Sunday, April 19, 2015

Writing 1 Class Notes -- Week 12 (April 16)

Greetings!
My apologies for being so late with this e-mail.  The weather's been so nice that I high-tailed it out to my yard and garden for the past few days.
Nonetheless, I have a good update on last week's class.  We began the class with a Quick Write.  This week's writing prompt  was inspired by the anniversary of the 1860 Pony Express ride from St. Joseph to Sacramento.  I had the class list as many means of communication that they could think of.  We compiled the list on the white board.  Our list included smoke signals, Morse code, semaphore, cryptology, Face Time, etc.
Latin Roots of the Day:
magna -- L. great, big -- English derivatives:  magnify, magnum, magnitude, magnet, magnanimous, magnificent
male -- L. bad, evil -- English derivatives:  malcontent, malice, malicious, malign, dismal, malapropism
medi -- L. middle -- English derivatives:  middle, medium, median, mediocre, Medieval, Mediterranean 
migri -- L. wander, move -- English derivatives:  immigrant, migrate, emigrate, transmigration,  migraine
I handed back the Rough Drafts of their News Stories this week.  I took a large portion of the class time to go over common errors found in their papers.  Two very common problems found in their essays are not necessarily grammatical errors, but weak writing techniques.  The first is the use of the word "things," probably the most general and vague word that means both everything and nothing.  I usually underline or circle the word and direct the students to find a better word.
The other writing issue is with the sentence construction using "there is" or "there (and any other form of the verb to be)."  While not grammatically incorrect, this type of sentence usually end up overly wordy and passive.  This type of sentence postpones the subject of the sentences and the "there is" serves as a placeholder for the real subject of the sentence.  For this reason, this is called an "Expletive Construction" because the words are empty phrases that can be replaced with meatier, more concise words.  Some websites that further explain this:  Purdue OWL,  University of Houston,  and Grammar Girl's Tips.  

We also reviewed some of our comma rules in readiness of our end of the year grammar test.  We've looked at a few other bits of punctuation the past two weeks, but the bulk of the work this semester has been commas.  I gave the class a comma review worksheet to do as homework.

We did not take time to go over our literature for the week.  In a couple of weeks we will do a poetry presentation, so the students should read through their poetry books to choose a poem to read.

Assignments for Next Week:
-- No extra Poetry 
-- Look through the poetry book for a poem to present
-- Finish the Final Draft of the News Story
-- Finish the "Mastering the Comma Review" worksheet

This Week's Links
Class Notes

Enjoy the week!  
Mrs. Prichard

Writing 2 Class Notes -- Week 12 (April 16)

Greetings!
My apologies for being so late with this e-mail.  The weather's been so nice that I high-tailed it out to my yard and garden for the past few days.
Nonetheless, I have a good update on last week's class.  We began the class with a Quick Write.  This week's writing prompt was inspired by Leonardo Da Vinci's birthday.  DaVinci was an painter, sculptor, mathematician, musician, architect, writer, inventor, geologist, and map-maker.  I asked the students to think of their three top interests, talents, or skills.  Then, they were to imagine how they might combine those in some future occupation or hobby.
Latin Roots of the Day:
magna -- L. great, big -- English derivatives:  magnify, magnum, magnitude, magnet, magnanimous, magnificent
male -- L. bad, evil -- English derivatives:  malcontent, malice, malicious, malign, dismal, malapropism
medi -- L. middle -- English derivatives:  middle, medium, median, mediocre, Medieval, Mediterranean 
migri -- L. wander, move -- English derivatives:  immigrant, migrate, emigrate, transmigration,  migraine
I handed back the Rough Drafts of their Evaluation Essays this week.  I took a large portion of the class time to go over common errors found in their papers.  Two very common problems found in their essays are not necessarily grammatical errors, but weak writing techniques.  The first is the use of the word "things," probably the most general and vague word that means both everything and nothing.  I usually underline or circle the word and direct the students to find a better word.
The other writing issue is with the sentence construction using "there is" or "there (and any other form of the verb to be)."  While not grammatically incorrect, this type of sentence usually end up overly wordy and passive.  This type of sentence postpones the subject of the sentences and the "there is" serves as a placeholder for the real subject of the sentence.  For this reason, this is called an "Expletive Construction" because the words are empty phrases that can be replaced with meatier, more concise words.  Some websites that further explain this:  Purdue OWL,  University of Houston,  and Grammar Girl's Tips.  

