Writing 40 - Cora Agatucci
Basic English/Writing II

WR 40 Assignments (1) Winter 2001
Some  Course Handouts & Assignment Directions will be posted to this webpage
after assignments are given in class.  Note:  Some WR 40 assignments and activities do not include handouts; 
if you miss class . . . and any in-class assignments and activities,
it is your responsibility to contact the instructor to discuss, or E-Mail Cora now: cagatucci@cocc.edu 

Assignments (1) Table of Contents Short Cuts:
1.  Preparation & Participation (Cr/NCr) Assignments & Activities
WK #1:  Diagnostic Paragraph #1 & Diagnostic Editing Ex.
Chart: Punctuating Common Sentence Patterns
WKS #2, #3, & #4:  Developing Sentence Analysis & Editing Skills
Sentence Analysis, Part I: Identifying Subjects & Verbs
Sentence Analysis Practice Ex., Part I
Sentence Analysis Practice Ex. #2, Part I 
Sentence Analysis, Part II:  Identifying Clauses
Sentence Analysis Practice Ex., Part II
Sentence Analysis, Part III:  Identifying Types of Clauses & Sentences
Sentence Analysis Practice Ex., Part III
Textbook Exercises:  Correcting Major Sentence Errors (Chs. 18 & 20)
WK #6:  Quiz #1 Review Exercise
NOTE:  Directions for Preliminary Drafts, Workshops, Writer's Profiles, etc. are given in class
with Directions for graded writing assignments
WKs #8 -9:  Improving Sentence Style & Improving Word Choice (handouts)
WK #9-10:  Quiz #2 Review Exercise

Go to WR 40 Assignments (2):
 http://www.cocc.edu/cagatucci/classes/wr40/assignmts2.htm   
for: 2.  Writer's Profiles (Cr/NCr); 3.  Paragraphs (Graded Assignments)
4.  Essays (Graded Assignments)

Week #1: Diagnostic Paragraph #1 & Diagnostic Editing Ex.

  A. Diagnostic Paragraph #1 written during class on Tuesday, Jan. 9
Choose one of the following topics for Diagnostic In-Class Paragraph #1:

B.    Diagnostic Editing Ex. – DUE:  Thursday, Jan. 11.

A.                 Identifying Subjects and Verbs (Ch. 17)  Identify the complete subject-verb combinations in each sentence by doing the following tasks: 

(a)        Circle and write “S” over the Simple Subject words of each subject-verb combination; and

(b)        Underline once and write “V” over the verbs of each subject-verb combination.

Note that one or more sentences contain more than one complete subject-verb combination to be identified.

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

6.      One of the boys lost his bicycle yesterday.

7.      There is a bicycle by the fence at the schoolyard.

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

B.                 Correcting Fragments, Comma Splices, and Run-On Sentences, and Using Commas Correctly ( Chs. 18-20, 30 & Handout: "Punctuating Common Sentence Patterns"):  Proofread the following sentences carefully, and correct any errors that you find.

9.      Many newcomers to Central Oregon don’t know how to drive in winter conditions, therefore the police department offers a class in safe winter driving every fall.

10.  Because Aunt Martha is an expert seamstress John asked her to hem his new pants.

11.  All continuing students are given the opportunity to register for next term’s classes in advance students should take advantage of this opportunity.

12.  If you would wait just a few more minutes.

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

14.  Bright reds yellows and blues appearing in every one of Raul’s paintings.

15.  One of my teachers lives at 715 Newport Avenue Bend Oregon.

16.  Aunt Helen sent us a Thanksgivings basket filled with savory pumpkin pie roasted chestnuts and homemade cranberry sauce.

C.                 Pronoun Choice (Ch. 25): Substitute the appropriate subject, object, or possessive pronoun for the underlined word or words in each sentence below.  Write the correct pronoun in the space provided after each sentence. 

17 . Phyllis and Donald are going to the movies.  _________

18       My mother gave Katharine the house keys.  _________

19         The dog’s bones are in the cupboard.  _________

20        There seems to be misunderstanding between John and me. _________

21        My bike is faster than Juanita’s bike.  _________

22     I’ve been hired to take care of Mr. and Mrs. Arnold’s garden this summer. _________           

D. Agreement & Reference Problems (Chs. 21 & 27): Proofread the following sentences for errors in Subject-Verb Agreement, Pronoun-Antecedent Agreement, and Pronoun Reference.   Correct any errors that you find.

