test regular expression question

backup-rul1-testkillme-20081220-1724.zip 2007101514 1.9.1+ (Build: 20080625) 2008030300 1.9 1229811878 http://bluejay.cty.jhu.edu internal

assignment true false 833 Mid-Term Progress Report true false 834 Lesson 1 - Exercise 3 true false 835 Lesson 1 - Exercise 4 true false 836 Lesson 1 - Final Writing Assignment (FWA) true false 837 Lesson 2 - Exercise 2 true false 838 Lesson 2 - Exercise 3 - Part C true false 839 Lesson 2 - Final Writing Assignment (FWA) true false 840 Lesson 3 - Exercise 1 - Analyzing Writing - Part 1 true false 841 Lesson 3 - Exercise 5 - Understanding Case - Part B true false 842 Lesson 3 - Exercise 6 - Proofreading true false 843 Lesson 3 - Final Writing Assignment (FWA) true false 844 Lesson 4 - Exercise 2 true false 845 Lesson 4 - Final Writing Assignment (FWA) true false 846 Lesson 5 - Exercise 4 true false 847 Lesson 5 - Final Writing Assignment (FWA) true false forum true false 1104 News forum true false 1105 Welcome and General Discussion true false 1106 Lesson 1 - FWA Workshop true false 1107 Lesson 2- FWA Workshop true false 1108 Lesson 3 - FWA Workshop true false 1109 Lesson 4 - FWA Workshop true false 1110 Lesson 5 - FWA Workshop true false 1111 Lesson 2 - Exercise 1 true false 1112 Lesson 3 - Exercise 2 true false 1113 Lesson 3 - Exercise 4 - Part B true false 1114 Lesson 4 - Exercise 1 true false 1115 Lesson 4 - Exercise 4 true false 1116 Lesson 5 - Exercise 2 true false 1117 Lesson 5 - Exercise 6 true false label true false 118 Teacher Links true false lesson true false 326 Lesson 1 -SAVE BUT DON'T USE true false 327 Lesson 1 - Understanding Sentence Structure true false 328 Lesson 2 - Brevity and Subordination true false 329 Lesson 3 - Cohesion true false 330 Lesson 4 - Choosing Verbs true false 331 Lesson 5 - Passive Voice true false quiz true false 690 test quiz for L 4 X 5 true false 539 Lesson 1 - Exercise 1- Subjects and Predicates true false 540 Lesson 2 - Exercise 3 - Part A true false 541 Lesson 2 - Exercise 3 - Part B true false 542 Lesson 3 - Exercise 3 true false 543 Lesson 3 - Exercise 4 - Part A true false resource true false 1232 Getting Started true false 1233 Syllabus true false 1234 Schedule true false 1235 Send a Message to Your Instructor true false 1236 Message History true false 1237 Assignments true false 1238 Quzzes true false 1239 Forums true false 1240 Print Lesson 1 - Understanding Sentence Structure true false 1241 Textbook Hasn't Arrived Yet? (Lesson 1 Readings Are Here) true false 1242 Print Lesson 2 - Brevity and Subordination true false 1243 Print Lesson 3 - Cohesion true false 1244 Print Lesson 4 - Choosing Verbs true false 1245 Print Lesson 5 - Passive Voice true false 1246 Note for Parents true false false none false false false false false false false instances

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90 1 Miscellaneous Language Rules: From Structure to Style TEST RUL1-TESTKILLME

Latest Template. Make Repairs Here. Remember to backup before the next term starts.

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1797 Default The default category for questions. course ctyonline.org+070313193725+jeVdlK 0 999 22916 0 Lesson 1 - Exercise 1: Subjects and Predicates Example question Lesson 1: Exercise 1: Subjects and Predicates EXAMPLE: Let's do sentence ONE together: 1. My son's kindergarten teacher is teaching the children some simple French and Spanish songs. a. The sentence divides between teacher and is. b. Subject headword = teacher; predicate headword = teaching Using the information in a and b, determine which of these statements most appropriately describes the sentence. Read all five choices before selecting your answer. Choose the best answer. 1 1 0.1 multichoice 1 ctyonline.org+071216191513+fgX5TW bluejay.cty.jhu.edu+080602134350+Y7zfTb 0 0 0 $@NULL@$ $@NULL@$ 0 71781,71782,71783,71784,71785 1 0 71781 The sentence divides between teacher and is. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71782 The subject headword is teacher. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71783 The predicate headword is is 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71784 a, b, and c are all true. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71785 a and b are true; c is false. 1 Yes, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 1798 lesson 1 contains questions for Lesson 1 exercises course ctyonline.org+071229014540+nDtbj5 0 999 22917 0 Lesson 1 - Exercise 1: Subjects and Predicates Example question Lesson 1: Exercise 1: Subjects and Predicates EXAMPLE: Let's do sentence ONE together: 1. My son's kindergarten teacher is teaching the children some simple French and Spanish songs. a. The sentence divides between teacher and is. b. Subject headword = teacher; predicate headword = teaching Using the information in a and b, determine which of these statements most appropriately describes the sentence. Read all five choices before selecting your answer. Choose the best answer. 1 general feedback 1 0.1 multichoice 1 ctyonline.org+071216191513+fgX5TW banner.cty.jhu.edu+071229180343+PHxElT 0 0 0 $@NULL@$ $@NULL@$ 0 71786,71787,71788,71789,71790 1 0 overall feedback for any correct answer - Well done! overall feedback for any partially correct answer overall feedback for any incorrect answer - please review [something here] and then redo this exercise. 71786 The sentence divides between teacher and is. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71787 The subject headword is teacher. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71788 The predicate headword is is. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71789 a, b, and c are all true. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71790 a and b are true; c is false. 1 Yes, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 22918 0 TF True or false. I am an expert programmer! True or false. I am an expert programmer! 1 1 0.1 truefalse 1 banner.cty.jhu.edu+071229172736+UBcfcD banner.cty.jhu.edu+071229172736+c1J7Ss 0 0 0 $@NULL@$ $@NULL@$ 71791 71792 71791 True 0 INCORRECT. GenericFeedback2 71792 False 1 CORRECT! GenericFeedback1 22919 0 MA Pick two primary colors. Pick two primary colors. 1 1 0.1 multichoice 1 banner.cty.jhu.edu+071229172736+gHfpxy banner.cty.jhu.edu+071229172736+Efu2sM 0 0 0 $@NULL@$ $@NULL@$ 0 71793,71794,71795,71796 0 1 71793 red 0.5 Partially Correct. GenericFeedback1 Yep, that's a primary color! 71794 purple -1 INCORRECT. GenericFeedback2 sorry, that's wrong 71795 pink -1 INCORRECT. GenericFeedback3 nope!!!! 71796 blue 0.5 Partially Correct. GenericFeedback4 yes (it's my favorite!) 22920 0 SA How many answers in a short answer question with one answer? How many answers in a short answer question with one answer? 1 1 0.1 shortanswer 1 banner.cty.jhu.edu+071229172736+OyjmOE banner.cty.jhu.edu+071229172736+0kDprF 0 0 0 $@NULL@$ $@NULL@$ 71797 0 71797 one 1 CORRECT! GenericFeedback1 22921 0 MC SKY QUESTION!!! What color is the sky? 1 1 0.1 multichoice 1 banner.cty.jhu.edu+071229172736+HSGJRS banner.cty.jhu.edu+071229172736+XjEBmJ 0 0 0 $@NULL@$ $@NULL@$ 0 71798,71799,71800,71801,71802 1 1 71798 golf 0 Not even close! GenericFeedback1 that's a sport 71799 cat 0 Not even close! GenericFeedback2 that's an animal 71800 axe 0 Not even close! GenericFeedback3 that's a tool 71801 burger 0 Not even close! GenericFeedback4 that's food 71802 blue 1 CORRECT! GenericFeedback5 good job! 22922 0 TF This is the second true/false question in the list. This is the second true/false question in the list. 1 1 0.1 truefalse 1 banner.cty.jhu.edu+071229172736+06tn9u banner.cty.jhu.edu+071229172736+zccukK 0 0 0 $@NULL@$ $@NULL@$ 71803 71804 71803 True 1 CORRECT! GenericFeedback1 71804 False 0 INCORRECT. GenericFeedback2 22923 0 MC An old question WHICH ONE IS OLDEST? 1 1 0.1 multichoice 1 banner.cty.jhu.edu+071229172736+S1Ic3L banner.cty.jhu.edu+071229172736+hdx4dQ 0 0 0 $@NULL@$ $@NULL@$ 0 71805,71806,71807 1 1 71805 BOY 0 INCORRECT. GenericFeedback1 NO, HE'S YOUNGER. 71806 GRANDPA 1 CORRECT! GenericFeedback2 YES, THAT'S IT! 71807 FATHER 0 INCORRECT. GenericFeedback3 OLDER, BUT NOT OLDEST! 22924 0 SA How do you spell: schizophrenic How do you spell: schizophrenic 1 1 0.1 shortanswer 1 banner.cty.jhu.edu+071229172736+IAi2ss banner.cty.jhu.edu+071229172736+oGAwHM 0 0 0 $@NULL@$ $@NULL@$ 71808,71809,71810 0 71808 schizofrenic 1 CORRECT! GenericFeedback1 71809 schizophrenic 0.75 Partially Correct. GenericFeedback2 71810 skitzophrenic 0.25 Partially Correct. GenericFeedback3 22925 0 MC Lesson 1 - Exercise 1 Question 3 of 8 The weasel simply dangled from his palm. 1 1 0.1 multichoice 1 banner.cty.jhu.edu+071229174430+1VSFuv banner.cty.jhu.edu+071229174430+sOfiQa 0 0 0 $@NULL@$ $@NULL@$ 0 71811,71812,71813,71814,71815 1 1 71811 The sentence divides between simply and dangled. 0 INCORRECT. GenericFeedback1 Sorry, the correct answer is c. a is false and b is true because the sentence divides between weasel and simply. d is false because modifiers (the and simply) should not be included when naming headwords. e is false because one of the statements is true. 71812 The sentence divides between weasel and simply. 0 INCORRECT. GenericFeedback2 Sorry, the correct answer is c. a is false and b is true because the sentence divides between weasel and simply. d is false because modifiers (the and simply) should not be included when naming headwords. e is false because one of the statements is true. 71813 A is false; B is true. 1 CORRECT! GenericFeedback3 Yes, c is the right answer. a is false and b is true because the sentence divides between weasel and simply. d is false because modifiers (the and simply) should not be included when naming headwords. e is false because one of the statements is true. 71814 The subject headword is the weasel; the predicate headword is simply dangled. 0 INCORRECT. GenericFeedback4 Sorry, the correct answer is c. a is false and b is true because the sentence divides between weasel and simply. d is false because modifiers (the and simply) should not be included when naming headwords. e is false because one of the statements is true. 71815 All the statements are false. 0 INCORRECT. GenericFeedback5 Sorry, the correct answer is c. a is false and b is true because the sentence divides between weasel and simply. d is false because modifiers (the and simply) should not be included when naming headwords. e is false because one of the statements is true. 22926 0 this is a multiple choice question created on banner 1 here's some general feedback 1 0.1 multichoice 1 banner.cty.jhu.edu+071229175117+1NDJbP banner.cty.jhu.edu+071229180138+ovwibp 0 0 0 $@NULL@$ $@NULL@$ 0 71816,71817,71818 1 0 You done good, kiddo! You're such a loser that we took away your qualifying score. 71816 How are you? 0 You are not good. Try again. 71817 How are you? 0 You are not good enough. Try again. 71818 How are you? 1 You are good. This is the correct answer. 1799 Exercise 2 Identifying Noun Phrases course banner.cty.jhu.edu+071231151301+uNNWCn 1798 999 22927 0 SA Lesson 1 - Exercise 2: Identifying Noun Phrases Question 1 of 14 Last Saturday Austin gave the book back to his brother. 1 1 0.1 shortanswer 1 banner.cty.jhu.edu+071231162701+ir8H68 banner.cty.jhu.edu+071231163116+ZqiAFh 0 0 0 $@NULL@$ $@NULL@$ 71819,71820 0 71819 book 1 CORRECT! : Yes, the correct answer is book. Book receives the action of the verb gave and answers the question WHAT? after the verb. I gave what? book 71820 * 0 Partially Correct. Sorry, the correct answer is book. The direct object receives the action of the verb gave. To find the direct object, find the subject and verb and then ask WHAT? Austin (S) gave (V) WHAT? book. Book is the direct object. 22928 0 SA Lesson 1 - Exercise 2: Identifying Noun Phrases Question 2 of 14 Unlike her sister, Cindy never finishes her homework late. 1 1 0.1 shortanswer 1 banner.cty.jhu.edu+071231162701+KQEk2h banner.cty.jhu.edu+071231163132+bEOdjV 0 0 0 $@NULL@$ $@NULL@$ 71821,71822 0 71821 homework 1 CORRECT! Yes, the correct answer is homework. Homework receives the action of the verb finishes and answers the question WHAT? after the verb. Cindy never finishes WHAT? homework. Homework is the direct object. 71822 * 0 Partially Correct. Sorry, the correct answer is homework (DO). The direct object receives the action of the verb finishes. To find the direct object, find the subject and verb and then ask WHAT? Cindy (S) never (adverb) finishes (V) WHAT? homework. Homework is the direct object. 1800 Default The default category for questions. course brawn.cty.jhu.edu+071015194851+dJ1Dwo 0 999 22929 0 Lesson 1 - Exercise 1: Subjects and Predicates Example question Lesson 1: Exercise 1: Subjects and Predicates EXAMPLE: Let's do sentence ONE together: <blockquote dir="ltr" style="margin-right: 0px"> My son's kindergarten teacher is teaching the children some simple French and Spanish songs.</blockquote> <ol> <ol> <li>The sentence divides between teacher and is. </li> <li>Subject headword = teacher; predicate headword = teaching </li> </ol> </ol> Using the information you now have, determine which of the statements below most appropriately describes the sentence. Read all five choices before selecting your answer. Choose the best answer. 1 1 0.1 multichoice 1 ctyonline.org+071216191513+fgX5TW brawn.cty.jhu.edu+071227201326+qKn9jL 1 0 0 $@NULL@$ $@NULL@$ 0 71823,71824,71825,71826,71827 1 0 71823 The sentence divides between teacher and is. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71824 The subject headword is teacher. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71825 The predicate headword is is 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71826 a, b, and c are all true. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71827 a and b are true; c is false. 1 Yes, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 22930 0 Lesson 1 - Exercise 1: Question 2 of 8 <blockquote dir="ltr"> The naturalist in Annie Dillard’s story could not pry the tiny weasel off his hand. </blockquote> Using the information you now have, determine which of the statements below most appropriately describes the sentence. Read all five choices before selecting your answer. Choose the best answer. 1 1 0.1 multichoice 1 brawn.cty.jhu.edu+071227195723+Os4MxU brawn.cty.jhu.edu+071228214255+Uty73o 0 0 0 $@NULL@$ $@NULL@$ 0 71828,71829,71830,71831,71832 1 0 71828 The sentence divides between story and could. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71829 The subject headword is naturalist. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71830 The predicate headword is could. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71831 a, b, and c are all true. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71832 a and b are true; c is false. 1 Yes, e is the right answer. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 22931 0 MC Lesson 1 - Exercise 1 Question 3 of 8 The weasel simply dangled from his palm. 1 1 0.1 multichoice 1 brawn.cty.jhu.edu+071228212900+jveCWj brawn.cty.jhu.edu+071228212900+CEL4Ll 0 0 0 $@NULL@$ $@NULL@$ 0 71833,71834,71835,71836,71837 1 1 71833 The sentence divides between simply and dangled. 0 INCORRECT. GenericFeedback1 Sorry, the correct answer is c. a is false and b is true because the sentence divides between weasel and simply. d is false because modifiers (the and simply) should not be included when naming headwords. e is false because one of the statements is true. 71834 The sentence divides between weasel and simply. 0 INCORRECT. GenericFeedback2 Sorry, the correct answer is c. a is false and b is true because the sentence divides between weasel and simply. d is false because modifiers (the and simply) should not be included when naming headwords. e is false because one of the statements is true. 71835 A is false; B is true. 1 CORRECT! GenericFeedback3 Yes, c is the right answer. a is false and b is true because the sentence divides between weasel and simply. d is false because modifiers (the and simply) should not be included when naming headwords. e is false because one of the statements is true. 71836 The subject headword is the weasel; the predicate headword is simply dangled. 0 INCORRECT. GenericFeedback4 Sorry, the correct answer is c. a is false and b is true because the sentence divides between weasel and simply. d is false because modifiers (the and simply) should not be included when naming headwords. e is false because one of the statements is true. 71837 All the statements are false. 0 INCORRECT. GenericFeedback5 Sorry, the correct answer is c. a is false and b is true because the sentence divides between weasel and simply. d is false because modifiers (the and simply) should not be included when naming headwords. e is false because one of the statements is true. 1801 Lesson2Quizzes ExercisesForLesson2RUL1 course brawn.cty.jhu.edu+080510165517+fJJRzU 0 999 22932 0 Lesson 2 - Exercise Which sentence in each group turns the sentence (specified clause) into a complex sentence by placing the subordinator in the opening position of the specified clause? <div style="margin-left: 40px;">The stock market continued to decline during the last quarter.</div> 1 1 0.1 multichoice 1 brawn.cty.jhu.edu+080510165644+sr0CzY brawn.cty.jhu.edu+080510175400+tkSZyj 0 0 0 $@NULL@$ $@NULL@$ 0 71838,71839,71840,71841 1 0 71838 Although we thought we would be millionaires, the stock market continued to decline during the last quarter. 0 No, the best revision is D. The clause that should begin with the subordinator is “the stock market continued to decline during the last quarter. “ D is the only clause that has the subordinator on this clause. In addition, Choice C is not a complex sentence. If the stock market continued to decline during the last quarter, why are we still investing in it? 71839 Because buyers persistently lost interest, the stock market continued to decline during the last quarter. 0 No, the best revision is D. The clause that should begin with the subordinator is “the stock market continued to decline during the last quarter. “ D is the only clause that has the subordinator on this clause. In addition, Choice C is not a complex sentence. If the stock market continued to decline during the last quarter, why are we still investing in it? 71840 The stock market continued to decline during the last quarter because of the unstable economy. 0 No, the best revision is D. The clause that should begin with the subordinator is “the stock market continued to decline during the last quarter. “ D is the only clause that has the subordinator on this clause. In addition, Choice C is not a complex sentence. If the stock market continued to decline during the last quarter, why are we still investing in it? 71841 If the stock market continued to decline during the last quarter, why are we still investing in it? 1 Yes, the best way to revise this sentence is D. In the other choices, the subordinator is not on the specified clause. If the stock market continued to decline during the last quarter, why are we still investing in it? 22933 0 Myra has lost her fo Which sentence in each group turns the sentence (specified clause) into a complex sentence by placing the subordinator in the opening position of the specified clause? <div style="margin-left: 40px">Myra has lost her fortune in the stock market.</div> 1 1 0.1 multichoice 1 brawn.cty.jhu.edu+080510165644+FquNDj ctyonline.org+080620113852+CDH2kn 0 0 0 $@NULL@$ $@NULL@$ 0 71842,71843,71844,71845 1 0 71842 Even though we warned her, Myra lost her fortune in the stock market. 0 No, the best revision is D. The clause that should begin with the subordinator is “when Myra lost her fortune in the stock market.” D is the only clause that has the subordinator on this clause. Although Choices A and B are complex sentences, the subordinator has been placed in the opening position of the added independent clause. Choice C is not a complex sentence. When Myra lost her fortune in the stock market, she decided she would not make future investments. 71843 Since she had no previous experience, Myra lost her fortune in the stock market. 0 No, the best revision is D. The clause that should begin with the subordinator is “when Myra lost her fortune in the stock market.” D is the only clause that has the subordinator on this clause. Although Choices A and B are complex sentences, the subordinator has been placed in the opening position of the added independent clause. Choice C is not a complex sentence. When Myra lost her fortune in the stock market, she decided she would not make future investments. 71844 Because of the unstable economy, Myra lost her fortune in the stock market. 0 No, the best revision is D. The clause that should begin with the subordinator is “when Myra lost her fortune in the stock market.” D is the only clause that has the subordinator on this clause. Although Choices A and B are complex sentences, the subordinator has been placed in the opening position of the added independent clause. Choice C is not a complex sentence. When Myra lost her fortune in the stock market, she decided she would not make future investments. 71845 When Myra lost her fortune in the stock market, she decided she would not make future investments. 1 Yes, the best way to revise this sentence is D. In the other choices, the subordinator has not been added to the specified clause. When Myra lost her fortune in the stock market, she decided she would not make future investments. 22934 0 Cleo couldn't pay he Which sentence in each group turns the sentence (specified clause) into a complex sentence by placing the subordinator in the opening position of the specified clause? <div style="margin-left: 40px">Cleo couldn’t pay her phone bill last month.</div> 1 1 0.1 multichoice 1 brawn.cty.jhu.edu+080510165644+XQuZEm bluejay.cty.jhu.edu+080605011138+fP0C0X 0 0 0 $@NULL@$ $@NULL@$ 0 71846,71847,71848,71849 1 0 71846 Because Cleo couldn’t pay her phone bill last month, her service was disconnected. 1 Yes, the best way to revise this sentence is A. In the other choices, the subordinator is not on the specified clause. Because Cleo couldn't pay her phone bill, her service was disconnected. 71847 Her boss forgot to mail her check, and Cleo could not pay her phone bill last month. 0 No, the best revision is A. The clause that should begin with the subordinator is “Cleo could not pay her phone bill last month.” A is the only clause that has the subordinator on the specified clause. In addition, A is the only complex sentence. Choices A and D are compound sentences. Choice C is a simple sentence. Because Cleo couldn't pay her phone bill, her service was disconnected. 71848 Because of spending too much money on shoes, Cleo could not pay her phone bill last month. 0 No, the best revision is A. The clause that should begin with the subordinator is “Cleo could not pay her phone bill last month.” A is the only clause that has the subordinator on the specified clause. In addition, A is the only complex sentence. Choices A and D are compound sentences. Choice C is a simple sentence. Because Cleo couldn't pay her phone bill, her service was disconnected. 71849 Cleo couldn’t pay her phone bill last month; therefore, she had to use her neighbor’s phone. 0 No, the best revision is A. The clause that should begin with the subordinator is “Cleo could not pay her phone bill last month.” A is the only clause that has the subordinator on the specified clause. In addition, A is the only complex sentence. Choices A and D are compound sentences. Choice C is a simple sentence. Because Cleo couldn't pay her phone bill, her service was disconnected. 22935 0 There is simply no w Which sentence in each group turns the sentence (specified clause) into a complex sentence by placing the subordinator in the opening position of the specified clause? There is simply no way to avoid the problem. 1 1 0.1 multichoice 1 brawn.cty.jhu.edu+080510165644+np92jr bluejay.cty.jhu.edu+080605011609+u8FOUE 0 0 0 $@NULL@$ $@NULL@$ 0 71850,71851,71852,71853 1 0 71850 People are angry when there is simply no way to avoid the problem. 1 Yes, the best way to revise this sentence is A. In the other choices, the subordinator has not been added to the specified clause. People are angry when there is simply no way to avoid the problem. 71851 We have tried everything, and there is simply no way to avoid the problem. 0 No, the best revision is A. The clause that should begin with the subordinator is “there is simply no way to avoid the problem.” D is the only clause that has the subordinator on the specified clause. In addition, B and C are both compound sentences. Although D is a complex sentence, the subordinator is not on the specified clause. People are angry when there is simply no way to avoid the problem. 71852 There is no way to avoid the problem; consequently, we will have to face it. 0 No, the best revision is A. The clause that should begin with the subordinator is “there is simply no way to avoid the problem.” D is the only clause that has the subordinator on the specified clause. In addition, B and C are both compound sentences. Although D is a complex sentence, the subordinator is not on the specified clause. People are angry when there is simply no way to avoid the problem. 71853 As long as he is here, there is simply no way to avoid the problem. 0 No, the best revision is A. The clause that should begin with the subordinator is “there is simply no way to avoid the problem.” D is the only clause that has the subordinator on the specified clause. In addition, B and C are both compound sentences. Although D is a complex sentence, the subordinator is not on the specified clause. People are angry when there is simply no way to avoid the problem. 22936 0 There were several w Which sentence in each group turns the sentence (specified clause) into a complex sentence by placing the subordinator in the opening position of the specified clause? There were several ways we could have solved the computer problem. 1 1 0.1 multichoice 1 brawn.cty.jhu.edu+080510165644+t4hTbv brawn.cty.jhu.edu+080510175004+K8QkIt 0 0 0 $@NULL@$ $@NULL@$ 0 71854,71855,71856,71857 1 0 71854 There were several ways we could have solved the computer problem, but we decided to purchase a new computer. 0 No, the best revision is B. The clause that should begin with the subordinator is “there were several ways we could have solved the computer problem.” B is the only clause that has the subordinator on the specified clause. Choice A is a compound sentence. Choice C is a complex sentence, but the subordinator is not on the specified clause. Choice D is a simple sentence. Although there were several ways we could have solved the computer problem, we left the task to John. 71855 Although there were several ways we could have solved the computer problem, we left the task to John. 1 Yes, the best way to revise this sentence is B. In the other choices, the subordinator has not been added to the specified clause. Although there were several ways we could have solved the computer problem, we left the task to John. 71856 When we still had Andy working for us, there were several ways we could have solved the computer problem. 0 No, the best revision is B. The clause that should begin with the subordinator is “there were several ways we could have solved the computer problem.” B is the only clause that has the subordinator on the specified clause. Choice A is a compound sentence. Choice C is a complex sentence, but the subordinator is not on the specified clause. Choice D is a simple sentence. Although there were several ways we could have solved the computer problem, we left the task to John. 71857 Before the power outage, there were several ways we could have solved the computer problem. 0 No, the best revision is B. The clause that should begin with the subordinator is “there were several ways we could have solved the computer problem.” B is the only clause that has the subordinator on the specified clause. Choice A is a compound sentence. Choice C is a complex sentence, but the subordinator is not on the specified clause. Choice D is a simple sentence. Although there were several ways we could have solved the computer problem, we left the task to John. 22937 0 2. Identify the complex Identify the complex sentence(s) in each group. 1 1 0.1 multichoice 1 brawn.cty.jhu.edu+080510180747+d4t6Hm ctyonline.org+080620114612+ZcCNkT 0 0 0 $@NULL@$ $@NULL@$ 0 71858,71859,71860,71861 1 0 71858 If NCAA’s recruiting violations have been in the news again, why aren’t you watching television? 0 No, the correct answer is D. Choices A and B are both complex sentences since they both have a subordinate clause and an independent clause. 71859 The team has been fined since NCAA recruiting violations have been in the news again. 0 No, the correct answer is D. Choices A and B are both complex sentences since they both have a subordinate clause and an independent clause. 71860 Neither sentence is complex. 0 No, the correct answer is D. Choices A and B are both complex sentences since they both have a subordinate clause and an independent clause. 71861 Both sentences are complex. 1 Correct. D is the right choice; both sentences are complex. 22938 0 3. Identify the complex Identify the complex sentence(s) in each group. 1 1 0.1 multichoice 1 brawn.cty.jhu.edu+080510180747+mmEZlw ctyonline.org+080620114729+N0i0Yn 0 0 0 $@NULL@$ $@NULL@$ 0 71862,71863,71864,71865 1 0 71862 The building across the street burned down last week, but no one was hurt. 0 Sorry, the correct answer is C. Neither sentence is complex. Choice A is a compound sentence. Choice B is a simple sentence. 71863 Because of the careless chef, the building across the street burned down last week. 0 Sorry, the correct answer is C. Neither sentence is complex. Choice A is a compound sentence. Choice B is a simple sentence. 71864 Neither sentence is complex. 1 Yes. The correct answer is C. Neither sentence is complex. 71865 Both sentences are complex. 0 Sorry, the correct answer is C. Neither sentence is complex. Choice A is a compound sentence. Choice B is a simple sentence. 22939 0 4. Identify the complex Identify the complex sentence(s) in each group. 1 1 0.1 multichoice 1 brawn.cty.jhu.edu+080510180747+w6eBxA ctyonline.org+080620114756+YJdUl5 0 0 0 $@NULL@$ $@NULL@$ 0 71866,71867,71868,71869 1 0 71866 A great many teachers will be needed in the fall, but few applicants are on file. 0 No, the correct answer is C. Choice A is a compound sentence with two independent clauses connected by the conjunction “but.” B is not a correctly written sentence; it is a run-on sentence. 71867 A great many teachers will be needed when school starts in the fall, are you ready? 0 No, the correct answer is C. Choice A is a compound sentence with two independent clauses connected by the conjunction “but.” B is not a correctly written sentence; it is a run-on sentence. 71868 Neither sentence is complex. 1 Correct. Neither sentence is complex. Choice A is a compound sentence. Choice B is a run-on sentence. 71869 Both sentences are complex 0 No, the correct answer is C. Choice A is a compound sentence with two independent clauses connected by the conjunction “but.” B is not a correctly written sentence; it is a run-on sentence. 22940 0 5. Identify the complex Identify the complex sentence(s) in each group. 1 1 0.1 multichoice 1 brawn.cty.jhu.edu+080510180747+bqNiEq ctyonline.org+080620114823+1wVTyB 0 0 0 $@NULL@$ $@NULL@$ 0 71870,71871,71872,71873 1 0 71870 The service sector is a large part of the economy because many manufacturing jobs are done overseas. 0 Sorry, the correct choice is D. Choice A and B are both complex sentences since both sentences have a subordinate clause and an independent clause. 71871 The service sector is a large part of the community, even though it is underrepresented at the town meetings. 0 Sorry, the correct choice is D. Choice A and B are both complex sentences since both sentences have a subordinate clause and an independent clause. 71872 Neither sentence is complex. 0 Sorry, the correct choice is D. Choice A and B are both complex sentences since both sentences have a subordinate clause and an independent clause. 71873 Both sentences are complex. 1 Yes, the correct answer is D. Both sentences are complex. 22941 0 1. Identify the Complex Identify the complex sentence(s). 1 1 0.1 multichoice 1 brawn.cty.jhu.edu+080510183510+fKslTT ctyonline.org+080620114658+UCL1TM 0 0 0 $@NULL@$ $@NULL@$ 0 71874,71875,71876,71877 1 1 71874 Ben couldn’t decide which SUV to buy, but Bob picked one immediately. 0 No, the correct answer is B. Choice A is a compound sentence with twoindependent clauses connected by the conjunction “but.” B is a complex sentence with a subordinatingclause (Since Ben could not decide which SUV to buy) and an independent clause(he asked his father to make the decision). 71875 Since Ben could not decide which SUV to buy, he asked his father to make the decision. 1 Correct. B is a complex sentence because it has at least one subordinate clause and one independent clause. 71876 Neither sentence is complex. 0 No, the correct answer is B. Choice A is a compound sentence with two independent clauses connected by the conjunction "but." B is a complex sentence with a subordinating clause (Since Ben could not decide which SUV to buy) and an independent clause (he asked his father to make the decision). 71877 Both sentences are complex. 0 No, the correct answer is B. Choice A is a compound sentence with two independent clauses connected by the conjunction "but." B is a complex sentence with a subordinating clause (Since Ben could not decide which SUV to buy) and an independent clause (he asked his father to make the decision). 1802 Lesson3Quizzes ExercisesForLesson3RUL1 course brawn.cty.jhu.edu+080512111901+PgFNZA 0 999 22942 0 Lesson 3 - Exercise The Gateway Arch at the edge of the Mississippi River in St. Louis is the world’s tallest monument. Eero Saarinen designed the stainless steel structure that commemorates the Western Movement. 1 1 0.1 multichoice 1 brawn.cty.jhu.edu+080512112932+qipDVM banner.cty.jhu.edu+080513110129+Xf9NyN 0 0 0 $@NULL@$ $@NULL@$ 0 71878,71879,71880,71881 1 0 71878 No change is needed. 0 No, the correct answer is C. The monument is identified in the first sentence, and the second sentence presents additional information. Choice B has a misplaced modifier at the end of a sentence. Choice A and B are verbose and violate the known-new contract. Choice D is verbose and repeats the vague pronoun it. 71879 Eero Saarinen designed the Gateway Arch, a stainless steel structure commemorating the Westward Movement at the edge of the Mississippi River. 0 No, the correct answer is C. The monument is identified in the first sentence, and the second sentence presents additional information. Choice B has a misplaced modifier at the end of a sentence. Choice A and B are verbose and violate the known-new contract. Choice D is verbose and repeats the vague pronoun it. 71880 The world’s tallest monument is the Gateway Arch in St. Louis. Designed by Eero Saarinen, this stainless steel structure at the edge of the Mississippi River commemorates the Westward Movement 1 Yes, the correct answeris C. The monument is identified in thefirst sentence and additional information is included in the second. 71881 The stainless steel structure, designed by Eero Saarinen, is the world’s tallest monument. It stands at the edge of the Mississippi River in St. Louis. The name of the structure is the Gateway Arch, and it commemorates the Western Movement. 0 No, the correct answer is C. The monument is identified in the first sentence, and the second sentence presents additional information. Choice B has a misplaced modifier at the end of a sentence. Choice A and B are verbose and violate the known-new contract. Choice D is verbose and repeats the vague pronoun it. 22943 0 Psychologists believ Psychologists believe that color conveys emotional messages. Advertisers routinely manipulate consumers using color psychology. The pure white backgrounds and bold primary colors of detergent boxes are thought to influence buyers. Cleanliness and strength are associated with those colors. 0 1 0.1 multichoice 1 brawn.cty.jhu.edu+080512112932+eRX7jZ brawn.cty.jhu.edu+080512112932+607A5c 0 0 0 $@NULL@$ $@NULL@$ 0 71882,71883,71884,71885 1 0 71882 No change is ended. 0 Sorry, the correct answer is b. The other choices violate the known-new contract because they initially fail to show why advertisers use color. Choice D is too wordy. 71883 Because psychologists believe that color conveys emotional messages, advertisers routinely manipulate consumers by using color. The pure white backgrounds and bold primary colors used for detergent boxes, for example, are thought to convey cleanliness and strength. 1 You are right. The correct answer is b. The other choices violate the known-new contract 71884 Advertisers routinely manipulate consumers using color psychology because psychologists believe that color conveys emotional messages. The advertisers use pure white backgrounds and bold primary colors to influence buyers since cleanliness and strength are thought to be associated with those colors. 0 Sorry, the correct answer is b. The other choices violate the known-new contract because they initially fail to show why advertisers use color. Choice D is too wordy. 71885 Cleanliness and strength are associated with the pure white backgrounds and bold primary colors of detergent boxes. Psychologists believe that color conveys emotional messages. Advertisers routinely manipulate consumers using color psychology. The pure white backgrounds and bold primary colors of detergent boxes are thought to influence buyers. Cleanliness and strength are associated with those colors. 0 Sorry, the correct answer is b. The other choices violate the known-new contract because they initially fail to show why advertisers use color. Choice D is too wordy. 22944 0 The relentless heat The relentless heat of California’s great Central Valley makes the summer almost unbearable at times. Over 110 degrees is not an unusual temperature reading from June through September. Bakersfield often records the hottest temperature in the valley. 0 1 0.1 multichoice 1 brawn.cty.jhu.edu+080512112932+47UbNJ brawn.cty.jhu.edu+080512112932+XMOn5a 0 0 0 $@NULL@$ $@NULL@$ 0 71886,71887,71888,71889 1 0 71886 No change is needed. 0 Sorry, the correct answer is C. A and B are too wordy; for example, summer in the first sentence makes June through September redundant. Choice D leaves out important information. 71887 The relentless heat of California’s great Central Valley makes the summer heat unbearable during the summer months. Temperatures exceeding 110 degrees are not unusual from June through September in the hottest spot in the valley, Bakersfield. 0 Sorry, the correct answer is C. A and B are too wordy; for example, summer in the first sentence makes June through September redundant. Choice D leaves out important information. 71888 The relentless heat of California’s great Central Valley makes the summer heat unbearable during the summer months. Temperatures exceeding 110 degrees are not unusual in Bakersfield, which often records the hottest temperature in the valley. 1 C is the correct answer. A and B are too wordy; C violates the known-new contract. 71889 Bakersfield, the hottest spot in the valley, experiences excessively high temperatures. The relentless heat of California’s great Central Valley makes the summer heat unbearable at times. 0 Sorry, the correct answer is C. A and B are too wordy; for example, summer in the first sentence makes June through September redundant. Choice D leaves out important information. 22945 0 Getting chilled or g Getting chilled or getting your feet wet won’t cause a cold. Weather is not the culprit that causes the common cold. Viruses are to blame. 0 1 0.1 multichoice 1 brawn.cty.jhu.edu+080512112932+q8FnZk brawn.cty.jhu.edu+080512112932+3gjPEq 0 0 0 $@NULL@$ $@NULL@$ 0 71890,71891,71892,71893 1 0 71890 No change is needed 0 Notice that in choices A. C, and D, reader expectation is violated. The correct answer is B. 71891 Getting your feet wet or getting chilled won’t cause a cold. Viruses, not the weather, are responsible for the common cold. 1 Yes, you have chosen the answer choice that does not violate reader expectation. The correct answer is B. 71892 Viruses are blame for the common cold. Colds are not caused by getting your feet wet or getting chilled. 0 Notice that in choices A. C, and D, reader expectation is violated. The correct answer is B. 71893 The weather, getting feet wet, or getting chilled, not viruses, are responsible for the common cold. 0 Notice that in choices A. C, and D, reader expectation is violated. The correct answer is B. 22946 0 Pittsburgh's new bas Pittsburgh’s new baseball stadium is the smallest in the major leagues, except for Boston’s Fenway Park. Pittsburgh-based PNC Bank Corporation purchased the right to name the new park. PNC Park is the name they chose. They will pay $1.5 million a year for twenty years for the privilege of naming it. April 9, woo1, was the opening date. There are 38,127 seats in the stadium. 1 1 0.1 multichoice 1 brawn.cty.jhu.edu+080512112932+Eu0kYW banner.cty.jhu.edu+080513153823+OrOBXX 0 0 0 $@NULL@$ $@NULL@$ 0 71894,71895,71896,71897 1 0 71894 No change is needed. 0 In your dreams! <img title="big grin" alt="big grin" src="http://banner.cty.jhu.edu/pix/s/biggrin.gif" /> 71895 Except for Boston’s Fenway Park, Pittsburgh’s new baseball stadium, PNC Park, is the smallest in the major leagues, with 38,127 seats. It was named by Pittsburg-based PNC Bank Corporation. For the privilege of naming it, they will pay $1.5 million a year from twenty years. The opening date for PNC Park was April 9, 2001. 1 Good work! The correct answer is B. 71896 Until the opening date in April 9, 2001, of Pittsburgh’s new baseball stadium, Boston’s Fenway Park was the smallest stadium. The new stadium has 38, 127 seats and was named by a bank that pays $1.5 million a year for the privilege of naming it. 0 No, the correct answer is B. Choice C and D omit information given in the original sentences. 71897 PNC Park. Boston’s Fenway Park, is the smallest baseball stadium. It has 38,127 seats and was named by Pittsburgh-based Bank that paid 1.5 million for the privilege of naming it. 0 No, the correct answer is B. Choice C and D omit information given in the original sentences. 22947 0 1 Select the correctly 1 Select the correctly revised sentence in each of the eight groups of sentences from Exercise 12 on page 76 of Rhetorical Grammar. 1 1 0.1 multichoice 1 banner.cty.jhu.edu+080512143553+9jukTU banner.cty.jhu.edu+080512144015+O3QRLs 0 0 0 $@NULL@$ $@NULL@$ 0 71898,71899 1 0 71898 The contractor for our house is obviously skeptical about solar energy. This doesn’t surprise me. 0 No, A is the incorrect answer because of the vague pronoun this. The addition of “his attitude” in Choice B makes the answer clearer. 71899 The contractor for our house is obviously skeptical about solar energy. His attitude doesn’t surprise me. 1 Yes, the correct answer is B. Choice A has the vague pronoun this. 22948 0 2 Select the correct 2 Select the correctly revised sentence in each of the eight groups of sentences from Exercise 12 on page 76 of Rhetorical Grammar. 0 1 0.1 multichoice 1 banner.cty.jhu.edu+080512143553+vDrVNy banner.cty.jhu.edu+080512143553+QSjgEB 0 0 0 $@NULL@$ $@NULL@$ 0 71900,71901 1 0 71900 The summer heat wave in the Midwest devastated a large portion of the nation’s corn crop. That probably means higher meat prices for next year. 0 No, A is the incorrect answer because of the vague pronoun that. Substituting “meat prices” makes the sentence clearer. 71901 The summer heat wave in the Midwest, which devastated a large portion of the nation’s corn crop, will probably result in higher meat prices next year. 1 Yes, the correct answer is B. Choice A has the vague pronoun that. 22949 0 3 Select the correct 3 Select the correctly revised sentence in each of the eight groups of sentences from Exercise 12 on page 76 of Rhetorical Grammar. 0 1 0.1 multichoice 1 banner.cty.jhu.edu+080512143553+AHem1W banner.cty.jhu.edu+080512143553+9RO759 0 0 0 $@NULL@$ $@NULL@$ 0 71902,71903 1 0 71902 I know that I should give up junk food to get in shape for summer, but self restraint is never easy. 1 Yes, the correct answer is A. Choice B has the vague pronoun that as subject for is. 71903 I know that I should give up junk food to get in shape for summer, but that is never easy to do. 0 No, B is the incorrect answer because of the vague pronoun that as the subject of is. Adding “self restraint” makes the answer clearer. 22950 0 4 Select the correct 4 Select the correctly revised sentence in each of the eight groups of sentences from Exercise 12 on page 76 of Rhetorical Grammar. 0 1 0.1 multichoice 1 banner.cty.jhu.edu+080512143553+vQaCiT banner.cty.jhu.edu+080512143553+0Aryeg 0 0 0 $@NULL@$ $@NULL@$ 0 71904,71905 1 0 71904 We arrived at the airport two hours before our flight. I was glad to do it, realizing the importance of safety procedures. 0 No, A is the incorrect answer because of the vague pronoun it. 71905 We arrived at the airport two hours before our flight. The two-hour margin was important, I realized, because of the necessary safety procedures. 1 Yes, the correct answer is B. Choice A has the vague pronoun it. 22951 0 5 Select the correct 5 Select the correctly revised sentence in each of the eight groups of sentences from Exercise 12 on page 76 of Rhetorical Grammar. 0 1 0.1 multichoice 1 banner.cty.jhu.edu+080512143553+QgZRoI banner.cty.jhu.edu+080512143553+WXoGAu 0 0 0 $@NULL@$ $@NULL@$ 0 71906,71907 1 0 71906 If I would take time to study my computer manual, it would save me a lot of frustration. 0 A is not correct because of the vague it. 71907 Taking time to study my computer manual would save me a lot of frustration. 1 Yes, the correct answer is B. Choice A has the vague pronoun it. 22952 0 6 Select the correct 6 Select the correctly revised sentence in each of the eight groups of sentences from Exercise 12 on page 76 of Rhetorical Grammar. 