We also reviewed some of our comma rules in readiness of our end of the year grammar test.  We've looked at a few other bits of punctuation the past two weeks, but the bulk of the work this semester has been commas.  I gave the class a comma review worksheet to do as homework.

We did not take time to go over our literature for the week.  In a couple of weeks we will do a poetry presentation, so the students should read through their poetry books to choose a poem to read.

Assignments for Next Week:
-- Poetry selections:  Wilcox (p. 33); Dunbar (p. 41 - 43); Frost (p. 44 - 50); Sandburg (p. 53 - 54); Williams (p. 60 - 61); Hughes (p. 75 - 78) 
-- Look through the poetry book for a poem to present
-- Finish the Final Draft of the Evaluation Essay
-- Finish the "Mastering the Comma Review" worksheet


This Week's Links
Class Notes

Enjoy the week!  
Mrs. Prichard

Mastering the Comma Review


Punctuate the following sentences.

1.     Throughout these four essays a theme of fitting into society is found.
2.     Jim hand forgotten to change his watch to daylight saving time so he missed the first meeting of the day.
3.     In the essay “Ring Leader” the writer does not try to hide her peculiarities but becomes more forceful in making them apparent.
4.     He was speaking to me his sister as if I were a child.
5.     Nick told me that Joan was an employee of the college the wife of a professor.
6.     When I looked the car over I saw that its tire seemed to be losing air so I drove to the station on the corner and filled it up.
7.     From the start to finish the defense insisted that the one and only issue in the case was whether the college had deprived Jane of her right to free speech.
8.     The professor thought of Janet the only mother in her classes who cooked in a diner all day and came to school at night worn out.
9.     She filed an official grievance which worked its way through the institutional process.
10.            Even though Matt was angry with Carrie he decided to call her anyway.
11.            I realized that I could gain another 15 minutes of sleep if I went to class in my pajamas but I noticed that my fellow classmates had made the same discovery.
12.            From changing our hairstyles to changing our physical appearances surgically some of us have strong desires to conform to society’s demands to fit in.
13.            Society is no help for it tells us again and again that we can most be ourselves by looking like someone else.
14.            From the moment I got out of bed and answered the phone today great things began to happen.
15.            She was not in the popular group and she wished that she could feel accepted by her peers.
16.            The paper which she finally decided to write on an aspect of the Civil War received an A.
17.            The newspaper that covered the story misspelled my name.
18.            My aunt Mary Ann said that her inn was filled over the Thanksgiving holiday.
19.            When we bought the new house Josie helped paint all the downstairs rooms.
20.            For the reunion my family came from England France Italy and South Dakota.
21.            While the children sang in the recital their parents watched with rapt attention.
22.            She cared so much about the way others looked at her that she forgot what really matters which is feeling comfortable with oneself.
23.            He rooted for his home baseball team and he wished it would win more often.
24.            As she grew older Anna found that her home and garden became more important to her.
25.            Leah and her suitemates Carla Heather Jessica and Samantha went skiing during winter break.




Saturday, April 11, 2015

Writing 2 Class Notes -- Week 11 (April 9)

Greetings!

We had a good class this Thursday.  It was good to be back after our break.  It's good to have a break from some classes so that we can return to our CHAT classes refreshed and ready to work hard for the next few weeks.

Our Quick Write this week was in recognition of World Health Day on April 7. I asked the students to write about a healthy life; it could be either serious or ironic.  One student suggested a Buddy the Elf diet consisting of maple syrup, chocolate syrup, and Pop Tarts.


