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English 60
Professor Parks
Fall 2013
Tuesday/Thursday
Professor Parks
English 60
Page |2
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
America Now. 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
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?
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Professor Parks
English 60
Page |4
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
English 60
Page |5
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
English 60
Page |6
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
English 60
Page |7
Professor Parks
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
Page |8
Professor Parks
English 60
Page |9
Exercise: 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
English 60
P a g e | 10
Exercise: 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
English 60
P a g e | 11
Exercise: 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
English 60
P a g e | 12
name ____________________________
Exercise: 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
English 60
P a g e | 13
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
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
English 60
P a g e | 14
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
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
English 60
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 | 15
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
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 | 16
Professor Parks
English 60
parts of speech
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Professor Parks
English 60
P a g e | 18
Exercise: 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
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 | 19
Professor Parks
English 60
P a g e | 20
Professor Parks
English 60
P a g e | 21
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
English 60
P a g e | 22
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: 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
English 60
P a g e | 23
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
English 60
P a g e | 24
Exercise: 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
English 60
P a g e | 25
Exercise: 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
English 60
P a g e | 26
Exercise: 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
English 60
P a g e | 27
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
English 60
P a g e | 28
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
English 60
P a g e | 29
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: 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
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 | 30
Professor Parks
English 60
P a g e | 31
Exercise: 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
English 60
P a g e | 32
Exercise: 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
English 60
P a g e | 33
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
English 60
P a g e | 34
Exercise: 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
English 60
P a g e | 35
Exercise: 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
English 60
P a g e | 36
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
English 60
P a g e | 37
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
English 60
P a g e | 38
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
English 60
P a g e | 39
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
English 60
P a g e | 40
Underline the subject once, and underline the verb twice. Put parenthesis
around any infinitives. Cross out any prepositional phrases.
1. Scrambled eggs are good on Sunday mornings.
2. Other people would rather eat poached eggs.
3. Sallie and Maggie make the best pancakes in the world.
4. They add milk, sprinkle in cinnamon, pour in a little vanilla, and stir in
the pancake mix.
5. Will you ever go to the store for me?
6. Write a compound sentence using “but.”
7. Write a complex sentence using a “although.”
8. Write a simple sentence.
9. Write a complex sentence that starts with “Since.”
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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: 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.
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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: 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.
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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.
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Exercise: 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.
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Exercise: Add the necessary commas using the following comma rules:
comma around nonessential information or interrupters, comma after a
dependent clause, and comma before a coordinating conjunction in a
compound sentence.
1. Will Smith who was promoting his new movie attended the basketball
game.
2. Lung cancer the leading cause of cancer deaths kills more than 150,000
Americans.
3. I did not stop searching until I found the perfect dress for the party.
4. While Gordon was working on the student newspaper he decided to
become a journalist.
5. Beer vending machines some say will encourage minors to drink.
6. My cat that used to be a stray will share the sofa with anyone. (I have
three cats; only one used to be a stray.)
7. Jayme scratched on the door and I let him in the house.
8. After I let him in I saw that he had something in his mouth.
9. It had a tail and was moving.
10. I was of course quite surprised.
11. I thought it was a mouse but I was wrong.
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Exercise: 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.
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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
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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: 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.
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10. The yard sale fund-raiser was a huge success hence they voted
not to have the bake sale.
11. 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.
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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."
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Exercise: 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?"
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Exercise: 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.
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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."
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Exercise: 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
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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.
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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.
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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.
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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.
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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.
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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
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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
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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
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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
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
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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
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Sentence types
Simple – one independent clause
Compound – two or more independent clauses
Complex – one independent clause and one or more dependent
(subordinate) clauses
Compound complex – two or more independent clauses and one
or more dependent (subordinate) clauses
Coordinating Conjunctions (cc)
(FANBOYS)
for, and, nor, but, or, yet, so
CA- conjunctive adverb
I – independent clause
D – dependent clause
SC- subordinating conjunction
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Common subordinating conjunctions (SC)
used in complex sentences
Cause or effect
as
because
in order that
since
so that
Concession
although
as if
even if
even though
though
Comparison or contrast
as
as if
as though
than
whereas
whether
while
Space or time
after
since
as long as
before
when
now that
once
where
whenever
wherever
until
while
Condition
even if
if
if only
provided
since
unless
when
whenever
whether
how
Purpose
so that
that
___________________________
Relative connectors
(pronouns, adj., adv.)
