Online Class — November 30

Searching the World Wide Web

Before we go any further, let’s get our terminology straight. Is the Internet the same thing as the Web? The Web, short for World Wide Web, is part of the Internet, which is a network of interconnected computers that transmit data and carry various forms of information. The World Wide Web is a collection of websites (web pages), each having a unique URL (Uniform Resource Locator), connected together with hyperlinks.

There is almost a billion websites on the Internet now. Finding the information you need is getting more and more difficult. A simple search can return up to 10,000 hits. You’ll need several lifetimes to find the answers to your questions… unless you organize your search. To organize your search means making it simple and precise.While Google is the most popular search engine and has the largest database, it is certainly not the only search engine. Other popular search engines that use different algorithms to accomplish the same task are: Ask.com, Yahoo.com, Live.com, Clusty.com.

Note that most instructors get do not allow using results from web search engines. Can you guess why? Save your answer for our class on Monday. Some that do, ask that students carefully evaluate the websites they use. How do you evaluate information on the web? http://library.stfranciscollege.edu/evaluating.htm

http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html

Boolean Operators

Click on the links below to read the tutorials. Don’t let the term “boolean” make you nervous. The term is named after the British 19th Century mathematician George Boole. Boolean logic is the base of digital electronics. You don’t need to know the details and intricacies of Boolean logic; but you should definitely learn the basics of using Boolean operators. All of the electronic article databases the library owns support Boolean searching. Knowing how to use Boolean operators properly will make your life much easier in your academic future.

Unfortunately, most Internet search engines do not support full Boolean. Yahoo.com and Live.com (to some extent) are the only two exceptions. There are many small search engines — AltaVista, AllTheWeb, etc. that do support some Boolean logic, but they use either Yahoo.com or Google’s databases.  For your research I recommend using Google.com, Yahoo.com (search.yahoo.com), Ask. com, and Clusty.com (metasearch engine).

Click on the two links below to read the tutorials on Boolean searching.

http://www.internettutorials.net/boolean.html

http://www.biomed.lib.umn.edu/inst/boolean.pdf

Now you should know how to use IMPLIED BOOLEAN OPERATORS (- or +), AND, OR, NOT (if NOT doesn’t work, try AND NOT), and NESTING (parentheses).

ASSIGNMENTS

But first, some hints:

1. You don’t need to capitalize words or letters;

2. Don’t put full sentences in the search box – only relevant keywords;

3. When using phrases (“bill clinton”) always put quotation marks around them, otherwise the search engine will look for “bill” and “clinton” separately.

4. You don’t need to put quotation marks around a single word.

ASSIGNMENT #1:

Using NESTING (parentheses) search for CRIME IN CHICAGO OR CRIME IN BROOKLYN on Yahoo.com (http://search.yahoo.com).  Print out the results page so I can see the words you used in the search box. (Note:  Google doesn’t support NESTING).

Using IMPLIED BOOLEAN OPERATORS  find results that have Bill Clinton but not Monica Lewinsky (Do not use ADVANCED Google page). Print out the first page of results so I can see your search string in the search box.

