffix -ant.
restaurant - 'Ey, you! Remember, these two words when you spell "restaurant." They are
in the middle of it.
rhyme - Actually, "rime" was the correct spelling until 1650. After that, egg-heads began
spelling it like "rhythm." Why? No rhyme nor reason other than to make it look like
"rhythm."
rhythm - This one was borrowed from Greek (and conveniently never returned) so it is
spelled the way we spell words borrowed from Greek and conveniently never returned.
S
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schedule - If perfecting your spelling is on your schedule, remember the [sk] is spelled as
in "school." (If you use British or Canadian pronunciation, why do you pronounce this
word [shedyul] but "school," [skul]? That has always puzzled me.)
separate - How do you separate the [e]s from the [a]s in this word? Simple: the [e]s
surround the [a]s.
sergeant - The [a] needed in both syllables of this word has been pushed to the back of
the line. Remember that, and the fact that [e] is used in both syllables, and you can write
your sergeant without fear of misspelling his rank.
supersede - This word supersedes all others in perversity. This is the only English word
based on this stem spelled -sede. Supersede combines the Latin words "super" and
"sedere" which means to sit above.
T
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U
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their/they're/there - They're all pronounced the same but spelled differently. Possessive is
"their" and the contraction of "they are" is "they're." Everywhere else, it is "there."
threshold - This one can push you over the threshold. It looks like a compound "thresh +
hold" but it isn't. Two [h]s are enough.
twelfth - Even if you omit the [f] in your pronunciation of this word (which you shouldn't
do), it is retained in the spelling.
tyranny - If you are still resisting the tyranny of English orthography at this point, you
must face the problem of [y] inside this word, where it shouldn't be. The guy is a "tyrant"
and his problem is "tyranny." (Don't forget to double up on the [n]s, too.)
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until - I will never stop harping on this until this word is spelled with an extra [l] for the
last time!
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vacuum - If your head is not a vacuum, remember that the silent [e] on this one married
the [u] and joined him inside the word where they are living happily ever since. Well, the
evidence is suggestive but not conclusive. Anyway, spell this word with two [u]s and not
like "volume."
V
WXYZ
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weather - Whether you like the weather or not, you have to write the [a] after the [e]
when you spell it.
weird - This word is an exception to the rule about [i] before [e] except after...? So, rules
can be broken!
Set a time and date to challenge another writing class to a spelling bee
contest!
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Overused words/phrases of 2013-2014
1. Twerk, v. Dance to popular music in a sexually provocative manner involving thrusting hip
movements and a low, squatting stance.
2. Selfie, n. A photograph that one has taken of oneself, typically one taken with a smartphone or
webcam and uploaded to a social media website.
3. Passion, n. A strong affection or enthusiasm for an object, concept, etc.
4. Look..., v. (in imperative form). To direct one's eyes or attention (towards).
5. Robust, adj. Strong in constitution; hardy; vigorous.
6. So, conj. With the consequence (that).
7. Delivery, n. Handing over, or conveying into the hands of another.
8. Project n. A proposal, scheme, or design; task requiring considerable or concerted effort.
9. Hashtag, n. Word or phrase preceded by a hash sign (#), used on social media sites such as
Twitter to identify messages on a specific topic.
10. Amazeballs, adj. (slang) An expression of enthusiastic approval.
11. Doing, v. Perform or complete; prepare or arrange; produce; also used as an auxiliary to
replace an earlier verb and avoid repetition.
12. Absolutely Yes, certainly, definitely; without a doubt. Completely or perfectly.
13. Fail, v. To be or become deficient.
14. Responsible adj. Capable of fulfilling an obligation or duty; reliable, trustworthy, sensible
15. Anyway, adv.conj. However the case may be; in any case; anyhow.
16. Yeah-no Being affirmative while at the same time covering the opposite possibility.
Particularly favoured by sportspeople during game time when it appears as though their team is
going to score a point.
17. Legacy, n. Something handed down by an ancestor or predecessor.
18. Hipster, n. a person who follows the latest trends and fashions.
19. Geek, n. A person who is very knowledgeable and enthusiastic about a specific subject.
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20. Iconic, adj. A person or thing regarded as representative of a culture or movement.
Read the following and then complete the activity.
So, my friend Judy wanted to do lunch last Saturday as we hadn’t seen one another for quite
some time.
“Absolutely yes!” I responded, “I would love that!”