which
that
whatever
whose
whichever
whom
what
who
whomever
whoever
why
where
** Subordinating conjunctions and relative connectors start
subordinate (dependent) clauses in complex sentences
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Common conjunctive adverbs (CA) and transitional phrases
Used in compound sentences
Addition
also
besides
further
furthermore
in addition
incidentally
moreover
Emphasis
certainly
indeed
in fact
still
undoubtedly
specifically
Time
finally
meanwhile
next
now
then
thereafter
subsequently
Comparison or contrast
however
in comparison
in contrast
instead
conversely
likewise
on the other hand
nevertheless
otherwise
similarly
nonetheless
Cause or effect
accordingly
as a result
consequently
hence
therefore
thus
Misc.
for example
for instance
after all
even so
anyway
incidentally
** Conjunctive adverbs connect equal clauses (in compound sentences).
I: ca, i
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Common prepositions
about
above
according
according to
across
after
against
along
along with
among
around
as
at
because of
before
behind
below
beneath
beside
between
beyond
by
concerning
despite
down
during
except
except for
excepting
for
from
in
in addition to
inside
in spite of
instead of
into
like
near
of
off
on
onto
out
outside
over
past
regarding
round
since
through
throughout
to
toward
under
underneath
unlike
until
up
upon
up to
till
with
within
without
next to
*** start prep. phrases, which add details
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Parts of speech
Noun - names a person, place, thing, idea, feeling.
Pronoun - takes the place of a noun.
Personal (I, you, he, she, etc.); reflexive (myself, himself, etc.); relative
(that, which, that, whose, etc.); demonstrative (this, that, these, those);
indefinite (everybody, few, each); 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)
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Sentence parts
Subject a noun, pronoun, gerund, or infinitive
is never in the prepositional phrase
is never here or there
can be understood or implied
part of the sentence about which something is being said
Verb - see previous page
Clauses
Independent clauses - can stand on their own.
Dependent clauses can not stand on their own
start with a subordinating conjunction (listed on a previous page)
have a subject and a verb
need an independent clause
are needed to create complex sentences
Example: When I get up
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Comma rules
1. Put commas around nonessential information, such as adjective clauses
and appositives.
Example: My brother, who drives a red truck, works in the film industry.
I like to eat at Olive Garden, an Italian restaurant.
2. Put commas around interrupters.
Example: The information, however, is subject to discussion.
3. Put a comma after a dependent clause.
Example: After the cats ate, they went to sleep.
4. Put a comma after a coordinating conjunction in a compound sentence.
Example: Jackson sleeps on the sofa, but Jayme likes to sleep in a hidden
place.
5. Put a comma between items in a series of three or more.
Example: Jayme meowed, ate his food, and ran around the house.
6. Put a comma after introductory word groups and direct address.
Example: Luckily, I found the source of the leak.
7. Put a comma between a city and state.
Example: Her house in Bakersfield, California, is air-conditioned.
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Semi-colon rules
1. Put a semi-colon between independent clauses.
Example: Jayme is Jack’s brother; they play well together.
2. Put a semi-colon before a conjunctive adverb in a compound sentence.
Example: Jack is blind; consequently, he runs into the furniture if he gets
scared.
3. Put a semi-colon between items in a series that has commas.
Example: I have invited my sister, who lives in Tennessee; my aunt, who
lives in Maryland; and my 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.”
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mechanics
Underlining or italics
Underline the complete work: newspaper, magazine, Cds, movie, novel,
play
Quotes
Put quotes around the part: article, song, poem, short story, TV episode
Apostrophe
used to make words possessive and in contractions
never used on verbs
never used on possessive pronouns (his, hers, ours, theirs, etc.)
