Picture yourself on the winner's platform at the end of the race.

Don't give up! 
You can do it!

The finish
line is not
far away.

3.  Finally, you will be asked to write a sentence that connects two clauses of similarity, contrast, cause, and effect using an appropriate transition/connector and punctuation.

Have confidence in yourselves!  See you on Thursday, May 14 at 12:00 noon!
 

Here is a checklist of what needs to be done before the end of the semester:

1.  Record Composition #4 (descriptive essay) on your personal voice board after you get the final graded draft back.  Most students are getting their final graded drafts back on Tues. 4/28 and are now ready to record, but some students haven't turned in their final comp #4 draft yet.

2.  Write a final draft of Composition #5 (comparison/contrast essay) and give to Diane to grade by Tuesday, May 5th at the latest. 
Most students are getting their edited 2nd drafts back on Tues. 4/28, but some haven't turned the draft in yet for Diane to mark up in green.  If you are one of those students

3.  Record Composition #5 after you get the final graded draft back (this will be next week for everyone).

4.   Write sentences to practice cause-effect connectors (we'll start this in class on Thursday, April 30 - hand in on Tuesday, May 5 if you didn't finish in class on Thursday)
Use these connectors: 
1.  because (subordinating conjunction with no comma - S+V because s+v),
2.  so (coordinating conjunction with comma - S+V, so s+v),
3.  because of (noun phrase must follow - S+V because of + noun.),
4.  due to (noun phrase must follow - S+V due to + noun.),
5.  owing to (noun phrase must follow - S+V owing to + noun.),
6.  consequently (conjunctive adverb with a period or semicolon before and a comma after it - S+V.  Consequently, s+v.),
7.  therefore (conjunctive adverb with a period or semicolon before and a comma after it - S+V; therefore, s+v.),
8.  as a result (conjunctive adverb with a period or semicolon before and a comma after it - S+V.  As a result, s+v.),
9.  result in (verb phrase; careful with subject-verb agreement and tense - S + results in + O.),
10.  lead to (verb phrase; careful with subject-verb agreement and tense - S + leads to + O.)

5.  Write a draft of a cause-effect paragraph (Composition #6), rewrite it, and record it.  (this will be next week for everyone).

Extra:  Here's a good tutorial on commas:  http://owlet.letu.edu/grammarlinks/punctuation/punct1d.html

In class on Tuesday, April 28, students will:
1. Take the Units 4-5 test.
In class on Thursday, April 30, students will:
1. Practice using connectors to write cause/effect sentences.

In class on Tuesday, students will:
1.  Share their 1st drafts of the comparison/contrast essay.

Homework for Thursday, 4/23: 
1.  Read pages 123-124 in your textbook.
2.  Write a 2nd draft of your Unit 5 comparison/contrast essay.

In class on Thursday, students will:
1.  Discuss language commonly used in a cause/effect relationships.  See textbook Unit 6 pages 117, 126, 131; handout from previous week; web links: 
Explanation & interactive Exercises -  http://lrs.ed.uiuc.edu/students/fwalters/cause.html
Purpose & Reason  http://elc.polyu.edu.hk/cill/eap/2004/u2/purposereasonresultclauses.htm
Cause & Effect - http://elc.polyu.edu.hk/cill/exercises/cause&effect.htm

For anyone interested in colons and semi-colons:  http://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/colons.htm
 

Homework for Thursday, 4/16: 
1.  Choose 5 contrast connectors (click here for a list) and use them to write sentences that connect two contrasting ideas. For example:   My sister has been dieting and exercising for a month.  Nevertheless, she hasn't lost a single pound.   Worth 10 points towards your grade!
2.  Read pages 95-103 in your textbook.
3.  Brainstorm a topic for your comparison or contrast essay (just think of a topic - we'll discuss and do outlining for it on Thursday 4/16 in class.  The 1st draft for this essay will be due next Tuesday, 4/21.