Arrangements were made, and we went to this iconic restaurant, The Wallowing Dolphin, where
the staff is truly passionate about the seafood menu. These guys do epic seafood. Their lobster
bisque is like absolutely amazeballs!
Anyway, Judy and I sat down to order, and we waited for like twenty minutes before getting
served. I’m not even kidding! Literally, we had to wait forever! So, the waitress shows up and,
OMG, it was like #loser! She practically twerked over to the table, like she thought she was
Miley Cyrus or something, and it was so not the right venue for that kind of delivery, you know?
Like, just take my order without the twitching, right? And OMG, the outfit! Look, I’m all for
being yourself and all that, but there’s a time and a place, right? Like, you don’t have to be all up
in my face with your Daisy Dukes and your crop top. Girl, #rts (return to store), cause that outfit
is an epic fail!
So, we ordered our food, but still could not get over #badgirlsatwork waitress.
Judy, between mouthfuls of her amazeballs seafood stirfry, wanted to take a selfie with this girl
cause, you know, professionalism and all-look, I can’t even. Plus, Judy has this project where she
does a blog about fashion, and she like wanted to add the waitress as a sort of What Not to Wear
example.
Anyway the waitress, not realizing the intended purpose, said, “Yeah, no, yeah! I’d love to be in
a selfie with you!” She literally foamed at the mouth for the opportunity, like she was leaving
some sort of legacy or something. Legacy #hey grandkids, look how grandma used to dress at
work! So, Judy stretched her arm out, snapped the selfie, and said to the waitress, whose name
was Jen, that her photo would be on Judy’s blog that afternoon. Jen and Judy exchanged
information; Jen is going to have an epic surprise!
Judy and I paid our bill, and Jen twerked away, tip in hand. I absolutely cannot believe that she
wore that to work. Hey Jen, U R A fashionista fail!
Writing activity # 2:
Rewrite the above narrative by replacing all of the overused words. DO NOT CHANGE THE
INFORMATION! Choose a partner and compare each of your versions with the original.
Discuss the impact that the overused words create in the original. Are your choices better or
worse? What words did you choose to create a more precise text? Which option will withstand
the test of time?
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Writing activity # 3:
Choose either the cartoon or comic strip on which to write a response. What is this cartoon telling us
about language and the way it develops? What are the pros and the cons about the dynamic nature of
language?
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Parts of Speech
1. Nouns
2. Verbs
3. Adjectives
4. Adverbs
5. Prepositions
6. Conjunctions
7. Interjections
8. Pronouns
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Parts of Speech and Punctuation
The eight parts of speech and 12 types of punctuation will be put in a paper bag. Students will randomly
draw the topic that they will then have to research. Here are the expectations for each topic:
 Find an interesting way to share your topic. You may look on Youtube, other Internet sources,
create your own poster or design an introductory activity to get things started.
 Teach a mini-lesson to the class explaining the usage of your part of speech/type of punctuation.
What is it? Why is it important? How do you identify it? What are some of the common rules
associated with its usage?
 Have short lesson/practice sheet (again, this can be taken from the Internet) in which you
reinforce the usage you have taught.
 Your whole lesson should be between 10-15 minutes.
 Examine the example provided below as a guideline.
 As each lesson is presented to the class, the audience is required to take notes!
The following is an example for
Rules:
1. Use a question mark after a sentence that asks a question
Were the students super excited about National Punctuation Day?
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2. Use a question mark to indicate uncertainty or doubt.
The author of this book lived from 1810 (?) to 1895.
3. In a polite request (when no answer is required), the question mark is often omitted
even though the sentence is phrased like a question. Use it or don’t use it−it is your
choice.
Would you please bring us a cupcake with a semicolon.
Or
Would you please bring us a cupcake with a semicolon?
4. Indirect questions do not take question marks.
I wonder whether National Punctuation Day will be a success this year.
View Taylor Mali’s poem “
Totally like whatever, you know?” on
youtube: http://www.youtube.com/watch?v=pKyIw9fs8T4&feature=related
Question: What rule is being like totally overused in this poem? What impact does it have on
the audience?
Exit card activity: find the goofs
Is National Punctuation Day the best event ever. Mrs. J wondered whether the students had
actually enjoyed it? They certainly ate all the cupcakes, but were somewhat less enthusiastic
about the punctuation. Is it possible that some kids just don’t understand the necessity of
having strong conventions. Mrs. J asked herself whether the future of grammar was in serious
trouble? Do texts and tweets play a role in the demise of conventions?
