Writing 20 - Cora Agatucci
Basic Writing I

WR 20 Assignments (1) - Fall 2000
Here Cora will be posting online handouts after assignments are given in class

Textbook Exercises
WEEK #2: Ch. 1 & 3 Ex. Ch. 17 Ex.
WEEK #3 Ch. 18 & Ch. 19 Ex. Ch. 20 Ex.
WEEK #4 Ch. 6  Ex. Ch. 30 Ex.
WEEK #5 Subject-Verb Ex. Quiz #1 Review Ex.
WEEK #7 Ch. 31 Ex. Ch. 29 Ex.
WEEK #8 Ch. 25 Ex. Ch. 27 Ex.
WEEKS #9 & 10: Quiz #2 Review Ex. Part I Part II

Writer's Profiles
WP #1 (Week #1 Diagnostic Paragraph) WP #2 (Writing Experiences)
WP#3 (Revision Plans for Paragraph #1 - Narration)
WP#4 Revised (Sentence Analysis Ex.)
WP#5 (Revision Plans for Paragraph #2 - Description)
WP #6 (Self-Assessment & Editing: In-Class Paragraph #3)
WP #7 (Revision Plans for Essay #1 - Process)
Final WP (WR 20 Learning Outcomes Survey)

For Paragraph, Essay, & Portfolio Assignments:
 WR 20 Assignments (2) - Fall 2000

For Deadlines, see WR 20 Course Plan

Textbook Exercises

1.  Odyssey Ch. 3 & Ch. 5 Exercises

A.   Read Odyssey Ch. 3 “Composing: Creating a Draft,” and do the following exercises in Ch. 3:

B.   Read Odyssey Ch. 5: “Narration” and do the following:

Review the “Narrative Paragraph Checklist” (p. 91) and re-read the following Ch. 5 example narration paragraphs:

Choose one of the above narrative examples, then answer all 5 questions in the “Narrative Paragraph Checklist” (p. 91) for that example.

2.  Odyssey Ch. 17 Exercises
 NOTE:  We finish going over Ch. 17 Exercises in class on Monday, Oct. 2

A.   Read Odyssey Ch. 17: “The Sentence” and do the following exercises in Ch.17:  

B.   Make a clean copy – double spaced!! – of your in-class Diagnostic Paragraph (WP#1 that you wrote on the first day of class).  Then for each sentence in your paragraph, do the following:

Tips:

·        FRAGMENT:  If Cora marked any of your sentences a “FRAG,” it may be because your sentence lacks a verb, a subject, or both.

·        COMMA SPLICES & RUN-ON SENTENCES:  If Cora marked any of your sentences a “CS” or “RS,” you can expect to find at least two complete subject-verb combinations in that sentence.

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Week #3 Textbook Exercises  

IN-CLASS: Mon., 2 Oct. 2000: As time allows, Cora will introduce Fragments (Ch. 18) & we’ll begin doing Ch. 18 Exercises (see below).  SUGGESTION: If you don’t want to tear out Odyssey pages or copy out exercises on a separate piece of paper, try zeroxing Odyssey pages of assigned exercises, then doing the exercises on the zeroxed pages.

1.  Odyssey Ch. 18 & 19 Exercises - DUE:  Wed., 4 Oct. 2000  

Read Odyssey Ch. 18 on “Fragments” and Ch. 19 on “Subordination and Coordination.” Then do the following exercises:

Recommended Follow-Up Editing Exercise: FRAGMENTS.
If Cora marked any of your sentences a “FRAG” in WP#1: Diagnostic Paragraph, use what you’ve learned to analyze why your sentence is a fragment.  Then correct your fragment.

2.  Odyssey Ch. 20 Exercises - DUE:  Fri., 6 Oct. 2000  

[For Fall 2001 - Add Ch. 19 on Coordination & these Exercises:]

Read Odyssey Ch. 20 (all) on “Comma Splices & Run-On Sentences.” Then do the following exercises:

Recommended Follow-Up Editing Exercise:  COMMA SPLICES & RUN-ON SENTENCES.
If Cora marked any of your sentences a “CS” or “RS” in WP#1: Diagnostic Paragraph, use what you’ve learned to analyze why your sentence is a comma splice or run-on sentence.  Then try to correct your comma splice or run-on sentence.