In class on Thursday, students will:
1.  Discuss comparison/contrast essay structure (textbook pages 95-104)

Homework for Tuesday, 4/21: 
1.  Choose the remaining 5 contrast connectors (click here for a list) and use them to write sentences that connect two contrasting ideas. Worth another 10 points towards your grade!
2.  Write a 1st draft of your comparison or contrast essay.  Write on any topic you want - see page 114 for ideas if you get stuck.  Focus on discussing the similarities OR the differences between two groups.  Don't choose a very complicated topic.  The purpose of the essay is for you to practice essay structure (introductory paragraph with a thesis statement as the end of that 1st paragraph, then 2-3 body paragraphs elaborating the points mentioned in the thesis, followed by a separate concluding paragraph) and to practice on vocabulary and grammar used to connect ideas (text pages 107-109).
3.  Write a final draft of your Unit 4 essay (you can give this to Diane on Thursday if you don't get it done by Tuesday)

Homework due Thursday, 4/9:  Write a second draft of your Unit 4 essay

In class on Thursday, students will:
1.  Discuss Language Focus 9 & 10 on pages 108-9 and then complete Activities 7-13 on pages 109-113

Homework for Tuesday, 4/14: 
Read SENTENCE CONNECTORS
Study the examples and do the quizzes for:
Words that Compare & Contrast http://www.grammar-quizzes.com/compare.html
Paired Conjunctions (both, not only, either, neither) http://www.grammar-quizzes.com/conj-paired.html
Contrast Clauses http://elc.polyu.edu.hk/cill/eap/contrastclauses.htm

More Transition Information including nevertheless vs. however - Updated 4/14

Interesting videos about learning in the age of Web 2.0 by Mike Wesch, Assistant Professor of Cultural Anthropology at the Kansas State University:
The Machine is Us/ing Us
A Vision of Students Today
Information Revolution
An Anthropological Introduction to YouTube

2.  Homework due for Tuesday, 4/7:  Write a first draft of a descriptive or classification essay (see examples on pages 74-5. 81-2 and  ideas for topics on pages 91 and 94).  Include an introductory paragraph with a thesis statement, 2-3 body paragraphs, and a concluding paragraph.

2.  Record Composition 2 and Composition 3 on your personal voice board.

For homework due Tuesday, March 24 (remember - no classes next week due to spring vacation)

1.  Read pages 81-82.

1.  Rewrite the second draft of composition #3 (descriptive paragraph).  Give this final draft to the instructor to grade on Thursday.

1.  Give the Final draft of your composition #2 paragraph to the instructor
 

2.  Prepare for your midterm test.  It will be on Tuesday, March 10. It will have 3 parts: 
   

 I.  Terminology matching - know the definitions from the textbook for:  Unit 1 - topic, controlling idea, topic sentence, supporting sentence, transition, concluding sentence; Unit 2 - clarity, unity, coherence, purpose , audience; Unit 3 - descriptive, comparison-contrast, cause-effect, & classification paragraphs

 II.  Writing topic & concluding sentences for paragraphs and descriptive sentences using synonyms for large,   small, old, funny/fun, interesting, boring, dangerous, & calm. 
    

III.  Editing sentences/paragraphs to correct syntactical (grammar) errors, including fragments (study textbook page 16), nouns & noun forms (p. 17), pronoun reference (p. 41), & subject-verb agreement (p. 60)

1.  Write a Final draft of your composition #2 paragraph
     (3/5/09 Update:  Apologies - I announced in class that the final draft of composition #2 is due a week after you receive the edited 2nd draft back, which makes the due date Tuesday, March 10, NOT this March 5.

2.  Read the information on cause-effect paragraphs in the textbook.

1.  Write a 2nd draft of the descriptive paragraph.  This must be given to Diane in class on Tuesday.
2.  Find 2 synonyms for each of the following words:

     interesting
     boring

     dangerous

     calm
Then, create a sentence (there will be 8 total) for each of the synonyms, type the sentences into your voice board, and record yourself saying your creative, sophisticated, and accurate sentences.

1.  Do Activity 14 on pages 44-45.

2.  Write a 1st draft of a descriptive paragraph.  Refer to the example on page 52.

Check out Diane's story:  http://www.mcli.dist.maricopa.edu/learnshops/digital/movies/orange-tree.m4v

1.  Record Composition #1 (your 1st graded paragraph) on your personal voice board.

2.  Revise (write your 2nd draft) of Composition #2.  Give that to Diane on Tuesday, 2/24.

1.  Read aloud the drafts of the paragraph they wrote (topics from p. 32) for homework due today to a classmate.

2.  Exchange drafts with a classmate, read the draft, and fill out the peer editing sheet on page 163 of the textbook.

3.  Complete Activity 4 on page 35 (element - audience)

1.  Complete Activity 6-9 on pages 37-40.

1. Discuss the 5 elements of good writing in Unit 2 on page 28 and then complete Activities 1-3 on pages 28-34.

1.  Write a 1st draft of a paragraph (8-10 sentences) about 1 of the topics/purpose statements you created in Activity 2 on page 32.  A classmate will read your draft and fill out a peer editing sheet to make comments about it in class on Tues. 2/17.
 