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Writing assignment # 4: Write a journal entry about the visual below.
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After words, the building blocks of language are sentences. Please go
to the following powerpoint for an overview of the components/types
of sentences.
http://www.slideshare.net/Maximoff/chaper-1-writing-sentences-11grade
Now that we have looked at the fundamentals of sentences, let’s move on to
the interesting bits…sentence fluency!
or
Discussion: the concept of adding variety to our lives is an important one, whether we’re talking
about different cultures, different structures, different classroom techniques-everything! It can
even apply to sentence fluency. Discuss how we can add variety to our sentences. Why is this
important?
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Notes on Sentence Structures: Simple, Compound, and Complex
A common weakness in writing is the lack of varied sentences. Becoming aware of three general
types of sentences--simple, compound, and complex--can help you vary the sentences in your
writing.
The most effective writing uses a variety of the sentence types explained below.
1. Simple Sentences
A simple sentence has the most basic elements that make it a sentence: a subject, a verb, and a
completed thought.
Examples of simple sentences include the following:
Joe waited for the train.
"Joe" = subject, "waited" = verb
The train was late.
"The train" = subject, "was" = verb
Mary and Samantha took the bus.
"Mary and Samantha" = compound subject, "took" = verb
I looked for Mary and Samantha at the bus station.
"I" = subject, "looked" = verb
Mary and Samantha arrived at the bus station before noon and left on the bus before I arrived.
"Mary and Samantha" = compound subject, "arrived" and "left" = compound verb
Tip: If you use many simple sentences in an essay, you should consider revising some of the
sentences into compound or complex sentences (explained below).
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The use of compound subjects, compound verbs, prepositional phrases (such as "at the bus
station"), and other elements help lengthen simple sentences, but simple sentences often are
short. The use of too many simple sentences can make writing "choppy" and can prevent the
writing from flowing smoothly.
A simple sentence can also be referred to as an independent clause. It is referred to as
"independent" because, while it might be part of a compound or complex sentence, it can also
stand by itself as a complete sentence.
2. Compound Sentences
A compound sentence refers to a sentence made up of two independent clauses (or complete
sentences) connected to one another with a coordinating conjunction. Coordinating conjunctions
are easy to remember if you think of the words "FAN BOYS":
For
And
Nor
But
Or
Yet
So
Examples of compound sentences include the following:
Joe waited for the train, but the train was late.
I looked for Mary and Samantha at the bus station, but they arrived at the station before noon
and left on the bus before I arrived.
Mary and Samantha arrived at the bus station before noon, and they left on the bus before I
arrived.
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Mary and Samantha left on the bus before I arrived, so I did not see them at the bus station.
Tip: If you rely heavily on compound sentences in an essay, you should consider revising
some of them into complex sentences (explained below).
Coordinating conjunctions are useful for connecting sentences, but compound sentences often
are overused. While coordinating conjunctions can indicate some type of relationship between
the two independent clauses in the sentence, they sometimes do not indicate much of a
relationship. The word "and," for example, only adds one independent clause to another, without
indicating how the two parts of a sentence are logically related. Too many compound sentences
that use "and" can weaken writing.
Clearer and more specific relationships can be established through the use of complex sentences.
3. Complex Sentences
A complex sentence is made up of an independent clause and one or more dependent clauses
connected to it. A dependent clause is similar to an independent clause, or complete sentence, but
it lacks one of the elements that would make it a complete sentence.
Examples of dependent clauses include the following:
because Mary and Samantha arrived at the bus station before noon
while he waited at the train station
after they left on the bus
Dependent clauses such as those above cannot stand alone as a sentence, but they can be added
to an independent clause to form a complex sentence.
Dependent clauses begin with subordinating conjunctions. Below are some of the most common
subordinating conjunctions:
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after
although
as
because
before
even though
if
since
though
unless
until
when
whenever
whereas
wherever
while
A complex sentence joins an independent clause with one or more dependent clauses.
The dependent clauses can go first in the sentence, followed by the independent clause, as in the
following:
Tip: When the dependent clause comes first, a comma should be used to separate the two
clauses.
Because Mary and Samantha arrived at the bus station before noon, I did not see them at the
station.
While he waited at the train station, Joe realized that the train was late.
After they left on the bus, Mary and Samantha realized that Joe was waiting at the train
station.