Our Latin Roots of the Day were:
laborare -- Latin, to work -- English derivatives:  labor, laborious, collaborate, elaborate, laboratory
lingua -- Latin. tongue, language -- English derivatives:  linguist, linguistic, language, linguine (from L. tongue)
luc -- Latin (genitive) light, bright -- English derivatives:  lucid, elucidate, translucence, Lucifer
lumen -- Latin, light -- English derivatives:  illuminate, luminary, Illuminati, bioluminescence 
lux -- Latin (nominative) a light -- English derivatives:  luxurious, luxury

I usually take time while students are doing their Quick Writes to hand back their homework.  After discussing the Quick Writes, we discussed the assignments.  Some students had some old, missing assignments which they handed in.  They also handed in their rough drafts of their News Stories.  I look forward to reading them this weekend.

We read our final stories from our Short Stories book. We took time in class to discuss Nella Larsen's "Sanctuary" and Sherwod Anderson's "The Egg,"  In the Larsen story, we discussed race and prejudice and forgiveness.  The Anderson story dealt with themes of family, personal history, and chickens.

We are now heading into our Poetry unit.  Students were given their poetry books before break and a poetry worksheet for this week's poems.

We've also made a transition in our grammar.  Having finished with some commas work, we're focusing on other bits of punctuation.  The worksheets from last week dealt with quotation marks and italics.  This week we went over dashes, parentheses, and hyphens.  They were given a worksheet and a handout discussing specific hyphen use.


Assignments for Next Week:
-- Read the poems by the following poets:
     Bradstreet (p. 1); Wheately (p. 1); Emerson (p. 4, 5); Longfellow (p. 6 - 10); Whitman (p. 22 - 26); Dickinson (p. 29 - 32)
-- For 2 of the poems, fill out 2 poetry worksheets
-- No essay homework, unless you have not finished the Evaluation Essay rough draft.

This week's links:
Class Notes  


Have a beautiful weekend!  
Maybe, just maybe it won't snow!  
(I posted on the blog a picture of the flash snowstorm that happened Friday morning in Northfield.)
Mrs. Prichard



Hyphens between Words


Rule 1. Generally, hyphenate two or more words when they come before a noun they modify and act as a single idea. This is called a compound adjective.
Examples:
an off-campus apartment
state-of-the-art design

When a compound adjective follows a noun, a hyphen may or may not be necessary.
Example: The apartment is off campus.

However, some established compound adjectives are always hyphenated. Double-check with a dictionary or online.
Example: The design is state-of-the-art.

Rule 2a. A hyphen is frequently required when forming original compound verbs for vivid writing, humor, or special situations.
Examples:
The slacker video-gamed his way through life.
Queen Victoria throne-sat for six decades.

Rule 2b. When writing out new, original, or unusual compound nouns, writers should hyphenate whenever doing so avoids confusion.
Examples:
I changed my diet and became a no-meater.
No-meater is too confusing without the hyphen.

The slacker was a video gamer.
Video gamer is clear without a hyphen, although some writers might prefer to hyphenate it.
Writers using familiar compound verbs and nouns should consult a dictionary or look online to decide if these verbs and nouns should be hyphenated.

Rule 3. An often overlooked rule for hyphens: The adverb very and adverbs ending in -ly are not hyphenated.
Incorrect: the very-elegant watch
Incorrect: the finely-tuned watch

This rule applies only to adverbs. The following two sentences are correct because the -ly words are adjectives rather than adverbs:
Correct: the friendly-looking dog
Correct: a family-owned cafe

Rule 4. Hyphens are often used to tell the ages of people and things. A handy rule, whether writing about years, months, or any other period of time, is to use hyphens unless the period of time (years, months, weeks, days) is written in plural form:
With hyphens:
We have a two-year-old child.
We have a two-year-old.
No hyphens: The child is two years old. (Because years is plural.)
Exception: The child is one year old. (Or day, week, month, etc.)

Note that when hyphens are involved in expressing ages, two hyphens are required. Many writers forget the second hyphen:
Incorrect: We have a two-year old child.
Without the second hyphen, the sentence is about an "old child."

Rule 5. Never hesitate to add a hyphen if it solves a possible problem. Following are two examples of well-advised hyphens:
Confusing: I have a few more important things to do.
With hyphen: I have a few more-important things to do.

Without the hyphen, it's impossible to tell whether the sentence is about a few things that are more important or a few more things that are all equally important.
Confusing: He returned the stolen vehicle report.
With hyphen: He returned the stolen-vehicle report.