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Week #4 Textbook Exercises  

Odyssey Ch. 6 Exercises - DUE: Mon., 10 Oct. 2000

PART A.  Read Odyssey Ch. 6: “Description” and do the following:

1.           For the “sunset” paragraph (p. 93): 

2.     For the “Blackberries” paragraph (p. 94) by Leslie Norris:

3.     For the “thunderstorm” paragraph (pp. 95-96):

4.                 For the “unusual restaurant” paragraph (p. 96):

PART B.  Preparation for Sentence Analysis Exercise (See WP #4 below)
 NOTE:  We didn't get to the Sentence Analysis Exercise in class on Monday, 9 Oct. 2000, but Cora collected the clean copy of your paragraph.  Further directions on the Sentence Analysis Exercise will be given in class during Week #4.

Odyssey Ch. 30 Exercises - DUE: Wed., 11 Oct. 2000

Read Odyssey Ch. 30 "Commas" and do the following:

1.          Using Commas Between Clauses Connected by Conjunctions (Odyssey p. 437:  See handout “PUNCTUATING COMMON SENTENCE PATTERNS" distributed in class: we’ll do the practice sentences at the bottom of the handout in class.

2.  Using Commas to Separate Items in a Series (Odyssey pp. 438-439):

(a)  I like my cheeseburgers with onions mustard and catsup.

(b) I like my cheeseburgers with mustard and catsup.

(c)  My favorite breakfast is eggs and bacon toast and jelly and coffee with cream.

(d) My favorite breakfast is coffee and toast.

(e) Within an hour, Jane went to the grocery store bought some meat and returned home.

(f)  Within an hour, Jane went to the grocery store and returned home.

(g) When looking for a baseball team’s schedule on the Internet, people may first have to wade through vast amounts of local news financial disclosures and player statistics. 

(h) When I recently looked up podiatry osteopathy dentistry and chiropractic on the Internet, I was overwhelmed with information.

(i) Most science fiction falls into four categories:  hard science fiction science-based fantasy (also known as sword and sorcery) speculative fiction and genre science fiction.

(j) Genre science fiction, such as Star Trek, features familiar settings and recognizable characters. 

(k) A shady tree a cool stream and a nice picnic lunch would make for a lovely summer outing.

(l)  More no-fee calling areas lower rates and faster Internet connections have motivated many phone customers to switch to cable companies for service.

3.     Using Commas to Set off Introductory Material (Odyssey pp. 440-441):

4.     Using Commas to Set off Elements that Interrupt Sentence Flow (Odyssey pp. 441-442):

5.     Using Commas to Set off Direct Quotations & Other situations (Odyssey pp. 443-444):

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Week #5 Exercises  

Cora's Subject-Verb handout Exercise - DUE:  Mon., 16 Oct. 2000  

Each of the following sentences has one or more subject-verb combinations.  For each sentence, do the following:

(a) Circle the Simple Subjects and underline the Verbs (with which the Simple Subjects must agree).
(b) Identify the number of clauses in each sentence.  (Tip: count the number of complete subject-verb combinations.)
(c) Correct any errors in Subject-Verb Agreement that you find.
  1. The two weary old women sits down on the park bench.
  2. Does John and Martha miss the bus everyday?
  3. Yes, John and Martha does indeed miss the bus almost everyday!
  4. Does Juanita and Frank come for Thanksgivings each year?
  5. No, Juanita and Frank do not always come for Thanksgivings every year.
  6. Jane attends college and studies very hard.
  7. Has Juanita and Felipe called in today?
  8. No, Juanita and Felipe have not called in today.
  9. Nearly every day, my mother goes to the store, and she buys some groceries
  10. My mother goes to the store and buy some groceries nearly every day.
  11. The list has been posted on the library door.
  12. A list of required textbooks has been posted on the library door.
  13. There are a list of required textbooks on the library door.
  14. One of the women lost her child in the schoolyard yesterday.
  15. One of the boys loses his bicycle in the schoolyard every year.
  16. Some of the boys lose their bicycles in the schoolyard every year.
  17. There is two bicycles by the fence at the schoolyard.
  18. Where are my glasses?
  19. Here is your glasses.
  20. The print looks very light because the typewriter ribbon is old.
  21. The fishermen trolls in the bay for hours; however, they usually catches nothing.
  22. Although the fishermen troll in the bay for hours, they usually catch nothing.