if the word is plural and ends in s, just add an apostrophe
Capitalization
Capitalize the first word in a sentence
Capitalize proper nouns
Professor Parks
English 60
Sentences for grammar practice
P a g e | 75
Professor Parks
English 60
P a g e | 76
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
English 60
P a g e | 77
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
English 60
P a g e | 78
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
English 60
P a g e | 79
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
English 60
P a g e | 80
Parts of speech
she never attends meetings she cannot sit still
sentence parts
clauses and sentence type
she never attends meetings she cannot sit still
mechanics
Professor Parks
English 60
P a g e | 81
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
English 60
P a g e | 82
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
English 60
P a g e | 83
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
English 60
P a g e | 84
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
English 60
P a g e | 85
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
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 | 86
Professor Parks
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 | 87
Professor Parks
English 60
P a g e | 88
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
English 60
P a g e | 89
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
English 60
P a g e | 90
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
English 60
P a g e | 91
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
English 60
P a g e | 92
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
English 60
P a g e | 93
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
English 60
P a g e | 94
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
English 60
P a g e | 95
Professor Parks
English 60
P a g e | 96
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
Writer _________________
English 60
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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
English 60
P a g e | 98
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
Writer _________________
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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
English 60
P a g e | 100
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
English 60
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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
Professor Parks
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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
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
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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
English 60
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 ________________________________________
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Professor Parks
English 60
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Writing assignments
Professor Parks
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OCE services assignment
Identify a service on campus. Choose from the following: library, child
care center, health and wellness center, writing center, counseling,
tutoring, student government association, and financial aid.
Visit the place with your group. 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, how you can
use their services, and how that service fits in with your goals.
Include a reference to the TIB article and/or NPR program "Struggle for
Smarts."
length: about 250 words typed
Professor Parks
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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
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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
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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? Veterans' Center?
Attach a brochure or handout
Professor Parks
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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
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Financial Aid Office
(Since they are so busy during the beginning of the semester, you might have to pick
up brochures and gather information online.)
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
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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
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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
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Accommodations
1. Where is it? ___________________________________________________
___________________________________________________________
2. When are you open? _____________________________________________
3. What services can you provide? _____________________________________
_________________________________________________________________
_________________________________________________________________
6. _______________________________________________________________
_________________________________________________________________
_________________________________________________________________
Attach a brochure or handout
Professor Parks
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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 papers written for English classes?
________________________________________
6. Do you have handouts on writing or grammar? _____________
____________________________________________________________________
bring a brochure or handout
Professor Parks
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outline for services assignment
paragraph # 1
Introduction
*thesis statement:
paragraph # 2
*Topic sentence:
 where you visited and what it looks like/what services they provide)
 example or evidence
paragraph # 3
*Topic sentence:
(about how you can benefit from their services and how using this
service fits in with your goals)
 example or evidence


Conclusion
summary of points plus
Professor Parks
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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 paragraph 2 have description of where he/she visited and where
it is located?
3. Does paragraph 2 have information on what services are provided?
4. Does paragraph 3 have information on how he/she can benefit from
the service and how the service fits in with his/her goals?
5. Any suggestions for the writer?
Professor Parks
English 60
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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 paragraph 2 have description of where he/she visited and where
it is located?
3. Does paragraph 2 have information on what services are provided?
4. Does paragraph 3 have information on how he/she can benefit from
the service and how using the service fits in with his/her goals?
5. Any suggestions for the writer?
Professor Parks
Writer _________________
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Reader ___________________
peer feedback sheet for services first draft
Is the thesis/opinion stated in one clear sentence?
How well does the second paragraph describe the service?
How completely does the writer explain how his/her goals fit in with the
service ? How well is the article used as evidence to back up his/her
opinion?
Does the conclusion sum up the argument?
My top two suggestions to improve this paper:
1.
2.
Words, phrases, or ideas I like best:
1.
2.
Professor Parks
Writer _________________
English 60
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Reader ___________________
peer feedback sheet for services first draft
Is the thesis/opinion stated in one clear sentence?
How well does the second paragraph describe the service?
How completely does the writer explain how his/her goals fit in with the
service ? How well is the article used as evidence to back up his/her
opinion?
Does the conclusion sum up the argument?
My top two suggestions to improve this paper:
1.
2.
Words, phrases, or ideas I like best:
1.
2.
Professor Parks
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P a g e | 121
Conference sheet : services essay
fill this out and take it to your conference with your second draft and letter
to the professor
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. Services
Keep it up!
(Met expectations)
Content
(40%)
Responds to
assigned topic.
Is insightful and
interesting.
Shows critical
thinking about
goals and services.
Has a strong,
logical argument.
Includes
appropriate details,
examples, details,
and evidence.
Evidence is cited
correctly.
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.
Organization
(30%)
Grammar
(30%)
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
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Opportunities
(Inconsistently met
expectations)
Responds to the
assigned topic.
Has an argument.
Argument could
include more critical
thinking or analysis.