Google Special Syntaxes

intitle:	This syntax restricts a search to titles of Web sites; it can be effectively combined with other syntaxes to customize a search.  An alternative syntax, allintitle: looks for all the words in the title of a Web site; allintitle: does not mix well with other syntaxes.	Example: intitle:”bob marley” “popular music”
inurl:	This syntax restricts a search to the URLs of Web sites.  It can be an effective way to find sites from within a domain, directory or path; it can also be effectively combined with other syntaxes to customize a search. See site: below.	Example: intitle:”civil liberties” terrorism inurl:cnn Example: intitle:turkey intitle:carve inurl:help Example: inurl:butterflygardening
site:	This syntax allows you to limit a search to a site or a top level domain.  It is similar to inurl: but will not search for a site within a subdirectory (i.e., anything beyond the /).  Some advantages to using inurl: over site: are:       You can use inurl: by itself without using any other search terms or       syntaxes.        You can use inurl: to search subdirectories.	Example:  intitle:”hate crimes” site:gov Example:  intitle:”hate crimes” OR “gay bashing” site:org Example: intitle:”binge drinking” site:edu
intext:	This syntax searches for words in only the text of a Web site.  It ignores link text, URLs and titles which makes it a useful syntax for finding search words that are commonly used in URLs or links.  It can be effectively combined with other syntaxes to customize a search.	Example: intext:html site:edu Example: intext:google.com inurl:help
inanchor:	This syntax searches for text in a Web site’s link anchors (i.e., the text you click on get to a Web site).  Since the anchor text for a link is usually descriptive of the page it links to, the inanchor: syntax can be a useful way to limit a search to relevant sites.  It can be effectively combined with other syntaxes to customize a search.	Example:  inanchor:”Google Help” Example:  inanchor:AIDS inanchor:grants site:gov For a fun experiment, try typing your name as a phrase with the inanchor: syntax!
link:	This syntax returns a list of Web sites linking to a specific URL.  The link: syntax can not be combined with another syntax.	Example: link:www.linccweb.org
daterange:	This syntax allows you to limit a search to a specific date or range of dates that a site was indexed by Google (this is not the same as the date the site was created.) The only drawback to this syntax is that it works with the Julian Calendar, not the Gregorian Calendar (the one we use).  To use daterange: first go to the Julian Date Converter at the U.S. Naval Observatory (http://aa.usno.navy.mil/data/docs/JulianDate.html).	Example: intitle:”george bush” daterange:2452389-2452389 (this would search for April 24, 2002)
filetype:	This syntax searches for specific filename extensions.  Google searches for PowerPoint (.ppt), Excel (.xls), and Word (.doc) documents as well as Adobe Acrobat (.pdf), Adobe Postscript (.ps) and Rich Text Format (.rtf).	Example: intitle:”hate crimes” filetype:pdf Example: intitle:google filetype:doc Example: intitle:”date rape” site:edu filetype:ppt
related:	This syntax searches for Web sites related or similar to a specified URL.  This is a good way to retrieve categories or types of Web sites.	Example:  related:google.com Example:  related:www.linccweb.org
info:	This syntax provides a page of links to more information about a specified URL including a link to the page’s cache, a list of Web sites that link to the specified URL, a list of Web sites related to the specified URL and Web sites that contain the specified URL.	Example:  info:cnn.com

Sample Search on the Role of Women in Ancient Greece

Google Search Statement	Results (February 2006)	Search Strategies
women ancient greece	24,300,000	Default Boolean AND search.
women “ancient greece”	4,710,000	Default Boolean AND and phrase search.
(women OR woman) “ancient greece”	5,170,000	Boolean OR, default Boolean AND and phrase search.
~women “ancient greece”	4,800,000	Synonymous terms for women and phrase search
“role +of women” “ancient greece”	299,000	Two phrases with forced stop word and Boolean AND search.
intitle:women “ancient greece”	60,100	Women must be in the title, Boolean AND and phrase search..
women “ancient greece” inurl:pbs	124	Site must be from PBS.
women “ancient greece” site:edu	204,000	Site must be from an educational institution.
“role +of women” “ancient greece” site:org	703	Site must be from an organization.
women “ancient greece” site:edu filetype:ppt	87	Site must be a PowerPoint presentation from an education institution.

Assignment #2:

Using Google syntax search for the phrase “evaluating a website”. The phrase has to appear in the title and be part of an educational institution’s website.

Print out the first page of results so I can see your search string in the search box.

See you Monday.

Prof. K.

Online Class — November 26

Greetings,

I hope you enjoyed your holiday.  Last time we met online I asked you to study a few grammar rules. I’m sure you did. So this time I’m asking you to do a few exercises.

ASSINGMENT:

1. Write a paragraph about anything your heart desires. The only requirement is that you use all of the rules (whom/who; double possesive; colon; parenthesis) from the previous online lesson in your paragraph. The paragraph should be no longer than ten sentences and no shorter than four sentences. 

All right, if you can’t come up with a paragraph, write a stand-alone sentence for each rule.
Due Wednesday, Nov. 28th. TYPED. No exceptions.

2. Print out this file and follow instructions.
Due Wednesday, Nov. 28th. No exceptions.

exercises.doc

Onlines Class — November 16th

GRAMMAR RULES 

 There are no exercises this time, just the rules. Study them and memorize them; first, because the more rules you know the easier it will be for you to navigate the wide world of words; and second, because you’ll be given exercises on Monday, November 26th (REMEMBER: We’re not meeting the Monday after Thanksgiving; instead, we’ll have an online class.)

WHO & WHOM

Who is correct? Yes, though it may depend on whom you ask!