0 1 0.1 multichoice 1 banner.cty.jhu.edu+080512143553+BssCIm banner.cty.jhu.edu+080512143553+h1aQqu 0 0 0 $@NULL@$ $@NULL@$ 0 71908,71909 1 0 71908 Jeremy’s father died when he was only six years old. That left the burden of raising him and his sister to his mother. Jeremy remembers that it wasn’t easy to her. 0 No, A is the incorrect answer because of the vague pronoun that. Also, the pronoun he is used in a sentence mentioning two males, Jeremy and his father. 71909 When Jeremy was only six years old, his father died, leaving the burden of raising Jeremy and his sister to their mother. Her struggles made a lasting impression on Jeremy 1 Yes, the correct answer is B. Choice A has the vague pronoun that. 22953 0 7 Select the correct 7 Select the correctly revised sentence in each of the eight groups of sentences from Exercise 12 on page 76 of Rhetorical Grammar. 1 1 0.1 multichoice 1 banner.cty.jhu.edu+080512143553+QCaghF banner.cty.jhu.edu+080512144328+9IHsQZ 0 0 0 $@NULL@$ $@NULL@$ 0 71910,71911 1 0 71910 My friend Abe nearly drowned several years ago when his boat capsized in Lake Erie. I assume that is the reason he became a confirmed landlubber and refuses to go fishing with me. 0 No, B is the incorrect answer because the vague pronoun that is used as the subject of is. 71911 My friend Abe nearly drowned several years ago when his boat capsized in Lake Erie. This accident made him a confirmed landlubber who steadfastly refuses to go fishing with me. 1 Yes, the correct answer is B. Choice A has the vague pronoun that as the subject of is. 22954 0 8 Select the correct 8 Select the correctly revised sentence in each of the eight groups of sentences from Exercise 12 on page 76 of Rhetorical Grammar. 1 Follow this link to the <a title="go back to lesson 3" href="http://banner.cty.jhu.edu/mod/lesson/view.php?id=63&pageid=48">next page in the lesson</a>. 1 0.1 multichoice 1 banner.cty.jhu.edu+080512143553+9blWuE banner.cty.jhu.edu+080513105342+wWLECK 0 0 0 $@NULL@$ $@NULL@$ 0 71912,71913 1 0 71912 Last year my brother Chuck designed and built his own house, a beautiful rustic log cabin. It really amazed me because when we were kids, he did nothing but break things, especially my favorite toys. In fact, he was always in trouble because of that. 0 No, A is the incorrect answer because of the vague pronoun it and that. 71913 Last year my brother Chuck designed and built his own house—a beautiful log cabin. His construction feat amazed me because when we were kids, he was constantly in trouble for breaking things, especially my favorite toys. 1 Yes, the correct answer is B. Choice A has the vague pronouns it and that. 1803 Default for Lesson 3 - Exercise 4 The default category for questions shared in context 'Lesson 3 - Exercise 4'. course banner.cty.jhu.edu+080512144927+O6BtpR 0 999 1804 Default for Lesson 2 - Exercise 3 - Part A The default category for questions shared in context 'Lesson 2 - Exercise 3 - Part A'. course banner.cty.jhu.edu+080513105847+haNmXI 0 999 1805 Default for Lesson 2 - Exercise 3 - Part B The default category for questions shared in context 'Lesson 2 - Exercise 3 - Part B'. course banner.cty.jhu.edu+080513105924+WhbtY8 0 999 1806 Default for Lesson 3 - Exercise 3 The default category for questions shared in context 'Lesson 3 - Exercise 3'. course banner.cty.jhu.edu+080513110000+6t7ZoH 0 999 1807 Exercise 1 Subjects and Predicates course ctyonline.org+071230204532+oRgU5A 0 999 22955 0 Lesson 1 - Exercise 1: Question 2 of 8 <blockquote dir="ltr"> The naturalist in Annie Dillard’s story could not pry the tiny weasel off his hand. </blockquote> Using the information you now have, determine which of the statements below most appropriately describes the sentence. Read all five choices before selecting your answer. Choose the best answer. 1 1 0.1 multichoice 1 ctyonline.org+071230214434+AAbq2i ctyonline.org+071230214434+Kwjobt 0 0 0 $@NULL@$ $@NULL@$ 0 71914,71915,71916,71917,71918 1 0 71914 The sentence divides between story and could. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71915 The subject headword is naturalist. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71916 The predicate headword is could. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71917 a, b, and c are all true. 0 Sorry, the correct answer is e. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 71918 a and b are true; c is false. 1 Yes, e is the right answer. a is true; the sentence does divide between story and could. b is true; the subject headword is naturalist. c is false because the predicate headword is pry. d is false since all statements are not true. 22956 0 Lesson 1 - Exercise 1: Question 3 of 8 The weasel simply dangled from his palm. 1 1 0.1 multichoice 1 ctyonline.org+071230215244+WixMok bluejay.cty.jhu.edu+080603172009+3ooXfH 0 0 0 $@NULL@$ $@NULL@$ 0 71919,71920,71921,71922,71923 1 0 71919 The sentence divides between simply and dangled. 0 INCORRECT. Sorry, the correct answer is c. a is false and b is true because the sentence divides between weasel and simply. d is false because modifiers (the and simply) should not be included when naming headwords. e is false because one of the statements is true. 71920 The sentence divides between weasel and simply. 0 INCORRECT. Sorry, the correct answer is c. a is false and b is true because the sentence divides between weasel and simply. d is false because modifiers (the and simply) should not be included when naming headwords. e is false because one of the statements is true. 71921 a is false; b is true. 1 CORRECT! Yes, the correct answer is c. a is false and b is true because the sentence divides between weasel and simply. d is false because modifiers (the and simply) should not be included when naming headwords. e is false because one of the statements is true. 71922 The subject headword is the weasel; the predicate headword is simply dangled. 0 INCORRECT. Sorry, the correct answer is c. a is false and b is true because the sentence divides between weasel and simply. d is false because modifiers (the and simply) should not be included when naming headwords. e is false because one of the statements is true. 71923 All the statements are false. 0 INCORRECT. Sorry, the correct answer is c. a is false and b is true because the sentence divides between weasel and simply. d is false because modifiers (the and simply) should not be included when naming headwords. e is false because one of the statements is true. 22957 0 MC Lesson 1 - Exercise 1: Question 4 of 8 A friend of mine from Fort Wayne has been volunteering at the library for over twenty years. 1 1 0.1 multichoice 1 ctyonline.org+071230230737+lo3RXk ctyonline.org+071230230903+1z9cSf 0 0 0 $@NULL@$ $@NULL@$ 0 71924,71925,71926,71927,71928 1 0 71924 The sentence divides between friend and of. 0 INCORRECT. Sorry, the correct answer is d. a and c are both false. a is false since the sentence divides between Wayne and has. c is false since the predicate headword is volunteering. b is true; the subject headword is friend. e is false because one of the statements is true. 71925 The subject headword is friend. 0 INCORRECT. Sorry, the correct answer is d. a and c are both false. a is false since the sentence divides between Wayne and has. c is false since the predicate headword is volunteering. b is true; the subject headword is friend. e is false because one of the statements is true. 71926 Has been is the predicate headword. 0 INCORRECT. Sorry, the correct answer is d. a and c are both false. a is false since the sentence divides between Wayne and has. c is false since the predicate headword is volunteering. b is true; the subject headword is friend. e is false because one of the statements is true. 71927 a and c are false. b is true. 1 CORRECT! Yes! The correct answer is d. a and c are both false. a is false since the sentence divides between Wayne and has. c is false since the predicate headword is volunteering. b is true; the subject headword is friend. e is false because one of the statements is true. 71928 a is false; b and c are true. 0 INCORRECT. Sorry, the correct answer is d. a and c are both false. a is false since the sentence divides between Wayne and has. c is false since the predicate headword is volunteering. b is true; the subject headword is friend. e is false because one of the statements is true. 22958 0 MC Lesson 1 - Exercise 1: Question 5 of 8 My uncle from Laramie, my dad, and I are going to hike the Appalachian Trail next summer. 1 1 0.1 multichoice 1 ctyonline.org+071230230737+c1Vyef bluejay.cty.jhu.edu+080603172340+tvD7x6 0 0 0 $@NULL@$ $@NULL@$ 0 71929,71930,71931,71932,71933 1 0 71929 The sentence divides between I and are. 0 INCORRECT. You should have chosen e. a is true -- the sentence divides between I and are. b is false -- modifiers are not included when subject headwords are identified. c is true -- the subject headwords are Uncle, dad, I. d is false because one of the statements is false. 71930 My uncle, my dad, and I are subject headwords. 0 INCORRECT. You should have chosen e. a is true -- the sentence divides between I and are. b is false -- modifiers are not included when subject headwords are identified. c is true -- the subject headwords are Uncle, dad, I. d is false because one of the statements is false. 71931 Uncle, dad, I are subject headwords. 0 INCORRECT. You should have chosen e. a is true -- the sentence divides between I and are. b is false -- modifiers are not included when subject headwords are identified. c is true -- the subject headwords are Uncle, dad, I. d is false because one of the statements is false. 71932 a, b, and c are all true. 0 INCORRECT. You should have chosen e. a is true -- the sentence divides between I and are. b is false -- modifiers are not included when subject headwords are identified. c is true -- the subject headwords are Uncle, dad, I. d is false because one of the statements is false. 71933 a and c are true;b is false. 1 CORRECT! Correct! e is the right answer. a is true -- the sentence divides between I and are. b is false -- modifiers are not included when subject headwords are identified. c is true -- the subject headwords are Uncle, dad, I. d is false because one of the statements is false. 22959 0 MC Lesson 1 - Exercise 1: Question 6 of 8 The long trail extending from Maine to Georgia is maintained by the Appalachian Trail Commission. 1 1 0.1 multichoice 1 ctyonline.org+071230230737+jCi5Nz ctyonline.org+071230231800+HcJlqy 0 0 0 $@NULL@$ $@NULL@$ 0 71934,71935,71936,71937,71938 1 0 71934 The sentence divides between Georgia and is. 1 CORRECT! Very good! a is the right answer. a is true because the sentence does divide between Georgia and is. b is false because the subject headword is trail-- not the long trail. Since maintained is the predicate headword, both d and e are false. 71935 The long trail is the subject headword. 0 INCORRECT. Sorry, you should have chosen a. a is true because the sentence does divide between Georgia and is. b is false because the subject headword is trail-- not the long trail. Since maintained is the predicate headword, both d and e are false. 71936 Both a and b are false. 0 INCORRECT. Sorry, you should have chosen a. a is true because the sentence does divide between Georgia and is. b is false because the subject headword is trail-- not the long trail. Since maintained is the predicate headword, both d and e are false. 71937 The predicate headword is is. 0 INCORRECT. Sorry, you should have chosen a. a is true because the sentence does divide between Georgia and is. b is false because the subject headword is trail-- not the long trail. Since maintained is the predicate headword, both d and e are false. 71938 The predicate headword is is maintained. 0 INCORRECT. Sorry, you should have chosen a. a is true because the sentence does divide between Georgia and is. b is false because the subject headword is trail-- not the long trail. Since maintained is the predicate headword, both d and e are false. 22960 0 MC Lesson 1 - Exercise 1: Question 7 of 8 The name of the Mars Rover, Sojourner, was suggested by a schoolgirl in honor of Sojourner Truth. 1 1 0.1 multichoice 1 ctyonline.org+071230230737+ZFvTxM ctyonline.org+071230230959+wyCToK 0 0 0 $@NULL@$ $@NULL@$ 0 71939,71940,71941,71942,71943 1 0 71939 The sentence divides between Sojourner and was. 0 INCORRECT. Sorry, e is the correct answer correct because all statements are true. The sentence divides between Sojourner and was. The predicate headword is suggested. The expanded verb phrase is was completed. 71940 The predicate headword is suggested. 0 INCORRECT. Sorry, e is the correct answer correct because all statements are true. The sentence divides between Sojourner and was. The predicate headword is suggested. The expanded verb phrase is was completed. 71941 The subject headword is name. 0 INCORRECT. Sorry, e is the correct answer correct because all statements are true. The sentence divides between Sojourner and was. The predicate headword is suggested. The expanded verb phrase is was completed. 71942 The extended verb phrase is was suggested. 0 INCORRECT. Sorry, e is the correct answer correct because all statements are true. The sentence divides between Sojourner and was. The predicate headword is suggested. The expanded verb phrase is was completed. 71943 a, b, c, and d are all true. 1 CORRECT! Good Choice. e is the correct answer correct because all statements are true. The sentence divides between Sojourner and was. The predicate headword is suggested. The expanded verb phrase is was completed. 22961 0 MC Lesson 1 - Exercise 1: Question 8 of 8 The term noun phrase refers to a word or group of words that act as a unit. 1 1 0.1 multichoice 1 ctyonline.org+071230230737+d8zhJ7 ctyonline.org+071230231818+mdoOma 0 0 0 $@NULL@$ $@NULL@$ 0 71944,71945,71946,71947,71948 1 0 71944 The sentence divides between phrase and refers. 0 INCORRECT. Sorry, d is the correct answer. a and c are true. The sentence divides between phrase and refers and the predicate headword is refers. c is false; term is the subject headword. e is incorrect since a is an accurate statement -- the predicate headword is refers. 71945 The subject headword is noun phrase. 0 INCORRECT. Sorry, d is the correct answer. a and c are true. The sentence divides between phrase and refers and the predicate headword is refers. c is false; term is the subject headword. e is incorrect since a is an accurate statement -- the predicate headword is refers. 71946 The predicate headword is refers. 0 INCORRECT. Sorry, d is the correct answer. a and c are true. The sentence divides between phrase and refers and the predicate headword is refers. c is false; term is the subject headword. e is incorrect since a is an accurate statement -- the predicate headword is refers. 71947 a and c are both true. 1 CORRECT! Excellent! D is correct because a and c are true. The sentence divides between phrase and refers and the predicate headword is refers. c is false; term is the subject headword. e is incorrect since a is an accurate statement -- the predicate headword is refers. 71948 a and b are false; c is true. 0 INCORRECT. Sorry, d is the correct answer. a and c are true. The sentence divides between phrase and refers and the predicate headword is refers. c is false; term is the subject headword. e is incorrect since a is an accurate statement -- the predicate headword is refers. 22962 0 MC Lesson 1 - Exercise 1: Question 5 of 8 My uncle from Laramie, my dad, and I are going to hike the Appalachian Trail next summer. 1 1 0.1 multichoice 1 bluejay.cty.jhu.edu+080603172301+GoDxs2 bluejay.cty.jhu.edu+080603172301+6iFPBO 0 0 0 $@NULL@$ $@NULL@$ 0 71949,71950,71951,71952,71953 1 0 71949 The sentence divides between I and are. 0 INCORRECT. You should have chosen e. a is true -- the sentence divides between I and are. b is false -- modifiers are not included when subject headwords are identified. c is true -- the subject headwords are Uncle, dad, I. d is false because one of the statements is false. 71950 My uncle, my dad, and I are subject headwords. 0 INCORRECT. You should have chosen e. a is true -- the sentence divides between I and are. b is false -- modifiers are not included when subject headwords are identified. c is true -- the subject headwords are Uncle, dad, I. d is false because one of the statements is false. 71951 Uncle, dad, I are subject headwords. 0 INCORRECT. You should have chosen e. a is true -- the sentence divides between I and are. b is false -- modifiers are not included when subject headwords are identified. c is true -- the subject headwords are Uncle, dad, I. d is false because one of the statements is false. 71952 a, b, and c are all true. 0 INCORRECT. You should have chosen e. a is true -- the sentence divides between I and are. b is false -- modifiers are not included when subject headwords are identified. c is true -- the subject headwords are Uncle, dad, I. d is false because one of the statements is false. 71953 a and care true; b is false. 1 CORRECT! Correct! e is the right answer. a is true -- the sentence divides between I and are. b is false -- modifiers are not included when subject headwords are identified. c is true -- the subject headwords are Uncle, dad, I. d is false because one of the statements is false. 1808 Exercise 2 Identifying Noun Phrases course ctyonline.org+071230204554+0B3Sa9 0 999 1809 Exercise 3 Proofreading for Subject-Verb Agreement course ctyonline.org+071230204635+9uUHDE 0 999 1810 Exercise 5 Identifying Adverbials course ctyonline.org+071230204712+gxMBgX 0 999 1811 Default for Lesson 1 - Exercise 1: Subjects and Predicates The default category for questions shared in context 'Lesson 1 - Exercise 1: Subjects and Predicates'. course bluejay.cty.jhu.edu+080602134254+NKpjwA 0 999 1812 Default for Lesson 1 - Exercise 5: Part A The default category for questions shared in context 'Lesson 1 - Exercise 5: Part A'. course bluejay.cty.jhu.edu+080602232712+m5vnFb 0 999 1813 Default for Lesson 2 - Exercise 3 - Part A The default category for questions shared in context 'Lesson 2 - Exercise 3 - Part A'. module 4319 bluejay.cty.jhu.edu+081013202030+cqCKsl 0 999 1814 Default for Lesson 1 - Exercise 1- Subjects and Predicates The default category for questions shared in context 'Lesson 1 - Exercise 1- Subjects and Predicates'. module 4313 bluejay.cty.jhu.edu+081013202222+zn2498 0 999 1815 Default for Lesson 3 - Exercise 4 - Part A The default category for questions shared in context 'Lesson 3 - Exercise 4 - Part A'. module 4326 bluejay.cty.jhu.edu+081014194405+KupRpY 0 999 1816 Default for Lesson 3 - Exercise 3 The default category for questions shared in context 'Lesson 3 - Exercise 3'. module 4325 bluejay.cty.jhu.edu+081014194638+lHlf0s 0 999 2721 Default for test quiz for L 4 X 5 The default category for questions shared in context 'test quiz for L 4 X 5'. module 5046 bluejay.cty.jhu.edu+081106173720+ADs4dO 0 999 31956 0 Question 1 Exercise 5 - Identify Verb Tenses - Group 2 Use the Verb Tense Chart (located at the end of this exercise) to identify the verb tenses underlined in each sentence. Match the appropriate tense with the underlined word in each sentence. 1 1 0 match 1 bluejay.cty.jhu.edu+081106174216+B3hD0N bluejay.cty.jhu.edu+081106175416+I1xLq9 0 1225993336 1225994056 3 3 1 222869873 Kevin can't come to the phone. He is walking the dog. present progressive 2 935180664 The principal was speaking to Jennifer when the awards ceremony started past progressive 3 998931884 Tina has been sneezing constantly for three weeks. present perfect progressive 4 692901611 future perfect progressive 5 762390136 future progressive 6 883514404 past perfect progressive 31957 0 Question 2 Exercise 5 - Identify Verb Tenses - Group 2 Use the Verb Tense Chart (located at the end of this exercise) to identify the verb tenses underlined in each sentence. Match the appropriate tense with the underlined word in each sentence. 1 1 0 match 1 bluejay.cty.jhu.edu+081106181515+AmM5zM bluejay.cty.jhu.edu+081106181530+mluquV 0 1225995315 1225995330 3 3 7 756011963 I was taking a bath when you called. past progressive 8 828918457 I'm leaving for Florida tomorrow. present progressive 9 572601318 future progressive 10 493408203 Before her doctor gave her allergy medicine, Tina had been sneezing for three weeks. past perfect progressive 11 533233643 present perfect progressive 12 108581543 future perfect progressive 14 0 3 Range of Quality Off Topic,Weaker,Good,Stronger,Well done! Off Topic can cover everything from "barely related to the prompt" to "this is the same file as the previous assignment." 1221594651 1219 Memorial Day Johns Hopkins University is closed in observance of this holiday. 1 0 589 0 0 0 1 1173655115 1220 Independence Day Johns Hopkins University is closed in observance of this holiday. 1 0 589 0 0 0 1 1173655160 1221 Labor Day Johns Hopkins University is closed in observance of this holiday. 1 0 589 0 0 0 1 1173655206 1222 Group Event for CTYstudent Private perform jumping jacks 1 0 589 0 585221400 37800 1 1184865349 1223 Group Event for CTYstudent Private perform jumping jacks 1 0 589 0 339190200 37800 1 1184865349 1224 Group Event for CTYstudent Private perform jumping jacks 1 0 589 0 585253800 37800 1 1184865349 1225 Group Event for CTYstudent Private perform jumping jacks 1 0 589 0 585167400 37800 1 1184865349 1634 $@NULL@$ $@NULL@$ course $@NULL@$ 146 $@NULL@$ $@NULL@$ $@NULL@$ $@NULL@$ 1 100.00000 0.00000 $@NULL@$ $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1224189780 1635 146 Mid-Term Progress Report mod assignment 833 0 $@NULL@$ $@NULL@$ $@NULL@$ 1 100.00000 0.00000 $@NULL@$ $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1224189780 1637 146 Lesson 5 - Final Writing Assignment (FWA) mod assignment 847 0 $@NULL@$ $@NULL@$ $@NULL@$ 1 100.00000 0.00000 $@NULL@$ $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228253664 1638 146 Lesson 1 -SAVE BUT DON'T USE mod lesson 326 0 $@NULL@$ $@NULL@$ $@NULL@$ 1 100.00000 0.00000 $@NULL@$ $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228253664 1639 146 Lesson 1 - Understanding Sentence Structure mod lesson 327 0 $@NULL@$ $@NULL@$ $@NULL@$ 1 100.00000 0.00000 $@NULL@$ $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228253664 1640 146 Lesson 2 - Brevity and Subordination mod lesson 328 0 $@NULL@$ $@NULL@$ $@NULL@$ 1 100.00000 0.00000 $@NULL@$ $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228253664 1641 146 Lesson 3 - Cohesion mod lesson 329 0 $@NULL@$ 3 $@NULL@$ 1 100.00000 0.00000 $@NULL@$ $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228253664 1642 146 Lesson 4 - Choosing Verbs mod lesson 330 0 $@NULL@$ $@NULL@$ $@NULL@$ 1 100.00000 0.00000 $@NULL@$ $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228253664 1643 146 Lesson 5 - Passive Voice mod lesson 331 0 $@NULL@$ 5 $@NULL@$ 1 100.00000 0.00000 $@NULL@$ $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228253664 1647 146 Lesson 3 - Exercise 3 mod quiz 542 0 $@NULL@$ $@NULL@$ $@NULL@$ 1 10.00000 0.00000 $@NULL@$ $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254174 1648 146 Lesson 3 - Exercise 4 - Part A mod quiz 543 0 $@NULL@$ $@NULL@$ $@NULL@$ 1 10.00000 0.00000 $@NULL@$ $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254174 1654 146 Lesson 3 - Exercise 1 - Analyzing Writing - Part 1 mod assignment 840 0 $@NULL@$ $@NULL@$ $@NULL@$ 2 5.00000 1.00000 14 $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254211 1655 146 Lesson 3 - Exercise 5 - Understanding Case - Part B mod assignment 841 0 $@NULL@$ $@NULL@$ $@NULL@$ 2 5.00000 1.00000 14 $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254211 1656 146 Lesson 3 - Exercise 6 - Proofreading mod assignment 842 0 $@NULL@$ $@NULL@$ $@NULL@$ 2 5.00000 1.00000 14 $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254211 1657 146 Lesson 3 - Final Writing Assignment (FWA) mod assignment 843 0 $@NULL@$ $@NULL@$ $@NULL@$ 2 5.00000 1.00000 14 $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254211 1658 146 Lesson 4 - Exercise 2 mod assignment 844 0 $@NULL@$ $@NULL@$ $@NULL@$ 2 5.00000 1.00000 14 $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254211 1659 146 Lesson 4 - Final Writing Assignment (FWA) mod assignment 845 0 $@NULL@$ $@NULL@$ $@NULL@$ 2 5.00000 1.00000 14 $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254211 1660 146 Lesson 5 - Exercise 4 mod assignment 846 0 $@NULL@$ $@NULL@$ $@NULL@$ 2 5.00000 1.00000 14 $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254211 1911 146 test quiz for L 4 X 5 mod quiz 690 0 $@NULL@$ $@NULL@$ 1 2.00000 0.00000 $@NULL@$ $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1225993039 1228254211 1644 205 Lesson 1 - Exercise 1- Subjects and Predicates mod quiz 539 0 $@NULL@$ $@NULL@$ $@NULL@$ 1 8.00000 0.00000 $@NULL@$ $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254211 1649 205 Lesson 1 - Exercise 3 mod assignment 834 0 $@NULL@$ $@NULL@$ $@NULL@$ 2 5.00000 1.00000 14 $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254211 1636 205 Lesson 1 - Exercise 4 mod assignment 835 0 $@NULL@$ $@NULL@$ $@NULL@$ 2 5.00000 1.00000 14 $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254211 1650 205 Lesson 1 - Final Writing Assignment (FWA) mod assignment 836 0 $@NULL@$ $@NULL@$ $@NULL@$ 2 5.00000 1.00000 14 $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254211 1651 206 Lesson 2 - Exercise 2 mod assignment 837 0 $@NULL@$ $@NULL@$ $@NULL@$ 2 5.00000 1.00000 14 $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254211 1645 206 Lesson 2 - Exercise 3 - Part A mod quiz 540 0 $@NULL@$ $@NULL@$ $@NULL@$ 1 5.00000 0.00000 $@NULL@$ $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254211 1646 206 Lesson 2 - Exercise 3 - Part B mod quiz 541 0 $@NULL@$ $@NULL@$ $@NULL@$ 1 5.00000 0.00000 $@NULL@$ $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254211 1652 206 Lesson 2 - Exercise 3 - Part C mod assignment 838 0 $@NULL@$ $@NULL@$ $@NULL@$ 2 5.00000 1.00000 14 $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254211 1653 206 Lesson 2 - Final Writing Assignment (FWA) mod assignment 839 0 $@NULL@$ $@NULL@$ $@NULL@$ 2 5.00000 1.00000 14 $@NULL@$ 0.00000 1.00000 0.00000 0.00000 0 $@NULL@$ 0 0 0 0 1224189780 1228254211 833 assignment Mid-Term Progress Report Click to view your midterm report, an evaluation of your work for Lessons 1-3. Please share this report with your parents and ask them to confirm that they have read it by sending me an email message or by sending me a message from your classroom. 0 1 0 1 0 0 0 0 0 uploadsingle 524288000 0 0 100 1218652816 834 assignment Lesson 1 - Exercise 3 Exercise 3: Proofreading for subject-verb agreement errors <div class="Section1"> In the following excerpt, the author discusses a new exhibition of ancient artifacts. Although the original does not contain any subject-verb agreement errors, we have added some. Can you find them? Look for the subject-verb agreement errors in the following paragraph. <ul> <li>Identify each one. </li> <li>Explain why it might be a common error. </li> <li>Copy and paste this exercise into a Word document. Follow the instructions. Save your document on your hard drive in a safe place where you will be able to find it again. Then upload your document here. Name your file "Lesson 1 - Exercise 3." </li> </ul> From "First Cities," by Calvin Tomkins News of the catastrophic looting of Baghdad museums coincide, in the most heartrending way, with the countdown to a long-planned exhibition, opening on May 8th at the Metropolitan Museum, of Early Bronze Age art from the region that now includes Iraq. Called “Art of the First Cities,” the exhibition covers a wide area, all the way from the Eastern Mediterranean to Pakistan, but its focal point is Mesopotamia, the “land between the rivers” (the Tigris and the Euphrates), where, by the third millennium B.C., the Sumerian people had invented cities, writing, irrigation farming, monumental architecture, government by law, and countless other benefactions of what we call civilization…Much of the material in “First Cities” come from Western museums. The British Museum are sending, among many other objects, the great “Standard of Ur,” a mosaic displaying scenes of royalty in one of the most important Sumerian urban centers; Ur was in what is now southern Iraq, near Nasiriya, where U.S. forces encountered such fierce resistance in late March. The Louvre, “which more or less emptied its galleries to help us,” according to Tarapor, have sent its world-famous diorite statue of Gudea, the enlightened and humanistic ruler of the city-state of Lagash, which was also in southern <country-region></country-region>Iraq. One of the great themes of Mesopotamian artists were the interaction between humans and gods. Joan Aruz refer in the exhibition’s huge catalogue to “combinations of human and animal figures [which] create images of supernatural creatures,” such as the immensely powerful “Standing Lioness Demon” lent by the Brooklyn Museum and the many images of bulls or bull-humans, which symbolized power and fertility. More vigorous and less refined than Egyptian art of the same period, which shows few indications of Mesopotamian influence, the Sumerian styles in sculpture, beadwork, pottery, metal, and other materials spreads all the way to the Indus River Valley, some eighteen hundred miles to the east. “We talk about globalization today,” Tarapor said, “but they was every bit as global as we are.” <a href="$@LESSONVIEWBYID*4297@$&pageid=4431">Back to lesson. </a></div> 0 0 0 0 4 1 0 0 0 upload 1048576 0 0 -14 1222017227 835 assignment Lesson 1 - Exercise 4 Exercise 4: Revision - Deep Revision <ul> <li>Choose a short excerpt (about 3-4 sentences) from "First Cities." </li> <li>Copy the excerpt in a word processing program. </li> <li>Revise these sentences deeply, eliminating any extra words in all parts of the sentence. If there are words between the subject and predicate headwords, see if you can eliminate or move them. Be careful not to change the meaning of the sentences, but instead strive for clarity so that the sentences' meanings are readily apparent. </li> <li>Paste the deeply revised sentences into the text box below. </li> </ul> From "First Cities," by Calvin Tomkins News of the catastrophic looting of Baghdad museums coincide, in the most heartrending way, with the countdown to a long-planned exhibition, opening on May 8th at the Metropolitan Museum, of Early Bronze Age art from the region that now includes Iraq. Called “Art of the First Cities,” the exhibition covers a wide area, all the way from the Eastern Mediterranean to Pakistan, but its focal point is Mesopotamia, the “land between the rivers” (the Tigris and the Euphrates), where, by the third millennium B.C., the Sumerian people had invented cities, writing, irrigation farming, monumental architecture, government by law, and countless other benefactions of what we call civilization…Much of the material in “First Cities” come from Western museums. The British Museum are sending, among many other objects, the great “Standard of Ur,” a mosaic displaying scenes of royalty in one of the most important Sumerian urban centers; Ur was in what is now southern Iraq, near Nasiriya , where U.S. forces encountered such fierce resistance in late March. The Louvre , “which more or less emptied its galleries to help us,” according to Tarapor , have sent its world-famous diorite statue of Gudea , the enlightened and humanistic ruler of the city-state of Lagash , which was also in southern Iraq . One of the great themes of Mesopotamian artists were the interaction between humans and gods. Joan Aruz refer in the exhibition’s huge catalogue to “combinations of human and animal figures [which] create images of supernatural creatures,” such as the immensely powerful “Standing Lioness Demon” lent by the Brooklyn Museum and the many images of bulls or bull-humans, which symbolized power and fertility. More vigorous and less refined than Egyptian art of the same period, which shows few indications of Mesopotamian influence, the Sumerian styles in sculpture, beadwork, pottery, metal, and other materials spreads all the way to the Indus River Valley, some eighteen hundred miles to the east. “We talk about globalization today,” Tarapor said, “but they was every bit as global as we are.” How to Post Your Work Post your work here by clicking the "Edit my submission" button. In the text box that opens, <ul> <li>You can copy and paste work you've composed in another program, or </li> <li>you can compose in the text box. </li> </ul> When you're done, click "Save changes." You will be returned to the main page of this exercise. If you need to change your post now or later, click the "Edit my submission" button, and you can edit inside the text box. <a href="$@LESSONVIEWBYID*4297@$&pageid=4433">Back to Lesson</a> 0 1 0 1 1 0 0 0 0 online 100000 0 0 -14 1222527376 836 assignment Lesson 1 - Final Writing Assignment (FWA) <div style="text-align: center;">FINAL WRITING ASSIGNMENT (FWA)</div> This assignment has two parts: 1) an essay and 2) your analysis. PART I: Essay Now it's time to apply what we've learned to writing. Here, I'd like you to write a short essay (approximately 1.5 pages, double spaced -- 350-500 words). We will use the text you generate for analysis both in Lesson 2 and as part of this assignment. Here is your topic. <table frame="box" cellspacing="1" cellpadding="5" border="5" width="50%" rules="none" style="border: 5px solid ; float: none; background-image: none; vertical-align: top; width: 70%; background-color: rgb(153, 255, 204); text-align: left;"><tbody> <tr> <td width="100%" valign="top">How much do you know about your family tree? How important is it to you to know where your family came from, what it has done, and how its heritage might affect your own personality and abilities? Explain your response. </td> </tr></tbody> </table> <div style="margin-left: 40px;">As you write your essay, think about aspects of good essay writing such as organization and development. Don't answer the questions robotically, but instead use them as a tool to develop an overarching theme. Make sure that your paragraphs relate to this theme and to each other. </div> <div style="margin-left: 40px;"></div> <div style="margin-left: 40px;">Be sure to develop your paragraphs by providing examples and concrete details to illustrate your ideas. Examples: "My mother's uncle Ted helped name me." "We have a heritage of violinists, and I will start learning the violin soon." "Aunt Tija is svelte and tall, unlike most women of Chinese descent."</div> PART II: Analysis a) Proofread for subject/verb agreement. If you find a mistake with subject /verb agreement, write a short note to your instructor analyzing why you made the mistake. Were there many noun phrases in the subject, for example? b) Find two sentences that do not follow the basic noun phrase + verb phrase pattern, such as one that begins with an adverbial clause instead of the subject. Write a short paragraph explaining why you chose this construction. How does this sentence pattern variation improve or possibly detract from your prose? c) Experiment with adding adverbials to your simple noun phrase + verb phrase structures. Try varying your sentence patterns. Write a short analysis discussing what effect these changes might have on your prose. <table frame="box" cellspacing="0" cellpadding="5" border="5" width="70%" rules="rows" style="border: 5px solid ; float: none; background-image: none; vertical-align: top; width: 100%; text-align: left;"><tbody> <tr> <td valign="top" colspan="2"> Due Together In One Document File: </td> </tr> <tr> <td width="10%" valign="top"> <img hspace="0" height="16" border="0" width="16" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" alt="assignment icon" title="assignment icon" /> </td> <td width="90%" valign="top">Part I: <ul> <li>A short essay (approximately 1.5 pages, double spaced -- 350 - 500 words). </li> </ul>Before submitting your essay, read Part II: Analysis (above) and complete Part II. </td> </tr> <tr> <td width="10%" valign="top"> <img hspace="0" border="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" alt="assignment icon" title="assignment icon" /> </td> <td width="90%" valign="top" style="color: rgb(0, 0, 0);">Part II: Analysis <ul style="color: rgb(51, 51, 51);"> <li>a short note to your instructor analyzing why you made the mistake </li> <li style="color: rgb(51, 51, 51);">a short paragraph explaining why you chose the two constructions that are not noun phrase + verb phrase pattern </li> <li style="color: rgb(0, 0, 0);">a short analysis discussing what effect adding adverbials to your noun phrase + verb phrase structures might have on your prose </li> </ul>Submit Parts I & II (essay and analysis) as one file. </td> </tr> <tr> <td style="vertical-align: top;"> </td> <td style="border-style: none; background-image: none; vertical-align: top; background-color: rgb(153, 255, 204); text-align: left;">Important: <ul style="color: rgb(255, 0, 0);"> <li>This assignment is incomplete unless BOTH Parts I and II are uploaded together as one file. </li> </ul> </td> </tr></tbody> </table>When you are done, <a href="$@LESSONVIEWBYID*4297@$&pageid=4454">go back to the lesson</a>. 0 0 0 0 4 1 0 0 0 upload 1048576 0 0 -14 1222018596 837 assignment Lesson 2 - Exercise 2 Exercise 2 - Sentence Structure and Style (This exercise has 3 parts.) Compose this exercise in a Word document. Follow the instructions. Save your document on your hard drive in a safe place where you will be able to find it again. Then upload your document to "Lesson 2 - Exercise 2." <table border="0" width="70%"><tbody> <tr> <td width="30" valign="top">1. <img hspace="0" border="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" alt="assignment icon" title="assignment icon" /> </td> <td>To experiment, compare your own writing style to that of a professional. Exercise 6 on page 35 provides you with a chart . Take out your essay from Lesson 1 and use this chart to compare your style to Gish Jen's in the essay "An Ethnic Trump." To read the essay, click the continue button, below. </td> </tr> <tr> <td width="30" valign="top"> </td> <td> </td> </tr> <tr> <td width="30" valign="top">2. <img hspace="0" border="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" alt="assignment icon" title="assignment icon" /> </td> <td>Post your results for each question from the chart in "Lesson 2 - Exercise 2." For example, the first part of your chart might look like this: <table frame="box" cellspacing="0" cellpadding="0" border="1" align="center" width="50%" rules="all" style="border: 1px solid ; background-image: none; vertical-align: top; width: 70%; text-align: left;"><tbody> <tr> <td> </td> <td>Professional </td> <td>Me </td> </tr> <tr> <td>1. # of words </td> <td>663 </td> <td>572 </td> </tr> <tr> <td>2. # of sentences </td> <td>41 </td> <td>53 </td> </tr></tbody> </table> </td> </tr> <tr> <td width="30" valign="top"> </td> <td>You can download a Word .doc version of the chart from <a href="$@FILEPHP@$/Lesson2Exercise2.doc">this link</a>. </td> </tr> <tr> <td width="30" valign="top"> </td> <td> </td> </tr> <tr> <td width="30" valign="top">3. <img hspace="0" border="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" alt="assignment icon" title="assignment icon" /> </td> <td> Next, write two paragraphs of about 7-8 sentences each: <ul> <li>In the first, compare and contrast your style to Jen's. As you do this, think about places where she varies both sentence and paragraph length. What kind of rhetorical effect does that variation have? </li> <li>In the second, discuss how you might revise one of your paragraphs. </li> </ul> </td> </tr></tbody> </table> <a href="$@LESSONVIEWBYID*4301@$&pageid=4461">Click here to return to the next page of the lesson.</a> 0 0 0 1 4 1 0 0 0 upload 1048576 0 0 -14 1222019048 838 assignment Lesson 2 - Exercise 3 - Part C <div style="text-align: center;">Lesson 2 - Exercise 3 - Part C (Part C has 2 parts) </div> <table border="0" width="100%"><tbody> <tr> <td width="5%" valign="top">1. <img hspace="0" border="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" alt="assignment icon" title="assignment icon" /> </td> <td width="5%" valign="top"> </td> <td width="90%" valign="top">Combine each of <a href="$@FILEPHP@$/Exercise3PartCKollnSentences.doc">these groups of sentences</a> into a single sentence, using coordination and subordination. In some cases you may have to reword the sentence to make it sound natural. You can probably come up with more than one possibility for each. </td> </tr> <tr> <td style="vertical-align: top;"> </td> <td style="vertical-align: top;"> </td> <td style="vertical-align: top;"> </td> </tr> <tr> <td width="5%" valign="top">2. </td> <td width="5%" valign="top"> </td> <td width="90%" valign="top">Answer the following questions. </td> </tr> <tr> <td width="5%" valign="top"><img hspace="0" border="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" alt="assignment icon" title="assignment icon" /> </td> <td width="5%" valign="top">1. </td> <td width="90%" valign="top">What does Kolln mean when she says that subordinate clauses have "great information-bearing potential"? </td> </tr> <tr> <td width="5%" valign="top"> </td> <td width="5%" valign="top" style="border-style: none; background-image: none; vertical-align: middle; text-align: left;">2. </td> <td width="90%" valign="top"> What are some reasons for including complex sentences in your prose? </td> </tr> <tr> <td width="5%" valign="top"> </td> <td width="5%" valign="top">3. </td> <td width="90%" valign="top">When writing a complex sentence, how might you decide whether to begin with the subordinate clause or the independent clause? </td> </tr></tbody> </table> <div style="margin-left: 100px; text-align: left;"> <table frame="void" border="0" rules="none" style="border-style: none; float: none; background-image: none; vertical-align: top; width: 323px; text-align: left; height: 147px;"><tbody> <tr> <td width="50%" valign="top">Submit Parts 1& 2 (sentences and question answers) as one file. </td> </tr> <tr> <td width="50%" valign="top" style="border-style: none; background-image: none; vertical-align: top; background-color: rgb(0, 255, 204); text-align: left;">Important: <ul style="color: rgb(255, 0, 0);"> <li>This assignment is incomplete unless BOTH Parts 1 and 2 are uploaded together as one file. </li> </ul> </td> </tr></tbody> </table><a href="../../../../mod/lesson/view.php?id=3362&pageid=4469">Forward to Lesson 2 Final Writing Assignment.</a></div> 0 0 0 0 4 1 0 0 0 upload 1048576 0 0 -14 1222615090 839 assignment Lesson 2 - Final Writing Assignment (FWA) Final Writing Assignment <table border="0" width="100%"><tbody> <tr> <td width="5%" valign="top"><img hspace="0" border="0" title="assignment icon" alt="assignment icon" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" /> </td> <td width="50%" valign="top">Many people point to Ernest Hemingway and William Faulkner as writers with completely opposing styles. Their style differences are so obvious that they are often parodied. In fact, Hemispheres magazine (among others) sponsors a Hemingway Faulkner parody contest. If you want some fun, see the winners at: www.hemispheresmagazine.com. </td> </tr></tbody> </table> For your writing assignment, please <ul> <li>Read the excerpts from Ernest Hemingway's The Old Man and the Sea, and William Faulkner's Absalom, Absalom, which can be found by clicking "next" on the menu bar above . The Hemingway excerpt is rather long, so you can select a passage of 5-6 paragraphs if you are short on time. </li> <li>Write an essay (approximately 1.5 pages) comparing and contrasting the authors' styles. <ul> <li>Remember that style includes many features, from sentence length and diction to subject matter and tone. </li> <li>Pay especially close attention to the way each writer uses sentence structure. </li> <li>Make sure that your essay has a thesis statement and that you use specific examples from the excerpts to support your assertions. </li> <li>Also, pay attention to your own sentence usage. Have you used a variety of sentence structures and sentence lengths? </li> </ul></li> </ul><a href="$@LESSONVIEWBYID*4301@$&pageid=4472">Click this link to finish Lesson 2.