The argument
could include more
details, examples,
or evidence.
Evidence could
connect to point
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.
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.
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.
Professor Parks
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name _______________________________ class time _________
Get it?
OCE on services
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
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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
English 60
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Get it?
ICE 2 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
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Assignment for OCE 2: A Place to Stand
argument essay with examples
Write an argumentative essay of at least 2 typed pages. Your essay should
have an introduction, body paragraphs, and a conclusion.
What situations or people caused Baca to embrace his culture?
How did that ethnic pride contribute to his new identity?
Options include, but are not limited to, friends/family on the outside, fellow
prisoners, what he read or studied, dealing with the past, etc.
sources: You should refer to A Place to Stand using proper citation for
summaries, paraphrases and quotes.
format: 12 point font, Times New Roman, double spaced.
Professor Parks
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(OCE 2) A Place to Stand: Outline for argument essay with evidence
EXAMPLE
# 1 paragraph
Introduction
*thesis statement: Answers the question what caused Baca to
embrace his culture and how that contributed to his new
identity.
#2 paragraph
*Topic sentence: One thing/person that contributed to Baca
embracing his culture
 example or evidence
Example from book (APS)
add your ideas
# 3 paragraph
*Topic sentence: Another thing/person that contributed to Baca
embracing his culture
 example or evidence
Example from book (APS)
add your ideas
# 4 paragraph
*Topic sentence: What situation/person contributed to your
embracing your culture/ethnicity/gender/sexual
orientation/nationality/religion/etc.
 example or evidence
Example from your life
add your ideas
paragraph # 5 Conclusion
summary of points plus
Professor Parks
English 60
P a g e | 128
(OCE 2) A Place to Stand: 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
paragraph # 4
*Topic sentence:
 example or evidence
paragraph # 5 Conclusion
summary of points plus
Professor Parks
English 60
P a g e | 129
peer review of outline of A Place to Stand assignment
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis that responds to the question about
what/who contributed to Baca pride in his culture?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up
the thesis?
3. Does paragraph 2 include evidence from APS? 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 APS? Does it seem to fit the
topic sentence?
6. Does paragraph 4 have a topic sentence about what/who contributed
to the student feeling pride in culture/heritage/orientation/etc?
7. What suggestions do you have for the writer?
Professor Parks
English 60
P a g e | 130
peer review of outline of A Place to Stand assignment
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis that responds to the question about
what/who contributed to Baca pride in his culture?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up
the thesis?
3. Does paragraph 2 include evidence from APS? 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 APS? Does it seem to fit the
topic sentence?
6. Does paragraph 4 have a topic sentence about what/who contributed
to the student feeling pride in culture/heritage/orientation/etc?
7. What suggestions do you have for the writer?
Professor Parks
Writer _________________
English 60
P a g e | 131
Reader ___________________
peer feedback sheet for APS first draft
How clear is the thesis?
How well do paragraphs 2 and 3 focus on one person/situation that
contributed to Baca embracing his culture?
How well does the writer use evidence from APS to back up his/her
opinion?
How completely does the writer describe what contributed to his/her
embracing his culture/gender, etc. ?
How well 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
Writer _________________
English 60
P a g e | 132
Reader ___________________
peer feedback sheet for argument writing first draft
How clear is the thesis?
How well do paragraphs 2 and 3 focus on one person/situation that
contributed to Baca embracing his culture?
How well does the writer use evidence from APS to back up his/her
opinion?
How completely does the writer describe what contributed to his/her
embracing his culture/gender, etc. ?
How well 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
English 60
P a g e | 133
Conference sheet : argumentative essay, APS OCE 2
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
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 | 134
Professor Parks
English 60
P a g e | 135
name _______________________________ Time ______________
Get it?
OCE on APS #2
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
English 60
P a g e | 136
Assignment for OCE 3: What I Know for Sure
argument essay with examples
Write an argumentative essay of at least 2 typed pages. Your essay should
have an introduction, body paragraphs, and a conclusion.
What aspects of Tavis Smiley's childhood most contributed to his
desire to attend college?
Options include, but are not limited to, growing up poor, his family's
religion, being beaten, his relationship with his parents, growing up in a
community where he was one of few African-Americans, enjoying public
speaking, etc.
sources: You should refer to What I Know for Sure using proper citation
for summaries, paraphrases and quotes.
format: 12 point font, Times New Roman, double spaced.