23.  Donna and she is always arriving late to the meetings.

24.  My new neighbors next door seems kind and friendly.

25.  There is many problems to be solved this year.

26.  One of the men have brought his two children to the meeting.

27.  If a person gets bad service at a restaurant, they should not just sit back and sulk.

28.  The rivers of India eventually make its way to the sea.

29.  The firefighters who was involved in the rescue all received citations for bravery.

30.  I cooked a delicious baked potato, took off my apron, sat down at the table, and ate it with great enjoyment.

31.  When students are not sure how to correct a grammatical problem, she can seek help in the Writing Lab.

E.                 Other Punctuation, Mechanics, & Spelling (Ch. 31 & 29): Proofread the following sentences for errors in End Punctuation, Quotations, Apostrophes, & Capitalization, and Spelling.  Correct any errors that you find.  Note that many sentences contain more than one error.

32.  Mona lost Georges copy of the novel entitled light in August.

33.  Very angry with us, Mrs. albertson screamed, Get yourselves dressed right now.  Were late.

34.  Today the water flow of the deschutes river is carefully controlled.

35.  My parents didnt want to send us away, but what else could they do.

36.  My aunt likes to read womens magazines, like Redbook and cosmopolitan.

37.  Sarahs children often ask to hear stories from her War experiences.

38.  As a matter of fact, veteran’s day falls on november 11 every year.

39.  My old High School is located at 2600 Arrowhead street, portland, Oregon.

Week #2: Punctuating Common Sentence Patterns
See Odyssey Chs. 19, 20, & Ch. 30 (p. 437)

PATTERN 1: (Ch. 19 – Coordination: Compound Sentences; Ch. 30 p. 437 – Commas)

INDEPENDENT CLAUSE    , coordinating conjunction  INDEPENDENT CLAUSE.

                                                  (FANBOYS: see list p. 265)

          S     V                                                                                                         S      V
The print looks very light          ,                 for                           the typewriter ribbon is old.

            S            V                                                                          S        V
The fishermen trolled for hours,                  but                           they caught nothing.

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PATTERN 2: (Ch. 19 - Coordination: Compound Sentences)

INDEPENDENT CLAUSE     ;     INDEPENDENT CLAUSE.

The print looks very light           ;      the typewriter ribbon is old.

   S   V                                                   S     V
Don is an expert mechanic         ;      he intends to open a service center.

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PATTERN 3: (Ch. 19 - Coordination: Compound Sentences)

INDEPENDENT CLAUSE                 ;     conjunctive adverb,     INDEPENDENT CLAUSE.
                                                                  (see list p. 267)

INDEPENDENT CLAUSE      ;    transitional phrase,      INDEPENDENT CLAUSE.

The typewriter ribbon is old        ;         therefore,                     the print looks very light.

The typewriter ribbon is old        ;         as a result,                   the print looks very light.

The fishermen trolled for hours  ;         however,                      they caught nothing.

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PATTERN 4: (Ch. 19 – Subordination: Complex Sentences)

INDEPENDENT CLAUSE     DEPENDENT CLAUSE  
                                                Subordinating conjunction + S + V
                                                 (see list p. 262)                                            

The fishermen caught nothing     although             they trolled in the bay for hours.

The print looks very light             because             the typewriter ribbon is old.

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PATTERN 5: (Ch. 19 – Subordination: Complex Sentences; Ch. 30 p. 437 – Commas)

DEPENDENT CLAUSE                                        ,   INDEPENDENT CLAUSE.
Subordinating conjunction + S + V
(see list p. 262)

Although the fishermen trolled in the bay for hours  ,    they caught nothing.

Because the typewriter ribbon is old                          ,     the print looks very light.

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PRACTICE identifying the Patterns and Punctuating them Correctly:

1.                   Don is an expert mechanic in fact he intends to open a service center.

2.                   Because Don is an expert mechanic he intends to open a service center.

3.                   Don is an expert mechanic so he intends to open a service center.

4.                   Don intends to open a service center since he is an expert mechanic.

5.                   The fishermen trolled in the bay for hours unfortunately they caught nothing

Week #2: Sentence Analysis Skills

Sentence Analysis, Part I:   Identifying Subject-Verb Combinations

To develop your sentence analysis skills in identifying subject-verb combinations, explanations, with examples, are offered below.  In the following example sentences, the main Subject-Verb combinations have been identified:  simple subject words are labeled “S,” and their complete finite verbs are labeled “V.”  Note that sentences may contain more than one subject-verb combination. 

1.  Review Sentence Basics in Odyssey Ch. 17:  Finite Verbs can express action (action verb), or a condition or state of being (linking verb) (see p. 237); Simple Subjects can either be a noun or a pronoun (see p. 239).

Examples:

               S         V

Jane walked to the store.

   S      V

She bought some groceries.

                                        S     V

The typewriter ribbon is old.

           S     V

The print looks very light.

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2.  It is often easier to locate the verb first and then look for its subject (p. 239).

Examples:

   S      V

Jane walks to the store everyday day.