“Who” and “whoever” are subjective pronouns; “whom” and “whomever” are in the objective case. As simple and important as that distinction is, many people have difficulty deciding on the proper usage of  “who” and “whom” in sentences.   The two sentences below illustrate the easy usage in which “who” is clearly the subject and “whom” is clearly the object. In such simple cases, virtually everyone can determine the proper choice:     Who is that masked man? (subject)      The men, four of whom are ill, were indicted for fraud. (object)     When “who” is not the main subject of the sentence, however, many people become confused. They tinker and change who to “whom.” It was Thomas Jefferson, I think, who was the third president of the United States.     Notice that “who,” not “whom,” is still the correct form as the subject of the clause that follows. The proper name, Thomas Jefferson, could be substituted for “who” to make a perfectly good sentence:  Thomas Jefferson was the third president of the United States.     As a ready check in such sentences, simply substitute the personal pronoun “he/him” or “she/her” for “who/whom.” If he or she would be the correct form, the proper choice is who.” If  “him” or “her” would be correct, use “whom.”  This technique of substituting a personal pronoun for the relative pronoun works nicely whenever you have difficulty deciding whether to use “who” or “whom,” assuming that you have no difficulty using the proper form of personal pronouns.      Even when the word order must be altered slightly, you can use the technique:    Mrs. Dimwit consulted an astrologer whom she met in Seattle. (She met him in Seattle.)   Jones is the man whom I went fishing with last spring. (I went fishing with him.)  Joyce is the girl who got the job. (She got the job.)   Whom can we turn to in a time of crisis? (Can we turn to her?)     The delegates differed as to who they thought might win. (Not whom. Here the entire clause is the object of the preposition. Substitution is particularly helpful in cases such as this. They thought he might win.)    Who is that masked man? (subject)  The men, four of whom are ill, were indicted for fraud. (object)      And, now, for a really tough test (or, at least, most people trip up on it):      I decided to vote for whoever called me first.      Give it to whoever deserves it.        It’s “whoever” in both cases. Even though you can read the first sentence as “I decided to vote for him” (which would make it “whomever”), the entire phrase “(he) called me first” is the object of the preposition “for.” So, it’s “whoever.” It’s the same for the second example: “…he deserves it” wins out.  Three “easy-to-use” rules so you’ll always get it correct      Rule #1: Substitute “he/him” or “she/her”: If it’s either “he” or “she,” then it’s “who;” if it’s “him” or “her,” then it’s “whom.”     Rule #2: Every verb with a tense in a sentence must have a subject. And that word is always in the nominative case, so it’s “who.” For example: In this sentence, “I decided to vote for whoever called me first”:       • “I” is the subject of “decided”       • “he” (whoever) is the subject of the verb “called.”      In the sentence, “Give it to whoever deserves it”:([You] give it to whoever deserves it.)       • “he” (whoever) is the subject of the verb “deserves.”       This rule supersedes the first rule as it relates to who” and “whom.”      Note: Related to this rule is one that says: The subject of a phrase is always attached to that phrase — no matter what. For example:              Ask whoever reads that book to answer the question.     Break down the sentence thusly:      (You) ask him (he reads that book) to answer the question.     In the phrase “he reads that book,” you cannot separate the subject “he” from the phrase to which it is attached.     If you remember these two rules — substitute “he/him” or “she/her,” and that every verb with a tense must have a subject — you should solve the “who/whom” quandary every time.      If you apply those two rules and you’re still not sure, apply the all-important Rule #3.     Rule #3: Give it a sincere and honest effort to determine is it’s “who” or “whom.” If it takes more than a 30 seconds to figure it out, pick the one that sounds best to the ear (read it aloud) and move on. Why? Because even grammarians are likely to squabble over which to use. But always — always — apply rules #1 and #2 before using Rule #3.     OK, a quick test. Pick the correct word:      Ask whoever/whomever comes this way for directions.

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(courtesy of  Wonderful World of Editing)