Professor Parks
English 60
P a g e | 137
(OCE 3) What I Know for Sure: Outline for argument essay with
evidence EXAMPLE
# 1 paragraph
Introduction
*thesis statement: Answers the question what most contributed
to Tavis Smiley's desire to attend college.
#2 paragraph
*Topic sentence: One thing/person that contributed to Smiley's
desire to attend college.
 example or evidence
Example from book (WIKFS)
add your ideas
# 3 paragraph
*Topic sentence: Another thing/person that contributed to
Smiley's desire to attend college.
 example or evidence
Example from book (WIKFS)
add your ideas
# 4 paragraph
*Topic sentence: What situation/person contributed to your
desire to attend college.
 example or evidence
Example from your life
add your ideas
paragraph # 5 Conclusion
summary of points plus
Professor Parks
English 60
P a g e | 138
(OCE 3) What I Know for Sure: 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
paragraph # 4
*Topic sentence:
 example or evidence
paragraph # 5 Conclusion
summary of points plus
Professor Parks
English 60
P a g e | 139
peer review of outline of What I Know for Sure assignment
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis that responds to the question about
what/who contributed to Smiley's desire to attend college?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up
the thesis?
3. Does paragraph 2 include evidence from WIKFS? 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 WIKFS? Does it seem to fit
the topic sentence?
6. Does paragraph 4 have a topic sentence about what/who contributed
to the student wanting to attend college?
7. What suggestions do you have for the writer?
Professor Parks
English 60
P a g e | 140
peer review of outline of What I Know for Sure assignment
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis that responds to the question about
what/who contributed to Smiley's desire to attend college?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up
the thesis?
3. Does paragraph 2 include evidence from WIKFS? 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 WIKFS? Does it seem to fit
the topic sentence?
6. Does paragraph 4 have a topic sentence about what/who contributed
to the student wanting to attend college?
7. What suggestions do you have for the writer?
Professor Parks
Writer _________________
English 60
P a g e | 141
Reader ___________________
peer feedback sheet for What I Know for Sure first draft
How clear is the thesis?
How well do paragraphs 2 and 3 focus on one person/situation that
contributed to Smiley wanting to attend college ?
How well does the writer use evidence from WIKFS to back up his/her
opinion?
How completely does the writer describe what contributed to his/her
wanting to attend college ?
How well 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
Writer _________________
English 60
P a g e | 142
Reader ___________________
peer feedback sheet for What I Know for Sure first draft
How clear is the thesis?
How well do paragraphs 2 and 3 focus on one person/situation that
contributed to Smiley wanting to attend college ?
How well does the writer use evidence from WIKFS to back up his/her
opinion?
How completely does the writer describe what contributed to his/her
wanting to attend college ?
How well 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
English 60
P a g e | 143
Conference sheet : argumentative essay, WIKFS OCE 3
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 3
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 from
better or cite more
WIKFS
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 | 144
Professor Parks
English 60
P a g e | 145
name _______________________________ Time ______________
Get it?
OCE on WIKFS #3
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, 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
English 60
P a g e | 146
Assignment for OCE 4: Persistence
argument essay with examples
Write an argumentative essay of at least 2 1/2 typed pages. Your essay
should have an introduction, body paragraphs, and a conclusion.
In class, we will look themes in both books around persistence
and generate questions for this essay.
sources: You should refer to both A Place to Stand and What I Know for
Sure using proper citation for summaries, paraphrases, and quotes.
format: 12 point font, Times New Roman, double spaced.
Professor Parks
English 60
P a g e | 147
(OCE 4) Persistence: A Place to Stand and What I Know for
Sure: 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
paragraph # 4
*Topic sentence:
 example or evidence
paragraph # 5 Conclusion
summary of points plus
Professor Parks
English 60
P a g e | 148
peer review of outline of assignment on persistence
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis that responds to the question about
persistence?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up
the thesis?
3. Does paragraph 2 include evidence from APS or WIKFS? 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 APS or WIKFS? Does it
seem to fit the topic sentence?
6. Does paragraph 4 have a topic sentence about persistence?
7. What suggestions do you have for the writer?
Professor Parks
English 60
P a g e | 149
peer review of outline of assignment on persistence
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis that responds to the question about
persistence?
2. Does paragraph 2 have a topic sentence? Is it a reason that backs up
the thesis?