                             S      V

The typewriter ribbon was old.

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3.     A complete finite verb can contain more than one word (known as a verb phrase): that is, the main action or linking verb (labeled “MV” below) can be accompanied by helping verbs (labeled “HV” below) to express some verb tenses or conditions.  (See pp. 237-238: list of “Common Helping Verbs,” p. 238.)

Examples:

   S     HV + MV

Jane has walked to the store everyday day for a month now.

                            S      HV + HV+ MV

The typewriter ribbon must be getting old.

        S             HV + MV

Aunt Sarah should listen once in a while.

  S       HV+HV +  MV

John may have missed the bus today.

  To review Verb Tenses that require helping verbs, and hard-to-recognize Irregular “To Be” Verb forms, see these Odyssey chapters:

More Examples:

            S HV+ MV

            I  will  call  my  friends  tomorrow  morning.

            ………S……HV + MV

            My brother has worked all summer long.

                                   S       HV+ HV +  MV

            By August, Juanita will have earned enough money for a new snowboard.

              S                        HV+ MV

            One of the boys was going to the carnival after school.

                                      S      HV+MV

            My cranky old uncle is being very difficult today!

  NOTE: Certain verbal phrases may fill out the meaning of a sentence but they cannot serve as the finite verb of a complete subject-verb combination:

(a)   infinitives = to + simple verb form (like to be, to walk, to think) and

(b)   verbals ending in –ing (like being, walking, thinking) without a helping verb.

Examples:

            S  V    infinitive phrase

            I plan to organize my study schedule tomorrow morning.

                     -ing verbal phrase                     S  V

            After organizing my study schedule, I feel more in control of my life.

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4.                 Compound Subjects and/or Verbs.

Compound Subjects (p. 241) are two (or more) subject nouns/pronouns (usually connected by the words and or or) that share the same finite verb action or condition.  Compound Verbs (p. 238) are two (or more) finite verbs (usually connected by the words and or or) that share the same subject. 

Examples:

   S     +     S         V

Julia and Juan came to visit us this morning.

   S        V                            +      V

Jane walked to the store and bought some groceries.

   S        V                        +     V…………………………+               V

Jane walked to the store,  bought some groceries, and then returned home.

                                    S          or            S*    V

            Either the computers or the printer  is in need of repair.

  NOTE:  A Simple Sentence may contain both a compound subject and a compound verb:

   S     +     S         V                                           +       V

Julia and Juan came to visit us this morning and stayed for three hours.

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5.                 When the Verb Comes Before the Subject.  As stated earlier, in normal sentence order, the subject usually comes first and the verb comes after.  However, in some special kinds of sentences, like questions and “there is” type constructions, the verb--or one of the helping verbs—will come before the subject of the sentence.

Examples:

            HV   S     MV

Where are you going after school?

            V                  S

There are many problems to solve.

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Examples:

           S     V                                                      S      V

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

           S     V                                                      S       HV+HV+ MV

The print looks very light, so the typewriter ribbon must be getting old.

      S        HV+MV                                  S      V

George is going to college because he intends to become a nurse.

            V                  S                                       V                          S

There are many problems to solve, but here is one possible solution.

   S     +     S         V                                                  S     HV  +   MV

Julia and Juan came to visit us this morning, but they did not stay very long.

                       S            V                                         S    V

After John organizes his study schedule, he feels more in control of his life.

              S                       HV + MV                                                                           S

            One of the boys was going to the carnival after school, while the other boys

               V

went to the movies.

                           S            V                               S        V                                    S     HV

The fishermen trolled for hours, but they caught nothing because they were

  MV

using the wrong bait.

Sentence Analysis Ex.: Part I            Name_______________________________

Identify the subject-verb combinations in the following sentences.  Note: Some sentences contain more than one subject-verb combination. 

1.      The fishermen trolled for hours.

2.      The fishermen trolled for hours, but they caught nothing.

3.      I huddled against a wall.

4.      Shivering and grumbling, I huddled against a wall on the street corner.

5.      Susan is an expert mechanic.

6.      Don and Susan are expert mechanics.

7.      Where have you been for the last five hours?

8.      I have been right here for the last five hours.

9.      Here are the late assignments.

10.  Sarah probably forgot to do her homework again.

11.  The print looks very light because the typewriter ribbon is old.

12.  Jane intends to become a doctor, so she is going to college.

13.  The list of books is posted next to the bulletin board in the library.

14.  After an exciting chase scene, the two lovers flee to Mexico at the end of the novel.

15.  The tired old woman stopped and looked anxiously behind her.

16.  The play had already started when we arrived.

17.  Instinctively, the abandoned dog began to make his way home.

18.  Airplanes should be inspected regularly and carefully, or they may not be safe to fly.

19.  My new neighbors seem very kind and friendly.

20.  The quartz wall clock looks beautiful, but it doesn’t work.

21.  In the1960s, the Beatles burst on the rock music scene and changed music forever. 

22.  Difficult situations on the playing field bring out the best, as well as the worst, in people.

Sentence Analysis Ex.#2, Part I: 
Identifying Subject-Verb Combinations in Your Own Writing