DOUBLE POSSESSIVE

July 25, 2007 at 10:41 pm.  This is an article from World Wide Words (www.worldwidewords.org) on double possessive (it’s also called post-genitive). Double possessive has been around since the fifteenth century, and is widely accepted. It’s extremely helpful, for instance, in distinguishing between “a picture of my father” (in which we see the old man) and “a picture of my father’s” (which he owns). Native speakers will note how much more natural it is to say “He’s a fan of hers” than “he’s a fan of her.” DOUBLE POSSESSIVE[Q] From Frances Pack: “You recently wrote ‘a friend of Pope’s’. What? Do I not remember correctly that Pope’s is already possessive — so the use of of before it makes a double possessive? That was drummed into my ears when I was a freshman in high school in Latin I class. Curious — because I sometimes slip and write it that way — then have to go back and “correct” it. Is this no longer the rule?”[A] It never was. You’ve been led into a misunderstanding, as some grammarians of the eighteenth century were, by trying to apply the rules of Latin to English, where they don’t fit. It must be said that disputes about it are unrelated to effective communication, since nobody would ever fail to understand “a friend of Pope’s”.You can immediately see that the construction is valid in English by replacing the noun with a pronoun. You wouldn’t say or write “a friend of you” or “a friend of me” — that is, not if you wanted to be thought capable of composing acceptable standard English. If “a friend of mine” is good English, why not “a friend of Pope’s”?The technical name for this construction is double genitive or double possessive (it has also been called the appositional of-phrase, and the post-genitive). It’s of great age — examples are to be found in writings of the fourteenth century; by the eighteenth century it was common and unremarkable. This instance, picked pretty much at random but showing both forms of the idiom, is from Charles Dickens’s novel David Copperfield: “An aunt of my father’s, and consequently a great-aunt of mine, of whom I shall have more to relate by and by, was the principal magnate of our family.”In particular, grammarians say a double possessive is essential to avoid giving the wrong meaning when a word indicating ownership is placed after of, as “a bone of the dog’s”. The extra possessive is required because “a bone of the dog” means, not a bone in the possession of the dog, but one inside the dog. “A picture of Jane” means an image of Jane, whereas “a picture of Jane’s” is a picture of any sort that happens to be owned by Jane.But there are some limitations. The phrase has to be indefinite — “a friend of Pope’s” is OK, but if I meant a particular one I would have had to write “the friend of Pope” or “Pope’s friend”; also, “a friend of ours” is idiomatic, but not “the friends of ours”, which would have to recast as “our friends”. And the second noun must be human, or at least animate, and also definite — so you can’t say “a friend of the British Library’s” or “a lover of the furniture’s”.What’s fascinating about all this, and one reason why I’ve gone into so much detail, is that the rules are precise and strict and are understood and followed by every speaker of idiomatic English, even though they’re not usually taught in school. Fluent speakers don’t know they know them and couldn’t explain them, say to someone learning the language, but they know immediately when they’ve been broken. Native speakers pick up the rules for using such idioms by example and experience and only suffer confusion when these real-life rules conflict with the ones that grammarians of an earlier period would have had us believe were correct.

If you feel these rules to be arbitrary and unreasonable, the only response I can make is that it’s an idiom and that’s just the way things are. Robert Burchfield says at the end of his entry on it in the Third Edition of Fowler, “It is not easy to explain why such constructions are idiomatic: one can only assert that they are.”

THE COLON: 

Definition:  The colon is used to introduce a strong pause within a sentence. It is the longest pause short of a full stop.  

Examples:The colon is used to introduce a list: The car has a number of optional extras: sun roof, tinted windows, rear seat belts, and electrically operated wing mirrors.  The colon is also used before a long quotation or a speech: Speaking at Caesar’s funeral, Anthony addresses the crowd: “Friends, Romans, countrymen …” It is also used before a clause which explains the previous statement: The school is highly regarded: academic standards are high, the staff are pleasant, and the students enjoy going there. Use The colon can be used to provide emphasis, or to create dramatic effect: There can be only one reason for this problem: his total incompetence. It is also used at the end of a statement which is followed by an illustration: The vase contains beautiful flowers: roses, tulips, and daffodils. Notice that the items which follow a list are punctuated with commas if they are a succession of individual words. You will need four ingredients: flour, butter, milk, and sugar. If the items in the list contain clauses or phrases these may be punctuated with semicolon: You will need the following materials: some scrap paper; a pen, preferably blue or black; some envelopes; and some good, white, unlined writing paper. The colon requires careful handling. If you are in any doubt, use separate sentences. The colon is also used between the title and the sub-title of a book: Magical Realism: Latin-American fiction today.      