</a> 0 0 0 0 4 1 0 0 0 upload 1048576 0 0 -14 1222615149 840 assignment Lesson 3 - Exercise 1 - Analyzing Writing - Part 1 Exercise 1: Analyzing Writing, Part 1 To take a look at a real example, let's go back to the weasel essay by Annie Dillard on pages 5 - 6. First, number the sentences of the paragraph so you can reference them later. There should be eight. Second, underline each noun in the passage. As you do this, include possessive pronouns (i.e. his book). Third, make a chart similar to the example below. In the first column, list the sentence number. In the second column, list the nouns. In the third column, indicate whether each one is known information or new information. If the noun contains known information, then indicate what previous noun it refers to in the fourth column. To illustrate, here are sentences 1 and 2. <table frame="box" cellspacing="0" cellpadding="5" border="1" rules="all" style="border-style: solid; float: none; background-image: none; vertical-align: top; text-align: left;"><tbody> <tr> <td width="97" valign="top"> Sentence </td> <td width="132" valign="top"> Noun </td> <td width="144" valign="top"> Known or New </td> <td width="265" valign="top"> Reference to a previous noun? </td> </tr> <tr> <td width="97" valign="top" style="color: rgb(153, 0, 255);"> 1 </td> <td width="132" valign="top" style="color: rgb(153, 0, 255);"> weasel </td> <td width="144" valign="top" style="color: rgb(153, 0, 255);"> new </td> <td width="265" valign="top"> </td> </tr> <tr> <td width="97" valign="top"> 2 </td> <td width="132" valign="top" style="color: rgb(153, 0, 255);"> he </td> <td width="144" valign="top" style="color: rgb(153, 0, 255);"> known </td> <td width="265" valign="top" style="color: rgb(153, 0, 255);"> refers to weasel in S. 1 </td> </tr> <tr> <td width="97" valign="top"> </td> <td width="132" valign="top"> </td> <td width="144" valign="top"> </td> <td width="265" valign="top"> </td> </tr></tbody> </table> Watch out. Go slowly and attentively. Some of these are not as obvious as the examples from sentences 1 and 2. Also, many of these sentences have more than one noun to consider. Post your chart in "Lesson 3 - Exercise 1" along with your answers to these questions. <div style="margin-left: 80px; text-align: left;"> <table frame="void" border="0" width="80%" rules="none" style="border-style: none; float: none; background-image: none; vertical-align: top; background-color: rgb(0, 204, 255); text-align: left;"><tbody> <tr> <td width="100%" valign="top"> <ul> <li>Does Annie Dillard's paragraph follow the known-new contract? </li> <li>Why or why not? </li> <li>What effect does this have on the reader? </li> <li>Explain your answer. </li> </ul> </td> </tr></tbody> </table> </div> <div style="margin-left: 40px;"></div> Chart Formatting Notes <table border="3" width="100%"><tbody> <tr> <td style="vertical-align: top;"><img hspace="0" border="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" alt="assignment icon" title="assignment icon" /> </td> <td width="100%" valign="top">Compose this exercise in a Word document. Download a Word 97 version of the chart by following <a href="$@FILEPHP@$/Lesson3Exercise_1.doc">this link</a>. Follow the instructions. Save your document on your hard drive in a safe place where you will be able to find it again. </td> </tr> <tr> <td style="vertical-align: top;"><img hspace="0" border="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" alt="assignment icon" title="assignment icon" /> </td> <td style="vertical-align: top;">Include both the chart above and your answers to the questions in one file. Upload your document here. <a href="$@ASSIGNMENTVIEWBYID*3384@$"></a> </td> </tr></tbody> </table> If you don't have a copy of Microsoft Word, you can just make a list and press the "Tab" key in between entries to make enough space to separate the columns. Like this... Sentence # [tab] Noun [tab] Known or New [tab] Reference to a previous noun? <div style="margin-left: 40px;">1. weasel new 2. he known refers to weasel in S.1 </div> Press tab after each item you enter (so type"1," then press "tab," then type "weasel," then press "tab," and so on). Follow this link to forward to <a href="$@LESSONVIEWBYID*4304@$&pageid=4481">Exercise 2 - Part 2. </a> 0 0 0 0 4 1 0 0 0 upload 1048576 0 0 -14 1222020357 841 assignment Lesson 3 - Exercise 5 - Understanding Case - Part B Lesson 3 - Exercise 5 - Understanding Case - Part B Choose one sentence and write a short paragraph explaining what was wrong originally and how you fixed it. Pretend that you are explaining your work to someone who is just beginning to learn English. Compose your explanation in a Word document. Follow the instructions above.Save your document on your hard drive in a safe place where you will be able to find it again. Then upload your document to Lesson 3 - Exercise 5 - Understanding Case - Part B. Follow this link to the <a href="$@LESSONVIEWBYID*4304@$&pageid=4504">next page in Lesson 3.</a> 0 0 0 0 4 1 0 0 0 upload 1048576 0 0 -14 1222021617 842 assignment Lesson 3 - Exercise 6 - Proofreading <div class="Section1"> Exercise 6: Proofreading Find the pronoun errors in the following passage. The sentences in the passage are numbered from 1 to 11. A.In a Word document, list the pronoun errors by listing the sentence number and naming the error. <div style="margin-left: 40px;">B.Then choose three errors and explain in detail what is wrong.</div> 1Parents or guardians are a vital component of his child's successful experience. 2Parents play a key role by seeing that work is submitted on time and encouraging regular communication with their instructors to ensure that students maintain an acceptable rate of progress.3Some general tips: <ul style="margin-left: 40px;"> <li>4Encourage your child to do their best work. </li> <li>5Help them understand that it may require one to two weeks to get familiar with the course format. </li> <li>6Remind your child to contact their instructor regularly. </li> <li>7Oversee the timely completion of his assignments and exams. </li> </ul> 8First time students may feel unsure about joining a CTY distance education course. 9Both the nature of the program and the absence of a physical classroom may be new to him. 10Many initially anxious students have expressed gratitude to their parents for encouraging him or her to enroll. 11Nevertheless, no matter how enthusiastic you may be about the program, we do not recommend enrolling a strongly reluctant child. Compose this exercise as a Word document. Follow the instructions above. Save your document on your hard drive in a safe place where you will be able to find it again. Then upload your document to "Lesson 3 - Exercise 6." </div><a href="$@LESSONVIEWBYID*4304@$&pageid=4506">Follow this link to the next page in Lesson 3. </a> 0 0 0 0 4 1 0 0 0 upload 1048576 0 0 -14 1224167895 843 assignment Lesson 3 - Final Writing Assignment (FWA) Final Writing Assignment: <div align="left" style="text-align: center;">This assignment has two parts: 1) a first draft of this essay and 2) your analysis.</div> <div align="left" style="text-align: center;"></div> <div align="left" style="text-align: center;"></div> <div align="left"> <div style="margin-left: 80px;">After thinking about these questions, write a short essay (1-2 pages) that takes as position on this issue. Make sure that your essay has a clear thesis statement. </div></div> <div align="left">Part I: Essay (Please choose one of the following options):</div> <div align="left"></div> <div style="margin-left: 40px;">Option 1: </div> <blockquote dir="ltr" style="margin-right: 0px;"> <blockquote dir="ltr" style="margin-right: 0px;"> Many schools group students by intellectual ability into such categories as "honors," "college bound," "vocational," "remedial," or "terminal." Do you go to a school that tracks its students? How does the system work? Whether or not you go to a school that does this, consider the advantages and disadvantages of intellectual tracking systems? Overall, are they harmful or beneficial? </blockquote></blockquote> <div style="margin-left: 40px;">Option 2: </div> <div style="margin-left: 80px;">Choose one aspect of your educational experience thus far and discuss how it benefits or has benefited you intellectually. In this case, "aspect" can include things like this CTY course, nontraditional time schedules, the materials or people you work with, or any other part of your educational experience. The choice is yours. "Benefits" can be short or long term. Thus, you might explain how this aspect might benefit you intellectually by challenging you in some way or by preparing you for the world beyond school (university, career, homeschooling your own children in the future, etc). Your essay should be short (1-2 pages) and should include a thesis statement. </div> <div style="margin-left: 40px;"> A word about thesis statements: The word "thesis" comes from the Greek and means putting or positioning. Your thesis statement is a sentence that expresses your main opinion on the issue you are considering. In order to provide a clear direction for your essay, present your thesis early. Then explain your opinion and provide supporting examples. </div> <div style="margin-left: 40px;"> </div> <div>Part II: Analysis </div> <div style="margin-left: 40px;">Now that you have written one draft of the essay, go through every sentence. </div> <div style="text-align: center;"> <ul style="margin-left: 40px;"> <li> <div align="left">How does each cohere with earlier sentences? If a sentence doesn't have at least a small reference to an earlier sentence, does this sentence serve a rhetorical purpose (similar to Warner), or should it be revised to enhance unity, perhaps by adding known information? </div></li> <li> <div align="left">What about paragraphs? Do your paragraphs refer to each other? </div></li> </ul></div> <table frame="box" width="70%" rules="rows" cellspacing="0" cellpadding="0" border="5" style="border: 5px solid ; float: none; background-image: none; vertical-align: top; width: 100%; text-align: left;"><tbody> <tr> <td valign="top" colspan="2"> Due Together In One Document File: </td> </tr> <tr> <td width="10%" valign="top"> <img hspace="0" height="16" width="16" border="0" title="assignment icon" alt="assignment icon" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" /> </td> <td width="90%" valign="top">Part I: <ul> <li>Choose Option 1 or Option 2 and write a 350-500 word essay (1-2 pages). </li> </ul>Before submitting your essay, read Part II: Analysis and complete Assignment 2. </td> </tr> <tr> <td width="10%" valign="top"> <img hspace="0" border="0" title="assignment icon" alt="assignment icon" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" /> </td> <td width="90%" valign="top" style="color: rgb(0, 0, 0);">Part II: Analysis <ul> <li>After carefully examining your draft, write a one-page letter to your instructor discussing your essay in detail. </li> </ul>Submit Parts I & II (essay and analysis) as one file. </td> </tr></tbody> </table> <div></div><a href="$@LESSONVIEWBYID*4304@$&pageid=4506"></a> <div></div> 0 0 0 0 4 1 0 0 0 upload 1048576 0 0 -14 1224167717 844 assignment Lesson 4 - Exercise 2 Exercise 2: Avoiding Overuse of Be Kolln mentions that many writers overuse be as the main verb. Even professional writers struggle with this issue. The trick is to become proficient at revising these sentences so that your prose becomes more precise. This is not always as simple as replacing be with a more vivid verb. Sometimes, a writer has to rearrange the whole sentence structure as Kolln did in her first example on pages 157-158. The following paragraph from a rough draft is full of sentences using be as the main verb. Please <ol> <li>revise this paragraph, eliminating as many instances of be as possible. Can you eliminate all of them? </li> <li>Write a short paragraph explaining some of the methods you used to eliminate the be verbs. </li> <li>Copy and paste this exercise into a Word document. Follow the instructions. Be sure to include your explanatory paragraph. </li> <li>Save your document on your hard drive in a safe place where you will be able to find it again. </li> <li>Then upload your document here. </li> </ol> <blockquote> CTY's distance writing instructors are well qualified in the subject matter they are teaching. Virtually all are graduates with at least one academic degree, including the Ph.D., in the field. Many are also instructors for CTY in the summer programs and are familiar with highly able students and their academic needs. Instructors are trained on the technology we use and the specific courses they instruct. They also are aware of the best practices in distance education for gifted students. The main methods of contacting instructors are e-mail, Web-based discussion forums, telephone, postal service, and fax. </blockquote> <a href="$@LESSONVIEWBYID*4307@$&pageid=4516">Follow this link to the next page of Lesson 4.</a> 0 0 0 0 4 1 0 0 0 upload 1048576 0 0 -14 1222023045 845 assignment Lesson 4 - Final Writing Assignment (FWA) FINAL WRITING ASSIGNMENT Please read Kolln's explanation of verbs on pages 129 - 134. Part 1 <blockquote> Remembering to use a variety of sentence patterns and lengths, write about the significant events of your day today in reverse order, beginning with what you are doing right now. (Feel free to fabricate a day, but pretend that all your imagined events happened today.) To help make your piece cohere without being monotonous, pay attention to keeping the known/new contract without using "And before that..." Unlike the formal essay you wrote for FWA 3, this assignment is a narrative essay; get in your most creative story-telling mode. (No thesis required.) The purpose of this exercise is to experiment with using several different tenses, so be sure to include at least two events that interrupted other activities. For example, "Earlier this afternoon, I was feeding my hamster when the ceiling began to leak." Before you begin to write, brainstorm a list of what you did today (eg: Got up at 6 a.m., went to soccer practice all morning, etc). Then use this list as the basis for your reverse chronological narrative. Your narrative should be 300 words or longer. If your chronological list makes you think you'll end up writing 1,000 words, it's okay to narrate only a portion of your day (but it must be in reverse order).</blockquote> Part 2 <ol> <li>When you are finished, identify all of the verb tenses that you used. Insert the name of the verb tense in brackets after the verb. For example, "Earlier this afternoon, I was feeding [past progressive] my hamster when the ceiling began [simple past] to leak." </li> <li>Beneath your narrative, describe any patterns of verb tense usage that you notice. Do any of your paragraphs have mixed verb tense usage? Why? Would any other tenses have worked just as well? Explain. </li> <li>Rewrite one sentence substituting another tense that would also work. For example, "Earlier this afternoon, I had been feeding [past perfect progressive] my hamster when the ceiling began to leak." </li> </ol><a href="$@LESSONVIEWBYID*4307@$&pageid=4541">Follow this link to complete Lesson 4.</a> 0 0 0 0 4 1 0 0 0 upload 1048576 0 0 -14 1222024278 846 assignment Lesson 5 - Exercise 4 Lesson 5 - Exercise 4: Using the Passive Voice In the last exercise you discussed appropriate usage for the passive voice. Now you get to apply this knowledge both by revising and by playing the editor, deciding whether the passive or active voice is more appropriate in certain passages. Please do the following sections in Rhetorical Grammar: Page 138: For Group Discussion, #1 only Pages 141-142: Exercise 21, # 1-2 Compose in a Word document. Follow the instructions above (note that #2 has three parts). Save your document on your hard drive in a safe place where you will be able to find it again. Then upload both parts here. <a href="$@LESSONVIEWBYID*4310@$&pageid=4577">Click here to return to the next page of Lesson 5.</a> 0 0 0 0 4 1 0 0 0 upload 1048576 0 0 -14 1224188625 847 assignment Lesson 5 - Final Writing Assignment (FWA) Lesson 5 - FINAL WRITING ASSIGNMENT (FWA) Part 1 Choose one paragraph from your Lesson 3 essay. If it is predominately in passive voice, rewrite it in active voice. If it is predominately in active voice, rewrite it in passive voice. Write a 1/2 page analysis discussing how the transformation changes the effect of the paragraph. Is it improved or was it better before? Why? Part 2 Using your instructor comments and workshop comments if available, revise your Lesson 3 essay. Follow the steps below: <ol> <li>Find your thesis statement and underline it. Does it express your opinion on the topic? Does it indicate the points you will cover? If not, revise it so that it does. </li> <li>Revise for content. Did you add enough details and specific examples to support your point? Are there areas that are repetitive or don't fit? If so, consider cutting them. </li> <li>Proofread, focusing on the topics we've studied this session: </li> </ol> <ul> <li>subject -verb agreement </li> <li>fragments and run-on sentences </li> <li>correct punctuation of complex sentences </li> <li>known-new contract violations </li> <li>cohesion between sentences and paragraphs </li> <li>incorrect pronoun usage </li> <li>overuse of be </li> <li>inconsistent verb tenses </li> <li>ineffective passive voice usage </li> </ul> Part 3 Write a 1 page letter to your instructor analyzing how you improved your essay. Focus your language usage. How did you revise your prose and what rhetorical effects do your revisions have? What is one area that you want to continue working on in the future? Copy and paste these three parts into three separate Word documents. Follow the instructions above. Save your documents on your hard drive in a safe place where you will be able to find them again. Then upload your documents here. Post the 3 documents here. <div style="margin-left: 40px">Part 1: 1/2 page analysis, the original paragraph, AND the rewritten paragraph. File name "Lesson5FWAPart1.doc" Part 2: The revision of FWA 3. File name "Lesson5FWAPart2.doc" Part 3: 1 page letter to your instructor. File name "Lesson5FWAPart3.doc"</div> <a href="$@LESSONVIEWBYID*4310@$&pageid=4591">Click to return to Lesson 5</a>. You're almost done with the course! 0 1 0 1 3 1 0 0 0 upload 629145600 0 0 100 1224189073 1104 forum news News forum General news and announcements 0 0 0 0 0 1 1 0 0 1198946917 0 0 0 1105 forum news Welcome and General Discussion Please read the welcome thread and introduce yourself to your instructor and peers. 0 0 0 1 0 1 1 0 0 1216496929 0 0 0 1106 forum general Lesson 1 - FWA Workshop Read each essay that your instructor posts and respond to each by clicking on "Reply" at the bottom of the message. Once you have done so, respond to your classmates' comments by clicking "Reply" under a post that they have made. Please follow the guidelines below. HOW TO RESPOND TO ESSAYS It’s important that we fall into a healthy pattern of discussion early in the class as we post essays and respond to them on the discussion boards. Discussion should be honest, straightforward, imaginative, kind, comfortable, and cooperative. Here, we offer some guidelines that ought to lead to the most positive and helpful discussions. <ol> <li>We should begin each discussion by considering the overall intention or conception of the essay. What’s its point? Where is its center? How well is it reaching the ends we ascribe to it? Letting authors know what purpose we see in their essays can allow them to interpret our criticisms more reliably. </li> <li>Because our understanding of writing in general can grow only as quickly as our attention to language in particular allows (and because it’s polite), it is imperative to the success of this workshop that you actively follow and/or participate in the conversation. </li> <li>In general, discussion should proceed in an orderly fashion. Naturally, there must be some continuity of ideas for anything to make sense. For this reason, please try to follow the stream of the discussion and find an appropriate time for jumping in. Inevitably, we’ll have to do some backtracking here and there, of course, but if there is one aspect of an essay that needs considerable attention, it’s best to stay with it before moving on. </li> <li>The work we turn in for class won’t be ready for the pages of The New Yorker quite yet. Our work is in progress and we should treat it as such. Constructive criticism is invaluable: how can the writer improve the essay? What is strongest? What needs work? Where do you find yourself most engaged in the essay and why? What lines scan nicely? These are the questions that we should be answering. Conversely, avoid blanket condemnations as well as the urge to praise the essay without reservations (“I think it’s perfect.”). remember that we will seek, as a workshop, ways in which the writer can better each essay, no matter how finished or rough. </li> <li>Remember that the essay is the writer’s and not your own. Don’t confuse your own beliefs, politics, or tastes with those of the writer. Respect that individual’s purpose in writing the essay. I do not mean that such concerns do not deserve question or even disagreement at times. React honestly, as a reader. Proposing an alternative direction or strategy for an essay can be helpful. If you think a major change in the essay (voice, tone, perspective, etc.) might open up new possibilities, by all means propose the change! But note the difference between proposing a change and insisting on its absolute necessity. Anything radical might best be presented in the form of a question: “I thought this change might be helpful. Does anyone else think so? Despite these limitations, your active and creative criticism of each essay is essential to the class, and I want to encourage it more than curtail it. Dead silence or trivial discussion is disappointing, even an insult, to the author. In general, say what’s on your mind. </li> <li>Do unto others’ essays as you would have them do unto your own. </li> <li>Do not repeat the same criticisms that have been made by other critics; to respond “I thought what everyone else thought.” is to admit a distressing lack of creative and interpretive skills. As readers, we all bring new interpretations of essays to class. Find a way to express your unique insights into the essay at hand. Or, at the least, embellish upon comments you have read earlier.</li> </ol>Again, read each essay that your instructor posts and respond to each by clicking on "Reply" at the bottom of the message. Once you have done so, respond to your classmates' comments by clicking "Reply" under a post that they have made. 0 0 0 512000 0 0 1 0 0 1213369079 0 0 0 1107 forum general Lesson 2- FWA Workshop Read each essay that your instructor posts and respond to each by clicking on "Reply" at the bottom of the message. Once you have done so, respond to your classmates' comments by clicking "Reply" under a post that they have made. Please follow the guidelines below. HOW TO RESPOND TO ESSAYS It’s important that we fall into a healthy pattern of discussion early in the class as we post essays and respond to them on the discussion boards. Discussion should be honest, straightforward, imaginative, kind, comfortable, and cooperative. Here, we offer some guidelines that ought to lead to the most positive and helpful discussions. <ol> <li>We should begin each discussion by considering the overall intention or conception of the essay. What’s its point? Where is its center? How well is it reaching the ends we ascribe to it? Letting authors know what purpose we see in their essays can allow them to interpret our criticisms more reliably. </li> <li>Because our understanding of writing in general can grow only as quickly as our attention to language in particular allows (and because it’s polite), it is imperative to the success of this workshop that you actively follow and/or participate in the conversation. </li> <li>In general, discussion should proceed in an orderly fashion. Naturally, there must be some continuity of ideas for anything to make sense. For this reason, please try to follow the stream of the discussion and find an appropriate time for jumping in. Inevitably, we’ll have to do some backtracking here and there, of course, but if there is one aspect of an essay that needs considerable attention, it’s best to stay with it before moving on. </li> <li>The work we turn in for class won’t be ready for the pages of The New Yorker quite yet. Our work is in progress and we should treat it as such. Constructive criticism is invaluable: how can the writer improve the essay? What is strongest? What needs work? Where do you find yourself most engaged in the essay and why? What lines scan nicely? These are the questions that we should be answering. Conversely, avoid blanket condemnations as well as the urge to praise the essay without reservations (“I think it’s perfect.”). remember that we will seek, as a workshop, ways in which the writer can better each essay, no matter how finished or rough. </li> <li>Remember that the essay is the writer’s and not your own. Don’t confuse your own beliefs, politics, or tastes with those of the writer. Respect that individual’s purpose in writing the essay. I do not mean that such concerns do not deserve question or even disagreement at times. React honestly, as a reader. Proposing an alternative direction or strategy for an essay can be helpful. If you think a major change in the essay (voice, tone, perspective, etc.) might open up new possibilities, by all means propose the change! But note the difference between proposing a change and insisting on its absolute necessity. Anything radical might best be presented in the form of a question: “I thought this change might be helpful. Does anyone else think so? Despite these limitations, your active and creative criticism of each essay is essential to the class, and I want to encourage it more than curtail it. Dead silence or trivial discussion is disappointing, even an insult, to the author. In general, say what’s on your mind. </li> <li>Do unto others’ essays as you would have them do unto your own. </li> <li>Do not repeat the same criticisms that have been made by other critics; to respond “I thought what everyone else thought.” is to admit a distressing lack of creative and interpretive skills. As readers, we all bring new interpretations of essays to class. Find a way to express your unique insights into the essay at hand. Or, at the least, embellish upon comments you have read earlier.</li> </ol>Again, read each essay that your instructor posts and respond to each by clicking on "Reply" at the bottom of the message. Once you have done so, respond to your classmates' comments by clicking "Reply" under a post that they have made. 0 0 0 512000 0 0 1 0 0 1213369099 0 0 0 1108 forum general Lesson 3 - FWA Workshop Read each essay that your instructor posts and respond to each by clicking on "Reply" at the bottom of the message. Once you have done so, respond to your classmates' comments by clicking "Reply" under a post that they have made. Please follow the guidelines below. HOW TO RESPOND TO ESSAYS It’s important that we fall into a healthy pattern of discussion early in the class as we post essays and respond to them on the discussion boards. Discussion should be honest, straightforward, imaginative, kind, comfortable, and cooperative. Here, we offer some guidelines that ought to lead to the most positive and helpful discussions. <ol> <li>We should begin each discussion by considering the overall intention or conception of the essay. What’s its point? Where is its center? How well is it reaching the ends we ascribe to it? Letting authors know what purpose we see in their essays can allow them to interpret our criticisms more reliably. </li> <li>Because our understanding of writing in general can grow only as quickly as our attention to language in particular allows (and because it’s polite), it is imperative to the success of this workshop that you actively follow and/or participate in the conversation. </li> <li>In general, discussion should proceed in an orderly fashion. Naturally, there must be some continuity of ideas for anything to make sense. For this reason, please try to follow the stream of the discussion and find an appropriate time for jumping in. Inevitably, we’ll have to do some backtracking here and there, of course, but if there is one aspect of an essay that needs considerable attention, it’s best to stay with it before moving on. </li> <li>The work we turn in for class won’t be ready for the pages of The New Yorker quite yet. Our work is in progress and we should treat it as such. Constructive criticism is invaluable: how can the writer improve the essay? What is strongest? What needs work? Where do you find yourself most engaged in the essay and why? What lines scan nicely? These are the questions that we should be answering. Conversely, avoid blanket condemnations as well as the urge to praise the essay without reservations (“I think it’s perfect.”). remember that we will seek, as a workshop, ways in which the writer can better each essay, no matter how finished or rough. </li> <li>Remember that the essay is the writer’s and not your own. Don’t confuse your own beliefs, politics, or tastes with those of the writer. Respect that individual’s purpose in writing the essay. I do not mean that such concerns do not deserve question or even disagreement at times. React honestly, as a reader. Proposing an alternative direction or strategy for an essay can be helpful. If you think a major change in the essay (voice, tone, perspective, etc.) might open up new possibilities, by all means propose the change! But note the difference between proposing a change and insisting on its absolute necessity. Anything radical might best be presented in the form of a question: “I thought this change might be helpful. Does anyone else think so? Despite these limitations, your active and creative criticism of each essay is essential to the class, and I want to encourage it more than curtail it. Dead silence or trivial discussion is disappointing, even an insult, to the author. In general, say what’s on your mind. </li> <li>Do unto others’ essays as you would have them do unto your own. </li> <li>Do not repeat the same criticisms that have been made by other critics; to respond “I thought what everyone else thought.” is to admit a distressing lack of creative and interpretive skills. As readers, we all bring new interpretations of essays to class. Find a way to express your unique insights into the essay at hand. Or, at the least, embellish upon comments you have read earlier.</li> </ol>Again, read each essay that your instructor posts and respond to each by clicking on "Reply" at the bottom of the message. Once you have done so, respond to your classmates' comments by clicking "Reply" under a post that they have made. 0 0 0 512000 0 0 1 0 0 1213380370 0 0 0 1109 forum general Lesson 4 - FWA Workshop Read each essay that your instructor posts and respond to each by clicking on "Reply" at the bottom of the message. Once you have done so, respond to your classmates' comments by clicking "Reply" under a post that they have made. Please follow the guidelines below. HOW TO RESPOND TO ESSAYS It’s important that we fall into a healthy pattern of discussion early in the class as we post essays and respond to them on the discussion boards. Discussion should be honest, straightforward, imaginative, kind, comfortable, and cooperative. Here, we offer some guidelines that ought to lead to the most positive and helpful discussions. <ol> <li>We should begin each discussion by considering the overall intention or conception of the essay. What’s its point? Where is its center? How well is it reaching the ends we ascribe to it? Letting authors know what purpose we see in their essays can allow them to interpret our criticisms more reliably. </li> <li>Because our understanding of writing in general can grow only as quickly as our attention to language in particular allows (and because it’s polite), it is imperative to the success of this workshop that you actively follow and/or participate in the conversation. </li> <li>In general, discussion should proceed in an orderly fashion. Naturally, there must be some continuity of ideas for anything to make sense. For this reason, please try to follow the stream of the discussion and find an appropriate time for jumping in. Inevitably, we’ll have to do some backtracking here and there, of course, but if there is one aspect of an essay that needs considerable attention, it’s best to stay with it before moving on. </li> <li>The work we turn in for class won’t be ready for the pages of The New Yorker quite yet. Our work is in progress and we should treat it as such. Constructive criticism is invaluable: how can the writer improve the essay? What is strongest? What needs work? Where do you find yourself most engaged in the essay and why? What lines scan nicely? These are the questions that we should be answering. Conversely, avoid blanket condemnations as well as the urge to praise the essay without reservations (“I think it’s perfect.”). remember that we will seek, as a workshop, ways in which the writer can better each essay, no matter how finished or rough. </li> <li>Remember that the essay is the writer’s and not your own. Don’t confuse your own beliefs, politics, or tastes with those of the writer. Respect that individual’s purpose in writing the essay. I do not mean that such concerns do not deserve question or even disagreement at times. React honestly, as a reader. Proposing an alternative direction or strategy for an essay can be helpful. If you think a major change in the essay (voice, tone, perspective, etc.) might open up new possibilities, by all means propose the change! But note the difference between proposing a change and insisting on its absolute necessity. Anything radical might best be presented in the form of a question: “I thought this change might be helpful. Does anyone else think so? Despite these limitations, your active and creative criticism of each essay is essential to the class, and I want to encourage it more than curtail it. Dead silence or trivial discussion is disappointing, even an insult, to the author. In general, say what’s on your mind. </li> <li>Do unto others’ essays as you would have them do unto your own. </li> <li>Do not repeat the same criticisms that have been made by other critics; to respond “I thought what everyone else thought.” is to admit a distressing lack of creative and interpretive skills. As readers, we all bring new interpretations of essays to class. Find a way to express your unique insights into the essay at hand. Or, at the least, embellish upon comments you have read earlier.</li> </ol>Again, read each essay that your instructor posts and respond to each by clicking on "Reply" at the bottom of the message. Once you have done so, respond to your classmates' comments by clicking "Reply" under a post that they have made. 0 0 0 512000 0 0 1 0 0 1213380377 0 0 0 1110 forum general Lesson 5 - FWA Workshop Read each essay that your instructor posts and respond to each by clicking on "Reply" at the bottom of the message. Once you have done so, respond to your classmates' comments by clicking "Reply" under a post that they have made. Please follow the guidelines below. HOW TO RESPOND TO ESSAYS It’s important that we fall into a healthy pattern of discussion early in the class as we post essays and respond to them on the discussion boards. Discussion should be honest, straightforward, imaginative, kind, comfortable, and cooperative. Here, we offer some guidelines that ought to lead to the most positive and helpful discussions. <ol> <li>We should begin each discussion by considering the overall intention or conception of the essay. What’s its point? Where is its center? How well is it reaching the ends we ascribe to it? Letting authors know what purpose we see in their essays can allow them to interpret our criticisms more reliably. </li> <li>Because our understanding of writing in general can grow only as quickly as our attention to language in particular allows (and because it’s polite), it is imperative to the success of this workshop that you actively follow and/or participate in the conversation. </li> <li>In general, discussion should proceed in an orderly fashion. Naturally, there must be some continuity of ideas for anything to make sense. For this reason, please try to follow the stream of the discussion and find an appropriate time for jumping in. Inevitably, we’ll have to do some backtracking here and there, of course, but if there is one aspect of an essay that needs considerable attention, it’s best to stay with it before moving on. </li> <li>The work we turn in for class won’t be ready for the pages of The New Yorker quite yet. Our work is in progress and we should treat it as such. Constructive criticism is invaluable: how can the writer improve the essay? What is strongest? What needs work? Where do you find yourself most engaged in the essay and why? What lines scan nicely? These are the questions that we should be answering. Conversely, avoid blanket condemnations as well as the urge to praise the essay without reservations (“I think it’s perfect.”). remember that we will seek, as a workshop, ways in which the writer can better each essay, no matter how finished or rough. </li> <li>Remember that the essay is the writer’s and not your own. Don’t confuse your own beliefs, politics, or tastes with those of the writer. Respect that individual’s purpose in writing the essay. I do not mean that such concerns do not deserve question or even disagreement at times. React honestly, as a reader. Proposing an alternative direction or strategy for an essay can be helpful. If you think a major change in the essay (voice, tone, perspective, etc.) might open up new possibilities, by all means propose the change! But note the difference between proposing a change and insisting on its absolute necessity. Anything radical might best be presented in the form of a question: “I thought this change might be helpful. Does anyone else think so? Despite these limitations, your active and creative criticism of each essay is essential to the class, and I want to encourage it more than curtail it. Dead silence or trivial discussion is disappointing, even an insult, to the author. In general, say what’s on your mind. </li> <li>Do unto others’ essays as you would have them do unto your own. </li> <li>Do not repeat the same criticisms that have been made by other critics; to respond “I thought what everyone else thought.” is to admit a distressing lack of creative and interpretive skills. As readers, we all bring new interpretations of essays to class. Find a way to express your unique insights into the essay at hand. Or, at the least, embellish upon comments you have read earlier.</li> </ol>Again, read each essay that your instructor posts and respond to each by clicking on "Reply" at the bottom of the message. Once you have done so, respond to your classmates' comments by clicking "Reply" under a post that they have made. Follow this link <a href="$@LESSONVIEWBYID*4310@$&pageid=6594">back to the end of Lesson 5.</a> 0 0 0 512000 0 0 1 0 0 1219627724 0 0 0 1111 forum qanda Lesson 2 - Exercise 1 Lesson 2 - Exercise 1 - Parts 2 & 3 This is a Question and Answer forum. In order to see other responses to these Questions, you must first post your Answer. Read each question that your instructor posts and respond to each by clicking on "Reply" at the bottom of the message. After you have posted your responses, you will be able to read other student postings. Choose at least one student posting and respond to it. Why do you agree or disagree with this response? Explain your answer. <a href="$@LESSONVIEWBYID*4301@$&pageid=4458">Click here to return to the next page of the lesson. </a> 0 0 0 512000 0 0 1 0 0 1222031365 0 0 0 1112 forum qanda Lesson 3 - Exercise 2 Exercise 2: Analyzing Writing, Part 2 For contrast, read the paragraph by William Warner on the top of page 230. Notice that this paragraph opens the first chapter of his book Beautiful Swimmers. Write a short paragraph answering the same questions from Analyzing Writing, Part1 for William Warner's paragraph. This time post your answers in the Lesson 3, Exercise 2. After you have posted your answer, read the other students' responses. Write a response to another student's answer. Do you agree with that person? Why or why not ? Here are the questions again. <div style="margin-left: 80px; text-align: left"> <table style="background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; background-color: rgb(0,204,255); text-align: left; border-bottom-style: none; cssfloat: none" cellspacing="1" cellpadding="5" rules="none" width="50%" border="0" frame="void"><tbody> <tr> <td valign="top" width="100%"> <ul> <li>Does Warner's paragraph follow the known-new contract? </li> <li>Why or why not? </li> <li>What effect does this have on the reader? </li> <li>Explain your answer. </li> </ul> </td> </tr></tbody> </table></div>Follow this link to the <a href="$@LESSONVIEWBYID*4304@$&pageid=4482">next page in Lesson 3</a>. 0 0 0 512000 0 0 1 0 0 1222617047 0 0 0 1113 forum eachuser Lesson 3 - Exercise 4 - Part B Lesson 3 - Exercise 4 - Eliminating Vague Pronouns - Part B <ol> <li>Now, select three of the incorrect sentences and write your own revisions. If you want to eliminate, move, or substitute words, please do so. But, be very careful not to change the sentences' meanings.</li> <li>After you have revised the sentences, explain how you improved each one. Be specific and descriptive. Not just "I changed the vague pronoun to a specific one," but "I changed the vague pronoun it to the specific largest picture window looking over the Grand Canyon in front of shows me beauty."</li> <li>Copy and paste your three revisions and three explanations into Lesson 3 - Exercise 4 - Part B.</li> <li>Once you have posted your work, review the work of two fellow students and comment on their revisions and explanations.</li> </ol> <table border="0" width="100%"><tbody> <tr> <td width="5%" valign="top" style="border-style: none; width: 5%; background-image: none; text-align: left; vertical-align: top;"><img hspace="0" border="0" vspace="0" title="assign icon" alt="assign icon" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" /> </td> <td width="95%" valign="top">Compose this exercise as one Word document. Follow the instructions above. Save your document on your hard drive in a safe place where you will be able to find it again. </td> </tr></tbody> </table> <a href="$@LESSONVIEWBYID*4304@$&pageid=4487">Follow this link forward in Lesson 3. </a> 0 0 0 512000 0 0 1 0 0 1222020624 0 0 0 1114 forum general Lesson 4 - Exercise 1 Exercise 1: Using Precise Verbs (This exercise has two steps) <table style="width: 50%" border="0"><tbody> <tr> <td valign="top" width="10%">A. </td> <td valign="top" width="90%">Revise the sentences in Exercise 23 ( Kolln , pages 146-147), replacing the phrasal verbs with one word, precise verbs. </td> </tr> <tr> <td valign="top" width="10%">B. </td> <td valign="top" width="90%">Post your sentences by clicking on the topic below. Once you have posted, compare your revisions to other students' work . Select two revisions that are particularly effective . Post a message explaining why you think the two revisions are so successful. </td> </tr></tbody> </table> <a href="$@LESSONVIEWBYID*4307@$&pageid=4515">Click here to continue with Lesson 4.</a> 0 0 0 1 0 0 1 0 0 1222022911 0 0 0 1115 forum qanda Lesson 4 - Exercise 4 Exercise 4: Revision Practice (This exercise has two steps.) <table style="float: none; background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" cellpadding="5" rules="none" width="100%" border="0" frame="void"><tbody> <tr> <td style="background-image: none; vertical-align: top; width: 10%; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" valign="top" width="10%">A. </td> <td valign="top" width="90%">Take out your essay from Lesson 1. Using the questions from Kolln's Exercise 19 on page 134, analyze your verb usage in the essay. Choose a paragraph or short passage of several sentences and revise it, paying special attention to your verb usage. Post the original passage and the revised passage here. </td> </tr> <tr> <td style="background-image: none; vertical-align: top; width: 10%; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" valign="top" width="10%">B. </td> <td valign="top" width="90%">Then read another student's revised essay excerpts. Post a message analyzing the revision. How effective was the revision? How did the student improve the passage? How could the student improve it further? </td> </tr></tbody> </table> When you're done, you may follow this link to the <a href="$@LESSONVIEWBYID*4307@$&pageid=4534">next page of Lesson 4</a>. 0 0 0 512000 0 0 1 0 0 1222023673 0 0 0 1116 forum general Lesson 5 - Exercise 2 Lesson 5 - Exercise 2 Kolln discusses the passive voice's role in cohesion on pages 77-78. Please read this passage now and then do question 2 of "For Group Discussion" on page 79. Make sure to complete all three items in #2. <ol> <li>Explain why the author used the passive voice where he did. </li> <li>Try writing a version of the paragraph using only the active voice. </li> <li>Is it equally effective? </li> </ol>After you post your answers, respond to one of the other student postings . Don't just agree with the other student, however. Either expound on the student's answer, adding something that's missing, or disagree (respectfully) with the student, saying why you disagree. <a href="$@LESSONVIEWBYID*4310@$&pageid=4574">Click here to return to the next page of Lesson 5.</a> 0 0 0 512000 0 0 1 0 0 1224188581 0 0 0 1117 forum general Lesson 5 - Exercise 6 <table style="float: none; background-image: none; vertical-align: top; width: 562px; border-top-style: none; border-right-style: none; border-left-style: none; height: 516px; text-align: left; border-bottom-style: none" rules="none" border="0" frame="void"><tbody> <tr> <td valign="top" width="10%">1. </td> <td valign="top" width="90%">Choose a passive sentence from Exercise 20 on page 137. Write a passage of approximately 4-5 sentences around the passive sentence so that the passive sentence is well-suited to the context. </td> </tr> <tr> <td valign="top" width="10%">2. </td> <td valign="top" width="90%">Next, transform the same sentence from Exercise 20 to active voice. Now write a different passage of about 4-5 sentences around the active voice sentence so that it is well-suited to the context. </td> </tr> <tr> <td valign="top" width="10%">3. </td> <td valign="top" width="90%">Capitalize the sentence you've transformed in each paragraph. After you finish both passages, write a short paragraph explaining how your passages differ. How did you have to adjust your prose to make the passive voice fit in the context? The active voice? Post your responses to A, B, and C. </td> </tr> <tr> <td valign="top" width="10%">4. </td> <td valign="top" width="90%">Next, read another student's post. Post a response that answers these questions: </td> </tr> <tr> <td valign="top" width="10%"> </td> <td valign="top" width="90%"> <ol> <li>How does the student's passive voice passage fit with Kolln's explanations of appropriate usage (for example, does the student's usage improve cohesion)? </li> <li>How effective was the revision of the paragraph when the sentence was transformed to the active voice? </li> <li>Can you suggest any revisions to improve either paragraph? </li> </ol> </td> </tr></tbody> </table> <a href="$@LESSONVIEWBYID*4310@$&pageid=4590">Click here to return to the next page of Lesson 5.