  DUE:  Week #3 - TUESDAY, JAN. 23

  Directions: 

Underline simple subjects and label them with “S”;

Underline complete finite verbs and label them with “V”

  Examples:

                        S      V                                                                          S      V      V
The holiday season is one of my favorite times of the year.  Bright lights are sparkling on the Christmas
                       S                      V
 trees, and children eagerly wait for Santa Claus to come.

Sentence Analysis, Part II: Identifying Clauses

 In Sentence Analysis, Part I Exercises, you gained practice in identifying subject-verb combinations.  Now you are ready to learn how to identify clauses.

1.  Each of the following example sentences contains one clause because it contains only one complete subject-verb combination:

         S      V

The dog barks.  (1 clause)

                                                                                       S     V

Every morning at 7:00 a.m., the neighbor’s big black dog barks at the paperboy. (1 clause)

    S      V + V     + V

John may have missed the bus today.  (1 clause)

  S     +      S           V

Julia and John are coming to visit today.  (1 clause)

          (compound subject)

   S     V                          +      V

Julia went to the store and bought some groceries.  (1 clause)

                             (compound verb)  

              V    S      V

Where are you going after school?  (1 clause)  

  S     V +  V

You are going to the library after school.  (1 clause)

            V                  S

There are many problems to solve.  (1 clause)

  2.  Sentences contain more than one clause if they contain more than one complete subject-verb combination.  To determine how many clauses that a sentence has, you simply need to identify and count the number of complete subject-verb combinations that it contains.  
Examples:

   S       V

Julia went to the store. (1 clause)

   S     V                                     V

Julia went to the store and bought some groceries.  (1 clause)

                                (compound verb)

   S     V                                   S        V

Julia went to the store, and she bought some groceries.  (2 clauses)

           S     V                                                      S      V

The print looks very light, for the typewriter ribbon is old.  (2 clauses)

    S    V +  V                                S      V                                          S      V

Jane is going to college and she studies very hard because she intends

to become a nurse.  (3 clauses)

                                      S                      V                                      S      V

After starting college, Jane always studied very hard because she wanted to

become a nurse.  (2 clauses)

Sentence Analysis, Part III: Identifying Types of Clauses & Sentences, including Coordination & Subordination

In Sentence Analysis, Parts I & II Exercises, you gained practice in identifying subject-verb combinations, and the number of clauses in sentences.  Now you are ready to learn how to identify different types of clauses and different sentence types.

A.      Main Clauses, Simple Sentences & Compound Sentences

Examples:

         S      V

The dog barks.  [1 Main/Independent Clause]

                                                                                        S     V

Every morning at 7:00 a.m., the neighbor’s big black dog barks at the paperboy.

                       [1 Main/Independent Clause]

Examples:

         S      V

The dog barks.  [1 Main/Independent Clause = Simple Sentence]

                                                                                        S     V

Every morning at 7:00 a.m., the neighbor’s big black dog barks at the paperboy.

                       [1 Main/Independent Clause = Simple Sentence]

Examples:

Pattern #1 (Compound Sentence):

                                 S     V                                           S       V

Every morning the dog barks at the paperboy, / but he delivers the newspaper anyway.

               Main/Independent Clause                       +             Main/Independent Clause

Pattern #3 (Compound Sentence):

                           S     V                                               S            V         V

Every morning the dog barks at the paperboy; / however, the paperboy doesn’t mind.

               Main/Independent Clause                      +          Main/Independent Clause

Pattern #2 (Compound Sentence):

          S      V                                                 S           V     V

The print looks very light; / the typewriter ribbon must be old.

 Main/Independent Clause  +         Main/Independent Clause

Examples:

COMMA SPLICE:            The print looks very light, the typewriter ribbon must be old.

RUN-ON:                          The print looks very light the typewriter ribbon must be old.

Two Possible Corrections:

            The print looks very light; the typewriter ribbon must be old.  [Pattern #2]

            The print looks very light, so the typewriter ribbon must be old.  [Pattern #1]

B.      Subordinate Clauses & Complex Sentences

  Examples:  Subordinate Clauses introduced by Subordinating Conjunctions [SC]:

Pattern #4 (Complex Sentence):

              S              V                          SC       S       V

The fishermen caught nothing  /  though they trolled in the bay for hours.