 PARENTHESIS 

 

PARENTHESIS? A parenthesis adds more information to a sentence. For example: Kent Oliver won his first race on Tuesday.       (no parethesis in this example) Kent Oliver – the only professional jockey from Jersey – won        his first race on Tuesday.       (The words “the only professional jockey from Jersey”        add more information.  In this example, the parenthesis is        between two dashes.) 1.    A parenthesis is separated from the rest of the sentence by commas, dashes or brackets (all called parentheses).  When a parenthesis is completely removed, the sentence is still grammatically correct.  (Try reading each sentence below with its parenthesis removed.)Examples (parenthesis in bold): Jamie Buxton, who fainted in church during his wedding, apologised to        his wife by booking two tickets to New York.       (The parentheses chosen by the writer were commas.  However, brackets or        dashes could equally have been used.) At Midnight last night, Skip (a guard dog for Bonds Ltd in Bury) hospitalised         two burglars before returning to eat the steaks they had thrown him.          (The writer has chosen brackets, because there is already a comma in         the sentence.) Dave Jenkins’ best friend, Adam Wright-Smith, stabbed him through the        heart whilst testing a knife-proof jacket; Dave is expected to make a full        recovery.        (The writer has chosen commas, possibly because there are already two         hyphens in the sentence, and dashes look similar to hyphens.) 2.   Additional comments such as “however”, “therefore”, “as a result”, “as far as I am concerned”, “for all intents and purposes”, “subsequently”, “so to speak”, etc. fall into the category of parenthesis too.  (As a rule, brackets are not used with these.)Examples: The slow cooker I purchased at your store is, for all intents and purposes,        utterly useless. Darius, on the other hand, writes his own songs. It rained all day and, as a result, the hut collapsed. On a happier note, her latest song - Wind Me Up Baby - is, according to        those in the know, expected to enter the charts in the top 5.       (“Wind Me Up Baby” is parenthesis, and so is “according to those in the know”.       Try reading the sentence with them removed.  It still makes sense.)    HELP – WHICH ONE? It is your choice whether to use commas, brackets or dashes for parentheses.  Below are some guidelines: Dashes – parenthesis easily seen, but dashes look a little stark Commas – normal looking sentence, but commas are often        confused with other commas in the sentence Brackets – parenthesis easily seen, but brackets make official        letters look a little unorganised     END THE PARENTHESIS Always remember to end a parenthesis. When using commas or dashes, writers often forget to end the parenthesis. This is as wrong as not closing a pair of brackets. Danny, however had sharp features and greasy hair.       (another comma required after “however”)  The zander – one of the fastest fish in British waters often school        together around the edges of lakes.  (Mini Test)        PARENTHESIS IN APPOSITION The term “in apposition” just means “the same”.  When a parenthesis is the same thing as whatever it follows, it is called “parenthesis in apposition”. Kent Oliver - the only professional jockey from        Jersey – won his first race on Tuesday.         (Kent Oliver is the professional jockey. This is parenthesis in         apposition.) At midnight last night, Skip (a guard dog for Bonds Ltd in        Bury) hospitalised two intruders who broke in the company yard.       (Skip is the guard dog. This is parenthesis in apposition.) Jamie Buxton, who fainted in church during his wedding,        apologised to his wife…        (This is not parenthesis in apposition.) From http://www.grammar-monster.com/index.html

See you Monday.

 Prof. K                

Online Class — 11/9/07

WHAT IS MLA STYLE?

MLA (Modern Language Association) style concerns itself with the mechanics of writing, such as punctuation, quotation, and documentation of sources. MLA style has been widely adopted by schools, academic departments, and instructors for nearly half a century.

MLA guidelines are also currently used by over 125 scholarly and literary journals, newsletters, and magazines with circulations over one thousand; by hundreds of smaller periodicals; and by many university and commercial presses. MLA style is commonly followed not only in the United States but in Canada and other countries as well; Japanese translations of the MLA Handbook for Writers of Research Papers appeared in 1980, 1984, and 1988, and a Chinese translation was published in 1990.

Although in this class we will not be writing a research paper that requires outside sources, all other English writing and literature classes you will be taking next, with the exception of creative writing, will require you to write a research essay.

Every time you use an outside source (journal, book, website, etc.) to support your thesis, you have to cite it in-text and on the Works Cited page, which will be the last page of your paper.

The St. Francis Library website offers examples and helpful tips on how to use MLA style (http://library.stfranciscollege.edu/mla.htm)

Basic MLA Style Format for Works Cited Page.