</a> 0 0 0 512000 0 0 1 0 0 1224188682 0 0 0 118 label Teacher Links Teacher Links 1216899912 326 lesson Lesson 1 -SAVE BUT DON'T USE 0 1 0 0 O:8:"stdClass":3:{s:9:"timespent";i:0;s:9:"completed";i:0;s:15:"gradebetterthan";i:0;} 100 1 0 0 4 1 0 0 0 0 0 0 20 0 0 100 650 0 0 20 20 #FFFFFF 1 0 0 0 10 0 1004994000 1210601841 6347 1 1 0 0 1199312368 1199312482 test regular expression question to see that the css works correct answer: hello incorrect answer: anything else 4355 -1 0 1 0 1199312368 1199312482 (hello) this is the correct answer 4356 0 0 0 0 1199312368 1199312482 --(hello) Really, really, really wrong answer, foo! 6348 31 0 0 0 1199456618 1199456761 End of cluster http://banner.cty.jhu.edu/mod/lesson/lesson.php?id=61&action=editpage&pageid=8 4357 6353 0 0 0 1199456618 1199456761 $@NULL@$ $@NULL@$ 6349 20 0 1 1 1194991123 1207072575 Introduction <div class="Section1"> <h1>Where are we going?</h1> In this first lesson, we are going to discuss sentence structure. Some questions we will explore include: What are the required elements of a sentence? How can complicated sentences be broken down into smaller parts? How can we combine sentence elements grammatically? Why is it important to study sentence structure? Although as native speakers of English we instinctively know how to speak grammatically, as writers we can make errors if we don’t fully understand how the parts of a sentence work together. For writers, another important issue is knowing how we can manipulate or play with these sentence elements to make our writing more lively. Varying our sentence structure can make our writing more rhythmic or emphasize certain information. </div> 6350 20 0 1 1 1194991183 1194991210 The Required Elements <div class="Section1"> The Required Elements To begin, let’s take a look at the two required elements of every sentence, the subject and predicate. There is a thorough discussion of these in your textbook. Before continuing with this lesson, read pages 5 – 10 in Rhetorical Grammar, by Martha Kolln.</div> 6351 20 0 1 1 1194991401 1197649653 Subject/predicate v. Noun Phrase/Verb Phrase <div class="Section1"> Subject/Predicate vs. Noun Phrase/ Verb Phrase: As Kolln explains, another way to think about sentence structure is to imagine a complete sentence as containing a noun phrase subject and a verb phrase predicate. A noun phrase (which can be as short as one word) is the subject, whereas the verb phrase is the rest of the sentence containing the main verb. The verb phrase can be as short as one word, as in the sentence: <div align="center"> <table cellspacing="0" cellpadding="0" border="0"><tbody> <tr> <td valign="top"> Jason </td> <td valign="top"> laughed. </td> </tr> <tr> <td valign="top"> noun phrase subject </td> <td valign="top"> verb phrase predicate </td> </tr></tbody> </table></div> However, it is usually much longer, containing many shorter phrases such as <div align="center"> <table cellspacing="0" cellpadding="0" border="0"><tbody> <tr> <td valign="top"> Jason - </td> <td valign="top"> laughed cheerfully when the substitute teacher mispronounced his last name. </td> </tr> <tr> <td valign="top"> noun phrase subject </td> <td valign="top"> verb phrase predicate </td> </tr></tbody> </table></div></div> 6352 20 0 1 1 1194991450 0 Noun Phrase and Verb Phrase Definitions <div class="Section1"> Noun Phrase and Verb Phrase Definitions One way to define noun and verb phrases is as follows: Noun phrase: Main noun (your book calls this a headword noun) + modifying words For example, in the sentence, My fuzzy black poodle barks too much, “poodle” is the main or headword noun, while “my,” “fuzzy,” and “black” are the words modifying or describing the main noun. Verb phrase: Main verb (your book calls this a headword verb) + modifying words For example, in the same sentence, My fuzzy black poodle barks too much, “barks” is the main or headword verb, while the words “too much” modify the main verb. You might notice that some verbs contain more than one word: 1. My fuzzy black poodle is barking too much. 2. My fuzzy black poodle shouldn't have been barking too much. Kolln calls such multi-word verbs expanded verbs. They consist of a form of the main verb (bark) + any auxiliary (or helping) verbs. In Example 1, is is the auxiliary verb. In Example 2, shouldn't, have, and been are the auxiliary verbs.</div> 6353 20 0 1 1 1194991527 1198783493 Exercise 1: Subjects and Predicates Click to do <a title="go to Lesson 1 - Exercise 1" href="$@QUIZVIEWBYID*2076@$">Lesson 1 - Exercise 1</a>: Subjects and Predicates 6354 20 0 1 1 1195011768 1198783606 Noun Phrases in Other Positions <div> Noun Phrases in Other Positions In the last exercise, you might have noticed that sometimes there is more than one noun in the subject. You might have also noticed that there can be noun phrases in the predicate. We can identify noun phrases most easily by their placement in a simple sentence. EXAMPLE: <table cellspacing="2" cellpadding="4" border="0"><tbody> <tr> <td valign="top"> Justin kicked </td> <td valign="top"> the ball to </td> <td valign="top"> Aaron, who was </td> <td valign="top"> across </td> <td valign="top"> the field. </td> </tr> <tr> <td valign="top"> Subject </td> <td valign="top"> DO </td> <td valign="top"> IO </td> <td valign="top"> (prep) </td> <td valign="top"> OP </td> </tr></tbody> </table> <blockquote> direct object (DO) – A DO is most often placed directly after the verb. indirect object (IO) -- The IO is placed either directly before or after the DO. However, indirect objects are more easily identified by their function. An indirect object is the person or thing to which the direct object is given. In the sentences Tom gave Mary the book and Tom gave the book to Mary, Mary is the indirect object because she is the recipient of the gift. object of the preposition (OP) – An OP is placed directly after a preposition. It can be in either the subject or the predicate. Prepositions are short words that indicate direction, place, time, duration, manner, or cause. Some examples include over, toward, on, in, until, for, by, and because. If you are unsure about the meaning of prepositions or would like to see more examples, see pages 151 – 152.</blockquote></div> 6355 20 0 1 1 1195011819 0 Subject Complements <div> Subject Complements A noun or adjective in DO position (directly after the verb) is sometimes called a "subject complement." A subject complement comes directly after a linking verb and is another name for the subject. A linking verb is not an action. Instead think of a linking verbas an equal sign. For example, in the sentences below, Arielle = a writer, and Arielle = studious. Arielle, writer, and studious refer to the same person. Read Kolln's discussion of subject complements (pgs. 11-13). <table cellspacing="0" cellpadding="4" border="0"><tbody> <tr> <td valign="top"> Arielle </td> <td valign="top" align="center"> is </td> <td valign="top"> a writer </td> </tr> <tr> <td valign="top"> Subject </td> <td valign="top" align="center"> = linking verb </td> <td valign="top"> subject complement (noun phrase)* </td> </tr> <tr> <td valign="top"> Arielle </td> <td valign="top" align="center"> is </td> <td valign="top"> studious </td> </tr> <tr> <td valign="top"> Subject </td> <td valign="top" align="center"> = linking verb </td> <td valign="top"> subject complement (adjectival)* </td> </tr></tbody> </table> Some examples of linking verbs include be, look, remains, and become: Cats are predators. The firefighter remained calm when the roof collapsed. Leslie looks happy today. Her mother became concerned. * Grammar terminology sometimes differs between books. Kolln uses the term subject complements, but you might have learned other names. Noun phrase subject complements are sometimes called predicate nouns or predicate nominatives. Adjectival subject complements are sometimes called predicate adjective. If you encounter different terminology in a textbook or in school, just understand that different names exist for the same thing.</div> 6356 20 0 1 1 1195011889 0 Exercise 2: Identifying Noun Phrases <div class="Section1"> Exercise 2: Identifying Noun Phrases Post your responses in "Lesson 1 - Exercise 2." Copy and paste this exercise into a Word document. Follow the instructions. Save your document on your hard drive in a safe place where you will be able to find it again. Then upload your document to "Lesson 1 - Exercise 2.". Identify the noun phrases in the following sentences and put them in CAPS. Watch out! There may be more than one of each type. If you have trouble identifying the nouns, divide the sentence between subject and predicate. Also, notice if there are two verbs in the sentence. If so, that could mean that you have two subjects or two direct objects. This exercise has 5 sections, please be sure to include sections A, B, C, D, and E.. In each section, type the required letter after each noun. (S = subject, DO = direct object, OP = object of the preposition, IO = indirect object, SC = subject complement). See the examples in each section. Part A: Find the direct object (DO). Remember, a DO is most often the noun which directly follows the verb. Again, watch out; there might be more than one per sentence. Example: Jim repairs COMPUTERS (DO) in his spare time. <table width="70%" border="0"><tbody> <tr> <td> 1 </td> <td> Last Saturday, Austin gave the book back to his brother. </td> </tr> <tr> <td> 2 </td> <td> Unlike her sister, Cindy never finishes her homework late. </td> </tr> <tr> <td> 3 </td> <td> My dog eats asparagus and strawberries from the garden. </td> </tr></tbody> </table> Part B: Find the object of the preposition (OP). Remember, an OP is the noun placed directly after a preposition. It can be in either the subject or the predicate. Example: I live around the CORNER (OP) <table width="70%" border="0"><tbody> <tr> <td> 3 </td> <td> The spilled jam was smeared under the refrigerator. </td> </tr> <tr> <td> 4 </td> <td> Plants in healthy soil usually live longer than plants in polluted soil. </td> </tr> <tr> <td> 5 </td> <td> Suzanne wanted to attend an excellent university, so she studied long hours for several years. </td> </tr></tbody> </table> Part C: Find the indirect object (IO). Remember, the IO is placed either directly before or after the DO. However, IO's are more easily identified by their function. An indirect object is the person or thing to which the direct object is given. Example: Tom gave the book to MARY. (IO) Tom gave MARY (IO) the book. Mary is the IO in both sentences because she is the recipient of the object. <table width="70%" border="0"><tbody> <tr> <td> 7 </td> <td> Josh threw the tennis ball to the puppy. </td> </tr> <tr> <td> 8 </td> <td> I handed my brother the phone. </td> </tr> <tr> <td> 9 </td> <td> Will you please pass me the ketchup. </td> </tr></tbody> </table> Part D: Find the subject complement (SC). Remember, a subject complement comes directly after the verb be and is another name for the subject. <blockquote> Example: Arielle is a WRITER (SC)</blockquote> <table width="70%" border="0"><tbody> <tr> <td width="4%"> 10 </td> <td width="96%"> My best friend is Madison. </td> </tr> <tr> <td> 11 </td> <td> I like big dogs, but Great Danes are giants. </td> </tr> <tr> <td> 12 </td> <td> Is your mom an engineer? </td> </tr></tbody> </table> Part E: Find and label ALL the nouns in the following sentences. There will be several types in each sentence (subjects, direct objects, objects of prepositions, indirect objects, and subject complements). <blockquote> Example: TIM (S) does his HOMEWORK (DO) in the MORNING (OP)</blockquote> <table width="70%" border="0"><tbody> <tr> <td> 13 </td> <td> Stephanie is a scholar, and as she pondered the problem, the solution suddenly occurred to her. </td> </tr> <tr> <td> 14 </td> <td> That sweater on my floor has a grass stain on the sleeve. </td> </tr> <tr> <td> 15 </td> <td> Mr. Stone will feed his cat tuna in the morning. </td> </tr></tbody> </table> </div> 6357 20 0 1 1 1195011922 1195449433 Knowing Your Subject Prevents Errors <h1>Knowing Your Subject Prevents Errors</h1> A subject/verb agreement error occurs when the predicate headword does not agree with the subject headword in number. An obvious example is The runner are getting tired. Any native speaker can easily identify this error in subject/verb agreement. We can quickly see that the subject headword runner is singular while the predicate headword are is a plural form of the verb be. Some subject/verb agreement errors are less obvious, however. Writers tend to make errors when the complete subject contains multiple noun phrases. The farther the subject headword is from the predicate headword, the more likelihood there is for error. Which verb is correct in the following sentence? Even for advanced writers, no part of writing essays seem/seems more daunting than coming up with effective beginnings and endings. Which form of the verb did you choose? What is the subject headword? If you chose seems to agree with the subject headword part , you are correct. A common error would be to treat essays as the headword; however, this noun is the object of a prepositional phrase modifying part . If you are a native speaker of English, many of these pitfalls can be avoided by reading your drafts out loud; however, if you find that you still don’t catch all the errors, you must rely on your grammatical knowledge. 6358 20 0 1 1 1195011950 1195449675 Writing Tip Writing Tip To improve clarity, eliminate words between the subject and predicate headwords. 6359 20 0 1 1 1195011989 0 Exercise 3: Proofreading <div class="Section1"> Exercise 3: Proofreading In the following excerpt, the author discusses a new exhibition of ancient artifacts. Although the original does not contain any subject-verb agreement errors, we have added some. Can you find them? Look for the subject-verb agreement errors in the following paragraph. <ul> <li>Identify each one. </li> <li>Explain why it might be a common error. </li> <li>Post your response in "Lesson 1 - Exercise 3." </li> </ul> From "First Cities," by Calvin Tomkins News of the catastrophic looting of Baghdad museums coincide, in the most heartrending way, with the countdown to a long-planned exhibition, opening on May 8th at the Metropolitan Museum, of Early Bronze Age art from the region that now includes Iraq. Called “Art of the First Cities,” the exhibition covers a wide area, all the way from the Eastern Mediterranean to Pakistan, but its focal point is Mesopotamia, the “land between the rivers” (the Tigris and the Euphrates), where, by the third millennium B.C., the Sumerian people had invented cities, writing, irrigation farming, monumental architecture, government by law, and countless other benefactions of what we call civilization…Much of the material in “First Cities” come from Western museums. The British Museum are sending, among many other objects, the great “Standard of Ur,” a mosaic displaying scenes of royalty in one of the most important Sumerian urban centers; Ur was in what is now southern Iraq, near Nasiriya, where U.S. forces encountered such fierce resistance in late March. The Louvre, “which more or less emptied its galleries to help us,” according to Tarapor, have sent its world-famous diorite statue of Gudea, the enlightened and humanistic ruler of the city-state of Lagash, which was also in southern <country-region>Iraq</country-region>. One of the great themes of Mesopotamian artists were the interaction between humans and gods. Joan Aruz refer in the exhibition’s huge catalogue to “combinations of human and animal figures [which] create images of supernatural creatures,” such as the immensely powerful “Standing Lioness Demon” lent by the Brooklyn Museum and the many images of bulls or bull-humans, which symbolized power and fertility. More vigorous and less refined than Egyptian art of the same period, which shows few indications of Mesopotamian influence, the Sumerian styles in sculpture, beadwork, pottery, metal, and other materials spreads all the way to the Indus River Valley, some eighteen hundred miles to the east. “We talk about globalization today,” Tarapor said, “but they was every bit as global as we are.” </div> 6360 20 0 1 1 1195012052 0 Revision Practice Revision Practice You may notice that many of sentences in the previous excerpt are long and complex. Sentences of this type are useful to condense a great deal of information; however, the drawback is that these sentences are dense and can be more difficult or slower to read. As mentioned before, when there are fewer words between the subject headword and the predicate headword, the reader is able to understand the sentence's meaning more quickly. Depending on your purpose and your audience, you may want to revise your own writing to eliminate words, especially between the subject and predicate headwords. Sometimes these extra words can be moved to the beginning or end of the sentence if they are needed for content. Let's take a look at the following example of sentence revision: Unclear : No part of writing elegant, effective, and rigorously academic essays--even for advanced writers-- seems more daunting than coming up with effective beginnings and endings. vs. Clearer: Even for advanced writers, no part of writing elegant, effective, and rigorously academic essays seems more daunting than coming up with effective beginnings and endings. vs. Much clearer: Even for advanced writers , no part of writing essays seems more daunting than coming up with effective beginnings and endings. vs. Clearest: Even for advanced essay writers, nothing seems more daunting than coming up with effective beginnings and endings. 6361 20 0 1 1 1195012097 0 Exercise 4: Revision Exercise 4: Revision Choose a short excerpt (about 3-4 sentences) from "First Cities." Revise these sentences deeply, eliminating any extra words in all parts of the sentence. If there are words between the subject and predicate headwords, see if you can eliminate or move them. Be careful not to change the meaning of the sentences, but instead strive for clarity so that the sentences' meanings are readily apparent. Post these sentences in "Lesson 1 - Exercise 4." From "First Cities," by Calvin Tomkins News of the catastrophic looting of Baghdad museums coincide, in the most heartrending way, with the countdown to a long-planned exhibition, opening on May 8th at the Metropolitan Museum, of Early Bronze Age art from the region that now includes Iraq. Called “Art of the First Cities,” the exhibition covers a wide area, all the way from the Eastern Mediterranean to Pakistan, but its focal point is Mesopotamia, the “land between the rivers” (the Tigris and the Euphrates), where, by the third millennium B.C., the Sumerian people had invented cities, writing, irrigation farming, monumental architecture, government by law, and countless other benefactions of what we call civilization…Much of the material in “First Cities” come from Western museums. The British Museum are sending, among many other objects, the great “Standard of Ur,” a mosaic displaying scenes of royalty in one of the most important Sumerian urban centers; Ur was in what is now southern Iraq, near Nasiriya , where U.S. forces encountered such fierce resistance in late March. The Louvre , “which more or less emptied its galleries to help us,” according to Tarapor , have sent its world-famous diorite statue of Gudea , the enlightened and humanistic ruler of the city-state of Lagash , which was also in southern <country-region>Iraq</country-region> . One of the great themes of Mesopotamian artists were the interaction between humans and gods. Joan Aruz refer in the exhibition’s huge catalogue to “combinations of human and animal figures [which] create images of supernatural creatures,” such as the immensely powerful “Standing Lioness Demon” lent by the Brooklyn Museum and the many images of bulls or bull-humans, which symbolized power and fertility. More vigorous and less refined than Egyptian art of the same period, which shows few indications of Mesopotamian influence, the Sumerian styles in sculpture, beadwork, pottery, metal, and other materials spreads all the way to the Indus River Valley, some eighteen hundred miles to the east. “We talk about globalization today,” Tarapor said, “but they was every bit as global as we are.” 6362 20 0 1 1 1195012139 0 The Optional Elements: Adverbials <div class="Section1"> <h1 style="text-align: center" align="center">The Optional Elements: Adverbials</h1> So far, we have only focused on simple sentences with a basic subject + predicate construction; however, to add information, we sometimes need an additional element in our sentences. This is often a type of adverbial phrase and would be placed in what Kolln calls “The Optional Slot.” She explains this well in “The Optional Slot” on pages 18 – 20. Please read these pages now.</div> 0 1 0 O:8:"stdClass":3:{s:9:"timespent";i:0;s:9:"completed";i:0;s:15:"gradebetterthan";i:0;} 0 1 0 0 4 10 1 0 0 0 0 0 20 1 100 650 0 0 20 20 #FFFFFF 1 0 0 0 10 327 lesson Lesson 1 - Understanding Sentence Structure 0 1 0 0 O:8:"stdClass":3:{s:9:"timespent";i:0;s:9:"completed";i:0;s:15:"gradebetterthan";i:0;} 100 1 1 1 10 10 0 0 1 0 0 0 60 1 0 100 650 0 0 20 20 #FFFFFF 1 0 1 0 10 0 0 1222019956 6363 20 0 1 1 1194991123 1212765114 Introduction <div class="Section1"> Where are we going? In this first lesson, we are going to discuss sentence structure. Some questions we will explore include: <ul> <li>What are the required elements of a sentence? </li> <li>How can complicated sentences be broken down into smaller parts? </li> <li>How can we combine sentence elements grammatically?</li> </ul> Why is it important to study sentence structure? Although as native speakers of English we instinctively know how to speak grammatically, as writers we can make errors if we don’t fully understand how the parts of a sentence work together. For writers, another important issue is knowing how we can manipulate or play with these sentence elements to make our writing more lively. Varying our sentence structure can make our writing more rhythmic or emphasize certain information. </div> 6364 20 0 1 1 1194991183 1212765131 The Required Elements <div class="Section1"> The Required Elements To begin, let’s take a look at the two required elements of every sentence, the subject and predicate. There is a thorough discussion of these in your textbook. Before continuing with this lesson, read pages 5 – 10 in Rhetorical Grammar, by Martha Kolln.</div> 6365 20 0 1 1 1194991401 1212273265 Subject/predicate v. Noun Phrase/Verb Phrase <div class="Section1"> Subject/Predicate vs. Noun Phrase/ Verb Phrase: As Kolln explains, another way to think about sentence structure is to imagine a complete sentence as containing a noun phrase subject and a verb phrase predicate. A noun phrase (which can be as short as one word) is the subject, whereas the verb phrase is the rest of the sentence containing the main verb. The verb phrase can be as short as one word, as in the sentence: <div align="center"> <table frame="void" cellspacing="0" cellpadding="5" border="0" rules="none" style="border-style: none; background-image: none; float: none; text-align: left; vertical-align: top;"><tbody> <tr> <td valign="top" style="color: rgb(0, 0, 255);"> Jason </td> <td valign="top" style="color: rgb(0, 0, 255);"> laughed. </td> </tr> <tr> <td valign="top"> noun phrase subject </td> <td valign="top"> verb phrase predicate </td> </tr></tbody> </table></div> However, it is usually much longer, containing many shorter phrases such as <div align="center"> <table frame="void" cellspacing="0" cellpadding="5" border="0" rules="none" style="border-style: none; background-image: none; float: none; text-align: left; vertical-align: top;"><tbody> <tr> <td valign="top" style="color: rgb(0, 0, 255);"> Jason </td> <td valign="top" style="color: rgb(0, 0, 255);"> laughed cheerfully when the substitute teacher mispronounced his last name. </td> </tr> <tr> <td valign="top"> noun phrase subject </td> <td valign="top"> verb phrase predicate </td> </tr></tbody> </table></div></div> 6366 20 0 1 1 1194991450 1213358155 Noun Phrase and Verb Phrase Definitions <div class="Section1"> Noun Phrase and Verb Phrase Definitions One way to define noun and verb phrases is as follows: <table width="100%" border="5"><tbody> <tr> <td valign="top" width="100%">Noun phrase: Main noun (your book calls this a headword noun) + modifying words </td> </tr></tbody> </table> For example, in the sentence, My fuzzy black poodle barks too much, “poodle” is the main or headword noun, while “my,” “fuzzy,” and “black” are the words modifying or describing the main noun. <table width="100%" border="5"><tbody> <tr> <td valign="top" width="100%">Verb phrase: Main verb (your book calls this a headword verb) + modifying words </td> </tr></tbody> </table> For example, in the same sentence, My fuzzy black poodle barks too much, “barks” is the main or headword verb, while the words “too much” modify the main verb. You might notice that some verbs contain more than one word: <ol> <li>My fuzzy black poodle is barking too much. </li> <li>My fuzzy black poodle shouldn't have been barking too much. </li> </ol> Kolln calls such multi-word verbs expanded verbs. They consist of a form of the main verb (bark) + any auxiliary (or helping) verbs. In Example 1, is is the auxiliary verb. In Example 2, should, have, and been are the auxiliary verbs.</div> 6367 20 0 1 1 1194991527 1212765162 Exercise 1: Subjects and Predicates Click to do <a href="$@QUIZVIEWBYID*4313@$">Lesson 1 - Exercise 1</a>: Subjects and Predicates. Do not click the continue button. 6368 20 0 1 1 1195011768 1212274634 Noun Phrases in Other Positions <div> Noun Phrases in Other Positions In the last exercise, you might have noticed that sometimes there is more than one noun in the subject. You might have also noticed that there can be noun phrases in the predicate. We can identify noun phrases most easily by their placement in a simple sentence. EXAMPLE: <table frame="void" cellspacing="0" cellpadding="5" border="0" rules="none" style="border-style: none; background-image: none; float: none; text-align: left; vertical-align: top; width: 80%;"><tbody> <tr valign="top"> <td style="color: rgb(0, 0, 255);"> Justin </td> <td>kicked </td> <td style="color: rgb(0, 0, 255);"> the ball </td> <td style="color: rgb(0, 0, 255);">to </td> <td style="color: rgb(0, 0, 255);"> Aaron, </td> <td style="color: rgb(0, 0, 255);">who was </td> <td style="color: rgb(0, 0, 255);"> across </td> <td style="color: rgb(0, 0, 255);"> the field. </td> </tr> <tr> <td valign="top"> Subject </td> <td style="vertical-align: top;"> </td> <td valign="top"> DO </td> <td style="vertical-align: top;"> </td> <td valign="top"> IO </td> <td style="vertical-align: top;"> </td> <td valign="top"> (prep) </td> <td valign="top"> OP </td> </tr></tbody> </table> <blockquote> direct object (DO) – A DO is most often placed directly after the verb. indirect object (IO) -- The IO is placed either directly before or after the DO. However, indirect objects are more easily identified by their function. An indirect object is the person or thing to which the direct object is given. In the sentences Tom gave Mary the book and Tom gave the book to Mary, Mary is the indirect object because she is the recipient of the gift. object of the preposition (OP) – An OP is placed directly after a preposition. It can be in either the subject or the predicate. Prepositions are short words that indicate direction, place, time, duration, manner, or cause. Some examples include over, toward, on, in, until, for, by, and because. If you are unsure about the meaning of prepositions or would like to see more examples, see pages 151 – 152.</blockquote></div> 6369 20 0 1 1 1195011819 1212510055 Subject Complements <div> Subject Complements <table style="float: none; background-image: none; vertical-align: top; border-top-style: solid; border-right-style: solid; border-left-style: solid; text-align: left; border-bottom-style: solid" cellpadding="5" rules="none" width="100%" border="2" frame="box"><tbody> <tr> <td valign="top" width="100%">A noun or adjective in DO position (directly after the verb) is sometimes called a "subject complement." </td> </tr></tbody> </table> A subject complement comes directly after a linking verb and is another name for the subject. A linking verb is not an action. Instead think of a linking verb as an equal sign. For example, in the sentences below, Arielle = a writer, and Arielle = studious. Arielle, writer, and studious refer to the same person. Read Kolln's discussion of subject complements (pgs. 11-13). <blockquote> <table cellspacing="0" cellpadding="4" border="0"><tbody> <tr> <td style="color: rgb(0,0,255)" valign="top"> Arielle </td> <td style="color: rgb(0,0,255)" valign="top" align="center"> is </td> <td style="color: rgb(0,0,255)" valign="top"> a writer </td> </tr> <tr> <td valign="top"> Subject </td> <td valign="top" align="center"> = linking verb </td> <td valign="top"> subject complement (noun phrase)* </td> </tr> <tr> <td style="color: rgb(0,0,255)" valign="top"> Arielle </td> <td style="color: rgb(0,0,255)" valign="top" align="center"> is </td> <td style="color: rgb(0,0,255)" valign="top"> studious </td> </tr> <tr> <td valign="top"> Subject </td> <td valign="top" align="center"> = linking verb </td> <td valign="top"> subject complement (adjectival)* </td> </tr></tbody> </table></blockquote> Some examples of linking verbs include be, look, remains, and become: <ul style="color: rgb(0,0,255)"> <li>Cats are predators. </li> <li>The firefighter remained calm when the roof collapsed. </li> <li>Leslie looks happy today. </li> <li>Her mother became concerned. </li> </ul> * Grammar terminology sometimes differs between books. Kolln uses the term subject complements, but you might have learned other names. Noun phrase subject complements are sometimes called predicate nouns or predicate nominatives. Adjectival subject complements are sometimes called predicate adjectives. If you encounter different terminology in a textbook or in school, just understand that different names exist for the same thing.</div> 6370 20 0 1 1 1199117446 1212417414 Exercise 2: Identifying Noun Phrases - Part A Exercise 2: Identifying Noun Phrases Directions: Identify the noun phrases in the following sentences. Hint: Watch out! There may be more than one of each type. If you have trouble identifying the nouns, divide the sentence between subject and predicate. Also, notice if there are two verbs in the sentence. If so, that could mean that you have two subjects or two direct objects. See the examples under each section. Part A: Find the direct object (DO). <blockquote dir="ltr"> Remember, a DO is most often the noun which directly follows the verb. Again, watch out; there might be more than one per sentence. Please write the answer in all lowercase letters. Exception: Capitalize the first letter of proper nouns. <div style="margin-left: 40px">Example: Jim repairs computers in his spare time.</div> <div style="margin-left: 40px">Answer: computers</div> </blockquote> 6371 1 0 0 0 1199463855 1213929027 SA Lesson 1 - Exercise 2: Identifying Noun Phrases Question 1 of 14 Find the direct object (DO). <div style="margin-left: 40px">Last Saturday Austin gave the book back to his brother.</div> 4358 -1 100 1 0 1199463855 1213929027 book CORRECT! Yes, the correct answer is book. Book receives the action of the verb gave and answers the question WHAT? after the verb. Austin gave what? book 4359 0 5 0 0 1199463855 1213929027 * Sorry, the correct answer is book. The direct object receives the action of the verb gave. To find the direct object, find the subject and verb and then ask WHAT? Austin (S) gave (V) WHAT? book. Book is the direct object. 6372 1 0 0 0 1199463855 1213929087 SA Lesson 1 - Exercise 2: Identifying Noun Phrases Question 2 of 14 Find the direct object (DO). <div style="margin-left: 40px">Unlike her sister, Cindy never finishes her homework late.</div> 4360 -1 100 1 0 1199463855 1213929087 homework CORRECT! Yes, the correct answer is homework. Homework receives the action of the verb finishes and answers the question WHAT? after the verb. Cindy never finishes WHAT? homework. Homework is the direct object. 4361 0 5 0 0 1199463855 1213929087 * Sorry, the correct answer is homework (DO). The direct object receives the action of the verb finishes. To find the direct object, find the subject and verb and then ask WHAT? Cindy (S) never (adverb) finishes (V) WHAT? homework. Homework is the direct object. 6373 20 0 1 1 1199118019 1212275614 Exercise 2: Identifying Noun Phrases - Part B Part B: Find the object of the preposition (OP). Remember, an OP is the noun placed directly after a preposition. It can be in either the subject or the predicate. Please write the answer in all lowercase letters. Exception: Capitalize the first letter of proper nouns. <blockquote dir="ltr"> Example: I live around the corner. <div style="margin-left: 40px;">Answer: corner</div> </blockquote> 6374 1 0 0 0 1199464716 1213929163 Lesson 1 - Exercise 2: Identifying Noun Phrases - Part B - Question 3 of 14 Find the object of the preposition (OP). <div style="margin-left: 40px; color: rgb(0,0,255)">The spilled jam was smeared under the refrigerator.</div> 4362 -1 100 1 0 1199464716 1213929163 refrigerator CORRECT! Yes, the correct answer is refrigerator because it follows the preposition under. 4363 0 5 0 0 1199464716 1213929163 * No, the correct answer is refrigerator. Under is a preposition. The prepositional phrase is under the refrigerator. Refrigerator is the object of the preposition. 6375 1 0 0 0 1199464716 1212522479 Lesson 1 - Exercise 2: Identifying Noun Phrases - Part B - Question 4 of 14 Find the object of the preposition (OP). <div style="margin-left: 40px;">Suzanne wanted to attend an excellent university, so she studied long hours for several years.</div> 4364 -1 100 1 0 1199464716 1212522479 years CORRECT! Yes, the correct answer is years because it follows the preposition for. 4365 0 5 0 0 1199464716 1212522479 * No, the correct answer is years. For is a preposition. The prepositional phrase is for several years. Years is the object of the preposition for. Notice that university is not an OP. University is the object of the infinitive to attend. 6376 20 0 1 1 1199119674 1212275790 Exercise 2: Identifying Noun Phrases - Part C Part C: Find the indirect object (IO). Remember, the IO is placed either directly before or after the DO. However, IOs are more easily identified by their function. An indirect object is the person or thing to which the direct object is given. <table frame="void" cellspacing="1" cellpadding="5" border="0" align="left" width="100%" rules="none" style="border-style: none; background-image: none; vertical-align: top; text-align: left;"><tbody> <tr> <td align="right" width="20%" valign="top">Examples: </td> <td width="60%" valign="top" style="color: rgb(0, 0, 255);">Tom gave the book to Mary. </td> <td width="20%" rowspan="3">  </td> </tr> <tr> <td width="20%" valign="top"> </td> <td width="60%" valign="top">Tom gave Mary the book. </td> </tr> <tr> <td align="right" width="20%" valign="top">Answer: </td> <td width="60%" valign="top">Mary </td> </tr></tbody> </table> Mary is the indirect object in both sentences because she is the recipient of the object. (She receives the book.) Please write the answer in all lowercase letters. Exception: Capitalize the first letter of proper nouns. 6377 1 1 0 0 1199133794 1212522516 Lesson 1 - Exercise 2: Identifying Noun Phrases - Part C - Question 5 of 14 Find the indirect object (IO). <div style="margin-left: 40px;">Josh threw the tennis ball to the puppy.</div> 4366 -1 0 1 2 1199133794 1212522516 puppy Correct. The correct answer is puppy, which is the receiver of the object (ball). 4367 0 0 0 2 1199133794 1212522516 ++(Josh|threw|the|tennis|ball|to|the)/i Sorry, puppy is given the tennis ball (DO), making puppy the indirect object. Hint: To find the indirect object, first find subject-verb-direct object. Josh (S) threw (V) ball (DO). Then ask To What? or To Whom? The answer is puppy. 6378 1 1 0 0 1199134023 1212522548 Lesson 1 - Exercise 2: Identifying Noun Phrases - Part C - Question 6 of 14 Find the indirect object (IO). <div style="margin-left: 40px; color: rgb(0, 0, 255);">I handed my brother the phone.</div> 4368 -1 0 1 2 1199134023 1212522548 brother Correct. The correct answer is brother, the one who receives the object (phone). 4369 0 0 0 2 1199134023 1212522548 ++(I|handed|my|the|phone)/i Sorry, brother is given the phone (DO), making brother the indirect object. Hint: To find the indirect object, first find subject-verb-direct object. I (S) handed (V) phone (DO). Then ask To What? or To Whom? The answer is brother. 6379 20 0 1 1 1199134980 1212275971 Exercise 2: Identifying Noun Phrases - Part D Part D: Find the subject complement (SC). Remember, a subject complement comes directly after the verb be and is another name for the subject. <blockquote style="margin-right: 0px;" dir="ltr"> <div style="margin-left: 40px;">Example: Arielle is a writer.</div> Answer: writer </blockquote> Please write the answer in all lowercase letters. Exception: Capitalize the first letter of proper nouns. 6380 1 1 0 0 1199135263 1213929356 Lesson 1 - Exercise 2: Identifying Noun Phrases - Part D - Question 7 of 14 Find the subject complement (SC). <div style="margin-left: 40px; color: rgb(0,0,255)">My best friend is Madison.</div> 4370 -1 0 1 2 1199135263 1213929356 (Madison) Good job. The subject complement is Madison because Madison follows a form of the verb be and renames the subject. 4371 0 0 0 2 1199135263 1213929356 (madison) Remember the instructions: Please write the answer in all lowercase letters. Exception: Capitalize the first letter of proper nouns. Click the continue button to try again. 4372 0 0 0 2 1199135263 1213929356 ++(My|best|friend|is)/i Notice that the verb is a form of be. (Forms of be include am, is, are, was, were, be, been, being.) Madison follows the verb is and renames the subject, which means that Madison is a subject complement. 6381 1 1 0 0 1199135767 1212522618 Lesson 1 - Exercise 2: Identifying Noun Phrases - Part D - Question 8 of 14 Find the subject complement (SC). <div style="margin-left: 40px; color: rgb(0, 0, 255);">I like big dogs, but Great Danes are giants.</div> 4373 -1 0 1 2 1199135767 1212522618 giants Good job. The subject complement is giants. This is a compound sentence because it has two independent clauses joined by a conjunction. The first clause is "I like dogs." Dogs is the direct object in this clause. The second clause is "Great Danes are giants." In the second clause giants follows are, a form of be, and renames the subject of the second clause, Great Danes. 4374 0 0 0 2 1199135767 1212522618 ++( I |like|big|dogs|but|Great|Danes|are)/i The correct answer is giants. This is a compound sentence because it has two independent clauses joined by a conjunction. The first clause is "I like dogs." Dogs is the direct object in the first clause. The second clause is "Great Danes are giants." Notice that the second verb is a form of be. (Forms of be include am, is, are, was, were, be, been, being.) In the second clause giants follows are, a form of be, and renames the subject of the second clause, Great Danes, which means that giants is a subject complement. 6382 20 0 1 1 1199137797 1212417858 Lesson 1 - Exercise 2: Identifying Noun Phrases - Part E Part E: Identify italicized words as direct objects, indirect objects, objects of prepositions, or subject complements. Example: My dog eats asparagus and strawberries from the garden. 6383 3 0 0 0 1199320826 1212522653 Lesson 1 - Exercise 2: Identifying Noun Phrases - Part E Lesson 1 - Exercise 2: Identifying Noun Phrases - Part E Identify italicized words as direct objects, indirect objects, objects of prepositions, or subject complements. Choose the correct answer. Example: My dog eats asparagus and strawberries from the garden. 4375 -1 0 1 2 1199320826 1212522653 Direct object Asparagus and strawberries are direct objects because they receive the action of the verb eat. Garden is the object of the preposition from. 4376 -1 0 0 2 1199320826 1212522653 Indirect object No, asparagus and strawberries are direct objects because they receive the action of the verb eat. Garden is the object of the preposition from. 4377 -1 0 0 2 1199320826 1212522653 Object of a preposition No, asparagus and strawberries are direct objects because they receive the action of the verb eat. Garden is the object of the preposition from. 4378 -1 0 0 2 1199320826 1212522653 Subject complement No, asparagus and strawberries are direct objects because they receive the action of the verb eat. Garden is the object of the preposition from. 6384 3 0 0 0 1199321255 1212522695 Lesson 1 - Exercise 2: Identifying Noun Phrases - Part E - Question 9 of 14 Identify italicized words as direct objects, indirect objects, objects of prepositions, or subject complements. Choose the correct answer. <div style="margin-left: 40px; color: rgb(0, 0, 255);">Plants in healthy soil live longer than plants in polluted soil.</div> 4379 -1 0 0 2 1199321255 1212522695 Direct object Sorry. The answer is soil (Object of a Preposition). The word soil appears in two prepositional phrases in this sentence. The first soil is the object of the prepositional phrase "in healthy soil." The second soil is the object of the prepositional phrase "in polluted soil." 4380 -1 0 0 2 1199321255 1212522695 Indirect Object Sorry. The answer is soil (Object of a Preposition) soil (Object of a Preposition). The word soil appears in two prepositional phrases in this sentence. The first soil is the object of the prepositional phrase "in healthy soil." The second soil is the object of the prepositional phrase "in polluted soil." 4381 -1 0 1 2 1199321255 1212522695 Object of a preposition The correct answer is soil (Object of a Preposition). The first soil is the object of the prepositional phrase "in healthy soil." The second soil is the object of the prepositional phrase "in polluted soil." 4382 -1 0 0 3 1199321255 1212522695 Subject complement Sorry. The answer is soil (Object of a Preposition) soil (Object of a Preposition). The word soil appears in two prepositional phrases in this sentence. The first soil is the object of the prepositional phrase "in healthy soil." The second soil is the object of the prepositional phrase "in polluted soil." 6385 3 0 0 0 1199321802 1212522930 Lesson 1 - Exercise 2: Identifying Noun Phrases - Part E - Question 10 of 14 Identify italicized words as direct objects, indirect objects, objects of prepositions, or subject complements. Choose the correct answer. <div style="margin-left: 40px; color: rgb(0, 0, 255);">Will you please pass me the ketchup?</div> 4383 -1 0 0 2 1199321802 1212522930 Direct Object Sorry, the correct answer is indirect object. Hint: First find the subject and verb; then ask “what” or “whom.” You (understood Subject) pass (Verb) WHAT? Ketchup is the answer and is the direct object. Then ask To Whom? Me is the answer and is the indirect object. 4384 -1 0 1 2 1199321802 1212522930 Indirect object Yes, the correct answer is indirect object. Hint: First find the subject and verb; then ask “what” or “whom.” You (understood Subject) pass (Verb) WHAT? Ketchup is the answer and is the direct object. Then ask To Whom? Me is the answer and is the indirect object. 4385 -1 0 0 2 1199321802 1212522930 Object of a preposition Sorry, the correct answer is indirect object. Hint: First find the subject and verb; then ask “what” or “whom.” You (understood Subject) pass (Verb) WHAT? Ketchup is the answer and is the direct object. Then ask To Whom? Me is the answer and is the indirect object. 4386 -1 0 0 2 1199321802 1212522930 Subject complement Sorry, the correct answer is indirect object. Hint: First find the subject and verb; then ask “what” or “whom.” You (understood Subject) pass (Verb) WHAT? Ketchup is the answer and is the direct object. Then ask To Whom? Me is the answer and is the indirect object. 6386 3 0 0 0 1199322209 1212522964 Lesson 1 - Exercise 2: Identifying Noun Phrases - Part E - Question 11 of 14 Identify italicized words as direct objects, indirect objects, objects of prepositions, or subject complements. Choose the correct answer. <div style="margin-left: 40px; color: rgb(0, 0, 255);">Is your mom an engineer?</div> 4387 -1 0 0 2 1199322209 1212522964 Direct object No, the correct answer is subject complement. Engineer renames the subject mom. You may find it easier to find the correct answer by turning the question into a statement. Your mom is an engineer. Now you can see that engineer follows a form of be and renames the subject. 4388 -1 0 0 2 1199322209 1212522964 Indirect object No, the correct answer is subject complement. Engineer renames the subject mom. You may find it easier to find the correct answer by turning the question into a statement. Your mom is an engineer. Now you can see that engineer follows a form of be and renames the subject. 4389 -1 0 0 2 1199322209 1212522964 Object of a preposition No, the correct answer is subject complement. Engineer renames the subject mom. You may find it easier to find the correct answer by turning the question into a statement. Your mom is an engineer. Now you can see that engineer follows a form of be and renames the subject. 4390 -1 0 1 2 1199322209 1212522964 Subject complement You are right. The correct answer is subject complement. Engineer renames the subject mom. You may have found it easier to get the correct answer by turning the question into a statement. Your mom is an engineer. Then you could see that engineer follows a form of be and renames the subject. 