   Main//Independent Clause         +      Subordinate/Dependent Clause 

Pattern #5 (Complex Sentence):

     SC                                  S      V                     S      V

Because the typewriter ribbon is old, /  the print looks very light.

     Subordinate/Dependent Clause     +      Main/Independent Clause

Pattern #5 (Complex Sentence):

SC      S              V                                           S   V   V

 If   Sherman watches his diet vigilantly,  /  he will be able to keep his weight down. 

Subordinate/Dependent Clause                   +             Main/Independent Clause

Examples:  Subordinate Clauses introduced by Relative Pronouns [RP]:

  S  V                                                              RP    S  V

I went to the airport to meet the woman /  that  I love.   

      Main//Independent Clause                 +  Subordinate Clause

                                 Subordinate Clause

          S           S&RP  V         V                              V

The clerk    /   who    is  wearing the red tie  /   is my uncle.

    Main                                                                        Clause

Examples:

Each of the sentence examples given above containing Subordinate/ Dependent Clauses is a Complex Sentence, because each contains one Main/Independent Clause and at least one Subordinate/Dependent Clause.

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Examples:

                           S     V                                                S           V          V

Every morning the dog barks at the paperboy; / however, the paperboy doesn’t seem

               Main/Independent Clause                      +          Main/Independent Clause

                       SC       S       V

to mind  / because he delivers the newspaper anyway.

                            Subordinate / Dependent Clause

      SC                     S           V                                                          S                     V

Whenever the paperboy comes to deliver the newpaper, /  our dog always barks at 
                    Subordinate / Dependent Clause                          Main/Independent Clause

                             S               V

him, / but the paperboy delivers the paper anyway.  
                     Main/Independent Clause 

Sentence Analysis Ex., Part III

Directions:  Analyze these practice sentences: (1) identify subject-verb combinations; (2) identify the number of clauses; (3) identify the types of clauses (label Main/Independent Clauses = MC;  label Subordinate/Dependent Clauses = SC.   Tip:  Look for Subordinate/Dependent Clauses first by identifying any Subordinating Conjunctions and Relative Pronouns that introduce a subject-verb combination).
If you find any Fragments, Comma Splices or Run-on Sentences, correct the errors.  

1.      The fishermen trolled for hours, but they caught nothing.

2.      Don and Susan are expert mechanics even though they don’t like to work on cars.

3.      I bet that Sarah has forgotten to do her homework again..

4.      Jane, who is now going to college, wants to become a doctor.

5.      For any students who are interested, the list of books is posted on the library .

6.      I loved the exciting chase scene in which the two lovers flee to Mexico.

7.      The tired, old woman stopped before she looked anxiously behind her.

8.      We arrived at the play too late; therefore, we missed the opening act.

9.      Unless you help me, I will fail this writing class !

10.  Airplanes should be inspected regularly and carefully, or they may not be safe to fly.

11.  My new neighbors seem very kind and friendly, I am eager to meet them.

12.  That quartz wall clock looks beautiful;  however, it doesn’t work.

13.  After the Beatles burst on the rock music scene in the early 1960s, they changed the rock music scene forever.

14.  Even though Sonia doesn’t know how to play chess.

15.  My own feeling is that we should pass the proposal if it is the right thing to do.

16.  He is the kind of student who never cheats on tests.

17.  Before she came home from work, Julia went to the store and bought some groceries.

Textbook Exercise:  Correcting Major Sentence Errors       
DUE: Tuesday, January 30

  In the following Explorations from Odyssey Ch. 18:

(1)  identify subject-verb combinations & clauses, and

(2)  then follow any additional textbook directions for:

In the following Exercise from Odyssey Ch. 20:

(1)  identify subject-verb combinations & clauses, and

(2)  then follow any additional textbook directions for:

Attach your completed assignment to this sheet.  You may choose to:

·        Zerox the completed textbook exercises & attach them to this sheet

·        Tear out the relevant pages from your textbook & attach them to this sheet

OR

·        Copy out the entire exercises on a separate sheet of paper.  Be sure to label Exploration number and page number

QUIZ #1 REVIEW EXERCISE

  PART I:  PARAGRAPH WRITING PRINCIPLES (Ch. 3). 
To be discussed and illustrated in class, using this example paragraph:

            Although pit bulls have been bred to fight, they can actually make very good pets.  Today many people are afraid of pit bulls.  These dogs are sometimes mistreated, and if so they become very aggressive.  As a result, they are misunderstood and persecuted.  In fact, some municipalities have taken action against them.  But pit bulls do not deserve their bad reputation.  Contrary to popular opinion, pit bulls can make good pets.