Quiz #1 Review Exercise - Wed. & Fri., 18-20 Oct. 2000  
Odyssey Chs. 1-5, 17-20, 30 & handout: "Punctuating Common Sentence Patterns")

Part I:  The Writing Process and Writing Effective Paragraphs (Chs. 1, 2, 3) 

A.  Identify and briefly describe two of the important stages in the Writing Process:

1.  

 

2. 

 

B.  What is “reader-centered” writing?

 

C.     Define a topic sentence and paragraph unity; be sure to explain how the two should work together in an effective paragraph.

 

D.     For the following paragraph below:

1.  Is the paragraph unified?  _____________

2.  Why or why not? (Briefly explain).

            The changing economic picture has led many people to move away from the rural Pennsylvania community where I was raised, and this in turn has changed the community.  Over the years, farmland has become more and more expensive.  Years ago, a family could buy each of its children twenty-five acres on which they could start farming.  Today, the price of land is so high that the average farmer cannot afford to buy this amount of land.  I am tired of seeing my friends move away.  After I graduate I intend to return to my town and get a job there.  My uncle owns a hardware store, and he told me that after I graduate, he will teach me the business.  I think I can contribute something to the business and the town.

E.     Coherence.

1.  Give an example of a transition:_______________________________________

2.  Briefly explain why transitional words and phrases are important to effective paragraph writing.

 

F.  For the following general statement, write one sentence that offers specific development to support or illustrate the general idea expressed. 

My grandfather always found interesting things for me to do when I came to visit.

 

Part II: Basic Sentence Patterns & Correcting Common Sentence Errors (Chs. 17-20, 21, 30 & handout: "Punctuating Common Sentence Patterns")

A.     Identify the complete subject-verb combinations in the following sentences, and identify the number of clauses.  Note that some sentences may have more than one subject-verb combination and therefore more than one clause):

1.      The weary old woman sat on the bench.  ____

2.      Juanita and Frank came for Thanksgivings last year.  ____

3.      Jane attends college and studies very hard.  ____

4.      Did John miss the bus today?  ____

5.      John did miss the bus today!  ____

6.      My mother went to the store so that she could buy some groceries. ____

7.      A list of required textbooks has been posted on the library door.  ____

8.      There is a list of required textbooks on the library door.  ____

9.      One of the boys lost his bicycle yesterday.  ____

10.  There is a bicycle by the fence at the schoolyard.  ____

11.  The print looks very light, for the typewriter ribbon is old. ____

12.  The fishermen trolled in the bay for hours; however, they caught nothing. ____

13.  Although the fishermen trolled in the bay for hours, they caught nothing because they were using the wrong bait. ____

B.     Proofread the following sentences for fragments. 

(1) Mr. Elmo Norman, my high school teacher.  (2) He is a very nervous person.  (3) Always twitching and fiddling with the buttons on his coat.  (4) Mr. Norman can’t seem to stay still for more than two seconds.  (5) You can’t get much conversation out of him because he is always in a hurry.  (6) To get away from people.  (7) He never looks you in the eyes.  (8) When he does talk to you.  (9) His shiny pink head seems to dart around.  (10) Like a radar blimp on his shoulders.  (11) Aiming his eyes anywhere else but at you.

C.     Punctuating Sentences with Coordination:  Correctly punctuate the following compound sentences by adding commas or semi-colons as needed.

1.      Fast food restaurants have become an American institution but the food is not very healthy.

2.      Many fast food restaurants offer some low-fat menu items however most items on the menu are very high in fat.

3.      My brother is addicted to fast food he eats it everyday.

4.      The fishermen trolled in the bay for hours and hours yet they never caught a single fish.

5.      Her purse is very small it can barely hold her wallet and car keys.

6.      Her purse