With no hyphen, we could only guess: Was the vehicle report stolen, or was it a report on stolen vehicles?

Rule 6. When using numbers, hyphenate spans or estimates of time, distance, or other quantities. Remember not to use spaces around hyphens.
Examples:
3:15-3:45 p.m.
1999-2016
300-325 people

Rule 7. Hyphenate all compound numbers from twenty-one through ninety-nine.
Examples:
thirty-two children
one thousand two hundred twenty-one dollars

Rule 8. Hyphenate all spelled-out fractions.
Example: more than two-thirds of registered voters

Rule 9. Hyphenate most double last names.
Example: Sir Winthrop Heinz-Eakins will attend.

Rule 10. As important as hyphens are to clear writing, they can become an annoyance if overused. Avoid adding hyphens when the meaning is clear. Many phrases are so familiar (e.g., high school, twentieth century, one hundred percent) that they can go before a noun without risk of confusing the reader.
Examples:
a high school senior
a twentieth century throwback
one hundred percent correct

Rule 11. When in doubt, look it up. Some familiar phrases may require hyphens. For instance, is a book up to date or up-to-date? Don't guess; have a dictionary close by, or look it up online.


Poetry Worksheet



Title of Poem:  ___________________________                    Author:  ____________________________

1.      What is the dramatic situation of the poem? (What is taking place literally?)



2.      Who is the speaker in the poem? (Or, at least, what do we know about him/her?)


3.      Where is the setting of the poem? Where is the speaker? When does it take place?


4.      What is a possible theme of the poem?



5.      How does the poet use language? Is it elevated or fancier language? Is it more vernacular, colloquial, or casual?



6.      What is the tone (mood) of the poem at the beginning, at the end, and overall?

Thursday, March 26, 2015

Writing 2 Class Notes -- Week 10 (March 26)

Greetings!

We had a good class today.  Sometimes we have a lot of discussion, and other times the format is more instructional.  Today we had a good mix.

Our Quick Write for the day initially stumped the students.  First, I gave the birth date of March 26, 2228.  I added the clue that the place in which this person will be born is a small town in Iowa.  Then, I wrote Gene Roddenberry on the board.  Older persons will by now know that I'm referring to Star Trek's Captain James T. Kirk.  Today, supposedly, is his birthday.  I asked the students to write a science fiction-related Quick Write.

Our Latin Roots for the Day:
junct -- L. to join; together -- English derivatives:  conjunction, junction, join, joint, conjoined, conjugation
-ject -- L. to throw (from jacere) -- English derivatives:  inject, interject, subject, object, reject, project, dejected, adjective; also jet and javelin have the same roots.

Our next writing assignment is am Evaluation Essay.  This is the last "from scratch" paper that they will write this year since the final assignment is an essay re-write.  We began discussing the importance of establishing criteria for the topic of our essays.  Using the example of straw bale gardening, we brainstormed what would make good criteria for an essay.  We also discussed the criteria for a good introduction and a good conclusion.  An essay can fall or rise on the strength of the introduction and conclusion.

Students were assigned two short stories by European writers, which we briefly discussed.  Luigi Pirandello write "With Other Eyes," a story of a young woman, married to an older man, who realizes that her love is not really returned.  The second story, "A Piece of String," by Guy de Maupassant deals with themes of reputation and shame.  Both of these stories are set in the distant European past when cultural norms and expectations vary greatly from our 21st century lives.

We finished the class with a Grammar worksheet.  We've finished with commas and are working with other bits of punctuation.  Today's worksheets dealt with italics and punctuating direct quotes.  I gave the students 2 worksheets, which we started in class.  

Assignments for April 9
-- Write the Rough Draft of the Evaluation Essay
-- Read the following short stories:
     Sherwood Anderson's "The Egg" (p.1)
     Nella Larsen's "The Sanctuary" (p.110)
     Thomas Hardy's "Squire Petrick's Lady" (p.56) 
-- Finish The Grammar Worksheets

This Week's Links:
Class Notes


See you all in two weeks!
Have a blessed Easter!
Mrs. Prichard