6387 20 0 1 1 1199322979 1212417945 Lesson 1 - Exercise 2: Identifying Noun Phrases - Part F Part F In the following sentences, find and label ALL nouns and pronouns that function as subjects, direct objects, indirect objects, objects of prepositions, and subject complements. There will be several types in each sentence. Please write answers in all lower case letters with no commas, starting with the first noun you see. Capitalize the first letter of proper nouns. After each noun write S for subject, DO for direct object, IO for indirect object, OP for object of a preposition, or SC for subject complement. Example: Tim does his homework in the morning. Answer: Tim S homework DO morning OP Note: The checker is very particular. Please follow the directions above carefully. 6388 1 1 0 0 1199323831 1213731727 Lesson 1 - Exercise 2: Identifying Noun Phrases - Part F - Example Part F In the following sentences, find and label ALL nouns and pronouns that function as subjects, direct objects, indirect objects, objects of prepositions, and subject complements. There will be several types in each sentence. Please write answers in all lower case letters with no commas, starting with the first noun you see. Capitalize the first letter of proper nouns. After each noun write S for subject, DO for direct object, IO for indirect object, OP for object of a preposition, or SC for subject complement. Example: Tim does his homework in the morning. Answer: Tim S homework DO morning OP <-- Practice by entering this answer into the box. Note: The checker is very particular. Please follow the directions above carefully. 4391 -1 0 1 2 1199323831 1213731727 (([ ]*|)Tim([ ]*|)S([ ]*|)homework([ ]*|)DO([ ]*|)morning([ ]*|)OP([ ]*|)) Good. You entered everything appropriately. Tim S homework DO morning OP 4392 0 0 0 2 1199323831 1213731727 --(Tim S homework DO morning OP) Sorry. Something is not correct. Compare your answer to the correct answer. Tim S homework DO morning OP Perhaps you need to capitalize a proper noun? Perhaps you need capital letters for the names of Noun Phrases (DO, IO, OP, SC)? Perhaps you have a typo? 6389 1 1 0 0 1199366510 1212523009 Lesson 1 - Exercise 2: Identifying Noun Phrases - Part F - Question 12 of 14 Find and label ALL the nouns and pronouns in the sentence that function as subjects, direct objects, indirect objects, objects of prepositions, and subject complements. There will be several types in each sentence. Please write the answers in all lower case letters with no commas, starting with the first noun you see. Capitalize the first letter of proper nouns. After each noun write S for subject, DO for direct object, IO for indirect objects, OP for objects of prepositions, or SC for subject complements. <div style="margin-left: 40px;">Stephanie is a scholar, and as she pondered the problem, the solution suddenly occurred to her.</div> 4393 -1 0 1 2 1199366510 1212523009 Stephanie S scholar SC she S problem DO solution S her OP Excellent work. This is a tricky sentence because it contains three clauses. You correctly identified all six nouns / pronouns. Stephanie (S) scholar (SC) she (S) problem (DO) solution (S) her (OP) 4394 0 0 0 2 1199366510 1212523009 ++( a |is|and|as|pondered|the|suddenly|occurred|to) Sorry, you included one or more words from the sentence that are neither nouns nor pronouns. Stephanie scholar she problem solution her This is a tricky sentence because it has three clauses. First clause: Stephanie (S) is a scholar (SC); second clause: as she (S) pondered the problem (DO); third clause: the solution (S) suddenly occurred to her (OP) Click here to <a title="click to try again" href="http://bluejay.cty.jhu.edu/mod/lesson/edit.php?id=1046&mode=single&pageid=187">try again</a>. Or, click the continue button to go to the next question. 4395 0 0 0 2 1199366510 1212523009 stephanie.* Sorry, you didn't capitalize the proper noun. Click here to <a title="click to try again" href="http://bluejay.cty.jhu.edu/mod/lesson/edit.php?id=1046&mode=single&pageid=187">try again</a>. Or, click the continue button to go to the next question. 4396 0 0 0 2 1199366510 1212523009 --Stephanie.*scholar.*problem.*solution.* Sorry, not correct. You either left out a noun or the nouns are not in the proper sequence. This is a tricky sentence because it has three clauses. First clause: Stephanie (S) is a scholar (SC); second clause: as she (S) pondered the problem (DO); third clause: the solution (S) suddenly occurred to her (OP) Click here to <a title="click to try again" href="http://bluejay.cty.jhu.edu/mod/lesson/edit.php?id=1046&mode=single&pageid=187">try again</a>. Or, click the continue button to go to the next question. 4397 0 0 0 2 1199827784 1212523009 --.*she.*her.* Sorry, you either left out or the pronouns are not in the proper sequence. Click here to <a title="click to try again" href="http://bluejay.cty.jhu.edu/mod/lesson/edit.php?id=1046&mode=single&pageid=187">try again</a>. Or, click the continue button to go to the next question. 4398 0 0 0 2 1199827784 1212523009 --.* S .* S .* S .* There are 3 subjects in this sentence (S)! Click here to <a title="click to try again" href="http://bluejay.cty.jhu.edu/mod/lesson/edit.php?id=1046&mode=single&pageid=187">try again</a>. Or, click the continue button to go to the next question. 4399 0 0 0 2 1199827784 1212523009 --.*DO.* Sorry you left out one direct object (DO). Click here to <a title="click to try again" href="http://bluejay.cty.jhu.edu/mod/lesson/edit.php?id=1046&mode=single&pageid=187">try again</a>. Or, click the continue button to go to the next question. 4400 0 0 0 2 1199827784 1212523009 --.*SC.* Sorry you left out one subject complement (SC). Click here to <a title="click to try again" href="http://bluejay.cty.jhu.edu/mod/lesson/edit.php?id=1046&mode=single&pageid=187">try again. </a>Or, click the continue button to go to the next question. 4401 0 0 0 2 1199827784 1212523009 --.*OP.* Sorry, you left out an object of preposition (OP). Click here to <a title="click to try again" href="http://bluejay.cty.jhu.edu/mod/lesson/edit.php?id=1046&mode=single&pageid=187">try again</a>. Or, click the continue button to go to the next question. 4402 0 0 0 2 1199827784 1212523009 .* Click here to <a title="click to try again" href="http://bluejay.cty.jhu.edu/mod/lesson/edit.php?id=1046&mode=single&pageid=187">try again</a>. Or, click the continue button to go to the next question. 6390 1 1 0 0 1199832751 1212523035 Lesson 1 - Exercise 2: Identifying Noun Phrases - Part F - Question 13 of 14 Find and label ALL the nouns and pronouns in the sentence that function as subjects, direct objects, indirect objects,objects of prepositions, and subject complements. There will be several types in each sentence. Please write the answers in all lower case letters with no commas, starting with the first noun you see. Capitalize the first letter of proper nouns. After each noun write S for subject, DO for direct object, IO for indirect objects, OP for objects of prepositions, or SC for subject complements. <div style="margin-left: 40px; color: rgb(0, 0, 255);">That sweater on my floor has a grass stain on the sleeve.</div> 4403 -1 0 1 0 1199832751 1212523035 sweater S floor OP stain DO sleeve OP Correct. You have labeled correctly the function of all nouns in this sentence: sweater (S) floor (OP) stain (DO) sleeve (OP) 4404 0 0 0 0 1199832751 1212523035 ++(That| on |my|has| a |grass| on |the) Sorry, you appear to have included a word from the sentence that is not a noun. 4405 0 0 0 0 1199832751 1212523035 --(sweater.*floor.*stain.*sleeve.*) Sorry. You may have left one, some, or all the nouns. Or, maybe the nouns are out of sequence? 4406 0 0 0 0 1199832751 1212523035 --.*S.* One noun must be a subject! 4407 0 0 0 0 1199832751 1212523035 --.*OP.*OP.* There are two objects of a preposition. 4408 0 0 0 0 1199832751 1212523035 --.*DO.* Please include the direct object. 4409 0 0 0 0 1199832751 1212523035 .* Please review your answer carefully. 6391 1 1 0 0 1199833789 1212523069 Lesson 1 - Exercise 2: Identifying Noun Phrases - Part F - Question 14 of 14 This is the last question in Exercise 2. Find and label ALL the nouns and pronouns in the sentence that function as subjects, direct objects, indirect objects, objects of prepositions, and subject complements. There will be several types in each sentence. Please write the answers in all lower case letters with no commas, starting with the first noun you see. Capitalize the first letter of proper nouns. After each noun write S for subject, DO for direct object, IO for indirect objects, OP for objects of prepositions, or SC for subject complements. <blockquote style="margin-right: 0px;" dir="ltr"> Mr. Stone will feed his cat tuna in the morning.</blockquote> 4410 -1 0 1 0 1199833789 1212523069 .*Stone S cat IO tuna DO morning OP Correct. You have labeled correctly the function of all nouns in this sentence: Mr. Stone (S) cat (IO) tuna (DO) morning (OP) 4411 0 0 0 0 1199833789 1212523069 ++(will|feed|his| in |the) Sorry, you seem to have included one or more words that are not nouns. 4412 0 0 0 0 1199833789 1212523069 --Mr\. stone.* Remember to capitalize the first letter of a proper noun. 4413 0 0 0 0 1199833789 1212523069 --(Mr\. Stone.*cat.*tuna.*morning.*) No, I'm sorry. You may have omitted one, some, or all of the nouns. Also, they may be out of sequence. 4414 0 0 0 0 1199833789 1212523069 --.*S.* Every sentence has a subject. Mr.Stone is the subject. Tuna is the direct object because it receives the action of the verb will feed. Cat is the indirect object because it receives the object, tuna. Morning is the object of the preposition on. 4415 0 0 0 0 1199833789 1212523069 --.*IO.* This sentence has an indirect object. Mr.Stone is the subject. Tuna is the direct object because it receives the action of the verb will feed. Cat is the indirect object because it receives the object, tuna. Morning is the object of the preposition on. 4416 0 0 0 0 1199833789 1212523069 --.*DO.* This sentence has a direct object. Mr.Stone is the subject. Tuna is the direct object because it receives the action of the verb will feed. Cat is the indirect object because it receives the object, tuna. Morning is the object of the preposition on. 4417 0 0 0 0 1199833789 1212523069 --.*OP.* Sorry. You didn't seem to notice that morning is the object of a preposition. Mr.Stone is the subject. Tuna is the direct object because it receives the action of the verb will feed. Cat is the indirect object because it receives the object, tuna. Morning is the object of the preposition on. 6392 20 0 1 1 1195011922 1213358591 Knowing Your Subject Prevents Errors Knowing Your Subject Prevents Errors A subject/verb agreement error occurs when the predicate does not agree with the subject headword in number. An obvious example is The runner are getting tired. This subject/verb agreement error is easily identifiable by any native speaker. We can quickly see that the subject headword runner is singular while the predicate headword are is a plural form of the verb be. Some subject/verb agreement errors are less obvious, however. Writers tend to make errors when the complete subject contains multiple noun phrases. The farther the subject headword is from the predicate headword, the more likelihood there is for error. Which verb is correct in the following sentence? Even for advanced writers, no part of writing essays seem/seems more daunting than coming up with effective beginnings and endings. Which form of the verb did you choose? What is the subject headword? If you chose seems to agree with the subject headword part, you are correct. A common error would be to treat essays as the headword; however, this noun is the object of a prepositional phrase modifying part. If you are a native speaker of English, many of these pitfalls can be avoided by reading your drafts out loud; however, if you find that you still don’t catch all the errors, you must rely on your grammatical knowledge. 6393 20 0 1 1 1195011950 1212523134 Writing Tip Writing Tip To improve clarity, eliminate words between the subject and predicate headwords. 6394 20 0 1 1 1195011989 1222017396 Exercise 3: Proofreading Exercise 3: Proofreading In the following excerpt, the author discusses a new exhibition of ancient artifacts. Although the original does not contain any subject-verb agreement errors, we have added some. Can you find them? Look for the subject-verb agreement errors in the following paragraph. <ul> <li>Identify each one. </li> <li>Explain why it might be a common error. </li> <li>Copy and paste this exercise into a Word document. Follow the instructions. Save your document on your hard drive in a safe place where you will be able to find it again. Then upload your document to "<a href="$@ASSIGNMENTVIEWBYID*4314@$">Lesson 1 - Exercise 3</a>." </li> </ul> From "First Cities," by Calvin Tomkins News of the catastrophic looting of Baghdad museums coincide, in the most heartrending way, with the countdown to a long-planned exhibition, opening on May 8th at the Metropolitan Museum, of Early Bronze Age art from the region that now includes Iraq. Called “Art of the First Cities,” the exhibition covers a wide area, all the way from the Eastern Mediterranean to Pakistan, but its focal point is Mesopotamia, the “land between the rivers” (the Tigris and the Euphrates), where, by the third millennium B.C., the Sumerian people had invented cities, writing, irrigation farming, monumental architecture, government by law, and countless other benefactions of what we call civilization…Much of the material in “First Cities” come from Western museums. The British Museum are sending, among many other objects, the great “Standard of Ur,” a mosaic displaying scenes of royalty in one of the most important Sumerian urban centers; Ur was in what is now southern Iraq, near Nasiriya , where U.S. forces encountered such fierce resistance in late March. The Louvre , “which more or less emptied its galleries to help us,” according to Tarapor , have sent its world-famous diorite statue of Gudea , the enlightened and humanistic ruler of the city-state of Lagash , which was also in southern Iraq. One of the great themes of Mesopotamian artists were the interaction between humans and gods. Joan Aruz refer in the exhibition’s huge catalogue to “combinations of human and animal figures [which] create images of supernatural creatures,” such as the immensely powerful “Standing Lioness Demon” lent by the Brooklyn Museum and the many images of bulls or bull-humans, which symbolized power and fertility. More vigorous and less refined than Egyptian art of the same period, which shows few indications of Mesopotamian influence, the Sumerian styles in sculpture, beadwork, pottery, metal, and other materials spreads all the way to the Indus River Valley, some eighteen hundred miles to the east. “We talk about globalization today,” Tarapor said, “but they was every bit as global as we are.” <table frame="void" cellspacing="1" cellpadding="5" border="5" width="100%" rules="none" style="border: 5px solid ; background-image: none; vertical-align: top; text-align: left;"><tbody> <tr> <td width="100%" valign="top"> EXAMPLE: Let’s do sentence one together. Remember to identify and explain each error </td> </tr> <tr> <td width="100%" valign="top"> 1. News of the catastrophic looting of Baghdad museums coincide, in the most heartrending way, with the countdown to a long-planned exhibition, opening on May 8th at the Metropolitan Museum, of Early Bronze Age art from the region that now includes Iraq. </td> </tr> <tr> <td width="100%" valign="top"> Identify News…coincide should be News…coincides </td> </tr> <tr> <td width="100%" valign="top"> Explain This sentence has a subject-verb error because the singular subject “news” is used with the plural verb “coincide.” “News” looks plural because it ends in an “s,” but “news” is a unit and requires a singular verb. Also, a careless writer may use the plural verb “coincide” to agree with “museums.” However, “museums” is not the subject—museums is the object of the preposition “of.” “News is the subject. </td> </tr></tbody> </table> <a href="$@ASSIGNMENTVIEWBYID*4314@$">Lesson 1 - Exercise 3</a> 6395 20 0 1 1 1195012052 1212456551 Revision Practice Revision Practice You may notice that many of sentences in the previous excerpt are long and complex. Sentences of this type are useful to condense a great deal of information; however, the drawback is that these sentences are dense and can be more difficult or slower to read. As mentioned before, when there are fewer words between the subject headword and the predicate headword, the reader is able to understand the sentence's meaning more quickly. Depending on your purpose and your audience, you may want to revise your own writing to eliminate words, especially between the subject and predicate headwords. Sometimes these extra words can be moved to the beginning or end of the sentence if they are needed for content. Let's take a look at the following example of sentence revision: Unclear: <blockquote style="margin-right: 0px;" dir="ltr"> No part of writing elegant, effective, and rigorously academic essays--even for advanced writers-- seems more daunting than coming up with effective beginnings and endings. </blockquote> vs. Clearer: <blockquote style="margin-right: 0px;" dir="ltr"> Even for advanced writers, no part of writing elegant, effective, and rigorously academic essays seems more daunting than coming up with effective beginnings and endings. </blockquote> vs. Much clearer: <blockquote style="margin-right: 0px;" dir="ltr"> Even for advanced writers, no part of writing essays seems more daunting than coming up with effective beginnings and endings. </blockquote> vs. Clearest: <blockquote style="margin-right: 0px;" dir="ltr"> Even for advanced essay writers, nothing seems more daunting than coming up with effective beginnings and endings. </blockquote> 6396 20 0 1 1 1195012097 1212456571 Exercise 4: Revision Exercise 4: Revision <ul> <li>Choose a short excerpt (about 3-4 sentences) from "First Cities." </li> <li>Revise these sentences deeply, eliminating any extra words in all parts of the sentence. If there are words between the subject and predicate headwords, see if you can eliminate or move them. Be careful not to change the meaning of the sentences, but instead strive for clarity so that the sentences' meanings are readily apparent. </li> <li>Post these sentences in "<a href="$@ASSIGNMENTVIEWBYID*4315@$">Lesson 1 - Exercise 4</a>." </li> </ul> From "First Cities," by Calvin Tomkins News of the catastrophic looting of Baghdad museums coincide, in the most heartrending way, with the countdown to a long-planned exhibition, opening on May 8th at the Metropolitan Museum, of Early Bronze Age art from the region that now includes Iraq. Called “Art of the First Cities,” the exhibition covers a wide area, all the way from the Eastern Mediterranean to Pakistan, but its focal point is Mesopotamia, the “land between the rivers” (the Tigris and the Euphrates), where, by the third millennium B.C., the Sumerian people had invented cities, writing, irrigation farming, monumental architecture, government by law, and countless other benefactions of what we call civilization…Much of the material in “First Cities” come from Western museums. The British Museum are sending, among many other objects, the great “Standard of Ur,” a mosaic displaying scenes of royalty in one of the most important Sumerian urban centers; Ur was in what is now southern Iraq, near Nasiriya , where U.S. forces encountered such fierce resistance in late March. The Louvre , “which more or less emptied its galleries to help us,” according to Tarapor , have sent its world-famous diorite statue of Gudea , the enlightened and humanistic ruler of the city-state of Lagash , which was also in southern <country-region></country-region>Iraq . One of the great themes of Mesopotamian artists were the interaction between humans and gods. Joan Aruz refer in the exhibition’s huge catalogue to “combinations of human and animal figures [which] create images of supernatural creatures,” such as the immensely powerful “Standing Lioness Demon” lent by the Brooklyn Museum and the many images of bulls or bull-humans, which symbolized power and fertility. More vigorous and less refined than Egyptian art of the same period, which shows few indications of Mesopotamian influence, the Sumerian styles in sculpture, beadwork, pottery, metal, and other materials spreads all the way to the Indus River Valley, some eighteen hundred miles to the east. “We talk about globalization today,” Tarapor said, “but they was every bit as global as we are.” How to Post Your Work Post your work in <a href="$@ASSIGNMENTVIEWBYID*4315@$">Lesson 1 - Exercise 4</a> by clicking the "Edit my submission" button. In the text box that opens, <ul> <li>You can copy and paste work you've composed in another program, or </li> <li>you can compose in the text box. </li> </ul> When you're done, click "Save changes." You will be returned to the main page of this exercise. If you need to change your post now or later, click the "Edit my submission" button, and you can edit inside the text box. 6397 20 0 1 1 1195012139 1212456594 The Optional Elements: Adverbials The Optional Elements : Adverbials So far, we have focused only on simple sentences with a basic subject + predicate construction; however, to add information, we sometimes need an additional element in our sentences. This is often a type of adverbial phrase and would be placed in what Kolln calls “The Optional Slot.” She explains this well in “The Optional Slot” on pages 18 – 20. Please read these pages now. 6398 20 0 1 1 1212421176 1212456612 What are "adverbials"? What are "adverbials"? As Kolln explains, the term adverbial refers to any grammatical structure that answers the questions: <table cellspacing="1" cellpadding="1" border="0" width="100%"><tbody> <tr> <td width="30%" valign="top">When: </td> <td width="70%" valign="top">When Michael wakes up, he eats breakfast. </td> </tr> <tr> <td width="30%" valign="top">Where: </td> <td width="70%" valign="top">My dog always races to the dog park. </td> </tr> <tr> <td width="30%" valign="top">Why: </td> <td width="70%" valign="top">To improve my Spanish, I will spend the summer in Belize. </td> </tr> <tr> <td width="30%" valign="top" style="border-style: none; background-image: none; vertical-align: top; text-align: right;">Annie plays basketball </td> <td width="70%" valign="top">because she loves teamwork and competition. </td> </tr> <tr> <td width="30%" valign="top">How: </td> <td width="70%" valign="top">He solved the problem with great difficulty. </td> </tr></tbody> </table> (Where do you think Who and What questions are answered?) 6399 20 0 1 1 1212421846 1212501906 Why are adverbials optional? Why are adverbials optional? Although adverbials may be necessary for content, they are considered optional because you can eliminate them, and the remaining words will still form a grammatical sentence. <table style="background-image: none; vertical-align: top; width: 70%; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" cellspacing="1" cellpadding="1" rules="none" width="100%" border="0" frame="void"><tbody> <tr> <td style="background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; text-align: right; border-bottom-style: none" valign="top" width="50%">Annie plays basketball </td> <td valign="top" width="50%">because she loves teamwork and competition. </td> </tr> <tr> <td valign="top" width="50%"> </td> <td style="background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; text-align: center; border-bottom-style: none" valign="top" width="50%">Adverbial </td> </tr></tbody> </table> If you remove the adverbial, the remaining words Annie plays basketball still contain the required elements of a sentence: a subject and a predicate. Also the placement of adverbials is often optional, depending on the adverbial’s grammatical structure. The sentence about Annie has three optional slots: <ol type="1"> <li>Before the subject. </li> </ol> <blockquote dir="ltr" style="margin-right: 0px"> Because she loves teamwork and competition, Annie plays basketball. </blockquote> (Notice that a comma is needed after the adverbial since it comes before the subject.) <ol type="1" start="2"> <li>Between the subject and predicate. </li> </ol> <blockquote dir="ltr" style="margin-right: 0px"> Annie, because she loves teamwork and competition, plays basketball. </blockquote> (Notice that commas are needed AROUND the adverbial since it comes between the subject and the verb.) <ol type="1" start="3"> <li>At the end of the sentence. </li> </ol> <blockquote dir="ltr" style="margin-right: 0px"> Annie plays basketball because she loves teamwork and competition. </blockquote> (No comma is needed when the adverbial comes at the end of the sentence.) Say these three sentences out loud. What do you notice about rhythm and emphasis? Would one of these sentences be less clear to a reader? 6400 20 0 1 1 1212422048 1212456651 Types of Adverbials Types of Adverbials In Chapter 1, Kolln briefly discusses four types of grammatical structures for adverbials: <ul> <li>adverbs, </li> <li>prepositional phrases,</li> <li>subordinate clauses, </li> <li>infinitives. </li> </ul> Let’s review them here. 6401 20 0 1 1 1212422467 1212456675 Adverbs Adverbs are single words that modify (describe) verbs, adjectives, other adverbs, and complete sentences (see pages 246 - 247): <table cellspacing="0" cellpadding="0" border="0"><tbody> <tr> <td width="160" valign="top"> a verb: </td> <td width="160" valign="top"> Brittany </td> <td width="160" valign="top"> (sang) </td> <td width="160" valign="top"> beautifully. </td> </tr> <tr> <td width="160" valign="top"> </td> <td width="160" valign="top"> </td> <td width="160" valign="top"> verb </td> <td width="160" valign="top"> adverb </td> </tr> <tr> <td valign="top"> </td> <td valign="top"> </td> <td valign="top"> </td> <td valign="top"> </td> </tr> <tr> <td width="160" valign="top"> an adjective: </td> <td width="160" valign="top"> Her song was </td> <td width="160" valign="top"> absolutely </td> <td width="160" valign="top"> (lovely). </td> </tr> <tr> <td width="160" valign="top"> </td> <td width="160" valign="top"> </td> <td width="160" valign="top"> adverb </td> <td width="160" valign="top"> adjective </td> </tr> <tr> <td valign="top"> </td> <td valign="top"> </td> <td valign="top"> </td> <td valign="top"> </td> </tr> <tr> <td width="160" valign="top"> another adverb: </td> <td width="160" valign="top"> Brittany sang </td> <td width="160" valign="top"> very </td> <td width="160" valign="top"> (beautifully). </td> </tr> <tr> <td width="160" valign="top"> </td> <td width="160" valign="top"> </td> <td width="160" valign="top"> adverb </td> <td width="160" valign="top"> adverb </td> </tr> <tr> <td valign="top"> </td> <td valign="top"> </td> <td valign="top"> </td> <td valign="top"> </td> </tr> <tr> <td width="160" valign="top"> a sentence: </td> <td width="160" valign="top"> Certainly, </td> <td width="160" valign="top"> (Brittany sang well.) </td> <td width="160" valign="top"> </td> </tr> <tr> <td width="160" valign="top"> </td> <td width="160" valign="top"> adverb </td> <td width="160" valign="top"> sentence </td> <td width="160" valign="top"> </td> </tr></tbody> </table> 6402 20 0 1 1 1212422597 1212502145 Prepositional Phrases <div class="Section1">Prepositional Phrases are made up of a preposition plus a noun phrase (see pages 151-152): <div> <table cellspacing="0" cellpadding="3" border="0"><tbody> <tr> <td valign="top" width="40%"> </td> <td valign="top">on </td> <td valign="top">the beach </td> </tr> <tr> <td valign="top"> </td> <td valign="top">P </td> <td valign="top">NP </td> </tr> <tr> <td valign="top"> </td> <td valign="top">in </td> <td valign="top">March </td> </tr> <tr> <td valign="top"> </td> <td valign="top">P </td> <td valign="top">NP </td> </tr> <tr> <td valign="top"> </td> <td valign="top">after </td> <td valign="top">the game </td> </tr> <tr> <td valign="top"> </td> <td valign="top">P </td> <td valign="top">NP </td> </tr> <tr> <td valign="top"> </td> <td valign="top">for </td> <td valign="top">my mom </td> </tr> <tr> <td valign="top"> </td> <td valign="top">P </td> <td valign="top">NP </td> </tr></tbody> </table></div> Prepositions are usually used to give information about direction, location, purpose, or time, and they can be used in either the subject or the predicate: <table style="float: none; background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" cellspacing="0" cellpadding="0" rules="none" border="0" frame="void"><tbody> <tr> <td style="font-weight: bold" valign="top" width="319" colspan="2"> Subject </td> <td style="font-weight: bold" valign="top" width="319" colspan="2"> Predicate </td> </tr> <tr> <td style="background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; text-align: center; border-bottom-style: none" valign="top" width="160" colspan="2"> We </td> <td valign="top" width="160"> found my sweatshirt </td> <td valign="top" width="160"> (on the beach). </td> </tr> <tr> <td style="background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; text-align: center; border-bottom-style: none" valign="top" width="160" colspan="2"> </td> <td valign="top" width="160"> </td> <td valign="top" width="160"> P + NP = prep. phrase </td> </tr> <tr> <td style="background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; text-align: center; border-bottom-style: none" colspan="2">Subject </td> <td style="background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; text-align: center; border-bottom-style: none" colspan="2">Predicate </td> </tr> <tr> <td valign="top" width="160"> That present </td> <td valign="top" width="160"> (for my mom) </td> <td valign="top" width="160"> was </td> <td valign="top" width="160"> expensive. </td> </tr> <tr> <td valign="top" width="160"> </td> <td valign="top" width="160"> P + NP = prep. phrase </td> <td valign="top" width="160"> </td> <td valign="top" width="160"> </td> </tr></tbody> </table></div> 6403 20 0 1 1 1212422873 1212457178 Subordinate Clauses Subordinate Clauses are made up of a subordinator + subject + predicate (We will study this in Lesson 2): <table frame="void" cellspacing="0" cellpadding="3" border="0" rules="none" style="border-style: none; background-image: none; vertical-align: top; text-align: left;"><tbody> <tr> <td width="169" valign="top"><pindent></pindent>Annie plays basketball </td> <td width="81" valign="top"><pindent></pindent>because </td> <td width="45" valign="top"><pindent></pindent>she  </td> <td width="247" valign="top"><pindent></pindent>loves teamwork and competition. </td> </tr> <tr> <td width="169" valign="top"> </td> <td width="81" valign="top"><pindent></pindent>subordinator + </td> <td width="45" valign="top"><pindent></pindent>subject  </td> <td align="center" width="247" valign="top"><pindent></pindent>+ verb phrase (predicate) =  </td> </tr> <tr> <td width="169" valign="top"> </td> <td align="center" width="373" valign="top" colspan="3" style="border-style: none; background-color: rgb(153, 255, 204); background-image: none; text-align: left; vertical-align: top;"> <div style="text-align: center;"><pindent align="center" style="text-align: center;"></pindent>Subordinate Clause</div> </td> </tr></tbody> </table> 6404 20 0 1 1 1212423073 1212457293 Infinitives Infinitives are made up of to + verb phrase (see pages 165 - 166): <table cellspacing="0" cellpadding="0" border="0"><tbody> <tr> <td width="50%" valign="top"><pindent></pindent>To improve my Spanish, </td> <td width="50%" valign="top"><pindent></pindent>I will spend the summer in <country-region></country-region>Belize . </td> </tr> <tr> <td width="50%" valign="top" style="border-style: none; background-color: rgb(204, 255, 255); background-image: none; text-align: left; vertical-align: top;">to + verb phrase = Infinitive </td> <td width="50%" valign="top"> </td> </tr></tbody> </table> 6405 20 0 1 1 1212508739 1222018386 Exercise 5 Lesson 1 Exercise 5 has 3 parts. Part A. Complete Exercise 3 in your textbook (page 20). <ol> <li>Draw lines between the subject and predicate. </li> <li>Next, underline each adverbial. Some sentences may have more than one. </li> </ol> Example: Clearly , Annie / plays basketball because she loves teamwork and competition. 6406 1 1 0 0 1212425572 1212523329 Lesson 1 - Exercise 5 - Part B - Question 1 Lesson 1 - Exercise 5 - Part B - Question 1 Identify the adverbials in this sentence. <blockquote dir="ltr" style="margin-right: 0px;"> Sometimes a weasel lives in his den for two days without leaving. Copy and paste the adverbials into the text box. Be sure to keep the adverbials in the correct sequence from left to right. Keep a space between each word.</blockquote> 4418 -1 0 1 2 1212425572 1212523329 Sometimes in his den.*for two days without leaving.* You are right. The adverbials in sentence 1 are Sometimes and in his den for two days without leaving 4419 0 0 0 2 1212425572 1212523329 --(Sometimes)|(in his den for two days without leaving).* You did not include all the adverbials in sentence 1. Click the button and try again. Make sure you have a space between each word. 4420 0 0 0 2 1212425572 1212523329 ++( a |weasel|lives) Sorry, adverbials include the adverb sometimes and the prepositional phrases for two days and without leaving. 6407 1 1 0 0 1212426583 1212429415 Lesson 1 - Exercise 5 - Part B - Question 2 Lesson 1 - Exercise 5 - Part B - Question 2 Identify the adverbials in this sentence. <blockquote dir="ltr" style="margin-right: 0px"> In 2004 campaign finance reform became a big issue during the primaries. Copy and paste the adverbials into the text box. Be sure to keep the adverbials in the correct sequence from left to right. Keep a space between each word</blockquote> 4421 -1 0 1 2 1212426583 1212429415 In 2004 during the primaries.* Yes. The adverbials in sentence 2 are In 2004 and during the primaries 4422 0 0 0 2 1212426583 1212429415 --(In 2004)|(during the primaries.*) You did not include all the adverbials in sentence 2. Click the button and try again. Make sure you have a space between each word. 4423 0 0 0 2 1212426583 1212429415 ++(campaign|finance|reform|became| a |big|issue) No, the adverbs in sentence 2 include the prepositional phrases in 2004 and during the primaries. 6408 1 1 0 0 1212427075 1215110836 Lesson 1 - Exercise 5 - Part B - Question 3 Lesson 1 - Exercise 5 - Part B - Question 3 Identify the adverbials in this sentence. <blockquote dir="ltr" style="margin-right: 0px"> Very soon the issue simply disappeared from the Congressional agenda. Copy and paste the adverbials into the text box.</blockquote> 4424 -1 0 1 2 1212427075 1215110836 Very soon simply from the Congressional agenda Correct. Adverbials include Very soon simply from the Congressional agenda 4425 0 0 0 2 1212427075 1215110836 --(very soon)|simply|(from the Congressional agenda.*) You did not include all the adverbials in sentence 3. Click the button and try again. 4426 0 0 0 2 1212427075 1215110836 ++(the|issue|disappeared) Sorry. Sentence 3 includes the adverbs Very soon and simply; and the prepositional phrase from the Congressional agenda. 6409 1 1 0 0 1212427681 1212519608 Lesson 1 - Exercise 5 - Part B - Question 4 Lesson 1 - Exercise 5 - Part B - Question 4 Identify the adverbials in this sentence. <blockquote dir="ltr" style="margin-right: 0px;"> During warmups, before the game started, the basketball team looked exhausted. Copy and paste the adverbials into the text box. Be sure to keep the adverbials in the correct sequence from left to right. Keep a space between each word</blockquote> 4427 -1 0 1 2 1212427681 1212519608 During warmups(,| )(| )before the game started(,|)(| )/i Yes, you identified all adverbials: During warmups and before the game started 4428 0 0 0 0 1212427681 1212519608 --(during warm-ups)|(before the game started.*) You did not include all the adverbials in sentence 4. Click the button and try again. 4429 0 0 0 2 1212427681 1212519608 ++(basketball|team|looked|exhausted) No. You've included more than the adverbials in sentence 4, which are the prepositional phrase During warmups and the subordinate clause before the game started. 6410 1 1 0 0 1212428580 1212429338 Lesson 1 - Exercise 5 - Part B - Question 5 Lesson 1 - Exercise 5 - Part B - Question 5 Identify the adverbials in this sentence. <blockquote dir="ltr" style="margin-right: 0px"> Wash your hands thoroughly after handling chemicals. Copy and paste the adverbials into the text box. Be sure to keep the adverbials in the correct sequence from left to right. Keep a space between each word</blockquote> 4430 -1 0 1 2 1212428580 1212429338 thoroughly after handling chemicals.* Yes, the adverbials are thoroughly and after handling chemicals. 4431 0 0 0 0 1212428580 1212429338 --(thoroughly)|(after handling chemicals.*) You did not include all the adverbials in sentence 5. Click the button and try again. 4432 0 0 0 2 1212428580 1212429338 ++(Wash |your |hands) Sorry. The adverbials in sentence 5 include the adverb thoroughly and the prepositional phrase after handling chemicals, but they don't include anything else from the sentence. 6411 3 0 0 0 1212429623 1213930951 Lesson 1 - Exercise 5 - Part C Lesson 1 - Exercise 5 - Part C Identify the function of the adverbials in sentences 6-10 as <blockquote dir="ltr" style="margin-right: 0px"> adverb prepositional phrase subordinate clause</blockquote> Example: <blockquote dir="ltr" style="margin-right: 0px"> Sometimes a weasel lives in his den for two days without leaving. "Sometimes" is</blockquote> 4433 -1 0 1 0 1212429817 1213930951 adverb Correct! 4434 0 0 0 0 1212429817 1213930951 prepositional phrase Wrong. Please try again. 4435 0 0 0 0 1212429817 1213930951 subordinate clause Please try again. 6412 3 0 0 0 1212430105 0 Lesson 1 - Exercise 5 - Part C - Question 6 Identify the function of the adverbials in sentences 6 - 10. <blockquote dir="ltr" style="margin-right: 0px"> My bicycle disappeared from the bike rack after I rode it to work on Saturday. "After I rode it" is</blockquote> 4436 -1 0 1 0 1212430105 0 subordinate clause Correct. “After I rode it” is a subordinate clause. 4437 0 0 0 0 1212430105 0 prepositional phrase Sorry. “After I rode it” is a subordinate clause because it has a subject “I” and a verb “rode.” 4438 0 0 0 0 1212430105 0 adverb Sorry. “After I rode it” is a subordinate clause because it has a subject “I” and a verb “rode.” 6413 3 0 0 0 1212430357 0 Lesson 1 - Exercise 5 - Part C - Question 7 Lesson 1 - Exercise 5 - Part C - Question 7 Identify the function of the adverbials in sentences 6-10. <blockquote dir="ltr" style="margin-right: 0px"> Jen worked steadily in the lab thoughout the night to finish her project before the Monday deadline. "Before the Monday deadline" is</blockquote> 4439 -1 0 1 0 1212430357 0 prepositional phrase Correct. "Before" is a preposition. 4440 0 0 0 0 1212430357 0 subordinate clause Sorry. Sorry, “before “is a preposition, making “before the Monday deadline” a prepositional phrase. It answers the question “when.” 4441 0 0 0 0 1212430357 0 adverb Sorry. Sorry, “before “is a preposition, making “before the Monday deadline” a prepositional phrase. It answers the question “when.” 6414 3 0 0 0 1212430531 0 Lesson 1 - Exercise 5 - Part C - Question 8 Lesson 1 - Exercise 5 - Part C - Question 8 Identify the function of the adverbials in sentences 6-10. <blockquote dir="ltr" style="margin-right: 0px"> This morning my roommate gave me a bad time because I used her cell phone without permission yesterday. "Because I used her cell phone" is </blockquote> 4442 -1 0 1 0 1212430531 0 subordinate clause Correct. “Because I used her cell phone” is a subordinate clause. 4443 0 0 0 0 1212430531 0 adverb Incorrect. “Because I used her cell phone” is a subordinate clause. It has a subject “I” and a verb “used” but it does not stand alone as a complete thought. It answers the question “why.” 4444 0 0 0 0 1212430531 0 prepositional phrase Incorrect. “Because I used her cell phone” is a subordinate clause. It has a subject “I” and a verb “used” but it does not stand alone as a complete thought. It answers the question “why.” 6415 3 0 0 0 1212435904 1212520678 Lesson 1 - Exercise 5 - Part C - Question 9 Lesson 1 - Exercise 5 - Part C - Question 9 Identify the function of the adverbials in sentences 6-10. <blockquote style="margin-right: 0px;" dir="ltr"> Everyone smiles in the same language. "In the same language" is</blockquote> 4445 -1 0 1 0 1212435904 1212520678 prepositional phrase Yes. “In the same language” is a prepositional phrase. 4446 0 0 0 0 1212435904 1212520678 adverb Sorry. “In the same language” begins with the preposition “in,” making it a prepositional phrase. It answers the question “how.” 4447 0 0 0 0 1212435904 1212520678 subordinate clause Sorry. “In the same language” begins with the preposition “in,” making it a prepositional phrase. It answers the question “how.” 6416 3 0 0 0 1212436065 0 Lesson 1 - Exercise 5 - Part C - Question 10 Lesson 1 - Exercise 5 - Part C - Question 10 Identify the function of the adverbials in sentences 6-10. <blockquote dir="ltr" style="margin-right: 0px"> In Chapter 8, you will study adverbials in detail. "In Chapter 8" is </blockquote> 4448 -1 0 1 0 1212436065 0 prepositional phrase Good job. “In Chapter 8” is a prepositional phrase telling where. 4449 0 0 0 0 1212436065 0 subordinate clause Incorrect. “In Chapter 8” is a prepositional phrase beginning with the preposition “in.” It answers the question “where.” 4450 0 0 0 0 1212436065 0 adverb Incorrect. “In Chapter 8” is a prepositional phrase beginning with the preposition “in.” It answers the question “where.” 6417 20 0 1 1 1212436243 1221585994 Final Writing Assignment (FWA) <div style="text-align: center;">FINAL WRITING ASSIGNMENT (FWA)</div> This assignment has two parts: 1) an essay and 2) your analysis. PART I: Essay Now it's time to apply what we've learned to writing. Here, I'd like you to write a short essay (approximately 1.5 pages, double spaced -- 350-500 words). We will use the text you generate for analysis both in Lesson 2 and as part of this assignment. Here is your topic. <table frame="box" cellspacing="1" cellpadding="5" border="5" width="50%" rules="none" style="border-style: solid; border-width: 5px; background-image: none; float: none; text-align: left; vertical-align: top; width: 70%; background-color: rgb(153, 255, 204);"><tbody> <tr> <td width="100%" valign="top">How much do you know about your family tree? How important is it to you to know where your family came from, what it has done, and how its heritage might affect your own personality and abilities? Explain your response. </td> </tr></tbody> </table> <div style="margin-left: 40px;">As you write your essay, think about aspects of good essay writing such as organization and development. Don't answer the questions robotically, but instead use them as a tool to develop an overarching theme. Make sure that your paragraphs relate to this theme and to each other. Be sure to develop your paragraphs by providing examples and concrete details to illustrate your ideas. Examples: "My mother's uncle Ted helped name me." "We have a heritage of violinists, and I will start learning the violin soon." "Aunt Tija is svelte and tall, unlike most women of Chinese descent." </div> PART II: Analysis a) Proofread for subject/verb agreement. If you find a mistake with subject /verb agreement, write a short note to your instructor analyzing why you made the mistake. Were there many noun phrases in the subject, for example? b) Find two sentences that do not follow the basic noun phrase + verb phrase pattern, such as one that begins with an adverbial clause instead of the subject. Write a short paragraph explaining why you chose this construction. How does this sentence pattern variation improve or possibly detract from your prose? c) Experiment with adding adverbials to your simple noun phrase + verb phrase structures. Try varying your sentence patterns. Write a short analysis discussing what effect these changes might have on your prose. <table frame="box" cellspacing="0" cellpadding="5" border="5" width="70%" rules="rows" style="border-style: solid; border-width: 5px; float: none; background-image: none; vertical-align: top; width: 100%; text-align: left;"><tbody> <tr> <td valign="top" colspan="2"> Due Together In One Document File: </td> </tr> <tr> <td width="10%" valign="top"> <img hspace="0" height="16" border="0" width="16" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" alt="assignment icon" title="assignment icon" /> </td> <td width="90%" valign="top">Part I: Essay <ul> <li>A short essay (approximately 1.5 pages, double spaced -- 350-500 words). </li> </ul>Before submitting your essay, read Part II: Analysis (above) and complete Part II. </td> </tr> <tr> <td width="10%" valign="top"> <img hspace="0" border="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" alt="assignment icon" title="assignment icon" /> </td> <td width="90%" valign="top" style="color: rgb(0, 0, 0);">Part II: Analysis of Essay <ul style="color: rgb(51, 51, 51);"> <li>a short note to your instructor analyzing why you made the mistake</li> <li style="color: rgb(51, 51, 51);">a short paragraph explaining why you chose the two constructions that are not noun phrase + verb phrase pattern </li> <li style="color: rgb(0, 0, 0);">a short analysis discussing what effect adding adverbials to your noun phrase + verb phrase structures might have on your prose</li> </ul>Submit Parts I & II (essay and analysis) as one file. </td> </tr> <tr> <td style="vertical-align: top;"> </td> <td style="border-style: none; vertical-align: top; background-color: rgb(153, 255, 204); background-image: none; text-align: left;">Important: <ul style="color: rgb(255, 0, 0);"> <li>This assignment is incomplete unless BOTH Parts I and II are uploaded together as one file.</li> </ul> </td> </tr> <tr> <td style="vertical-align: top;"> </td> <td style="vertical-align: top;"><a href="$@ASSIGNMENTVIEWBYID*3401@$">Click here to upload your FWA as one file.