Arrange the citations in alphabetical order by the first element of the citation, usually the
author’s last name.
Hanging Indents are required for citations in the bibliography, as shown below. That is, the first line of the citation starts at the left margin. Subsequent lines are indented 5 spaces.
As with every other part of an MLA formatted essay, the bibliography is double spaced, both within the citation and between citations. Do not add an extra line between the citations.
The right margin is the normal right margin of your document

For a tutorial on IN-TEXT citation click here: http://owl.english.purdue.edu/owl/resource/557/02/

For a tutorial on Works Cited page format click here: http://honolulu.hawaii.edu/legacylib/mlahcc.html

For a sample of a Works Cited page click here: http://www.iusb.edu/~sbeng/sh/mlawc.pdf

For a sample MLA paper click here. http://www.bedfordstmartins.com/hacker/pdf/mla.pdf

 

Note: If you’re not familiar with MLA style you should click on all of the links and study the material, or you will not be able to do the exercises.

EXERCISES — DOWNLOAD THE FILE OR PRINT IT OUT. exercises.doc

ASSIGNMENTS FOR MONDAY

1. Final Draft of the Narrative Essay. Hard Copy. STAPLED.

2. Exercises. Hard Copy. Stapled. I will not accept these exercises AFTER Monday, Nov. 12th.

 

Prof. K.

Online Class — November 2

NARRATIVE ESSAY

Think of a story that either happened to you or someone you know. Why do you remember it?  Probably because it has a sequence of events that builds to a conclusion.  Something happened that caused something else to happen, etc. A story is a chain reaction.

Remember that if the events you’re describing in your third paragraph have no connection to the events you’re describing in your first or second paragraphs, then you have no story.  

Read Chapter 14  in your textbook. Note that just because we’re writing an essay that has a story, doesn’t mean that we should ignore the essential elements of the five-paragraph essay structure, such as a thesis statement, topic sentences, etc.
  

Remember that what we’re writing an essay, not a short story. Below are some helpful hints from Daniel Kies (College of DuPage) http://papyr.com/hypertextbooks/comp1/narrativ.htm 

1. Build your essay around a central point, a main idea that your story then supports and explains. This is crucial, and perhaps the defining characteristic between a narrative-as-story and a narrative-as-essay. This main idea will be the thesis of your essay, will say something that the story itself then illuminates and shows to be true. This generalization can be quite personal; it does not have to capture a truth about humanity as a whole or about the essence of the human condition. It simply needs to capture a truth about your life and use the story, the narrative experience, to illustrate its importance to you. In this way, it then has meaning to the readers as well.  

2. You are writing an essay, not simply telling a story. Remember to incorporate details of your story that not only illuminate your thesis, but also engage your readers’ imaginations and make the story “real” for them as well.  

Below is a very simple five-paragraph narrative essay.
 

 The Birthday Party 

         The biggest, best birthday ever…that would describe my eighth birthday!  My parents surprised me with a party at the zoo.  Grandmother baked my favorite cake.  There were many gifts from friends and family. It was a wonderful celebration that I’ll remember for the rest of my life.. 
        It all began with a surprise party at the zoo thrown by my parents. No one mentioned my birthday all morning so I figured everyone had forgotten it. I was shocked when my mom drove me to the zoo parking lot, and everyone jumped from behind cars shouting, “Surprise.” Only close family was invited.  
          After that we went to my Grandma’s house. She had made my favorite cake. It was a triple-layer chocolate delight. I blew and blew at the candles until I finally realized they were trick candles. Grandma gave me the biggest piece! Later my parents gave me the best gift of all.  It was a fuzzy golden retriever puppy.  I named him Goldy.  He is still my best friend today.  
          My eighth birthday was a most memorable celebration.  The party at the zoo, a delicious cake, and a very special gift made it a memorable birthday.  I think it was a superb way to remember the day I was born.  

I don’t want you to be this simplistic, but notice how this essay, written by a child, hits all the points we’ve discussed in class.
 

GRAMMAR 

Note: The grammar exercises below are NOT DUE UNTIL WEDNESDAY. For Monday concentrate on writing the first draft of your essay. DO NOT FORGET to print out at least one copy of  your essay and TWO copies of the FEEDBACK FORM (one for each member of your group) and bring them to class. 

The exercises below WILL BE GRADED! Before you do the exercises, click on the ADJECTIVE and ADVERB hyperlinks to refresh your knowledge. 

  What is an ADJECTIVE? http://www.arts.uottawa.ca/writcent/hypergrammar/adjectve.html 

What is an ADVERB?
http://www.arts.uottawa.ca/writcent/hypergrammar/adverbs.html 

Exercises

exercisesduewednesday.doc 

ASSIGNMENTSNarrative Essay. 1^st draft due in class on Monday.
Hard copy. Copies of Feedback Form.

Three Grammar Exercises (see file attached). Due in class on WEDNESDAY.