PART II:  SENTENCE ANALYSIS & GRAMMAR REVIEW

A.     Identifying Subjects and Verbs (Ch. 17 & Handouts “ Sentence Analysis, Part I” and “Sentence Analysis, Part II”): Identify the complete subject-verb combinations in each sentence by doing the following tasks: 

(a)   Circle and write “S” over the Simple Subject words of each subject-verb combination; and

(b)   Underline once and write “V” over the finite verbs of each subject-verb combination.

(c)    Write the number of clauses in the space provided after each sentence.

Note some sentences contain more than one complete subject-verb combination to be identified and, thus, more than one clause.

1.      The weary old woman sat on the bench.
Number of Clauses:__________

2.      Jane has walked to the store every day for a month now.

Number of Clauses:__________

3.      Every morning at 7:00 a.m., the neighbor’s big black dog barks at the paperboy.

Number of Clauses:__________

4.      Every morning the dog barks at the paperboy, but he delivers the newspaper anyway.

Number of Clauses:__________

5.      The typewriter ribbon must be getting old.

Number of Clauses:__________

6.      I plan to organize my study schedule tomorrow morning.

Number of Clauses:__________

7.      One of the boys was going to the carnival after school.

Number of Clauses:__________

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

Number of Clauses:__________

9.      Juanita and Frank came for Thanksgivings last year.

Number of Clauses:__________

10.  Jane attends college and studies very hard.

Number of Clauses:__________

11.  Julia and Juan came to visit us this morning and stayed for three hours.

Number of Clauses:__________

12.  Did John miss the bus today?

Number of Clauses:__________

13.  Where are you going after school?

Number of Clauses:__________

14.  There is a bicycle by the fence at the schoolyard.

Number of Clauses:__________

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

Number of Clauses:__________

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

Number of Clauses:__________

17. After John organizes his study schedule, he feels more in control of his life.

Number of Clauses:__________

18. There are many problems to be solved, but here is one possible solution.

Number of Clauses:__________

B.     Identifying Subordinate Clauses (Ch. 19 & Handout “Sentence Analysis, Part III”):  Each of the following sentences contains at least one subordinate clause.  Use your sentence analysis skills to help you perform the following tasks:

(a)   Identify subject-verb combinations in each of the following sentences, by writing “S” over Simple Subject words and “V” over Finite Verbs;

(b) Circle subordinating words (subordinate conjunctions and relative pronouns) that introduce any of the subject-verb combinations identified; 

(c)  Underline the subordinate clause(s) in each sentence.

19.   Because Aunt Martha is an expert seamstress, John asked her to hem his new pants.

20.  Aunt Martha, who is an expert seamstress, hemmed John’s new pants.

21.  I think that you are crazy!

22.  The fishermen caught nothing although they trolled in the bay for hours because they were using the wrong bait.

23.  I went to the airport to meet the woman that I love.

24.  When the paperboy comes to deliver the newspaper, our dog always barks at him.

25.  If I were to inherit a million dollars, I would quit my job and move to Tahiti.

26.  The room that I share with my brother is small, damp, and dark.

27.  Even though it may seem difficult at first, anyone can learn to use a computer.

28.  The teddy bear that my grandmother gave me for Christmas is one of my favorite possessions.

29.  After Jane told me that she couldn’t go to the movies Friday night, I was really depressed.

C.     Correcting Fragments, Comma Splices, Run-On Sentences, and Subject-Verb Agreement Problems 
(Chs. 18-20, 21 & Handout: "Punctuating Common Sentence Patterns"):  Use your sentence analysis skills to help you proofread the following sentences carefully. Then correct any errors that you find.

30.  Many newcomers to Central Oregon don’t know how to drive in winter conditions, therefore the police department offers a class in safe winter driving every fall.

31.  Donna and Albert is always arriving late to the meetings.

32.  The print looks very light, the typewriter ribbon must be old.

33.  All continuing students are given the opportunity to register for next term’s classes in advance students should take advantage of this opportunity.

34.  If you would wait just a few more minutes.

35.  One of the men have brought his two children to the meeting.

36.  Bright reds, yellows, and blues appearing in every one of Raul’s paintings.

37.  My new neighbors next door seems kind and friendly.

38.  There is many problems to be solved during the coming year.

39.  After organizing his schedule to feel more in control of his life.

40.  The firefighters who was involved in the rescue all received citations for bravery.

41.  Extreme force, always very important in football.

42.  My daughter always do her best to make the house cheerful.

43.  At the sight of the bear in the polka-dotted dress.

44.  In one unforgettable football game, I hit a quarterback in his hip with my helmet the blow knocked him off his feet.

D.    Sentence Combining and "Punctuating Common Sentence Patterns" (Handout & Chs. 19-20):  Combine the sentence pairs below into one sentence, joining them with the transitional word given in parenthesis.  In doing so, supply the correct punctuation if needed for the Sentence Pattern that you have created.