</a> </td> </tr></tbody> </table> 6418 20 0 1 1 1212456101 1212456123 Terminology Make sure that you can define each of these words. If you are unclear about any of their meanings, please ask your instructor for an explanation: <table frame="void" border="0" width="100%" rules="none" style="border-style: none; width: 60%; background-image: none; float: none; text-align: left; vertical-align: top;"><tbody> <tr> <td width="50%" valign="top">Subject </td> <td width="50%" valign="top"> Direct object </td> </tr> <tr> <td width="50%" valign="top"> Predicate </td> <td width="50%" valign="top">Expanded Verb </td> </tr> <tr> <td width="50%" valign="top">Headword </td> <td width="50%" valign="top"> Indirect object </td> </tr> <tr> <td width="50%" valign="top">Noun phrase </td> <td width="50%" valign="top">Subject complement </td> </tr> <tr> <td width="50%" valign="top">Verb phrase </td> <td width="50%" valign="top">Object of the preposition </td> </tr> <tr> <td width="50%" valign="top">Main verb </td> <td width="50%" valign="top">Subject/verb agreement </td> </tr> <tr> <td width="50%" valign="top">Auxiliary verb </td> <td width="50%" valign="top"> Adverbial </td> </tr> <tr> <td width="50%" valign="top"> </td> <td width="50%" valign="top">Optional Slot </td> </tr></tbody> </table> 0 1 0 O:8:"stdClass":3:{s:9:"timespent";i:0;s:9:"completed";i:0;s:15:"gradebetterthan";i:0;} 0 1 0 0 4 10 1 0 0 0 0 0 20 1 100 650 0 0 20 20 #FFFFFF 1 0 0 0 10 328 lesson Lesson 2 - Brevity and Subordination 0 1 0 0 O:8:"stdClass":3:{s:9:"timespent";i:0;s:9:"completed";i:0;s:15:"gradebetterthan";i:0;} 100 1 0 0 4 5 0 0 0 0 0 0 20 1 0 100 650 0 0 20 20 #FFFFFF 1 0 1 0 10 0 0 1223638354 6419 20 0 1 1 1195012279 1212710680 Where are we going? Lesson 2 - Brevity and Subordination Where are we going? In Lesson 1, we discussed basic sentence structure, breaking sentences down into their essential elements. In this lesson, we will continue our analysis of sentences by examining two types of sentences and practicing ways to use them most effectively. 6420 20 0 1 1 1195012306 1215813305 Why is it important? Why is it important to learn about brevity and subordination? Kolln’s book focuses on brevity and subordination. When used thoughtfully, very brief sentences can be a powerful way to highlight an important point, especially when used in a paragraph with mostly long sentences. On the other hand, longer sentences are important also. When writers add adverbials or dependent clauses to a simple "noun phrase + verb phrase" sentence, they can both highlight important relationships between ideas and manipulate the prose rhythm. 6421 20 0 1 1 1195012346 1215813720 Exercise 1: Sentence Variety Exercise 1: Sentence Variety (This exercise has three parts.) <table width="70%" border="0"><tbody> <tr> <td style="background-image: none; vertical-align: top; width: 5%; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" valign="top"> 1. <img title="assignment icon" alt="assignment icon" hspace="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" border="0" /> </td> <td> Click on the following link and read the excerpt about brevity and subordination. (<a href="$@FILEPHP@$/kolln.pdf" target="_blank">This link opens a new window to view the excerp</a>t. You need Adobe Reader 7 or higher to view it.) These are taken from an earlier verison of Kolln's book, pages 112-117. When you get to page 116, read the paragraph "Winter," noticing ways in which the author, William Warner, varies his sentence structure. This paragraph is also posted below. </td> </tr> <tr> <td valign="top"> </td> <td> </td> </tr></tbody> </table> <table style="background-image: none; vertical-align: top; width: 80%; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" cellspacing="2" cellpadding="1" rules="none" width="100%" border="0" frame="void"><tbody> <tr> <td style="background-image: none; vertical-align: top; width: 10%; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none"> </td> <td style="color: rgb(51,153,153)" width="90%" height="10"> Winter </td> </tr> <tr> <td style="background-image: none; vertical-align: top; width: 10%; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none"> </td> <td style="color: rgb(51,153,153)" width="90%" height="10"> It can come anytime from the last week in October to the first in December. There will be a fickle day, unseasonably warm, during which two or three minor rain squalls blow across the Bay. The sun appears fitfully in between; sometimes there is distant thunder. A front is passing. The first warning that it is more than an ordinary autumnal leaf-chaser comes near the end. The ragged trailing edge of a normal front is nowhere to be seen. Ominously absent is the steady procession of fleecy white puffball clouds that usually presages two or three days of fine weather. Rather, the front picks up speed and passes so rapidly that it is stormy at one moment and unbelievably clear and cloud-free the next. Then it comes. The wind rises in a few minutes from a placid five or ten knots to a sustained thirty or forty, veering quickly first to the west and then to the northwest. The dry gale has begun. Short and steep seas, so characteristic of the Chesapeake, rise up from nowhere to trip small boats. Inattentive yachtsmen will lose sails and have the fright of their lives. Workboat captains not already home will make for any port. </td> </tr> <tr> <td style="background-image: none; vertical-align: top; width: 10%; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none"> </td> <td style="color: rgb(51,153,153)" width="90%" height="10"> (Chapter opening from William W. Warner's Beautiful Swimmers: Watermen, Crabs and the Chesapeake Bay) </td> </tr> <tr> <td style="background-image: none; vertical-align: top; width: 10%; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none"> </td> <td width="90%" height="10"> </td> </tr></tbody> </table> <table width="70%" border="0"><tbody> <tr> <td style="background-image: none; vertical-align: top; width: 5%; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none"> 2. </td> <td colspan="2"> Go to "Lesson 2 - Exercise 1" and answer the following questions: </td> </tr> <tr> <td style="background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none"><img title="assignment icon" alt="assignment icon" hspace="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" border="0" /> </td> <td style="background-image: none; vertical-align: top; width: 5%; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" valign="top"> A. </td> <td> Note that the title word winter -- which is also the topic here -- does not appear in the paragraph, represented only by the pronoun it. What effect does that omission have? In what way would Winter as the first word, instead of It, affect the drama? </td> </tr> <tr> <td> </td> <td valign="top"> B. </td> <td> You saw a three-word, a four-word, and a five-word sentence in this paragraph. What purpose do they serve? How did they affect your reading? </td> </tr></tbody> </table> <table width="70%" border="0"><tbody> <tr> <td valign="top"> </td> <td> </td> </tr> <tr> <td style="background-image: none; vertical-align: top; width: 5%; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" valign="top"> 3. <img title="assignment icon" alt="assignment icon" hspace="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" border="0" /> </td> <td> After you have posted your responses, you will be able to read other student postings. Choose one student posting and respond to it. Why do you agree or disagree with this response? Explain your answer. </td> </tr></tbody> </table> <a href="$@FORUMVIEWBYID*4317@$">Follow this link to Lesson 2 - Exercise 1.</a> 6422 20 0 1 1 1195012821 1213960265 Writing Style Writing Style As writers grow in experience, they develop a personal style. When we talk about a person’s style, we are talking about the combination of literary features that allow readers to know one written piece from another. Such features include everything from sentence length and diction to subject matter and tone. 6423 20 0 1 1 1195012874 1223311017 Exercise 2: Sentence Structure and Style <div style="text-align: center">Exercise 2 - Sentence Structure and Style (This exercise has 3 parts.) </div> Compose this exercise in a Word document. Follow the instructions. Save your document on your hard drive in a safe place where you will be able to find it again. Then upload your document to "Lesson 2 - Exercise 2." <table width="70%" border="0"><tbody> <tr> <td valign="top" width="30">1. <img title="assignment icon" alt="assignment icon" hspace="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" border="0" /> </td> <td>To experiment, compare your own writing style to that of a professional. Exercise 6 on page 35 provides you with a chart . Take out your essay from Lesson 1 and use this chart to compare your style to Gish Jen's in the essay "An Ethnic Trump." To read the essay, click the continue button, below. </td> </tr> <tr> <td valign="top" width="30"> </td> <td> </td> </tr> <tr> <td valign="top" width="30">2. <img title="assignment icon" alt="assignment icon" hspace="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" border="0" /> </td> <td>Post your results for each question from the chart in "Lesson 2 - Exercise 2." For example, the first part of your chart might look like this: <table style="border-right: 4px solid; border-top: 4px solid; float: none; background-image: none; vertical-align: top; border-left: 4px solid; width: 70%; border-bottom: 4px solid; text-align: left" cellspacing="0" cellpadding="5" rules="all" width="50%" align="center" border="4" frame="box"><tbody> <tr> <td> </td> <td>Professional </td> <td>Me </td> </tr> <tr> <td>1. # of words </td> <td>663 </td> <td>572 </td> </tr> <tr> <td>2. # of sentences </td> <td>41 </td> <td>53 </td> </tr></tbody> </table> </td> </tr> <tr> <td valign="top" width="30"> </td> <td>You can download a Word .doc version of the chart from <a href="$@FILEPHP@$/Lesson2Exercise2.doc" target="_blank">this link</a>. </td> </tr> <tr> <td valign="top" width="30"> </td> <td> </td> </tr> <tr> <td valign="top" width="30">3. <img title="assignment icon" alt="assignment icon" hspace="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" border="0" /> </td> <td> Next, write two paragraphs of about 7-8 sentences each: <ul> <li>In the first, compare and contrast your style to Jen's. As you do this, think about places where she varies both sentence and paragraph length. What kind of rhetorical effect does that variation have? </li> <li>In the second, discuss how you might revise one of your paragraphs. </li> </ul> </td> </tr></tbody> </table> <a href="$@LESSONVIEWBYID*3800@$&pageid=5677">Follow this link to Lesson 2 - Exercise 2</a>. 6424 20 0 1 1 1195013012 1222018920 An Ethnic Trump, by Gish Jen AN ETHNIC TRUMP <div style="color: rgb(51,153,153); text-align: center"></div> Gish Jen That my son, Luke, age 4, goes to Chinese-culture school seems inevitable to most people, even though his father is of Irish descent. For certain ethnicities trump others; Chinese, for example, trumps Irish. This has something to do with the relative distance of certain cultures from mainstream American culture, but it also has to do with race. For as we all know, it is not only certain ethnicities that trump others but certain colors: black trumps white, for example, always and forever; a mulatto is not a kind of white person, but a kind of black person. And so it is, too, that my son is considered a kind of Asian person whose manifest destiny is to embrace Asian things. The Chinese language. Chinese food. Chinese New Year. No one cares whether he speaks Gaelic or wears green on St. Patrick's Day. For though Luke's skin is fair, and his features mixed, people see his straight black hair and "know" who he is. But is this how we should define ourselves, by other people's perceptions? My husband, Dave, and I had originally hoped for Luke to grow up embracing his whole, complex ethnic heritage. We had hoped to pass on to him values and habits of mind that had actually survived in both of us. Then one day, Luke combed his black hair and said he was turning it yellow. Another day, a fellow mother reported that her son had invited all blond-haired children like himself to his birthday party. And yet another day, Luke was happily scooting around the Cambridge Common playground when a pair of older boys, apparently brothers, blocked his way. "You're Chinese!" they shouted, leaning on the hood of Luke's scooter car. "You are! You're Chinese!" So brazen were these kids, that even when I, an adult, intervened, they continued to shout. Luke answered, "No, I'm not!" ― to no avail; it was not clear if the boys even heard him, Then the boys' mother called to them from some distance away, outside the fence, and though her voice was no louder than Luke's, they left obediently. Behind them opened a great, rippling quiet, like the wash of a battleship. Luke and I immediately went over things he could say if anything like that ever happened again. I told him that he was 100 percent American, even though I knew from my own childhood in Yonkers that these words would be met only with derision. It was a sorry chore. Since then I have not asked him about the incident, hoping that he has forgotten about it, and wishing that I could, too. For I wish I could forget the sight of those kids' fingers on the hood of Luke's little car. I wish I could forget their loud attack, but also Luke's soft defense: No, I'm not. Chinese-culture school. After dozens of phone calls, I was elated to discover the Greater Boston Chinese Cultural Association nearby in West Newton. The school takes children at 3, has a wonderful sense of community and is housed in a center paid for, in part, by great karaoke fund-raising events. (Never mind what the Japanese meant to the Chinese in the old world. In this world, people donate at least $200 each for a chance at the mike, and the singing goes on all night.) There are even vendors who bring home-style Chinese food to sell after class ― stuff you can't get in a restaurant. Dave and I couldn't wait for the second class, and a chance to buy more bao for our freezer. But in the car on the way to the second class, Luke announced that he didn't want to go to Chinese school anymore. He said that the teacher talked mostly about ducks and bears and that he wasn't interested in ducks and bears. And I knew this was true. I knew that Luke was interested only in whales and ships. And what's more, I knew we wouldn't push him to take swimming lessons if he didn't want to, or music. Chinese school was a wonderful thing, but there was a way in which we were accepting it as somehow non-optional. Was that right? Hadn't we always said that we didn't want our son to see himself as more essentially Chinese than Irish? Yet we didn't want him to deny his Chinese heritage, either. And if there were going to be incidents on the playground, we wanted him to at least know what Chinese meant. So when Luke said again that he didn't want to go to Chinese school, I said, "Oh, really?" Later on we could try to teach him to define himself irrespective of race. For now, though, he was going to Chinese school. I exchanged glances with Dave. And then together, in a most carefully casual manner, we squinted at the road and kept going. <div style="margin-left: 80px; text-align: left"> <table style="border-right: rgb(51,153,153) 4px solid; border-top: rgb(51,153,153) 4px solid; float: none; background-image: none; vertical-align: top; border-left: rgb(51,153,153) 4px solid; border-bottom: rgb(51,153,153) 4px solid; text-align: left" rules="none" width="80%" border="1" frame="box"><tbody> <tr> <td> Acceptable Paragraphs: 7 (4 and 5 rejected by Kolln’s rules) Words: 663 Sentences: 41 Paragraphs: 7 Longest sentence: Paragraph 1, Sentence 4: 40 words Shortest sentence: Paragraph 2, Sentence 3: 2 words Avg. sentence length: 16.1 Number of Sentences with more than 10 words over average length (i.e., 26+): 3 Percentage of sentences with more than 10 words over average length: 7% Number of sentences with more than five words below the average (i.e., 11-): 12 Percentage of sentences with more than five words below the average: 29.26% Paragraph Length Longest Paragraph (# of sentences): (Paragraph 8) 8 Shortest Paragraph (# of sentences): (Paragraph 3) 3 Average Paragraph (# of sentences): 5.85 </td> </tr></tbody> </table> <a href="$@LESSONVIEWBYID*4301@$&pageid=4459">Click here to return to Exercise 2 and apply your knowledge.</a> </div> 6425 20 0 1 1 1195013123 1212606993 Subordination Subordination In Lesson 1, we talked about how to add adverbial structures to the optional slot in a sentence. One of these structures is a subordinate clause (also called a dependent clause). Like a sentence, a clause always contains two features: a subject and predicate; however, a clause is not necessarily the same as a sentence. There are two types of clauses: <ul> <li>independent clauses (sometimes called main clauses) and </li> <li>subordinate clauses (sometimes called dependent clauses). </li> </ul> 6426 20 0 1 1 1195013151 1213960991 Independent Clauses Independent Clause <div style="text-align: center"></div> (sometimes called main clause) <div style="margin-left: 20px; text-align: left"> <table width="90%" border="3"><tbody> <tr> <td valign="top" width="100%">Independent clauses are also known as complete sentences. They always contain a subject and predicate. </td> </tr></tbody> </table> </div> <div style="margin-left: 80px; text-align: left"> <table style="float: none; background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" cellspacing="0" cellpadding="5" rules="cols" border="3" frame="void"><tbody> <tr> <td style="color: rgb(0,0,255)" valign="top"> The dog </td> <td style="color: rgb(0,0,255)" valign="top"> ate my turkey sandwich. </td> </tr> <tr> <td valign="top"> subject </td> <td valign="top"> predicate </td> </tr></tbody> </table></div> 6427 20 0 1 1 1195013190 1212608155 Subordinate Clauses Subordinate Clause <div style="text-align: center;"> </div> (also called a dependent clause) <table width="100%" border="0"><tbody> <tr> <td width="100%" valign="top">Subordinate clauses cannot function alone as a sentence. They contain a subject and predicate plus a subordinator, which is a word that connects one clause to another clause by showing the clauses' relationship to each other. </td> </tr></tbody> </table> <div style="text-align: left; margin-left: 80px;"> <table rules="cols" frame="void" cellspacing="0" cellpadding="5" border="2" style="border-style: none; background-image: none; vertical-align: top; text-align: left; float: none;"><tbody> <tr> <td valign="top" style="color: rgb(0, 0, 255);"> Because </td> <td valign="top" style="color: rgb(0, 0, 255);"> the dog </td> <td valign="top" style="color: rgb(0, 0, 255);"> ate my turkey sandwich </td> </tr> <tr> <td valign="top"> subordinator </td> <td valign="top"> subject </td> <td valign="top"> predicate </td> </tr></tbody> </table> </div> Subordinate clauses must be connected to an independent clause and cannot stand alone as a sentence. They depend on the independent clause, which is why they are sometimes called dependent clauses. Incorrect: * Because the dog ate my turkey sandwich. (This is a sentence fragment.) Correct: <div style="text-align: left; margin-left: 80px;"> <table rules="cols" frame="void" cellspacing="0" cellpadding="5" border="2" style="border-style: none; background-image: none; vertical-align: top; text-align: left; float: none;"><tbody> <tr> <td valign="top" style="color: rgb(0, 0, 255);"> I didn’t eat lunch </td> <td valign="top" style="color: rgb(0, 0, 255);"> because the dog ate my turkey sandwich. </td> </tr> <tr> <td valign="top"> independent clause </td> <td valign="top"> subordinate clause </td> </tr></tbody> </table> </div> <h3 style="text-align: center;">or </h3> <div style="text-align: left; margin-left: 80px;"> <table rules="cols" frame="void" cellspacing="0" cellpadding="5" border="2" style="border-style: none; background-image: none; vertical-align: top; text-align: left; float: none;"><tbody> <tr> <td valign="top" style="color: rgb(0, 0, 255);"> Because the dog ate my turkey sandwich, </td> <td valign="top" style="color: rgb(0, 0, 255);"> I didn’t eat lunch. </td> </tr> <tr> <td valign="top"> subordinate clause </td> <td valign="top"> independent clause </td> </tr></tbody> </table> </div> 6428 20 0 1 1 1195013222 1213961206 Subordinate Clauses and Complex Sentences Subordinate Clauses and Complex Sentences <div style="margin-left: 80px; text-align: left"> <table style="float: none; background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" cellspacing="0" cellpadding="5" rules="cols" border="2" frame="void"><tbody> <tr> <td style="color: rgb(0,0,255)" valign="top"> I didn’t eat lunch </td> <td style="color: rgb(0,0,255)" valign="top"> because the dog ate my turkey sandwich. </td> </tr> <tr> <td valign="top"> independent clause </td> <td valign="top"> subordinate clause </td> </tr></tbody> </table> </div> <h3 style="text-align: center">or </h3> <div style="margin-left: 80px; text-align: left"> <table style="float: none; background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" cellspacing="0" cellpadding="5" rules="cols" border="2" frame="void"><tbody> <tr> <td style="color: rgb(0,0,255)" valign="top"> Because the dog ate my turkey sandwich , </td> <td style="color: rgb(0,0,255)" valign="top"> I didn’t eat lunch. </td> </tr> <tr> <td valign="top"> subordinate clause </td> <td valign="top"> independent clause </td> </tr></tbody> </table></div> Complex sentences contain both an independent and subordinate clause. Notice that you can reverse the order of the clauses. When the subordinate clause comes first, a comma is needed between the two clauses. When the independent clause comes first, no comma is needed. 6429 20 0 1 1 1195013273 1213961284 The Clause Test The Clause Test If you're not sure whether a clause is subordinate or independent (complete sentence), you can test it by inserting the clause in the following sentence: He thinks that ____________________. If the result makes sense, the part you inserted is an independent clause (complete sentence). If it doesn't make sense, the inserted portion is not an independent clause (complete sentence). He thinks that I didn't eat lunch. He thinks that because the dog ate my turkey sandwich, I didn't eat lunch. <div style="margin-left: 40px; color: rgb(0,0,255)">* He thinks that because the dog ate my turkey sandwich.</div> * The third sentence doesn't make sense because the inserted portion is not an independent clause (complete sentence). 6430 20 0 1 1 1212610399 1212610989 Exercise 3 - Using Subordinate Clauses - Part A Follow this link to <a href="$@QUIZVIEWBYID*4319@$">Exercise 3 - Part A</a>. 4451 6431 0 0 0 1212610747 1212610989 To Exercise 3 Part B 6431 20 0 1 1 1212610517 1222541465 Exercise 3 - Part B Follow this link to <a href="$@QUIZVIEWBYID*4320@$">Exercise 3 - Part B</a>. 4452 -1 0 0 0 1212611083 1222541465 To Exercise 3 - Part C 6432 20 0 1 1 1210446482 1222615014 Exercise 3 - Part C <div style="text-align: center;">Lesson 2 - Exercise 3 - Part C (Part C has 2 parts) </div> <table border="0" width="100%"><tbody> <tr> <td width="5%" valign="top">1. <img hspace="0" border="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" alt="assignment icon" title="assignment icon" /> </td> <td width="5%" valign="top"> </td> <td width="90%" valign="top">Combine each of <a href="$@FILEPHP@$/Exercise3PartCKollnSentences.doc">these groups of sentences</a> into a single sentence, using coordination and subordination. In some cases you may have to reword the sentence to make it sound natural. You can probably come up with more than one possibility for each. </td> </tr> <tr> <td width="5%" valign="top">2. </td> <td width="5%" valign="top"> </td> <td width="90%" valign="top">Answer the following questions. </td> </tr> <tr> <td width="5%" valign="top"><img hspace="0" border="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" alt="assignment icon" title="assignment icon" /> </td> <td width="5%" valign="top">1. </td> <td width="90%" valign="top">What does Kolln mean when she says that subordinate clauses have "great information-bearing potential"? </td> </tr> <tr> <td width="5%" valign="top"> </td> <td width="5%" valign="top">2. </td> <td width="90%" valign="top"> What are some reasons for including complex sentences in your prose? </td> </tr> <tr> <td width="5%" valign="top"> </td> <td width="5%" valign="top">3. </td> <td width="90%" valign="top">When writing a complex sentence, how might you decide whether to begin with the subordinate clause or the independent clause? </td> </tr></tbody> </table> <div style="margin-left: 100px; text-align: left;"> <table frame="void" border="0" rules="none" style="border-style: none; float: none; background-image: none; vertical-align: top; width: 340px; text-align: left; height: 168px;"><tbody> <tr> <td width="50%" valign="top">Submit Parts 1& 2 (sentences and question answers) as one file. </td> </tr> <tr> <td width="50%" valign="top" style="border-style: none; background-image: none; vertical-align: top; background-color: rgb(0, 255, 204); text-align: left;">Important: <ul style="color: rgb(255, 0, 0);"> <li>This assignment is incomplete unless BOTH Parts 1 and 2 are uploaded together as one file. </li> </ul> </td> </tr></tbody> </table><a href="../../../../mod/assignment/view.php?id=3546">To upload your file, follow this link.</a></div> 6433 20 0 1 1 1195013382 1222546648 Final Writing Assignment Final Writing Assignment <table width="100%" border="0"><tbody> <tr> <td width="5%" valign="top"><img hspace="0" border="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" alt="assignment icon" title="assignment icon" /> </td> <td width="50%" valign="top">Many people point to Ernest Hemingway and William Faulkner as writers with completely opposing styles. Their style differences are so obvious that they are often parodied. In fact, Hemispheres magazine (among others) sponsors a Hemingway Faulkner parody contest. If you want some fun, see the winners at: www.hemispheresmagazine.com. </td> </tr></tbody> </table> For your writing assignment, please <ul> <li>Read the excerpts from Ernest Hemingway's The Old Man and the Sea, and William Faulkner's Absalom, Absalom, which can be found by clicking the continue button. The Hemingway excerpt is rather long, so you can select a passage of 5-6 paragraphs if you are short on time. </li> <li>Write an essay (approximately 1.5 pages) comparing and contrasting the authors' styles. <ul> <li>Remember that style includes many features, from sentence length and diction to subject matter and tone. </li> <li>Pay especially close attention to the way each writer uses sentence structure. </li> <li>Make sure that your essay has a thesis statement and that you use specific examples from the excerpts to support your assertions. </li> <li>Also, pay attention to your own sentence usage. Have you used a variety of sentence structures and sentence lengths? </li> </ul></li> </ul><a href="$@ASSIGNMENTVIEWBYID*4322@$">Click this link to upload your Lesson 2 Final Writing Assignment. </a> 6434 20 0 1 1 1195013496 1212612697 Excerpt from Faulkner's Absalom, Absalom! An Excerpt from Faulkner's Absalom, Absalom! The first paragraph and a half of Faulkner's Absalom, Absalom! (Published in 1936) From a little after two o'clock until almost sundown of the long still hot weary dead September afternoon they sat in what Miss Coldfield still called the office because her father had called it that -- a dim hot airless room with the blinds all closed and fastened for forty-three summers because when she was a girl someone had believed that light and moving air carried heat and that dark was always cooler, and which (as the sun shone fuller and fuller on that side of the house) became latticed with yellow slashes full of dust motes which Quentin thought of as being flecks of the dead old dried paint itself blown inward from the scaling blinds as wind might have blown them. There was a wistaria vine blooming for the second time that summer on a wooden trellis before one window, into which sparrows came now and then in random gusts, making a dry vivid dusty sound before going away: and opposite Quentin, Miss Coldfield in the eternal black which she had worn for forty-three years now, whether for sister, father, or not husband none knew, sitting so bolt upright in the straight hard chair that was so tall for her that her legs hung straight and rigid as if she had iron shinbones and ankles, clear of the floor with that air of impotent and static rage like children's feet, and talking in that grim haggard amazed voice until at last listening would renege and hearing-sense self-confound and the long-dead object of her impotent yet indomitable frustration would appear, as though by outraged recapitulation evoked, quiet inattentive and harmless, out of the biding and dreamy and victorious dust. Her voice would not cease, it would just vanish. There would be the dim coffin-smelling gloom sweet and oversweet with the twice-bloomed wistariaagainst the outer wall by the savage quiet September sun impacted distilled and hyperdistilled, into which came now and then the loud cloudy flutter of the sparrows like a flat limber stick whipped by an idle boy, and the rank smell of female old flesh long embattled in virginity awhile the wan haggard face watched him above the faint triangle of lace at wrists and throat from the too tall chair in which she resembled a crucified child; and the voice not ceasing but vanishing into and then out of the long intervals like a stream, a trickle running from patch to patch of dried sand, and the ghost mused with shadowy docility as if it were the voice which he haunted where a more fortunate one would have had a house. Out of a quiet thunderclap he would abrupt (man-horse-demon) upon a scene peaceful and decorous as a schoolprize watercolor 6435 20 0 1 1 1195013577 1212612882 Excerpt from Hemingway's The Old Man and the Sea Ernest Hemingway from The Old Man and the Sea They sailed well and the old man soaked his hands in the salt water and tried to keep his head clear. There were high cumulus clouds and enough cirrus above them so that the old man knew the breeze would last all night. The old man looked at the fish constantly to make sure it was true. It was an hour before the first shark hit him. The shark was not an accident. He had come up from deep down in the water as the dark cloud of blood had settled and dispersed in the mile deep sea He had come up so fast and absolutely without caution that he broke the surface of the blue water and was in the sun. Then he fell back into the sea and picked up the scent and started swimming on the course the skiff and the fish had taken. Sometimes he lost the scent. But he would pick it up again, or have just a trace of it, and he swam fast and hard on the course. He was a very big Mako shark, built to swim as fast as the fastest fish in the sea and everything about him was beautiful except his jaws. His back was as blue as a sword fish's and his belly was silver and his hide was smooth and handsome. He was built as a swordfish except for his huge jaws Which were tight shut now as he swam fast, just under the surface with his high dorsal fin knifing through the water without wavering. Inside the closed double lip of his jaws all of his eight rows of teeth were slanted inwards. They were not the ordinary pyramid-shaped teeth of most sharks. They were shaped like a man's fingers when they are crisped like claws. They were nearly as long as the fingers of the old man and they had razor-sharp cutting edges on both sides. This was a fish built to feed on all the fishes in the sea, that were so fast and strong and well armed that they had no other enemy. Now he speeded up as he smelled the fresher scent and his blue dorsal fin cut the water. When the old man saw him coming be knew that this was a shark that had no fear at all and would do exactly what he wished. He prepared the harpoon and made the rope fast while he watched the shark come on. The rope was short as it lacked what he had cut away to lash the fish. The old man's head was clear and good now and he was full of resolution, but he had little hope. It was too good to last, he thought. He took one look at the great fish as he watched the shark close in. It might as well have been a dream, he thought. I cannot keep him from hitting me but maybe I can get him. Dentuso , he thought. Bad luck to your mother. The shark closed fast astern and when he hit the fish the old man saw his mouth open and his strange eyes and the clicking chop of the teeth as he drove forward in the meat just above the tail. The shark's head was out of the water and his back was coming out and the old man could hear the noise of skin and flesh ripping on the big fish when he rammed the harpoon down onto the shark's head at a spot where the line between his eyes intersected with the line that ran straight back from his nose. There were no such lines. There was only the heavy sharp blue head and the big eyes and the clicking, thrusting all-swallowing jaws. But that was the location of the brain and the old man hit it. He hit it with his blood-mushed hands driving a good harpoon with all his strength. He hit it without hope but with resolution and complete malignancy. The shark swung over and the old man saw his eye was not alive and then he swung over once again, wrapping himself in two loops of the rope. The old man knew that he was dead but the shark would not accept it. Then, on his back, with his tail lashing and his jaws clicking, the shark plowed over the water as a speed-boat does. The water was white where his tail beat it and three-quarters of his body was clear above the water when the rope came taut, shivered, and then snapped. The shark lay quietly for a little while on the surface and the old man watched him. Then he went down very slowly. "He took about forty pounds," the old man said aloud. He took my harpoon too and all the rope, he thought, and now my fish bleeds again and there will be others. He did not like to look at the fish anymore since he had been mutilated. When the fish had been hit it was as though he himself were hit. But I killed the shark that hit my fish, he thought. And he was the biggest dentuso that I have ever seen. And God knows that I have seen big ones. It was too good to last, he thought. I wish it had been a dream now and that I had never hooked the fish and was alone in bed on the newspapers. "But man is not made for defeat," he said. "A man can be destroyed but not defeated." I am sorry that I killed the fish though. Now the bad time is coming and I do not even have the harpoon. The dentuso is cruel and able and strong and intelligent. But I was more intelligent than he was. Perhaps not, he thought Perhaps I was only better armed. "Don't think, old man," he said aloud. "Sail on this course and take it when it comes." But I must think, he thought. Because it is all I have left. That and baseball. I wonder bow the great DiMaggio would have liked the way I hit him in the brain? It was no great thing, he thought. Any man could do it. But do you think my hands were as great a handicap as the bone spurs? I cannot know. I never had anything wrong with my heel except the time the stingray stung it when I stepped on him when swimming and paralyzed the lower leg and made the unbearable pain. "Think about something cheerful, old man," he said. "Every minute now you are closer to home. You sail lighter for the loss of forty pounds." He knew quite well the pattern of what could happen when he reached the inner part of the current. But there was nothing to be done now. "Yes there is," he said aloud. "I can lash my knife to the butt of one of the oars." So he did that with the tiller under his arm and the sheet of the sail under his foot. "Now," he said. "I am still an old man. But I am not unarmed." The breeze was fresh now and he sailed on well. He watched only the forward part of the fish and some of his hope returned. It is silly not to hope, he thought. Besides I believe it is a sin. Do not think about sin, he thought. There are enough problems now without sin. Also I have no understanding of it. I have no understanding of it and I am not sure that I believe in it. Perhaps it was a sin to kill the fish. I suppose it was even though I did it to keep me alive and feed many people. But then everything is a sin. Do not think about sin. It is much too late for that and there are people who are paid to do it. Let them think about it. You were born to be a fisherman as the fish was born to be a fish. San Pedro was a fisherman as was the father of the great DiMaggio. But he liked to think about all things that he was involved in and since there was nothing to read and he did not have a radio, he thought much and he kept on thinking about sin. You did not kill the fish only to keep alive and to sell for food, be thought. You killed him for pride and because you are a fisherman. You loved him when he was alive and you loved him after. If you love him, it is not a sin to kill him. Or is it more? "You think too much, old man," he said aloud. But you enjoyed killing the dentuso, he thought. He lives on the live fish as you do. He is not a scavenger nor just a moving appetite as some sharks are. He is beautiful and noble and knows no fear of anything. "I killed him in self-defense," the old man said aloud. "And I killed him well." Besides, he thought, everything kills everything else in some way. Fishing kills me exactly as it keeps me alive. The boy keeps me alive, be thought. I must not deceive myself too much. He leaned over the side and pulled loose a piece of the meat of the fish where the shark had cut him. He chewed it and noted its quality and its good taste. It was firm and juicy, like meat, but it was not red. There was no stringiness in it and he knew that it would bring the highest price in the market. But there was no way to keep its scent out of the water and the old man knew that a very bad time was coming. The breeze was steady. It had backed a little furtherinto the north-east and he knew that meant that it would not fall off. The old man looked ahead of him but he could see no sails nor could he see the hull nor the smoke of any ship. There were only the dying fish that went up from his bow sailing away to either side and the yellow patches of Gulf weed. He could not even see a bird. He had sailed for two hours, resting in the stern and sometimes chewing a bit of the meat from the martin, trying to rest and to be strong, when he saw the first of the two sharks. "Ay ," he said aloud. There is no translation for this word and perhaps it is just a noise such as a man might make, involuntarily, feeling the nail go through his hands and into the wood. "Galanos," he said aloud. He had seen the second fin now coming up behind the first and had identified them as shovel-nosed sharks by the brown, triangular fin and the sweeping movements of the tail. They had the scent and were excited and in the stupidity of their great hunger they were losing and finding the scent in their excitement But they were closing all the time. The old man made the sheet fast and jammed the tiller. Then he took up the oar with the knife lashed to it. He lifted it as lightly as he could because his hands rebelled at the pain Then he opened and closed them on it lightly to loosen them. He closed them firmly so they would take the pain now and would not flinch and watched the sharks come. He could see their wide, flattened shovel-pointed heads now and their white tipped wide pectoral fins. They were hateful sharks, bad smelling, scavengers as well as killers, and when they were hungry they would bite at an oar or the rudder of a boat. It was these sharks that would cut the turtles' legs and dippers oh when the turtles were asleep on the surface, and they would hit a man in the water, if they were hungry, even if the man had no smell of fish blood not of fish slime on him. "Ay ," the old man said. "Galanos Come on, galanos " They came. But they did not come as the Mako had come. One turned and went out of sight under the skiff and the old man could feel the skiff shake as he jerked and pulled on the fish. The other watched the old man with his slitted yellow eyes and then came in fast with his half circle of jaws wide to hit the fish where he had already been bitten. The line showed clearly on the top of his brown head and back where the brain joined the spinal cord and the old man drove the knife on the oar into the juncture, withdrew it, and drove it in again into the shark's yellow cat-like eyes. The shark let go of the fish and slid down, swallowing what he had taken as he died. The skiff was still shaking with the destruction the other shark was doing to the fish and the old man let go the sheet so that the skiff would swing broadside and bring the shark out from under. When he saw the shark he leaned over the side and punched at him. He bit only meat and the hide was set hard and he barely got the knife in. The blow hurt not only his hands but his shoulder too. But the shark came up fast with his head out and the old man hit him squarely in the center of his flat-topped head as his nose came out of the water and lay against the fish. The old man withdrew the blade and punched the shark exactly in the same spot again. He still hung to the fish with his jaws hooked and the old man stabbed him in his left eye. The shark still hung there. "No?" the old man said and he drove the blade between the vertebrae and the brain. It was an easy shot now and he felt the cartilage sever. The old man reversed the oar and put the blade between the shark's jaws to open them. He twisted the blade and as the shark slid loose he said, "Go on, galano. Slide down a mile deep. Go see your friend, or maybe it's your mother." The old man wiped the blade of his knife and laid down the oar. Then he found the sheet and the sail filled and be brought the skiff onto her course. "They must have taken a quarter of him and of the best meat," he said aloud. "I wish it were a dream and that I had never hooked him. I'm sorry about it, fish. It makes everything wrong." He stopped and he did not want to look at the fish now. Drained of blood and awash he looked the color of the silver backing of a mirror and his stripes still showed. "I shouldn't have gone out so far, fish" he said "Neither for you nor for me. I'm sorry, fish." Now, he said to himself. Look to the lashing on the knife and see if it has been cut. Then get your hand in order because there still is more to come. "I wish I had a stone for the knife," the old man said after he had checked the lashing on the oar butt. "I should have brought a stone." You should have brought many things, he thought. But you did not bring them, old man. Now is no time to think of what you do not have. Think of what you can do with what there is. "You give me much good counsel," he said aloud. "I'm tired of it." He held the tiller under his arm and soaked both his hands in the water as the skiff drove forward. "God knows how much that last one took," he said. "But she's much lighter now." He did not want to think of the mutilated under-side of the fish. He knew that each of the jerking bumps of the shark had been meat torn away and that the fish now made a trail for all sharks as wide as a highway through the sea. He was a fish to keep a man all winter, he thought. Don't think of that. Just rest and try to get your hands in shape to defend what is left of him. The blood smell from my hands means nothing now with all that scent in the water. Besides they do not bleed much. There is nothing cut that means anything. The bleeding may keep the left from cramping. What can I think of now? he thought. Nothing. I must think of nothing and wait for the next ones. I wish it had really been a dream, he thought. But who knows? It might have turned out well. The next shark that came was a single shovel-nose. He came like a pig to the trough if a pig had a mouth so wide that you could put your head in it. The old man let him hit the fish and then drove the knife on the oar down into his brain. But the shark jerked backwards as he rolled and the knife blade snapped. The old man settled himself to steer. He did not even watch the big shark sinking slowly in the water, showing first life-size, then tiny. That always fascinated the old man. But he did not even watch it now. "I have the gaff now," he said. "But it will do no good. I have the two oars and the tiller and the short club." Now they have beaten me, he thought. I am too old to club sharks to death. But I will try it as long as I have the oars and the short club and the tiller. He put his hands in the water again to soak them. It was getting late in the afternoon and he saw nothing but the sea and the sky. There was more wind in the sky than there had been, and soon he hoped that he would see land. "You're tired, old man" he said. "You're tired inside." The sharks did not hit him again until just before sunset. The old man saw the brown fins coming along the wide trail-the fish must make in the water. They were not even quartering on the scent. They were headed straight for the skiff swimming side by side. He jammed the tiller, made the sheet fast and reached under the stern for the club. It was an oar handle from a broken oar sawed off to about two and a half feet in length. He could only use it effectively with one hand because of the grip of the handle and he took good hold of it with his right hand, flexing his hand on it, as he watched the sharks come. They were both galanos. I must let the first one get a good bold and hit him on the point of the nose or straight across the top of the head, he thought. The two sharks closed together and as he saw the one nearest him open his jaws and sink them into the silver side of the fish, he raised the club high and brought it down heavy and slamming onto the top of the shark's broad