3. Does paragraph 2 include evidence from APS or WIKFS? 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 APS or WIKFS? Does it
seem to fit the topic sentence?
6. Does paragraph 4 have a topic sentence about persistence?
7. What suggestions do you have for the writer?
Professor Parks
Writer _________________
English 60
P a g e | 150
Reader ___________________
peer feedback sheet for first draft on persistence
How clear is the thesis?
How well do paragraphs 2, 3, and 4 focus on persistence?
How well does the writer use evidence from APS and WIKFS to back up
his/her opinion?
How critically and completely does the writer argue about persistence?
How well 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
Writer _________________
English 60
P a g e | 151
Reader ___________________
peer feedback sheet for first draft on persistence
How clear is the thesis?
How well do paragraphs 2, 3, and 4 focus on persistence?
How well does the writer use evidence from APS and WIKFS to back up
his/her opinion?
How critically and completely does the writer argue about persistence?
How well 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
English 60
P a g e | 152
Conference sheet : argumentative essay, persistence, OCE 4
Fill out this sheet, and take it with your second draft and letter to the
professor to your conference.
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 4
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. Two
better or cite more
sources
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 | 153
Professor Parks
English 60
P a g e | 154
name _______________________________ Time ______________
Get it?
OCE 4 on Persistence
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
English 60
P a g e | 155
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
English 60
P a g e | 156
peer review of outline of TIB
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis that responds to the TIB assignment?
2. Put the thesis in your own words.
3. How well does the outline show a plan that backs up the thesis?
4. What story or stories back up the thesis?
5. How appropriate is(are) the story (stories)?
7. What suggestions do you have for the writer?
Professor Parks
English 60
P a g e | 157
peer review of outline of TIB
writer's name ___________________________
reader's name __________________________
1. Does the writer have a thesis that responds to the TIB assignment?
2. Put the thesis in your own words.
3. How well does the outline show a plan that backs up the thesis?
4. What story or stories back up the thesis?
5. How appropriate is(are) the story (stories)?
7. What suggestions do you have for the writer?
Professor Parks
Writer _________________
English 60
P a g e | 158
Reader ___________________
peer feedback sheet for first draft TIB
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, examples, and stories with
feeling 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
Writer _________________
English 60
P a g e | 159
Reader ___________________
peer feedback sheet for first draft, TIB
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, examples, and stories with
feeling 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
English 60
P a g e | 160
conference sheet: This I Believe
Fill this out and bring it and your second draft, and letter to the professor to your
conference
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
Content
(40%)
Organization
(30%)
Grammar
(30%)
English 60
Keep it up!
(Met expectations)
P a g e | 161
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
connect to point
better
Thesis is in the first Thesis is in the first
paragraph.
paragraph.
Introduction has
Intro could have
appropriate
more background.
background and
Thesis could be
hooks the reader.
stronger.
Each paragraph
Topic sentence(s)
has one idea.
could be stronger
Evidence is in the
reasons or connect
middle.
to thesis.
Transition words
Body paragraphs
connect ideas.
could be on
Conclusion wraps
different points,
up the topic and
include more
predicts or
examples,
expands.
evidence, or
development.
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.
virtually free of
sentence errors:
awk sentences,
punctuation errors
or sp errors. Has
sentence variety
and appropriate
vocabulary.
Many distracting
errors in awk
sentences,
punctuation, sp,
frags, run-ons, or
verbs.
Noticeable errors in
awk sentences,
punct, sp, frag,
run-ons, verbs,
vocab, pronouns,
sentence variety.
No thesis or thesis
is not in the
introduction.
No transition
words.
No conclusion.
Paragraphing is not
clear.
Hard to follow.
Professor Parks
English 60
P a g e | 162
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
English 60
P a g e | 163
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
English 60
P a g e | 164
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
English 60
P a g e | 165
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
English 60
P a g e | 166
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
English 60
P a g e | 167
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
English 60
Grade sheets for ICEs
P a g e | 168
Professor Parks
Criteria for
argumentative
essay. ICE 1
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
connect to point
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 | 169
Professor Parks
English 60
P a g e | 170
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. ICE 2
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
connect to point
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 | 171
Professor Parks
English 60
P a g e | 172
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. ICE 3
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
connect to point
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 | 173
Professor Parks
English 60
P a g e | 174
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
English 60
P a g e | 175
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
English 60
P a g e | 176
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?
___________
____________