45.  The man did card tricks on the sidewalk.  (and)  A crowd soon gathered around him.

______________________________________________________________________

46.  He hopes to settle in northern Ontario.  (because)  The wilderness inspires him.

______________________________________________________________________

47.  The wilderness inspires him.  (therefore)  He hopes to settle in northern Ontario.

___________________________________________________________________________

48.   (although) The pictures looked identical.  One of them was fake.

______________________________________________________________________

49.  The pictures looked identical. (however)  One of them was fake.

______________________________________________________________________

50.  I have too many iris plants in my yard.  (so)  I will give some to my neighbor.

______________________________________________________________________

SENTENCE STYLE EXERCISES:  CORRECTION TO p. 6.B, which should read:
READ ODYSSEY CH. 28 ON PARALLELISM AND DO THESE EXERCISES:

·        Exploration 1b (p. 406): do all

·        Exploration 2a (p. 407):  do all

·        Exploration 3b (p. 410): do all

QUIZ #2 REVIEW EXERCISE - DUE for Credit at Final Exam.

PART I:  PARAGRAPH WRITING PRINCIPLES (Odyssey Ch. 3) 
Read this example paragraph: the topic sentence is underlined for you:

            Even though the rules for both games are very similar, baseball and slow-pitch softball are definitely different games.  Baseball is played on a large diamond.  Softball, however, is played on a smaller field, more like a little league field.  A baseball is pitched fast , up to ninety miles per hour in the major league, and overhand.  In contrast, a slow-pitch softball is lobbed underhand.  Because the speed of the pitching and the variety of pitches, a .300 batting average for a baseball player is good.  Because a softball is pitched more slowly, though, batting averages of .500 or higher are common.  Also, in baseball, players are allowed to steal bases.  In softball, however, a runner can’t leave the base until the ball is hit.

(1)   Evaluate the above paragraph for unity, and answer these two questions: 

            a.  Is the above paragraph unified?  _____________

            b.  Why or why not? (Briefly support your answer to 1a.)

(2)   Arranging Ideas Effectively (Ch. 3 & Ch. 10, pp. 127-129):  The above paragraph is an example of comparison-contrast.  Evaluate the organization of the paragraph, and answer these three questions:

            a.  Is the above paragraph organized in Block or Alternating format?  _________________________________________________________________

b.  Briefly explain why you think the above paragraph is or is not well organized: 

(3)   Coherence:  Transitions

            a.  What is a transition? 

            b.  Circle two examples of transitions used in the above paragraph.

(4)   Specific Development: A paragraph has the following topic sentence:

        Mr. Elmo Norman, my high school English teacher, is a very nervous person.

Write one sentence giving a specific supporting example:

PART II:  DEVELOPING AN ESSAY (Odyssey Ch. 14; see also Ch. 15)

1.      Identify and briefly describe the three main parts that structure an essay: 

a.

b.

c.

2.      Every essay needs a clear thesis.  The thesis must do two things to focus an essay effectively.  What are those two elements?

a.

b.

3.      Evaluate the three statements given below as possible thesis statements for an essay:  For each statement, state whether or not it would be a good thesis statement for an essay, and briefly explain why or why not.

a.       I had a summer job at the Concord Hotel in 1996.

b.      Working as a waitress in a large resort was the best job I ever had.

c.       In this essay, I will discuss summer jobs.

  4.      Essay Unity: An essay entitled “Breaking the Habit” has this thesis: 

Several strategies can help smokers quit smoking.

In this essay, the following body paragraph appears:

            A third strategy to help smokers quit is to alter habits associated with smoking.  For example, people who associate cigarettes with drinking coffee might temporarily switch to tea or another beverage with caffeine.  Or people who generally smoke while talking on the telephone might try writing letters or sending electronic mail rather than making local and long-distance calls.  Unfortunately, some smoking-associated habits are difficult to eliminate.  Smokers who habitually smoke while driving in their cars obviously cannot give up driving.  The point is, however, to alter as many activities as possible to eliminate the times when one would normally reach for a cigarette.

a.      Underline the topic sentence of the above body paragraph.

b.      Essay Unity:  Does the above body paragraph belong in the essay entitled “Breaking the Habit” with the thesis given above?  Explain why or why not:

PART III:  SENTENCE ANALYSIS & GRAMMAR REVIEW

A.     Identifying Subjects and Verbs (Odyssey Ch. 17 & Handouts “ Sentence Analysis, Part I” and “Sentence Analysis, Part II”): Identify the complete subject-verb combinations in each sentence by doing the following tasks: 

(a)   Circle and write “S” over the Simple Subject words of each subject-verb combination; and

(b)   Underline once and write “V” over the finite verbs of each subject-verb combination.