2.  Read the information on the top of page 36 and then complete Activity 5 on choosing clear & precise words.   
 

Refer to a dictionary or a thesaurus to help you find synonyms for the 4 words listed (fun, big, small, old) at the bottom of the page in Activity 5.  Try to find/learn words that are new or unfamiliar to you.  Here are links to a few online thesaurus sites:
http://www.yourdictionary.com/dictionary-articles/roget-thesaurus-online.html

http://thesaurus.reference.com/

http://www.merriam-webster.com/  (be sure to click the little circle next to the word Thesaurus in the Select a Reference box above the search box)

Then, write sentences using 2 different synonyms for each word (you should have a total of 8 sentences:  4 x 2 = 8).  Be creative with your sentences!  This is your opportunity to practice new vocabulary in context and take some risks in trying out advanced or unfamiliar words. 

Finally, go to your personal voice board to type and record yourself saying your sentences aloud.  The link to your voice board is below this message (and repeated at the very bottom of this webpage (scroll down).  Just find your first name and click on it.  After you click on your name, you'll see a login window.  You don't need to type in a screen name in the first box.  You can leave the first box empty. Look down to the 2nd box and type in your email address for your login.  In the 3rd box, for the password, type diane (yes, the password is the same for everyone).  Then, to type and record your sentences, click on the picture of the paper below the word New at the top left corner of the box.  Another window will open.  Type Page 36 Sentences in the Subject line and then type your sentences in the box below that.  Click the round record button in the audio player to say your sentences.  Click Post to send the sentences to me to listen to.  If you have problems, don't panic!  You can email me at diane.stonebrink@estrellamountain.edu and we'll work it out later.

1.  Do Activity 18 on pages 24-5 and Activity 19 on the top of page 26.

2.  Receive the 2nd drafts of the 1st composition back and discuss editing marks.

Revise your 2nd draft (the one with Diane's green comments) of your 1st composition.  Write a final draft which you will give to Diane (stapled on top of the previous drafts) on Thursday.  This final draft is the one that will be graded for points.

1.  Discuss concluding sentences on pages 22-23.

2.  Write & critique concluding and topic sentences in Activity 17 p,23

Relax!.  No homework is due on Tuesday.  Catch up with homework for your other classes!

1.  Discuss supporting sentences on pages 14-15.

2.  Discuss sentence fragments and noun forms on pages 16-17.

3.  Share the 1st draft of the paragraph you wrote for homework due today with a peer and complete Peer Editing Sheet #1 on page 161.

1.  Finish Activity 12 on page 17..

2.  Rewrite a 2nd draft of your paragraph to give to the instructor on Thursday.  Write it on a separate piece of paper and double-space!

1.  Share the topic sentences they wrote for homework (Activity 7 page 11 & Activity 13  page 18).

2.  Review controlling ideas on pages  8-11.

3.  Discuss supporting sentences on pages 12-13.

1.   Choose one of the topic sentences you wrote on page 11 or page 18.  Write that sentence again in Activity 14, number 2 on page 19.  Then, write questions using the question words you see on that page.  Next, complete Activity 15 on page 20 by writing supporting sentences to answer the questions you wrote.  Finally, draft a paragraph on a separate piece of paper to combine all the sentences you wrote on page 20 and by adding any other information you feel is necessary.

1.  Discuss the information on topic & supporting sentences from pages 1-7 in the textbook.

1.   Brainstorm ideas for the topics in Activity 7 on page 11 and Activity 13 on page 18 in the blank boxes provided in the textbook or on a separate piece of paper..

2.  Write topic sentences for each of the brainstormed ideas on the lines provided in the textbook.

1.  Learn how to reply to questions/comments on a Wimba voice board.

2.  Produce a writing sample (paragraph) about a personal goal.

1.  Answer questions from your classmates about your oral introductions on the voiceboard.
  Write and speak the answer to one of your classmates questions, but you can just speak the answers to the other classmates' questions.   Click here to enter the voice board.
2.  Carefully read the information and complete the activities on pages 1-10 in your textbook.

1.  Discuss information on the course syllabus.

2.  Watch a short movie about how to get to Estrella Hall (where Diane's office, the Information Commons with computers for students to use, and the tutors in the Learning Enhancement and Writing Support Center are). 

3.  Brainstorm, write, and ask questions to learn about their classmates.

4.  Record a short oral introduction using the Wimba Voice Board Tool.  Click here to enter the voice board.

1.  Buy the textbook "From Great Paragraphs to Great Essays".

2.  Listen and reply to 2 other classmates' oral introductions on the voiceboard.