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Conversely, the independent clauses can go first in the sentence, followed by the dependent
clause, as in the following:
Tip: When the independent clause comes first, a comma should not be used to separate the two
clauses.
I did not see them at the station because Mary and Samantha arrived at the bus station before
noon.
Joe realized that the train was late while he waited at the train station.
Mary and Samantha realized that Joe was waiting at the train station after they left on the bus.
Complex sentences are often more effective than compound sentences because a complex
sentence indicates clearer and more specific relationships between the main parts of the
sentence. The word "before," for instance, tells readers that one thing occurs before
another. A word such as "although" conveys a more complex relationship than a word
such as "and" conveys.
The term periodic sentence is used to refer to a complex sentence beginning with a dependent
clause and ending with an independent clause, as in "While he waited at the train station, Joe
realized that the train was late."
Periodic sentences can be especially effective because the completed thought occurs at the end of
it, so the first part of the sentence can build up to the meaning that comes at the end.
Beginning Sentences with "And" or "Because"
Should you begin a sentence with "and" or "but" (or one of the other coordinating conjunctions)?
The short answer is "no." You should avoid beginning a sentence with "and," "or," "but," or the
other coordinating conjunctions. These words generally are used to join together parts of a
sentence, not to begin a new sentence.
However, such sentences can be used effectively. Because sentences beginning with these words
stand out, they are sometimes used for emphasis. If you use sentences beginning with one of the
coordinating conjunctions, you should use these sentences sparingly and carefully.
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Should you begin a sentence with "because"?
There is nothing wrong with beginning a sentence with "because."
Perhaps some students are told not to begin a sentence with "because" to avoid sentence
fragments (something like "Because Mary and Samantha arrived at the bus station before noon"
is a sentence fragment), but it is perfectly acceptable to begin a sentence with "because" as long
as the sentence is complete (as in "Because Mary and Samantha arrived at the bus station before
noon, I did not see them at the station.")
(Source: Simple, Compound, and Complex Sentences from the Writing Center at Texas A & M)
Writing activity # 4Take the following excerpt from J. K. Rowling’s Harry Potter and
identify whether a sentence is simple, compound, or complex. Next, change the sentence
fluency by trying different lengths and structures.
Excerpt from Harry Potter:
October arrived, spreading a damp chill over the grounds and into the castle. Madam Pomfrey,
the nurse, was kept busy by a sudden spate of colds among the staff and students. Her Pepperup
potion worked instantly, though it left the drinker smoking at the ears for several hours
afterward. Ginny Weasley, who had been looking pale, was bullied into taking some by Percy.
The steam pouring from under her vivid hair gave the impression that her whole head was on
fire.
Raindrops the size of bullets thundered on the castle windows for days on end; the lake rose, the
flower beds turned into muddy streams, and Hagrid's pumpkins swelled to the size of garden
sheds. Oliver Wood's enthusiasm for regular training sessions, however, was not dampened,
which was why Harry was to be found, late one stormy Saturday afternoon a few days before
Halloween, returning to Gryffindor Tower, drenched to the skin and splattered with mud.
Even aside from the rain and wind it hadn't been a happy practice session. Fred and George, who
had been spying on the Slytherin team, had seen for themselves the speed of those new Nimbus
Two Thousand and Ones. They reported that the Slytherin team was no more than seven greenish
blurs, shooting through the air like missiles.
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As Harry squelched along the deserted corridor he came across somebody who looked just as
preoccupied as he was. Nearly Headless Nick, the ghost of Gryffindor Tower, was staring
morosely out of a window, muttering under his breath, ". . . don't fulfill their requirements . . .
half an inch, if that . . ."
Reflection # 1
In this unit, you have done the following:
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Poster
News article writing activity # 1
Overused words writing activity #2
Cartoon/comic strip: writing activity # 3
Research
Spelling Bee
Journal writing activity #4
Rewrite Harry Potter excerpt writing activity #5
Reflection Unit One
All of these pieces should be included in your portfolio for unit one.
What piece of writing did you find to be the most challenging? Explain your point of view.
What did you learn about the importance of words and sentences?
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Write about two things that you did that you felt you did really well throughout this unit. Then,
add a wish-something you’d like to work on in the future. This will allow you to set goals about
your writing; to focus on where your writing strengths and needs are.
Choose between activity 1 or 4, and submit your chosen piece for evaluation. This will be
graded with comments. These comments will help you to rewrite your piece, improve your
writing by making decisions as to what you should change or not, and earn edit for credit
points!
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