bead. He felt the rubbery solidity as the club came down. But he felt the rigidity of bone too and he struck the shark once more hard across the point of the nose as he slid down from the fish. The other shark had been in and out and now came in again with his jaws wide. The old man could see pieces of the meat of the fish spilling white from the corner of his jaws as he bumped the fish and closed his jaws. He swung at him and hit only the head and the shark looked at him and wrenched the meat loose. The old man swung the club down on him again as he slipped away to swallow and hit only the heavy solid rubberiness. "Come on, galano," the old man said "Come in again." The shark came in a rush and the old man hit him as he shut his jaws. He hit him solidly and from as high up as he could raise the club. This time he felt the bone at the base of the brain and he hit him again in the same place while the shark tore the meat loose sluggishly and slid down from the fish. The old man watched for him to come again but neither shark showed. Then he saw one on the surface swimming in circles. He did not see the fin of the other. I could not expect to kill them, he thought. I could have in my time. But I have hurt them both badly and neither one can feel very good. If I could have used a bat with two hands I could have killed the first one surely. Even now, he thought. He did not want to look at the fish. He knew that half of him had been destroyed. The sun had gone down while he had been in the fight with the sharks. "It will be dark soon," he said. "Then I should see the glow of Havana. If I am too far to the eastward I will see the lights of one of the new beaches." I cannot be too far out now, he thought. I hope no one has been too worried. There is only the boy to worry, of course. But I am sure he would have confidence. Many of the older fishermen will worry. Many others too, he thought. I live in a good town. He could not talk to the fish anymore because the fish had been ruined too badly. Then something came into his bead. "Half fish" he said "Fish that you were. I am sorry that I went too far out. I ruined us both. But we have killed many sharks, you and I, and mined many others. How many did you ever kill, old fish? You do not have that spear on your head for nothing." He liked to think of the fish and what he could do to a shark if he were swimming free. I should have chopped the bill off to fight them with, he thought But there was no hatchet and then there was no knife. But if I had, one could have lashed it to an oar butt, what a weapon. Then we might have fought them together. What will you do now if they come in the night? What can you do? "Fight them," he said. "I'll fight them until I die." But in the dark now and no glow showing and no lights and only the wind and the steady pull of the sail he felt that perhaps he was already dead. He put his two hands together and felt the palms. They were not dead and he could bring the pain of life by simply opening and closing them. He leaned his back against the stem and knew he was not dead. His shoulders told him. I have all those prayers I promised if I caught the fish he thought. But I am too tired to say them now. I better get the sack and put it over my shoulders. He lay in the stem and steered and watched for the glow to come in the sky. I have half of him, he thought. Maybe I'll have the luck to bring the forward half in. I should have some luck. No, he said. You violated your luck when you went too far outside. "Don't be silly," he said aloud. "And keep awake and steer. You may have much luck yet." "I'd like to buy some if there's any place they sell it," he said. What could I buy it with? he asked himself. Could I buy it with a lost harpoon and a broken knife and two bad hands? "You might," he said. "You tried to buy it with eighty-four days at sea They nearly sold it to you too." I must not think nonsense, he thought. Luck is a thing that comes in many forms and who can recognize her? I would take some though in any form and pay what they asked. I wish I could see the glow from the lights, he thought. I wish too many things. But that is the thing I wish for now. He tried to settle more comfortably to steer and from his pain he knew he was not dead. He saw the reflected glare of the lights of the city at what must have been around ten o'clock at night. They were only perceptible at first as the light is in the sky before the moon rises. Then they were :steady to see across the ocean which was rough now the increasing breeze. He steered inside of the glow and he thought that now, soon, he must hit the edge of the stream. Now it is over, he thought. They will probably hit me again. But what can a man do against them in the dark without a weapon? He was stiff and sore now and his wounds and all of the strained parts of his body hurt with the cold of the night. I hope I do not have to fight again. But by midnight he fought and this time he knew the fight was useless. They came in a pack and he could only see the lines in the water that their fins made and their phosphorescence as they threw themselves on the fish. He clubbed at heads and heard the jaws chop and the shaking of the skid as they took hold below. He clubbed desperately at what he could only feel and hear and he felt something seize the club and it was gone. He jerked the tiller free from the rudder and beat and chopped with it, holding it in both hands and driving it down again and again. But they were up to the bow now and driving in one after the other and together, tearing oil the pieces of meat that showed glowing below the sea as they turned to come once more. One came, finally, against the head itself and he knew that it was over. He swung the tiller across the shark's head where the jaws were caught in the heaviness of the fish's head which would not tear. He swung it once and twice and again. He heard the filler break and he lunged at the shark with the splintered butt. He felt it go in and knowing it was sharp he drove it in again. The shark let go and rolled away. That was the last shark of the pack that came. There was nothing more for them to eat. The old man could hardly breathe now and he felt a strange taste in his mouth. It was coppery and sweet and he was afraid of it for a moment. But there was not much of it. He spat into the ocean and said, "Eat that, galanos. And make a dream you've killed a man." He knew he was beaten now finally and without remedy and he went back to the stem and found the jagged end of the tiller would fit in the slot of the rudder well enough for him to steer. He settled the sack around his shoulders and put the skiff on her course. He sailed lightly now and he had no thoughts nor any feelings of any kind. He was past everything now and he sailed the skiff to make his home port as well and as intelligently as he could. In the night sharks hit the carcass as someone might pick up crumbs from the table. The old man paid no attention to them and did not pay any attention to anything except steering. He only noticed how lightly and how well the skiff sailed now there was no great weight beside her She's good, he thought. She is sound and not harmed in any way except for the tiller. That is easily replaced. He could feel he was inside the current now and he could see the lights of the beach colonies along the shore. He knew where he was now and it was nothing to get home. The wind is our friend, anyway, he thought; Then he added, sometimes. And the great sea with our friends and our enemies. And bed he thought. Bed is my friend. Just bed, he thought. Bed will be a great thing. It is easy when you are beaten, he thought. I never knew how easy it was. And what beat you, he thought. "Nothing," he said aloud. "I went out too far." When he sailed into the little harbor the lights of the Terrace were out and he knew everyone was in bed. The breeze had risen steadily and was blowing strongly now. It was quiet in the harbor though and he sailed up onto the little patch of shingle below the rocks. There was no one to help him so he pulled the boat up as far as he could. Then he stepped out and made her fast to a rock. He unstepped the mast and furled the sail and tied it. Then he shouldered the mast and started to climb. It was then he knew the depth of his tiredness. He stopped for a moment and looked back and saw in the reflection from the street light the great tail of the fish standing up well behind the skiff's stern. He saw the white naked line of his backbone and the dark mass of the head with the projecting bill and all the nakedness between. He started to climb again and at the top he fell and lay for some time with the mast across his shoulder. He tried to get up. But it was too difficult and he sat there with the mast on his shoulder and looked at the road. A cat passed on the far side going about its business and the old man watched it. Then he just watched the road. Finally he put the mast down and stood up. He picked the mast up and put it on his shoulder and started up the road. He had to sit down Eve times before he reached his shack. Inside the shack he leaned the mast against the wall. In the dark he found a water bottle and took a drink. Then he lay down on the bed. He pulled the blanket over his shoulders and then over his back and legs and he slept face down on the newspapers with his arms out straight and the palms of his hands up. He was asleep when the boy looked in the door in the morning. It was blowing so hard that the drifting boats would not be going out and the boy had slept late and then come to the old man's shack as he had come each morning. The boy saw that the old man was breathing and then he saw the old man's hands and he started to cry. He went out very quietly to go to bring some coffee and all the way down the road he was crying. Many fishermen were around the skiff looking at what was lashed beside it and one was in the water, his trousers rolled up, measuring the skeleton with a length of line. The boy did not go down. He had been there before and one of the fishermen was looking after the skiff for him. "How is he?" one of the fishermen shouted. "Sleeping," the boy called. He did not care that they saw him crying. "Let no one disturb him." "He was eighteen feet from nose to tail," the fisherman who was measuring him called. "I believe it," the boy said. He went into the Terrace and asked for a can of coffee. "Hot and with plenty of milk and sugar in it." "Anything more?" "No. Afterwards I will see what he can eat." "What a fish it was," the proprietor said. "There has never been such a fish. Those were two fine fish you took yesterday too." "Damn my fish," the boy said and he started to cry again. "Do you want a drink of any kind?" the proprietor asked. "No," the boy said. "Tell them not to bother Santiago. I'll be back." "Tell him how sorry I am." "Thanks," the boy said. The boy carried the hot can of coffee up to the old man's shack and sat by him until he woke. Once it looked as though he were waking. But he had gone back into heavy sleep and the boy had gone across the road to borrow some wood to heat the coffee. Finally the old man woke. "Don't sit up," the boy said. "Drink this." He poured some of the coffee in a glass. The old man took it and drank it. "They beat me, Manolin," be said. "They truly beat me." "He didn't beat you. Not the fish." "No. Truly. It was afterwards." "Pedrico is looking after the skiff and the gear. What do you want done with the head?" "Let Pedrico chop it up to use in fish traps. "And the spear?" "You keep it if you want it." "I want it," the boy said. "Now we must make our plans about the other things." "Did they search for me?" "Of course. With coast guard and with planes." "The ocean is very big and a skiff is small and hard to see," the old man said. He noticed how pleasant it was to have someone to talk to instead of speaking only to himself and to the sea. "I missed you," he said. "What did you catch?" "One the first day. One the second and two the third." "Very good." "Now we fish together again." "No. I am not lucky. I am not lucky anymore. "The hell with luck," the boy said. "I'll bring the luck with me." "What will your family say?" "I do not care. I caught two yesterday. But we will fish together now for I still have much to learn." "We must get a good killing lance and always have it on board. You can make the blade from a spring leaf from an old Ford. We can grind it in Guanabacoa. It should be sharp and not tempered so it will break. My knife broke." "I'll get another knife and have the spring ground. How many days of heavy brisa have we?" "Maybe three. Maybe more." "I will have everything in order," the boy said. "You get your hands well, old man." "I know how to care for them. In the night I spat something strange and felt something in my chest was broken." "Get that well too," the boy said. "Lie down, old man, and I will bring you your clean shirt. And something to eat." "Bring any of the papers of the time that I was gone," the old man said. "You must get well fast for there is much that I can learn and you can teach me everything. How much did you suffer?" "Plenty," the old man said. "I'll bring the food and the papers," the boy said "Rest well, old man. I will bring stuff from the drugstore for your hands." "Don't forget to tell Pedrico the head is his." "No. I will remember." As the boy went out the door and down the worn coral rock road he was crying again. That afternoon there was a party of tourists at the Terrace and looking down in the water among the empty beer cans and dead barracudas a woman saw a great long white spine with a huge tail at the end that lifted and swung with the tide while the east wind blew a heavy steady sea outside the entrance to the harbor. "What's that?" she asked a waiter and pointed to the long backbone of the great fish that was now just garbage waiting to go out with the tide. "Tiburon," the waiter said, "Eshark." He was meaning to explain what had happened. "I didn't know sharks had such handsome, beautifully formed tails." "I didn't either," her male companion said. Up the road, in his shack, the old man was sleeping again. He was still sleeping on his face and the boy was sitting by him watching him. The old man was dreaming about the lions. 6436 20 0 1 1 1195013630 1222541563 Terminology Terminology (Make sure that you can define the following words. If you don't understand what they all mean, please ask your instructor.) Subordination Independent Clause Subordinate Clause Dependent Clause Complex sentence Always complete each lesson by clicking the continue button, below. 6437 2 0 0 0 1222544809 0 Are you ready to finish the lesson? Are you ready to finish the lesson? 4453 -9 0 1 0 1222544809 0 Yes Thank you! 4454 0 0 0 0 1222544809 0 No Okay. Select the page you want to review in the left side navigation bar. 0 1 0 O:8:"stdClass":3:{s:9:"timespent";i:0;s:9:"completed";i:0;s:15:"gradebetterthan";i:0;} 0 1 0 0 4 10 1 0 0 0 0 0 20 1 100 650 0 0 20 20 #FFFFFF 1 0 0 0 10 329 lesson Lesson 3 - Cohesion 0 1 0 0 O:8:"stdClass":3:{s:9:"timespent";i:0;s:9:"completed";i:0;s:15:"gradebetterthan";i:0;} 100 0 0 0 4 10 0 0 0 0 0 0 20 1 4330 100 650 0 0 20 20 #FFFFFF 1 0 1 0 10 0 0 1224167486 6438 20 0 1 1 1195013750 1213361736 Cohesion Lesson 3 - Cohesion The word cohesion comes from the Latin roots co- together + hærere to stick, cleave. When we refer to cohesion in writing, we mean that various parts of the text are connected with or stuck to each other. In other words, when we write cohesively, we are connecting separate parts together so that our writing is unified. Cohesion might mean relating sentences to other sentences within a paragraph or connecting paragraphs to other paragraphs within an essay or story. 6439 20 0 1 1 1195013785 1212710811 Where are we going? Where are we going? In this lesson, we are going to discuss ways to make your writing more cohesive. In doing so, we will first learn about something called the "known-new contract" and then discuss issues of pronoun case and reference. 6440 20 0 1 1 1195013821 1212710860 Why is it important? Why is it important? Have you ever had a teacher write "Awkward" on an essay? Have you ever needed to read another person's writing two or three times to understand the meaning? Violating the "known-new contract" or using pronouns incorrectly can make our writing vague and confusing to the reader. Even when our sentences are grammatical, they can still be awkward if they don't allow the ideas from one sentence to flow gracefully into the next or if they contain pronouns whose referents are unclear. Understanding grammatical issues empowers writers to make their writing graceful through cohesion. 6441 20 0 1 1 1195013854 1212873560 The Known-New Contract The Known-New Contract By now, you are probably wondering what this term means. <table width="100%" border="2"><tbody> <tr> <td valign="top" width="100%">The known-new contract refers to information your readers already know. </td> </tr></tbody> </table> How do you know if readers know something? You tell them! To illustrate, let's look at the following sentence: He always felt strangely uncomfortable in that place. On its own, this sentence could confuse the reader. Here, out of context, we don't know any details about any of the nouns. Who is he? Where is that place? That information is not known to your reader. Although fiction writers occasionally break the known-new contract as a rhetorical device, if you wrote this sentence in an essay without first answering the who and where questions, you might confuse your reader. On the other hand, this sentence would be perfectly clear if you had specified in earlier sentences that he refers to your brother Kevin, and that place refers to a dark cave. He and that place then become "known" information. 6442 20 0 1 1 1195013884 1212877408 Reading About the Known-New Contract Reading about the Known-New Contract Kolln has a detailed explanation of the known-new contract in Chapter 4. Before continuing with this lesson, read "The Known-New Contract" on pages 68-71. As you read this section, make sure that you can answer the following questions: <ol> <li>What is the known-new contract? </li> <li>How does it work in Kolln's examples on pages 69-70? </li> <li>Why is it a Pattern? </li> </ol> 6443 20 0 1 1 1195014030 1213368664 After Reading <div class="Section1" style="font-family: trebuchet ms,verdana,arial,helvetica,sans-serif;"> The Known-New Contract After Reading As Kolln explains, readers expect each sentence to be connected to earlier sentences by repetition of known information. Sentences containing entirely new information can be jarring. The reader must stop and wonder how the new information fits into the paragraph. Your job as a writer is to keep the reader from stopping. Your writing will be clearer when you help the reader understand how your sentences relate to each other. One technique is to put known information in the subject and new information in the predicate. Example: <table rules="cols" frame="void" cellspacing="0" cellpadding="5" border="2" style="border-style: none; width: 85%; background-image: none; float: none; text-align: left; vertical-align: top;"><tbody> <tr height="20"> <td width="638" valign="top" height="20" colspan="3"> Sentence 1: My brother John liked to explore; </td> </tr> <tr height="19"> <td width="163" valign="top" height="19"> Sentence 2: however, </td> <td width="78" valign="top" height="19" style="color: rgb(0, 0, 255);"> he </td> <td width="397" valign="top" height="19"> always felt strangely uncomfortable in dark caves. </td> </tr> <tr height="19"> <td width="163" valign="top" height="19">  </td> <td width="78" valign="top" height="19"> subject </td> <td width="397" valign="top" height="19"> predicate with new information </td> </tr></tbody> </table> Notice that the subject he is now known information. It refers to my brother John in the previous sentence. New information is not introduced until the predicate. Like many of the techniques taught in this course, this is not a rigid rule that writers must follow 100% of the time; however, if you feel that your writing is sometimes unclear, this technique might be worth trying when you revise your work. </div> 6444 20 0 1 1 1195014070 1212712085 Cohesion Between Paragraphs Cohesion Between Paragraphs Although Kolln focuses on cohesion within paragraphs, the same principle applies to larger texts. In essay writing, it is important for paragraphs to relate to one another. When all the paragraphs cohere, the result is a unified essay. How does a writer make an essay more unified? By demonstrating the relationships between paragraphs. Writers need to provide transitions from one idea to the next and make sure that each paragraph contains known information that refers back to previous paragraphs. 6445 20 0 1 1 1195014207 1222032630 Lesson 3 - Exercise 1: Analyzing Writing, Part 1 Exercise 1: Analyzing Writing, Part 1 To take a look at a real example, let's go back to the weasel essay by Annie Dillard on pages 5 - 6. First, number the sentences of the paragraph so you can reference them later. There should be eight. Second, underline each noun in the passage. As you do this, include possessive pronouns (i.e. his book). Third, make a chart similar to the example below. In the first column, list the sentence number. In the second column, list the nouns. In the third column, indicate whether each one is known information or new information. If the noun contains known information, then indicate what previous noun it refers to in the fourth column. To illustrate, here are sentences 1 and 2. <table style="float: none; background-image: none; vertical-align: top; border-top-style: solid; border-right-style: solid; border-left-style: solid; text-align: left; border-bottom-style: solid" cellspacing="0" cellpadding="5" rules="all" border="1" frame="box"><tbody> <tr> <td valign="top" width="97"> Sentence </td> <td valign="top" width="132"> Noun </td> <td valign="top" width="144"> Known or New </td> <td valign="top" width="265"> Reference to a previous noun? </td> </tr> <tr> <td valign="top" width="97"> 1 </td> <td style="color: rgb(0,0,255)" valign="top" width="132"> weasel </td> <td style="color: rgb(0,0,255)" valign="top" width="144"> new </td> <td valign="top" width="265"> </td> </tr> <tr> <td valign="top" width="97"> 2 </td> <td style="color: rgb(0,0,255)" valign="top" width="132"> he </td> <td style="color: rgb(0,0,255)" valign="top" width="144"> known </td> <td style="color: rgb(0,0,255)" valign="top" width="265"> refers to weasel in S. 1 </td> </tr> <tr> <td valign="top" width="97"> </td> <td valign="top" width="132"> </td> <td valign="top" width="144"> </td> <td valign="top" width="265"> </td> </tr></tbody> </table> Watch out. Go slowly and attentively. Some of these are not as obvious as the examples from sentences 1 and 2. Also, many of these sentences have more than one noun to consider. Post your chart in "Lesson 3 - Exercise 1" along with your answers to these questions. <div style="margin-left: 80px; text-align: left"> <table style="float: none; background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; background-color: rgb(0,204,255); text-align: left; border-bottom-style: none" rules="none" width="80%" border="0" frame="void"><tbody> <tr> <td valign="top" width="100%"> <ul> <li>Does Annie Dillard's paragraph follow the known-new contract? </li> <li>Why or why not? </li> <li>What effect does this have on the reader? </li> <li>Explain your answer. </li> </ul> </td> </tr></tbody> </table> </div> <div style="margin-left: 40px"></div> Chart Formatting Notes <table width="100%" border="3"><tbody> <tr> <td style="vertical-align: top"><img title="assignment icon" alt="assignment icon" hspace="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" border="0" /> </td> <td valign="top" width="100%">Compose this exercise in a Word document. Download a Word 97 version of the chart by following <a href="$@FILEPHP@$/Lesson3Exercise_1.doc">this link</a>. Follow the instructions. Save your document on your hard drive in a safe place where you will be able to find it again. </td> </tr> <tr> <td style="vertical-align: top"><img title="assignment icon" alt="assignment icon" hspace="0" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" border="0" /> </td> <td style="vertical-align: top">Include both the chart above and your answers to the questions in one file. Upload your document to <a href="$@ASSIGNMENTVIEWBYID*4323@$">"Lesson 3 - Exercise 1."</a> </td> </tr></tbody> </table> If you don't have a copy of Microsoft Word, you can just make a list and press the "Tab" key in between entries to make enough space to separate the columns. Like this... Sentence # [tab] Noun [tab] Known or New [tab] Reference to a previous noun? <div style="margin-left: 40px">1. weasel new 2. he known refers to weasel in S.1 </div> Press tab after each item you enter (so type"1," then press "tab," then type "weasel," then press "tab," and so on). Follow this link to "<a href="$@ASSIGNMENTVIEWBYID*4323@$">Lesson 3 - Exercise 1."</a> 6446 20 0 1 1 1195014243 1222193335 Exercise 2: Analyzing Writing, Part 2 Exercise 2: Analyzing Writing, Part 2 For contrast, complete the following tasks: <table style="float: none; background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" rules="none" width="100%" border="0" frame="void"><tbody> <tr> <td style="background-image: none; vertical-align: top; width: 5%; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" valign="top" width="50%">1. </td> <td valign="top" width="50%">Read the paragraph by William Warner on the top of page 230. Notice that this paragraph opens the first chapter of his book Beautiful Swimmers. </td> </tr> <tr> <td style="vertical-align: top">2. </td> <td style="vertical-align: top"> Write a short paragraph answering the same questions as in Exercise 1 for William Warner's paragraph. Post your paragraph in "<a href="$@FORUMVIEWBYID*4324@$">Lesson 3 -Exercise 2</a>." </td> </tr> <tr> <td style="vertical-align: top">3. </td> <td style="vertical-align: top">After you have posted your answer, read the other students' responses. Write a response to at least another student's answer (more responses are very welcome). Do you agree with that person? Why or why not? Here are the questions again. </td> </tr> <tr> <td style="vertical-align: top"> </td> <td style="vertical-align: top"> </td> </tr> <tr> <td style="vertical-align: top"> </td> <td style="background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; background-color: rgb(51,255,255); text-align: left; border-bottom-style: none">Does William Warner's paragraph follow the known-new contract? Why or why not? What effect does this have on the reader? Explain your answer. </td> </tr></tbody> </table> 6447 20 0 1 1 1195014291 1213314814 Exercise 3: Revising to Improve Cohesion Exercise 3: Revising to Improve Cohesion Let's practice working with the known-new contract. Which sentence in each group is the best revision for the five passages? Think especially about reader expectation and the known-new contract. Click the link to go to "<a href="$@QUIZVIEWBYID*4325@$">Lesson 3 - Exercise 3</a>." 6448 20 0 1 1 1195014321 1212875116 Pronouns and Cohesion <div class="Section1" style="font-family: trebuchet ms,verdana,arial,helvetica,sans-serif"> Pronouns and Cohesion In Exercise 1, we looked at how pronouns referred back to a previous noun. We call this previous noun the "antecedent." As we noticed, using pronouns to refer to another noun earlier in the text improves cohesion. Kolln discusses this issue more fully in Chapter 2. Go ahead and read pages 72-75 now. As you read, make sure you understand the meanings of the following words: antecedent, determiner, and article. Also, be sure that you understand the difference between personal, possessive, and demonstrative pronouns. If you don't, be sure to ask your instructor before you finish this lesson. </div> 6449 20 0 1 1 1195014395 1212875200 Ineffective Pronoun Usage Ineffective Pronoun Usage Using pronouns ineffectively detracts from cohesion. As Kolln states, the pronouns it, this, and that can be troublesome because their references are often vague. Writers often miss these problems because sentences with vague pronouns are grammatical and are so common, especially in speech. There are a couple of ways to fix this problem. <ul> <li>One way is by replacing the vague pronoun with a specific noun. </li> <li>Another way is to eliminate the pronoun altogether by combining sentences. </li> </ul>As I was writing this lesson, I almost fell into the vague pronoun trap. Look at the third sentence in this paragraph. As I was composing it, I wrote: <div style="margin-left: 40px">It is easy to miss these problems because sentences with vague pronouns are grammatical . . . </div> What is the problem? Yes, the vague it that refers to nothing. Again, the structure isn't wrong grammatically, but using vague pronouns can be a bad habit since making other choices will make my meaning clearer. To eliminate the structure, I asked myself, "Who misses these problems? " The answer gave me my solution: Writers often miss these problems because sentences with vague pronouns are grammatical . . . 6450 20 0 1 1 1195014435 1212775450 Lesson 3 - Exercise 4 - Eliminating Vague Pronouns - Part A <div class="Section1">Exercise 4 - Eliminating Vague Pronouns - Part A To practice eliminating vague pronouns for yourself, select the correctly revised sentence in each of the eight groups of sentences from Exercise 12 on page 76 of Rhetorical Grammar. Follow this link to <a href="$@QUIZVIEWBYID*4326@$">Lesson 3 - Exercise 4 - Part A</a>. </div> 6451 20 0 1 1 1210605522 1213315227 Lesson 3 - Exercise 4 - Eliminating Vague Pronouns - Part B Lesson 3 - Exercise 4 - Eliminating Vague Pronouns - Part B <ol> <li>Now, select three of the incorrect sentences and write your own revisions. If you want to eliminate, move, or substitute words, please do so. But, be very careful not to change the sentences' meanings.</li> <li>After you have revised the sentences, explain how you improved each one. Be specific and descriptive. Not just "I changed the vague pronoun to a specific one," but "I changed the vague pronoun it to the specific largest picture window looking over the Grand Canyon in front of shows me beauty."</li> <li>Copy and paste your three revisions and three explanations into Lesson 3 - Exercise 4 - Part B.</li> <li>Once you have posted your work, review the work of two fellow students and comment on their revisions and explanations.</li> </ol> <table border="0" width="100%"><tbody> <tr> <td width="5%" valign="top" style="border-style: none; width: 5%; background-image: none; text-align: left; vertical-align: top;"><img hspace="0" border="0" vspace="0" title="assign icon" alt="assign icon" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" /> </td> <td width="95%" valign="top">Compose this exercise as one Word document. Follow the instructions above. Save your document on your hard drive in a safe place where you will be able to find it again. </td> </tr></tbody> </table> Follow this link to <a href="$@FORUMVIEWBYID*4327@$">Lesson 3 - Exercise 4 - Part B</a> 6452 20 0 1 1 1195014729 1222020710 Pronoun Pitfalls Pronoun Pitfalls Just as ineffective pronoun usage can compromise the clarity and cohesion of your writing, so can incorrect pronoun usage. This happens when you use a pronoun that doesn't agree with its antecedent in gender or number. Take a look at these examples. Can you see what is wrong with each one? See if you can identify the problems before reading further. <table style="float: none; background-image: none; vertical-align: top; width: 90%; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" rules="none" border="0" frame="void"><tbody> <tr> <td valign="top" width="10%">1. </td> <td valign="top" width="90%">My dad loves to play golf on Saturday mornings and is happiest when she can get an early start. </td> </tr> <tr> <td style="vertical-align: top">2. </td> <td style="vertical-align: top">Mrs. Gupta handed the A paper back to Mina. She had a big smile on her face. </td> </tr> <tr> <td style="vertical-align: top">3. </td> <td style="vertical-align: top">When you are helping a student with homework, make sure that they don't get frustrated. </td> </tr></tbody> </table> 6453 20 0 1 1 1195014757 1222020740 Example 1 Example 1 1. My dad loves to play golf on Saturday mornings and is happiest when she can get an early start. This example contains the most obvious error. The pronoun's antecedent dad is male, while the pronoun she is female. The genders do not agree. Usually, this first type of mistake is only made by English language learners. The second and third examples, on the other hand, show incorrect usage that is very common among native English speakers. 6454 20 0 1 1 1195014783 1222020762 Example 2 Example 2 2. Mrs. Gupta handed the A paper back to Mina. She had a big smile on her face. The second example has two vague pronouns with unclear antecedents. She and her could refer either to Mrs. Gupta or Mina. Although the pronouns agree with the antecedents in gender and number, we don't know which antecedent belongs with the pronouns. 6455 20 0 1 1 1195014812 1222020879 Example 3 Example 3 3. When you are helping a student with homework, make sure that they don't get frustrated. The error in the third example often happens because writers don't know how to avoid it. Here, the plural pronoun "they" doesn't agree in number with the singular pronoun a student. The problem is that we are talking about any student in general, so the noun isn't gender specific. The pitfall is that English doesn't have a unisex third person singular pronoun. In the past, writers would just use the pronoun he, but nowadays that seems sexist. Another solution is to say he or she, but it is cumbersome to use three words in place of one. In this case, perhaps the best solution is to change the antecedent: When you are helping <//span>students with homework, make sure that they don't get frustrated.<//span> 6456 20 0 1 1 1195014838 1222020941 Indefinite Pronouns Indefinite Pronouns Indefinite pronouns fail to refer to a specific person or thing and are another trouble spot . Indefinite pronouns include words such as: any, anyone, each, either, everyone, everything, neither, none, no one, someone, and something. These pronouns are troublesome because they are often treated as plural in casual speech, but in formal written English, they are correctly used as singular. Compare the following forms: A. None of the books are mine. B. None of the books is mine. A. Each are required to bring their own pencil. B. Each is required to bring his own pencil. A. Neither have good reputations. B. Neither has a good reputation. Which form is correct in writing? If you answered B for all of the examples, you are correct. The A forms may sound correct because they are commonly used in casual speech; however, the B forms are traditionally used in formal written English. 6457 20 0 1 1 1195014868 1222020970 Other Indefinite Pronouns Other Indefinite Pronouns A few indefinite pronouns may be singular or plural depending on the noun they refer to. Compare the following: A. Some of the grass is wet. B. Some of the plates are wet. Which is correct? Both. These few indefinite pronouns (all, any, some) can be treated as plural or singular depending on the noun to which they refer. 6458 20 0 1 1 1195014968 1222021083 Common Pronoun Errors Common Pronoun Errors Look at the following examples of incorrect usage: <ul> <li style="color: rgb(0,0,255)">The puppy always barked at Dave and I. </li> <li style="color: rgb(0,0,255)">Us girls are hard workers. </li> <li style="color: rgb(0,0,255)">Although Lia turned her essay in anonymously, Mr. Kim knew that the writer was her. </li> <li style="color: rgb(0,0,255)">The top algebra students, Ashley and me, were both given awards. </li> <li>The coach only chose two freshmen for the varsity team, Tim and I. </li> </ul> First of all, can you find the error in each sentence? If you can't, it may be because errors of this sort are so common in everyday spoken English. What is the problem? 6459 20 0 1 1 1212177269 1222021173 Case Structure <div class="Section1"> Case Structure Here are our incorrect sentences again: <ul> <li style="color: rgb(0,0,255)">The puppy always barked at Dave and I. </li> <li style="color: rgb(0,0,255)">Us girls are hard workers. </li> <li style="color: rgb(0,0,255)">Although Lia turned her essay in anonymously, Mr. Kim knew that the writer was her. </li> <li style="color: rgb(0,0,255)">The top algebra students, Ashley and me, were both given awards. </li> <li>The coach only chose two freshmen for the varsity team, Tim and I. </li> </ul> All of these sentences have errors of "case." In some languages, such as Latin and Russian, nouns have something called "case." This means that nouns have different forms when they are used in different slots of the sentence. To illustrate, let's look at the Russian word for male cat. <table style="float: none; background-image: none; vertical-align: top; border-top-style: solid; border-right-style: solid; border-left-style: solid; text-align: left; border-bottom-style: solid" cellspacing="0" cellpadding="5" rules="all" width="100%" border="1" frame="box"><tbody> <tr> <td valign="top" width="33%"> Position in Sentence </td> <td valign="top" width="27%"> Word form </td> <td valign="top" width="38%"> Example </td> </tr> <tr> <td valign="top" width="33%"> Subject </td> <td style="color: rgb(0,153,153)" valign="top" width="27%"> Kot </td> <td style="color: rgb(0,0,255)" valign="top" width="38%"> The cat was hungry. </td> </tr> <tr> <td valign="top" width="33%"> Direct Object </td> <td style="color: rgb(0,153,153)" valign="top" width="27%"> Kota </td> <td style="color: rgb(0,0,255)" valign="top" width="38%"> I fed the cat. </td> </tr> <tr> <td valign="top" width="33%"> Possessive </td> <td style="color: rgb(0,153,153)" valign="top" width="27%"> Kota </td> <td style="color: rgb(0,0,255)" valign="top" width="38%"> The cat's food was cold. </td> </tr> <tr> <td valign="top" width="33%"> Indirect Object </td> <td style="color: rgb(0,153,153)" valign="top" width="27%"> Kotu </td> <td style="color: rgb(0,0,255)" valign="top" width="38%"> I gave food to the cat. </td> </tr> <tr> <td valign="top" width="33%"> Object of Preposition </td> <td style="color: rgb(0,153,153)" valign="top" width="27%"> Kote </td> <td style="color: rgb(0,0,255)" valign="top" width="38%"> The flea sat on the cat. </td> </tr> <tr> <td valign="top" width="33%"> Instrumental </td> <td style="color: rgb(0,153,153)" valign="top" width="27%"> Kotom </td> <td style="color: rgb(0,0,255)" valign="top" width="38%"> I was teasing my sister with the cat. </td> </tr></tbody> </table></div> 6460 20 0 1 1 1212177889 1213362468 Case in English Case in English In English, only pronouns have case. This means that pronouns have different forms when used as a subject, object, or possessive. <table rules="none" frame="void" cellspacing="3" cellpadding="5" border="1" style="border-style: none; background-image: none; float: none; text-align: left; vertical-align: top; width: 100%;"> <tbody> <tr> <td> </td> <td> </td> <td> Subjective Case </td> <td> Objective Case </td> <td> Possessive Case </td> </tr> <tr> <td> Singular </td> <td> 1st person: </td> <td style="color: rgb(102, 0, 102);"> I </td> <td style="color: rgb(102, 0, 102);"> me </td> <td style="color: rgb(102, 0, 102);"> my </td> </tr> <tr> <td> </td> <td> 2nd person: </td> <td style="color: rgb(102, 0, 102);"> you </td> <td style="color: rgb(102, 0, 102);"> you </td> <td style="color: rgb(102, 0, 102);"> your </td> </tr> <tr> <td> </td> <td> 3rd person: </td> <td style="color: rgb(102, 0, 102);"> he/she/it </td> <td style="color: rgb(102, 0, 102);"> him/her/it </td> <td style="color: rgb(102, 0, 102);"> his/her/its </td> </tr> <tr> <td> Plural </td> <td> 1st person: </td> <td style="color: rgb(102, 0, 102);"> we </td> <td style="color: rgb(102, 0, 102);"> us </td> <td style="color: rgb(102, 0, 102);"> our </td> </tr> <tr> <td> </td> <td> 2nd person: </td> <td style="color: rgb(102, 0, 102);"> you </td> <td style="color: rgb(102, 0, 102);"> you </td> <td style="color: rgb(102, 0, 102);"> your </td> </tr> <tr> <td> </td> <td> 3rd person: </td> <td style="color: rgb(102, 0, 102);"> they </td> <td style="color: rgb(102, 0, 102);"> them </td> <td style="color: rgb(102, 0, 102);"> their </td> </tr></tbody> </table> 6461 20 0 1 1 1210608197 1222021419 Lesson 3 - Exercise 5 - Understanding Case - Part A Exercise 5: Understanding Case Now look at the incorrect examples again: <ul> <li style="color: rgb(0,0,255)">The puppy always barked at Dave and I. </li> <li style="color: rgb(0,0,255)">Us girls are hard workers. </li> <li style="color: rgb(0,0,255)">Although Lia turned her essay in anonymously, Mr. Kim knew that the writer was her. </li> <li style="color: rgb(0,0,255)">The top algebra students, Ashley and me, were both given awards. </li> <li>The coach only chose two freshmen for the varsity team, Tim and I. </li> </ul> <ol> <li>Identify the pronouns. </li> <li style="font-family: trebuchet ms,verdana,arial,helvetica,sans-serif">Determine whether they are subjects, objects, complements, appositives, or possessives. Refer to Lesson 1 if you have trouble identifying the sentence positions. </li> <li>Finally, use the English pronoun chart to determine the correct pronoun case and write the correction. Remember that an appositive can rename a subject or an object. </li> </ol> 6462 1 1 0 0 1210609691 1222194738 Lesson 3 - Exercise 5 - Understanding Case - Part A - Sample question Lesson 3 - Exercise 5 - Understanding Case - Part A 1. Identify the pronouns. 2. Are they subjects, objects, complements, appositives, or possessives? Refer to Lesson 1 if you have trouble identifying the sentence positions. 3. Next, use the English pronoun chart to determine the correct pronoun case and write the correction. Remember that an appositive can rename a subject or an object. Example Us students got together and demonstrated against the proposed tuition increase. The grader is finicky. Please enter only the three items. Enter them in the correct sequence. Spelling counts! Example Answer us subject we Now you try it. Enter "us subject we" as your answer (without the quotation marks). 4455 -1 0 1 0 1210609691 1222194738 us.*subject.*we Very good! 4456 0 0 0 0 1210609691 1222194738 ++(students|got|together|and|demonstrated|against|the|proposed|tuition|increase ) Sorry. It looks like you included a word that isn't a pronoun. None of these words is a pronoun: students, got, together, and, demonstrated, against, the, proposed, tuition, increase. 4457 0 0 0 0 1210609691 1222194738 --(us.*subject.*we) Sorry, you left one out. Should be "us subject we" (without the quotation marks). Also, check your spelling. 6463 1 1 0 0 1210610057 1210610812 Lesson 3 - Exercise 5 - Understanding Case - Part A - Question 1 of 5 Part A - Question 1 of 5 (1) Identify the pronouns. (2) Are they subjects, objects, complements, appositives, or possessives? Refer to Lesson 1 if you have trouble identifying the sentence positions. (3) Next, use the English pronoun chart to determine the correct pronoun case and write the correction. Remember that an appositive can rename a subject or an object. The puppy always barked at Dave and I. <div style="margin-left: 40px;"> </div> 4458 -1 0 1 0 1210610057 1210610812 I.*object.*me/i Yes, the correct answer is I object me 4459 0 0 0 0 1210610663 1210610812 ++(the|puppy|always|barked|at|Dave|and) Nope. you included a word that isn't a preposition. These words are not prepositions: the puppy always barked at Dave and. The corrected sentence is The puppy always barked at Dave and me. Me is the object of the preposition at. 4460 0 0 0 0 1210610663 1210610812 --I.*object.*me Sorry, you left one out. Should be I object me. (without the quotation marks). Also, check your spelling. The corrected sentence is The puppy always barked at Dave and me. Me is the object of the preposition at. 6464 1 1 0 0 1210611216 1210611365 Lesson 3 - Exercise 5 - Understanding Case - Part A - Question 2 of 5 Part A - Question 2 of 5 (1) Identify the pronouns. (2) Are they subjects, objects, complements, appositives, or possessives? Refer to Lesson 1 if you have trouble identifying the sentence positions. (3) Next, use the English pronoun chart to determine the correct pronoun case and write the correction. Remember that an appositive can rename a subject or an object. <div style="margin-left: 40px;"> Us girls are hard workers.</div> 4461 -1 0 1 0 1210611216 1210611365 us.*subject.*we Yes, the correct answer is us subject we. 4462 0 0 0 0 1210611216 1210611365 ++(girls|are|hard|workers) Sorry, you included a word that isn't a pronoun. These words are not pronouns: girls, are, hard, workers. No, the correct answer is us subject we. The corrected sentence is We girls are hard workers. 4463 0 0 0 0 1210611216 1210611365 --(us.*subject.*we) Your answer is partially correct. Click the button and try again. 6465 1 1 0 0 1210611778 1213316292 Lesson 3 - Exercise 5 - Understanding Case - Part A - Question 3 of 5 Part A - Question 3 of 5 (1) Identify the pronouns. (2) Are they subjects, objects, complements, appositives, or possessives? Refer to Lesson 1 if you have trouble identifying the sentence positions. (3) Next, use the English pronoun chart to determine the correct pronoun case and write the correction. Remember that an appositive can rename a subject or an object. Although Lia turned her essay in anonymously, Mr. Kim knew that the writer was her. 4464 -1 0 1 0 1210611778 1213316292 her.*complement.*she Yes, the correct answer is her complement she. 4465 0 0 0 0 1210611778 1213316292 ++(Although|Lia|turned|essay|in|anonymously|Mr.|Kim|knew|that|the|writer |was) No, the correct answer is her complement she. The corrected sentence is Although Lia turned her essay in anonymously, Mr. Kim knew that the writer was she. Notice that the first her is the correct case in the original sentence. 