(c)    Write the number of clauses in the space provided after each sentence.

Note some sentences contain more than one complete subject-verb combination.

1.      My grandfather is an unusual character.
Number of Clauses:_________

2.      He tells wonderful stories.

Number of Clauses:_________

3.      One of his favorite childhood stories is about him and his brother.

Number of Clauses:_________

4.      There were some nights on the family farm when my grandfather and his brother couldn’t sleep.

Number of Clauses:_________

5.      Sometimes, they laughed and talked and talked and laughed until they heard the rooster crow at dawn.

Number of Clauses:_________

6.      One time after staying up all night, Grandpa and Uncle Jim dressed quickly, ran out into the farmyard, and snuck up behind the rooster just before dawn.

Number of Clauses:__________

7.      As the rooster started to crow, Grandpa and Uncle Jim screeched out, “Cock-a-doodle-doo!  Cock-a-doodle-doo!  Cock-a-doodle-doo!”

Number of Clauses:_________

8.      Their loud, unearthly cries woke up everyone in the house, and the surprised rooster fainted in a state of shock.

Number of Clauses:__________

9.      Needless to say, my great-grandparents were not amused by all this ruckus at 4:30 in the morning.

Number of Clauses:__________

10.  Would you be?

Number of Clauses:__________

11.  They spanked the mischievous boys and sent them to bed without their breakfast.

Number of Clauses:__________

12.  Fortunately, the poor rooster revived after a while, and my grandparents allowed the boys to leave their room later that morning.

Number of Clauses:__________

13.  There are still days when my grandfather screeches out “Cock-a-doodle-do” and chuckles over that childhood incident.

Number of Clauses:__________

B.     Identifying Subordinate Clauses (Ch. 19 & Handout “Sentence Analysis, Part III”:  Each of the following sentences contains at least one subordinate clause.  Use your sentence analysis skills to help you perform the following tasks:

(a)   Identify subject-verb combinations in each of the following sentences, by writing “S” over Simple Subject words and “V” over Finite Verbs;

(b) Circle subordinating words (subordinate conjunctions and relative pronouns) that introduce the subject-verb combinations you identify;

 (c)  Underline the subordinate clause(s) in each sentence.

14.   Sarah asked Uncle George to help with the new cabinets because he is an expert carpenter.

15.  Uncle George, who is an expert carpenter, installed Sarah’s new cabinets.

16.  Some people think that Grandpa is senile.

17.  Those poor fishermen finally realized that they were using the wrong bait.

18.  The next day after they changed to the right bait, the happy fishermen trolled the bay and caught tons of fish within twenty minutes.

19.  Sarah did not go to the airport to meet the man that she hated.

20.  When the paperboy comes to deliver the newspaper, our dog never barks at him.

21.  If I were to lose my current job, I think that I would start a new career.

22.  The apartment that I share with my roommate is small but cheap.

23.  Anyone can learn to use a computer even though it may seem difficult at first.

24.  I have never liked the teddy bear that my grandmother gave me for Christmas in 1988.

25.  After Jane told me that she couldn’t go to the movies Friday night, I was relieved because I never liked her much anyway.

C.     Correcting Fragments, Comma Splices, Run-On Sentences, and Subject-Verb Agreement Problems ( Chs. 18-20, 21 & Handout: "Punctuating Common Sentence Patterns"):  Use your sentence analysis skills to help you proofread the following sentences carefully. Then correct any errors that you find.

26.  Most long-time residents of Central Oregon know how to drive in winter conditions, therefore they don’t need to take a class in safe winter driving.

27.  Donna and Albert, who are my best friends, is invited to the party.

28.  The man did card tricks on the sidewalk a crowd soon gathered around him.

29.  .My new neighbors next door seems cranky and unfriendly.

30.  One of the students have brought his two children to class this morning.

31.  Which was not a problem for me or the other students.

32.  There is many returning students registering late this year.

33.  After waiting too long and missing their chance to register in advance.

34.  The firefighters, after arriving quickly at the scene, has rescued the child from the burning building.

35.  Because my daughter always does her best to make the house cheerful.

36.  The computer in the Pioneer computer labs are not working properly today.

37.  In one unforgettable football game, I hit a quarterback in his hip with my helmet, the blow knocked him off his feet.

D.    Sentence Style and Word Choice. (Handouts):  List three ways that you can improve the effectiveness of your sentence style and/or word choice.  Then give a specific example to illustrate each of the three ways that you describe.

38. 

Example:

39.   

 Example:

40. 

 Example:

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Student Writing
WR 40 Course Competencies & Benchmarks - Winter 2001:
 http://www.cocc.edu/cagatucci/classes/wr40/competencies.htm  

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