4466 0 0 0 0 1210611778 1213316292 --(her.*complement.*) Your answer is partially correct, but something is missing. Click the button and try again. 6466 1 1 0 0 1210612144 0 Lesson 3 - Exercise 5 - Understanding Case - Part A - Question 4 of 5 Part A - Question 1 of 5 (1) Identify the pronouns. (2) Are they subjects, objects, complements, appositives, or possessives? Refer to Lesson 1 if you have trouble identifying the sentence positions. (3) Next, use the English pronoun chart to determine the correct pronoun case and write the correction. Remember that an appositive can rename a subject or an object. <div style="margin-left: 40px;"> The top algebra students, Ashley and me, were both given awards.</div> 4467 -1 0 1 0 1210612144 0 me.*appositive.*I/i Yes, the correct answer is me appositive I. 4468 0 0 0 0 1210612144 0 ++(The|top|algebra|students|Ashley|and|were|both|given|awards) Sorry, you included a word that is not a pronoun. The correct answer is me appositive I. The corrected sentence is The top algebra students, Ashley and I, were given top awards. 4469 0 0 0 0 1210612144 0 --me.*appositive.*I Your answer is partially correct. You left something out. Click the button and try again. 6467 1 1 0 0 1210612404 1210612599 Lesson 3 - Exercise 5 - Understanding Case - Part A - Question 5 of 5 Part A - Question 1 of 5 (1) Identify the pronouns. (2) Are they subjects, objects, complements, appositives, or possessives? Refer to Lesson 1 if you have trouble identifying the sentence positions. (3) Next, use the English pronoun chart to determine the correct pronoun case and write the correction. Remember that an appositive can rename a subject or an object. <div style="margin-left: 40px;">The coach only chose two freshmen for the varsity team, Tim and I. </div> 4470 -1 0 1 0 1210612404 1210612599 I appositive me/i Yes, the correct answer is I appositive me. 4471 0 0 0 0 1210612404 1210612599 ++(The|coach|only|chose|two|freshmen|for|the|varsity|team|Tim|and) No, you included a word or words not a pronoun. The correct answer is I appositive me. The corrected sentence is The coach chose two freshmen for the varsity team, Tim and me. 4472 0 0 0 0 1210612599 0 --I.*appositive.*me Your answer is partially correct. You left out one of the three items. Click the button and try again. 6468 20 0 1 1 1210613215 1222021585 Lesson 3 - Exercise 5 - Understanding Case - Part B Part B Choose one sentence and write a short paragraph explaining what was wrong originally and how you fixed it. Pretend that you are explaining your work to someone who is just beginning to learn English. Compose your explanation in a Word document. Follow the instructions above.Save your document on your hard drive in a safe place where you will be able to find it again. Then upload your document to Lesson 3 - Exercise 5 - Understanding Case - Part B. Follow this link to <a href="$@ASSIGNMENTVIEWBYID*4328@$">Lesson 3 - Exercise 5 - Understanding Case - Part B.</a> 6469 20 0 1 1 1210614003 1222022058 Lesson 3 - Exercise 6 - Proofreading <div class="Section1"> <div style="text-align: center"> </div> Exercise 6: Proofreading Find the pronoun errors in the following passage. The sentences in the passage are numbered from 1 to 11. A.In a Word document, list the pronoun errors by listing the sentence number and naming the error. <div style="margin-left: 40px">B.Then choose three errors and explain in detail what is wrong.</div> 1Parents or guardians are a vital component of his child's successful experience. 2Parents play a key role by seeing that work is submitted on time and encouraging regular communication with their instructors to ensure that students maintain an acceptable rate of progress.3Some general tips: <ul style="margin-left: 40px"> <li>4Encourage your child to do their best work. </li> <li>5Help them understand that it may require one to two weeks to get familiar with the course format. </li> <li>6Remind your child to contact their instructor regularly. </li> <li>7Oversee the timely completion of his assignments and exams. </li> </ul> 8First time students may feel unsure about joining a CTY distance education course. 9Both the nature of the program and the absence of a physical classroom may be new to him. 10Many initially anxious students have expressed gratitude to their parents for encouraging him or her to enroll. 11Nevertheless, no matter how enthusiastic you may be about the program, we do not recommend enrolling a strongly reluctant child. Compose this exercise as a Word document. Follow the instructions above. Save your document on your hard drive in a safe place where you will be able to find it again. Then upload your document to "Lesson 3 - Exercise 6." </div> <a href="$@ASSIGNMENTVIEWBYID*4329@$">Follow this link to Lesson 3 - Exercise 6.</a> 6470 20 0 1 1 1212182167 1213317450 Terminology <table frame="void" cellpadding="5" border="1" rules="none" style="border-style: none; background-image: none; float: none; text-align: left; vertical-align: top;"> <tbody> <tr> <td colspan="2" style="vertical-align: top;"> <div style="text-align: center;"> Terminology</div> </td> </tr> <tr> <td> cohesion </td> <td> personal pronoun </td> </tr> <tr> <td> known information </td> <td> possessive pronoun </td> </tr> <tr> <td> new information </td> <td> demonstrative pronoun </td> </tr> <tr> <td> pronoun </td> <td> indefinite pronoun </td> </tr> <tr> <td> antecedent </td> <td> case </td> </tr> <tr> <td> determiner </td> <td> subjective case </td> </tr> <tr> <td> article </td> <td> objective case </td> </tr> <tr> <td> pronoun </td> <td> possessive case </td> </tr></tbody> </table> 6471 20 0 1 1 1212180435 1224167589 Final Writing Assignment Final Writing Assignment: <div align="left" style="text-align: center;">This assignment has two parts: 1) a first draft of this essay and 2) your analysis.</div> <div align="left" style="text-align: center;"></div> <div align="left" style="text-align: center;"></div> <div align="left"> <div style="margin-left: 80px;">After thinking about these questions, write a short essay (1-2 pages) that takes as position on this issue. Make sure that your essay has a clear thesis statement. </div></div> <div align="left">Part I: Essay (Please choose one of the following options):</div> <div align="left"></div> <div style="margin-left: 40px;">Option 1: </div> <blockquote dir="ltr" style="margin-right: 0px;"> <blockquote dir="ltr" style="margin-right: 0px;"> Many schools group students by intellectual ability into such categories as "honors," "college bound," "vocational," "remedial," or "terminal." Do you go to a school that tracks its students? How does the system work? Whether or not you go to a school that does this, consider the advantages and disadvantages of intellectual tracking systems? Overall, are they harmful or beneficial? </blockquote></blockquote> <div style="margin-left: 40px;">Option 2: </div> <div style="margin-left: 80px;">Choose one aspect of your educational experience thus far and discuss how it benefits or has benefited you intellectually. In this case, "aspect" can include things like this CTY course, nontraditional time schedules, the materials or people you work with, or any other part of your educational experience. The choice is yours. "Benefits" can be short or long term. Thus, you might explain how this aspect might benefit you intellectually by challenging you in some way or by preparing you for the world beyond school (university, career, homeschooling your own children in the future, etc). Your essay should be short (1-2 pages) and should include a thesis statement. </div> <div style="margin-left: 40px;"> A word about thesis statements: The word "thesis" comes from the Greek and means putting or positioning. Your thesis statement is a sentence that expresses your main opinion on the issue you are considering. In order to provide a clear direction for your essay, present your thesis early. Then explain your opinion and provide supporting examples. </div> <div style="margin-left: 40px;"> </div> <div>Part II: Analysis </div> <div style="margin-left: 40px;">Now that you have written one draft of the essay, go through every sentence. </div> <div style="text-align: center;"> <ul style="margin-left: 40px;"> <li> <div align="left">How does each cohere with earlier sentences? If a sentence doesn't have at least a small reference to an earlier sentence, does this sentence serve a rhetorical purpose (similar to Warner), or should it be revised to enhance unity, perhaps by adding known information? </div></li> <li> <div align="left">What about paragraphs? Do your paragraphs refer to each other? </div></li> </ul></div> <table frame="box" width="70%" rules="rows" cellspacing="0" cellpadding="0" border="5" style="border: 5px solid ; float: none; background-image: none; vertical-align: top; width: 100%; text-align: left;"><tbody> <tr> <td valign="top" colspan="2"> Due Together In One Document File: </td> </tr> <tr> <td width="10%" valign="top"> <img hspace="0" height="16" width="16" border="0" title="assignment icon" alt="assignment icon" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" /> </td> <td width="90%" valign="top">Part I: <ul> <li>Choose Option 1 or Option 2 and write a 350-500 word essay (1-2 pages). </li> </ul>Before submitting your essay, read Part II: Analysis and complete Assignment 2. </td> </tr> <tr> <td width="10%" valign="top"> <img hspace="0" border="0" title="assignment icon" alt="assignment icon" src="http://bluejay.cty.jhu.edu/mod/assignment/icon.gif" /> </td> <td width="90%" valign="top" style="color: rgb(0, 0, 0);">Part II: Analysis <ul> <li>After carefully examining your draft, write a one-page letter to your instructor discussing your essay in detail. </li> </ul>Submit Parts I & II (essay and analysis) as one file. </td> </tr></tbody> </table> <div></div>Always complete each lesson by clicking the continue button, below. <div></div> 0 1 0 O:8:"stdClass":3:{s:9:"timespent";i:0;s:9:"completed";i:0;s:15:"gradebetterthan";i:0;} 0 1 0 0 4 10 1 0 0 0 0 0 20 1 100 650 0 0 20 20 #FFFFFF 1 0 0 0 10 330 lesson Lesson 4 - Choosing Verbs 0 1 0 0 O:8:"stdClass":3:{s:9:"timespent";i:0;s:9:"completed";i:0;s:15:"gradebetterthan";i:0;} 100 1 0 1 4 4 0 0 0 0 0 0 20 1 0 100 650 0 0 20 20 #FFFFFF 1 0 1 0 10 0 0 1222022858 6472 20 0 1 1 1195015055 1213294615 Where are we going? Lesson 4 Choosing Verbs Where are we going? In Lesson 4, we are going to focus on verb usage. First, we will work on using precise verbs and then we will explore verb tenses, working to gain a deeper understanding of each tense and also looking at problem areas for writers. 6473 20 0 1 1 1195015103 1213334472 Why is it important? Why is verb knowledge important? A writer's prose becomes more powerful as he or she learns to use vivid, precise verbs more effectively. Studying verbs can also help writers improve clarity. Not only can a thorough understanding of verb tenses help writers avoid errors, it can also help writers avoid the confusion caused by ambiguous verb tense usage. 6474 20 0 1 1 1195015161 1213294969 What is a verb? WHAT IS A VERB? Most of us have heard verbs described as "action words." This definition works sometimes, especially if we think of active verbs such as dance, kick, or skate. However, this definition can be a bit too vague. First, it doesn't include words that seem like actions but have different sentence functions. To show you what I mean, let's look at two sentences: A. Katie is skating now. B. The skating rink is closed. 6475 20 0 1 1 1195015191 1213334783 Skating v. Skating Verbs vs. Actions A. Katie is skating now. B. The skating rink is closed. What's the difference ? We can all agree that the word skating signifies an action that we can all picture in our minds, but although skating is an action, is it always a verb? In sentence A, "skating" is the main action of the sentence . Katie is performing the action of skating. It functions as a verb in the present progressive tense (is skating). If we added the word yesterday to sentence A, we would have to change the verb to a past tense (was skating or skated). In sentence B, no one is performing the act of skating . Here, skating is functioning as an adjective, modifying the noun rink . If we add the word yesterday to the sentence, it would have no effect on the adjective . For example, we couldn't substitute the word skated for skating in this sentence. 6476 20 0 1 1 1195015217 1213334862 Stative Verbs Stative Verbs Another reason we need a new definition is that some verbs are not actions . Think about these sentences: He is funny. The judge understood my point of view. Justin likes sci-fi. Elizabeth Taylor owns several diamonds. While these words aren't actions that you can picture in your mind or imitate with your body, they do function as verbs. They are sometimes called stative verbs because they indicate states of being or states of mind. There are many stative verbs in English. A few other examples are belong, know, and love. Can you think of more? 6477 20 0 1 1 1195015245 1213335081 Verb Features Verb Features So, again, if a verb isn't necessarily an action, what is it? Language Files, a textbook by the Linguistics Department of Ohio State University states that a verb has the following features: <table style="border-right: rgb(0,153,153) 5px solid; border-top: rgb(0,153,153) 5px solid; float: none; background-image: none; vertical-align: top; border-left: rgb(0,153,153) 5px solid; border-bottom: rgb(0,153,153) 5px solid; text-align: left" rules="none" width="100%" border="0" frame="box"><tbody> <tr> <td valign="top" width="100%">1. Tense - It can be put in past, present or future tense </td> </tr> <tr> <td valign="top" width="100%">2. Agreement - It requires an "s" when paired with a third person singular subject ( he, she, it ). Compare He thinks to We think. </td> </tr> <tr> <td valign="top" width="100%">3. They can combine with auxiliary verbs such as will, should, and might to form, for example, will eat , should work , might leave. (Auxiliary verbs are sometimes known as helping verbs.) </td> </tr> <tr> <td valign="top" width="100%">4. Verbs can occur before or after please in orders or requests ( Please stop. Understand please. Please be quiet.) </td> </tr></tbody> </table> Can you think of more verb features in addition to these four? 6478 20 0 1 1 1195015270 1213335165 Choosing Verbs CHOOSING VERBS Now that we have a more precise definition to work with, we can begin analyzing and experimenting with verbs . Although most of us instinctively know enough about grammar to use verbs correctly, we don't always use verbs as effectively as we could . This takes some practice . To learn more about choosing effective verbs, take some time now to read pages 144 - 147 in Rhetorical Grammar. As you read, make sure you comprehend Kolln's distinction between showing and telling, understand the meaning of phrasal verb, and can list all the forms of the verb be. 6479 20 0 1 1 1195015416 1213378981 Exercise 1: Using Precise Verbs <table rules="none" frame="box" border="0" style="border: 3px solid rgb(0, 0, 255); float: none; background-image: none; vertical-align: top; width: 114px; height: 36px; text-align: left;"><tbody> <tr> <td width="100%" valign="top">Exercise 1: </td> </tr></tbody> </table>Using Precise Verbs (This exercise has two steps) A. Revise the sentences in Exercise 23 ( Kolln , pages 146-147), replacing the phrasal verbs with one word, precise verbs. B. Post your sentences to the group topic "Lesson 4 - Exercise 1" and compare your revisions to other students' work. As you look at your classmates' work, select two revisions that are particularly effective. Post a message explaining why you think the two revisions are so successful. <a href="$@FORUMVIEWBYID*4331@$">Click here to go to Lesson 4- Exercise 1.</a> 6480 20 0 1 1 1195015459 1222023095 Exercise 2: Avoid Overuse of Be <table style="border-right: rgb(0,0,255) 3px solid; border-top: rgb(0,0,255) 3px solid; float: none; background-image: none; vertical-align: top; border-left: rgb(0,0,255) 3px solid; border-bottom: rgb(0,0,255) 3px solid; text-align: left" rules="none" width="20%" border="0" frame="box"><tbody> <tr> <td valign="top" width="100%">Exercise 2: </td> </tr></tbody> </table>Avoiding Overuse of Be Kolln mentions that many writers overuse be as the main verb. Even professional writers struggle with this issue. The trick is to become proficient at revising these sentences so that your prose becomes more precise. This is not always as simple as replacing be with a more vivid verb. Sometimes, a writer has to rearrange the whole sentence structure as Kolln did in her first example on pages 157-158. The following paragraph from a rough draft is full of sentences using be as the main verb. <ol> <li>Revise this paragraph, eliminating as many instances of be as possible. Can you eliminate all of them? </li> <li>Write a short paragraph explaining some of the methods you used to eliminate the be verbs. </li> <li>Copy and paste this exercise into a Word document. Follow the instructions. Be sure to include your explanatory paragraph. </li> <li>Save your document on your hard drive in a safe place where you will be able to find it again. </li> <li>Then upload your document in "Lesson 4 - Exercise 2." </li> </ol> <blockquote> <table style="border-right: rgb(0,153,153) 5px solid; border-top: rgb(0,153,153) 5px solid; float: none; background-image: none; vertical-align: top; border-left: rgb(0,153,153) 5px solid; border-bottom: rgb(0,153,153) 5px solid; text-align: left" rules="none" width="100%" border="0" frame="box"><tbody> <tr> <td valign="top" width="100%">CTY's distance writing instructors are well qualified in the subject matter they are teaching. Virtually all are graduates with at least one academic degree, including the Ph.D., in the field. Many are also instructors for CTY in the summer programs and are familiar with highly able students and their academic needs. Instructors are trained on the technology we use and the specific courses they instruct. They also are aware of the best practices in distance education for gifted students. The main methods of contacting instructors are e-mail, Web-based discussion forums, telephone, postal service, and fax. </td> </tr></tbody> </table></blockquote>Follow this link to "<a href="$@ASSIGNMENTVIEWBYID*4332@$">Lesson 4 - Exercise 2</a>." 6481 20 0 1 1 1195015512 1213335523 Verb Tenses VERB TENSES When analyzing verb tenses, it is first necessary to know about the five main verb forms: <table style="border-right: rgb(0,153,153) 5px solid; border-top: rgb(0,153,153) 5px solid; float: none; background-image: none; vertical-align: top; border-left: rgb(0,153,153) 5px solid; border-bottom: rgb(0,153,153) 5px solid; text-align: left" rules="none" width="100%" border="0" frame="box"><tbody> <tr> <td valign="top" width="100%">base: the simplest form of the verb without any grammatical suffixes. </td> </tr> <tr> <td valign="top" width="100%">third person singular: the base form + "s " This is used when the subject is third person singular. (John drives. Mom jogs.) </td> </tr> <tr> <td valign="top" width="100%">simple past : This is the form used in the simple past tense. (John drove yesterday. Mom jogged last night.) It is sometimes called the -ed form because regular verbs form the simple past tense by combining the base form with the -ed suffix (walked, talked). Irregular verbs can have many different simple past forms (broke, fell). </td> </tr> <tr> <td valign="top" width="100%">past participle: This form looks just like the simple past form with regular verbs, but it has a variety of different forms in irregular verbs. Sometimes it is called the "-en" form because many irregular past participles end in -en (broken, fallen). </td> </tr> <tr> <td valign="top" width="100%">present participle: This form is made by combining the base form with the suffix -ing (breaking, walking). It is sometimes called the "-ing" form. </td> </tr></tbody> </table> 6482 20 0 1 1 1195015591 1213335605 Regular v. Irregular Verbs Regular vs. Irregular Verbs In English, as in many languages, we have both regular and irregular verbs. This refers to the way the verb changes in its past forms. Regularity and irregularity have nothing to do with meaning, but instead with how the verb developed as the English language modernized through the centuries. Native English speakers acquire these forms as they learn to talk, but this is a difficult area for someone learning English as a second language. Each irregular form must be memorized. You might have experienced similar difficulty when learning irregular verbs in French, Spanish, or another language. 6483 20 0 1 1 1213297126 1213335673 Regular Verbs Regular Verbs Regular verbs have two features: <ol> <li>Simple past is formed by adding -ed to the present form. </li> <li>The simple past form and the past participle are exactly the same. For example, the verb "talk" is regular. Both the simple past form and the past participle are formed by adding -ed (i.e., "talked"). </li> </ol> 6484 20 0 1 1 1195015621 1213335720 Irregular Verbs Irregular Verbs Irregular verbs do not meet the same conditions as regular verbs (see previous screen). Sometimes all of the verb forms are different from each other, with none of the past forms using -ed: I break my nails all the time. I broke my nail yesterday. I've already broken three nails this week. Sometimes, all of the past forms are identical to the base form: They cost $5. They cost $5 last week. They've always cost $5. 6485 20 0 1 1 1195015681 1222023189 Exercise 3: On Your Own <table style="border-right: rgb(0,0,255) 3px solid; border-top: rgb(0,0,255) 3px solid; float: none; background-image: none; vertical-align: top; border-left: rgb(0,0,255) 3px solid; width: 107px; border-bottom: rgb(0,0,255) 3px solid; height: 32px; text-align: left" rules="none" border="0" frame="box"><tbody> <tr> <td valign="top" width="100%">Exercise 3 : </td> </tr></tbody> </table>On Your Own For practice with verb forms, print out the following chart and fill in the missing verb forms. Can you identify which are regular and irregular verbs? If you don't know the correct form of a verb, look it up in a good dictionary. You do not need to turn this in, but you should ask your instructor if you have questions about any of these verb forms. <table cellspacing="0" cellpadding="0" border="1"><tbody> <tr> <td valign="top" width="128"> Base </td> <td valign="top" width="128"> Third person singular (-s) </td> <td valign="top" width="128"> Simple Past (-ed) </td> <td valign="top" width="128"> Past Participle (-en) </td> <td valign="top" width="128"> Present Participle (- ing ) </td> </tr> <tr height="29"> <td valign="top" width="128" height="29"> jump </td> <td style="color: rgb(0,0,255)" valign="top" width="128" height="29"> jumps </td> <td style="color: rgb(0,0,255)" valign="top" width="128" height="29"> jumped </td> <td style="color: rgb(0,0,255)" valign="top" width="128" height="29"> jumped </td> <td style="color: rgb(0,0,255)" valign="top" width="128" height="29"> jumping </td> </tr> <tr height="29"> <td valign="top" width="128" height="29"> drink </td> <td style="color: rgb(0,0,255)" valign="top" width="128" height="29"> drinks </td> <td style="color: rgb(0,0,255)" valign="top" width="128" height="29"> drank </td> <td style="color: rgb(0,0,255)" valign="top" width="128" height="29"> drunk </td> <td style="color: rgb(0,0,255)" valign="top" width="128" height="29"> drinking </td> </tr> <tr height="29"> <td valign="top" width="128" height="29"> read </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> </tr> <tr height="29"> <td valign="top" width="128" height="29"> play </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> </tr> <tr height="29"> <td valign="top" width="128" height="29"> eat </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> </tr> <tr height="29"> <td valign="top" width="128" height="29"> get </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> </tr> <tr height="29"> <td valign="top" width="128" height="29"> mistake </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> </tr> <tr height="29"> <td valign="top" width="128" height="29"> go </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> </tr> <tr height="29"> <td valign="top" width="128" height="29"> lay </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> </tr> <tr height="29"> <td valign="top" width="128" height="29"> lie </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> </tr> <tr height="29"> <td valign="top" width="128" height="29"> raise </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> </tr> <tr height="29"> <td valign="top" width="128" height="29"> rise </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> <td valign="top" width="128" height="29"> </td> </tr></tbody> </table> Bonus question: Even native English speakers tend to confuse the verb pairs lay-lie and raise-rise. Can you explain the differences in meaning and usage between each verb in the pair and provide sample sentences for each? Check a dictionary if you have trouble. If you still can't explain the difference, please ask your instructor. 6486 3 0 0 0 1210620387 1222023272 Exercise 3 - Practice with Verb Forms - Question 1 of 10 Exercise 3 - Practice with Verb Forms - Question 1 of 10 For practice with verb forms, decide which verb set in each group is incorrect. Can you identify which are regular and irregular verbs? If you don't know the correct form of a verb, look it up in a good dictionary. <table width="100%" align="center" border="1"><tbody> <tr> <td valign="top" width="20%">Base </td> <td valign="top" width="20%">Third person </td> <td valign="top" width="20%">Simple Past </td> <td valign="top" width="20%">Past Participle </td> <td valign="top" width="20%">Present Participle </td> </tr></tbody> </table> 4473 0 0 0 0 1210620387 1222023272 catch catches caught caught catching No. The answer is Burst. Principal parts of burst are burst bursts burst burst burst. 4474 -1 0 1 0 1210620387 1222023272 burst bursts bursted bursted bursting Yes. The answer is Burst. Principal parts of burst are burst bursts burst burst burst. 4475 0 0 0 0 1210620387 1222023272 do does did done doing No. The answer is Burst. Principal parts of burst are burst bursts burst burst burst. 4476 0 0 0 0 1210620387 1222023272 jumps jumps jumped jumped jumping No. The answer is Burst. Principal parts of burst are burst bursts burst burst burst. 6487 3 0 0 0 1210621212 1222023316 Exercise 3 - Practice with Verb Forms - Question 2 of 10 Practice with Verb Forms - Question 2 of 10 For practice with verb forms, decide which verb set in each group is incorrect. Can you identify which are regular and irregular verbs? If you don't know the correct form of a verb, look it up in a good dictionary. <table width="100%" align="center" border="1"><tbody> <tr> <td valign="top" width="20%">Base </td> <td valign="top" width="20%">Third person </td> <td valign="top" width="20%">Simple Past </td> <td valign="top" width="20%">Past Participle </td> <td valign="top" width="20%">Present Participle </td> </tr></tbody> </table> 4477 -1 0 1 0 1210621212 1222023316 hear hears heared heared hearing Yes. The answer is hear. Principal parts of hear are hear hears heard heard hearing. 4478 0 0 0 0 1210621212 1222023316 know knows knew known knowing No. The answer is hear. Principal parts of hear are hear hears heard heard hearing. 4479 0 0 0 0 1210621212 1222023316 read reads read read reading No. The answer is hear. Principal parts of hear are hear hears heard heard hearing. 4480 0 0 0 0 1210621212 1222023316 see sees saw seen seeing No. The answer is hear. Principal parts of hear are hear hears heard heard hearing. 6488 3 0 0 0 1210621407 1222023359 Exercise 3 - Practice with Verb Forms - Question 3 of 10 Practice with Verb Forms - Question 3 of 10 For practice with verb forms, decide which verb set in each group is incorrect. Can you identify which are regular and irregular verbs? If you don't know the correct form of a verb, look it up in a good dictionary. <table width="100%" align="center" border="1"><tbody> <tr> <td valign="top" width="20%">Base </td> <td valign="top" width="20%">Third person </td> <td valign="top" width="20%">Simple Past </td> <td valign="top" width="20%">Past Participle </td> <td valign="top" width="20%">Present Participle </td> </tr></tbody> </table> 4481 -1 0 1 0 1210621407 1222023359 sting stings stang stung. stinging Yes. The answer is sting. Principal parts of sting are sting stings stung stung stinging. 4482 0 0 0 0 1210621407 1222023359 sit sits sat sat sitting No. The answer is sting. Principal parts of sting are sting stings stung stung stinging. 4483 0 0 0 0 1210621407 1222023359 take takes took taken taking No. The answer is sting. Principal parts of sting are sting stings stung stung stinging. 4484 0 0 0 0 1210621407 1222023359 wear wears wore worn wearing No. The answer is sting. Principal parts of sting are sting stings stung stung stinging. 6489 3 0 0 0 1210621582 1222023397 Exercise 3 - Practice with Verb Forms - Question 4 of 10 Practice with Verb Forms - Question 4 of 10 For practice with verb forms, decide which verb set in each group is incorrect. Can you identify which are regular and irregular verbs? If you don't know the correct form of a verb, look it up in a good dictionary. <table width="100%" align="center" border="1"><tbody> <tr> <td valign="top" width="20%">Base </td> <td valign="top" width="20%">Third person </td> <td valign="top" width="20%">Simple Past </td> <td valign="top" width="20%">Past Participle </td> <td valign="top" width="20%">Present Participle </td> </tr></tbody> </table> 4485 -1 0 1 0 1210621582 1222023397 pay pays payed payed paying Yes. The answer is pay. Principal parts of pay are pay pays paid paid, paying. 4486 0 0 0 0 1210621582 1222023397 write writes wrote written writing No. The answer is pay. Principal parts of pay are pay pays paid paid, paying. 4487 0 0 0 0 1210621582 1222023397 arise arises arose arisen arising No. The answer is pay. Principal parts of pay are pay pays paid paid, paying. 4488 0 0 0 0 1210621582 1222023397 begin begins began begun beginning No. The answer is pay. Principal parts of pay are pay pays paid paid, paying. 6490 3 0 0 0 1210621763 1222023419 Exercise 3 - Practice with Verb Forms - Question 5 of 10 Practice with Verb Forms - Question 5 of 10 For practice with verb forms, decide which verb set in each group is incorrect. Can you identify which are regular and irregular verbs? If you don't know the correct form of a verb, look it up in a good dictionary. <table width="100%" align="center" border="1"><tbody> <tr> <td valign="top" width="20%">Base </td> <td valign="top" width="20%">Third person </td> <td valign="top" width="20%">Simple Past </td> <td valign="top" width="20%">Past Participle </td> <td valign="top" width="20%">Present Participle </td> </tr></tbody> </table> 4489 -1 0 1 0 1210621763 1222023419 bend bends bended bended bending Yes. The answer is bend. Principal parts of bend are bend bends bent bent bending. 4490 0 0 0 0 1210621763 1222023419 choose chooses chose chosen choosing No. The answer is bend. Principal parts of bend are bend bends bent bent bendking. 4491 0 0 0 0 1210621763 1222023419 drive drives drove driven driving No. The answer is bend. Principal parts of bend are bend bends bent bent bending. 4492 0 0 0 0 1210621763 1222023419 feel feels felt felt feeling No. The answer is bend. Principal parts of bend are bend bends bent bent bending. 6491 3 0 0 0 1210621937 1222023442 Exercise 3 - Practice with Verb Forms - Question 6 of 10 Practice with Verb Forms - Question 6 of 10 For practice with verb forms, decide which verb set in each group is incorrect. Can you identify which are regular and irregular verbs? If you don't know the correct form of a verb, look it up in a good dictionary. <table width="100%" align="center" border="1"><tbody> <tr> <td valign="top" width="20%">Base </td> <td valign="top" width="20%">Third person </td> <td valign="top" width="20%">Simple Past </td> <td valign="top" width="20%">Past Participle </td> <td valign="top" width="20%">Present Participle </td> </tr></tbody> </table> 4493 -1 0 1 0 1210621937 1222023442 lend lends lend lend lending The correct answer is lend. The principal parts of lend are lend lends lent lent lending. 4494 0 0 0 0 1210621937 1222023442 hide hides hid hidden hiding The correct answer is lend. The principal parts of lend are lend lends lent lent lending. 4495 0 0 0 0 1210621937 1222023442 lay lays laid laid laying The correct answer is lend. The principal parts of lend are lend lends lent lent lending. 4496 0 0 0 0 1210621937 1222023442 leave leaves left left leaving The correct answer is lend. The principal parts of lend are lend lends lent lent lending. 6492 3 0 0 0 1210622090 1222023463 Exercise 3 - Practice with Verb Forms - Question 7 of 10 Practice with Verb Forms - Question 7 of 10 For practice with verb forms, decide which verb set in each group is incorrect. Can you identify which are regular and irregular verbs? If you don't know the correct form of a verb, look it up in a good dictionary. <table width="100%" align="center" border="1"><tbody> <tr> <td valign="top" width="20%">Base </td> <td valign="top" width="20%">Third person </td> <td valign="top" width="20%">Simple Past </td> <td valign="top" width="20%">Past Participle </td> <td valign="top" width="20%">Present Participle </td> </tr></tbody> </table> 4497 -1 0 1 0 1210622090 1222023463 freeze freezes froze froze freezing The correct answer is freeze. The principal parts of freeze are freeze freezes froze frozen freezing. 4498 0 0 0 0 1210622090 1222023463 lose loses lost lost losing The correct answer is freeze. The principal parts of freeze are freeze freezes froze frozen freezing. 4499 0 0 0 0 1210622090 1222023463 put puts put put putting The correct answer is freeze. The principal parts of freeze are freeze freezes froze frozen freezing. 4500 0 0 0 0 1210622090 1222023463 shake shakes shook shaken shaking The correct answer is freeze. The principal parts of freeze are freeze freezes froze frozen freezing. 6493 3 0 0 0 1210622229 1222023486 Exercise 3 - Practice with Verb Forms - Question 8 of 10 Practice with Verb Forms - Question 8 of 10 For practice with verb forms, decide which verb set in each group is incorrect. Can you identify which are regular and irregular verbs? If you don't know the correct form of a verb, look it up in a good dictionary. <table width="100%" align="center" border="1"><tbody> <tr> <td valign="top" width="20%">Base </td> <td valign="top" width="20%">Third person </td> <td valign="top" width="20%">Simple Past </td> <td valign="top" width="20%">Past Participle </td> <td valign="top" width="20%">Present Participle </td> </tr></tbody> </table> 4501 -1 0 1 0 1210622229 1222023486 wring wrings wrang wrung wringing The correct answer is wring. The principal parts of wring are wring wrings wrung wrung wringing. 4502 0 0 0 0 1210622229 1222023486 think thinks thought thought thinking The correct answer is wring. The principal parts of wring are wring wrings wrung wrung wringing. 4503 0 0 0 0 1210622229 1222023486 eat eats eaten eaten eating The correct answer is wring. The principal parts of wring are wring wrings wrung wrung wringing. 4504 0 0 0 0 1210622229 1222023486 become becomes became become becoming The correct answer is wring. The principal parts of wring are wring wrings wrung wrung wringing. 6494 3 0 0 0 1210622377 1222023510 Exercise 3 - Practice with Verb Forms - Question 9 of 10 Practice with Verb Forms - Question 9 of 10 For practice with verb forms, decide which verb set in each group is incorrect. Can you identify which are regular and irregular verbs? If you don't know the correct form of a verb, look it up in a good dictionary. <table width="100%" align="center" border="1"><tbody> <tr> <td valign="top" width="20%">Base </td> <td valign="top" width="20%">Third person </td> <td valign="top" width="20%">Simple Past </td> <td valign="top" width="20%">Past Participle </td> <td valign="top" width="20%">Present Participle </td> </tr></tbody> </table> 4505 -1 0 1 0 1210622377 1222023510 bite bites bitten bitten biting The correct answer is bite. The principal parts of bite are bite bites bit bitten biting. 4506 0 0 0 0 1210622377 1222023510 drink drinks drank drunk drinking The correct answer is bite. The principal parts of bite are bite bites bit bitten biting. 4507 0 0 0 0 1210622377 1222023510 fall falls fell fallen falling The correct answer is bite. The principal parts of bite are bite bites bit bitten biting. 4508 0 0 0 0 1210622377 1222023510 play plays played played playing The correct answer is bite. The principal parts of bite are bite bites bit bitten biting. 6495 3 0 0 0 1210622505 1222023534 Exercise 3 - Practice with Verb Forms - Question 10 of 10 Practice with Verb Forms - Question 10 of 10 For practice with verb forms, decide which verb set in each group is incorrect. Can you identify which are regular and irregular verbs? If you don't know the correct form of a verb, look it up in a good dictionary. <table width="100%" align="center" border="1"><tbody> <tr> <td valign="top" width="20%">Base </td> <td valign="top" width="20%">Third person </td> <td valign="top" width="20%">Simple Past </td> <td valign="top" width="20%">Past Participle </td> <td valign="top" width="20%">Present Participle </td> </tr></tbody> </table> 4509 -1 0 1 0 1210622505 1222023534 mistake mistakes mistook mistook mistakng The correct answer is mistake. The principal parts of mistake are mistake mistakes mistook mistaken mistaking. 4510 0 0 0 0 1210622505 1222023534 raise raises raised raised raising The correct answer is mistake. The principal parts of mistake are mistake mistakes mistook mistaken mistaking. 4511 0 0 0 0 1210622505 1222023534 lie lies lay lain lying The correct answer is mistake. The principal parts of mistake are mistake mistakes mistook mistaken mistaking. 4512 0 0 0 0 1210622505 1222023534 get gets got gotten getting The correct answer is mistake. The principal parts of mistake are mistake mistakes mistook mistaken mistaking. 6496 20 0 1 1 1210622611 1222023567 Exercise 3 - Practice with Verb Forms - Bonus Question Exercise 3 - Practice with Verb Forms - Bonus question Even native English speakers tend to confuse the verb pairs lay - lie and raise - rise. Can you explain the differences in meaning and usage between each verb in the pair and provide sample sentences for each? Check a dictionary if you have trouble. If you still can't explain the difference, please ask your instructor. 6497 20 0 1 1 1195015753 1213336626 Verb Tense Consistency Verb Tense Consistency For many of us, verb tense consistency is problematic. Sometimes we might switch from past to present tense for no reason. Most of us know the correct form, but we make errors because of inattention. Hopefully, we also catch these errors during the revision process. 6498 20 0 1 1 1195015833 1213379201 Exercise 4: Revision Practice <table rules="none" frame="box" border="0" style="border: 3px solid rgb(0, 0, 255); width: 118px; height: 32px; background-image: none; float: none; text-align: left; vertical-align: top;"><tbody> <tr> <td width="100%" valign="top">Exercise 4: </td> </tr></tbody> </table>Revision Practice (This exercise has two steps.) <table width="100%" rules="none" frame="void" cellpadding="5" border="0" style="border-style: none; background-image: none; float: none; text-align: left; vertical-align: top;"><tbody> <tr> <td width="10%" valign="top" style="border-style: none; width: 10%; background-image: none; text-align: left; vertical-align: top;">A. </td> <td width="90%" valign="top">Take out your essay from Lesson 1. Using the questions from Kolln's Exercise 19 on page 134, analyze your verb usage in the essay. Choose a paragraph or short passage of several sentences and revise it, paying special attention to your verb usage. Post the original passage and the revised passage in "Lesson 4 - Exercise 4." </td> </tr> <tr> <td width="10%" valign="top" style="border-style: none; width: 10%; background-image: none; text-align: left; vertical-align: top;">B. </td> <td width="90%" valign="top">Then read another student's revised essay excerpts. Post a message analyzing the revision. How effective was the revision? How did the student improve the passage? How could the student improve it further? </td> </tr></tbody> </table> Follow this link to "<a href="$@FORUMVIEWBYID*4333@$">Lesson 4 - Exercise 4</a>." 6499 20 0 1 1 1195015879 1222023847 Ambiguity Ambiguity Sometimes, imprecise use of verb tenses can lead to ambiguous sentences: in other words, sentences with more than one meaning. Kolln gives an example of this on page 133: My dad gave me a motorcycle, which he drove for many years. Does the writer mean that a) dad gave me an old motorcycle that he had driven for many years before passing it on to me, or does the writer mean that b) dad gave me a new motorcycle which he then borrowed all the time ? The problem here is that the verbs are both in simple past tense, which doesn't let us know which action came first. To revise the sentence, we need to find a way to show the order. If " A" is the intended meaning, we could use a verb tense to show the order: My dad gave me a motorcycle, which he had driven for many years. If "B" is the intended meaning, adding words can make the meaning clear: My dad gave me a motorcycle, which he then drove for many years. 6500 20 0 1 1 1195015997 1222023930 The Subjunctive Mood <div class="Section1"> <div style="text-align: left"> </div> The Subjunctive Mood Kolln explains the subjunctive mood on page 133. The subjunctive is commonly misused in English. It should only occur when someone is talking about an unreal situation: something that has not happened and probably will not happen. In an unreal situation, the usual past, present, and future tenses don't apply since the action won't take place in any time period. For example, I can't use the regular past or present tense in the following sentence, because this situation won't actually happen. I was never a cat, and I will never be a cat: Incorrect: *If I was a cat, I would sleep all day. *If I am a cat, I would sleep all day. Instead, we use the subjunctive form were: Correct: If I were a cat, I would sleep all day. For extra practice, take a look at the subjunctive examples on page 135 and try creating a few sentences on your own. If you have questions, please ask your instructor.</div> 6501 20 0 1 1 1195016142 1222024040 Verb Tense Chart Verb Tense Chart (Print and Save) <table cellspacing="0" cellpadding="0" border="1"><tbody> <tr> <td valign="top" width="135" bgcolor="#cccccc"> Verb Tense Name </td> <td valign="top" width="104" bgcolor="#cccccc"> Auxiliary Verb </td> <td valign="top" width="129" bgcolor="#cccccc"> 2nd Auxiliary Verb </td> <td valign="top" width="131" bgcolor="#cccccc"> Main Verb </td> <td valign="top" width="139" bgcolor="#cccccc"> Example </td> </tr> <tr> <td valign="top" width="135"> Simple Present </td> <td valign="top" width="104" bgcolor="#e6e6e6"> none </td> <td valign="top" width="129" bgcolor="#e6e6e6"> none </td> <td valign="top" width="131"> base or 3rd person singular, depending on subject </td> <td valign="top" width="139"> He drives… They drive… </td> </tr> <tr> <td valign="top" width="135"> Present Progressive </td> <td valign="top" width="104"> is/are </td> <td valign="top" width="129" bgcolor="#e6e6e6"> none </td> <td valign="top" width="131"> present participle </td> <td valign="top" width="139"> He is driving… They are driving… </td> </tr> <tr> <td valign="top" width="135"> Present Perfect </td> <td valign="top" width="104"> has/have </td> <td valign="top" width="129" bgcolor="#e6e6e6"> none </td> <td valign="top" width="131"> past participle </td> <td style="color: rgb(0,0,255)" valign="top" width="139"> He has driven They have driven... </td> </tr> <tr> <td valign="top" width="135"> Present Perfect Progressive </td> <td valign="top" width="104"> has/have </td> <td valign="top" width="129"> past participle of "be" </td> <td valign="top" width="131"> present participle </td> <td style="color: rgb(0,0,255)" valign="top" width="139"> He has been driving… They have been driving… </td> </tr> <tr> <td valign="top" width="135"> Simple Past </td> <td valign="top" width="104" bgcolor="#e6e6e6"> none </td> <td valign="top" width="129" bgcolor="#e6e6e6"> none </td> <td valign="top" width="131"> Simple Past Form </td> <td style="color: rgb(0,0,255)" valign="top" width="139"> They drove… </td> </tr> <tr> <td valign="top" width="135"> Past Progressive </td> <td valign="top" width="104"> simple past form of "be" </td> <td valign="top" width="129" bgcolor="#e6e6e6"> none </td> <td valign="top" width="131"> present participle </td> <td style="color: rgb(0,0,255)" valign="top" width="139"> He was driving… They were driving… </td> </tr> <tr> <td valign="top" width="135"> Past Perfect </td> <td valign="top" width="104"> simple past form of "have" </td> <td valign="top" width="129" bgcolor="#e6e6e6"> none </td> <td valign="top" width="131"> past participle </td> <td style="color: rgb(0,0,255)" valign="top" width="139"> They had driven… </td> </tr> <tr> <td valign="top" width="135"> Past Perfect Progressive </td> <td valign="top" width="104"> simple past form of "have" </td> <td valign="top" width="129"> past participle of "be" </td> <td valign="top" width="131"> present participle </td> <td style="color: rgb(0,0,255)" valign="top" width="139"> They had been driving… </td> </tr> <tr> <td valign="top" width="135"> Future </td> <td valign="top" width="104"> will </td> <td valign="top" width="129" bgcolor="#e6e6e6"> none </td> <td valign="top" width="131"> base form </td> <td style="color: rgb(0,0,255)" valign="top" width="139"> They will drive </td> </tr> <tr> <td valign="top" width="135"> Future Progressive </td> <td valign="top" width="104"> will </td> <td valign="top" width="129"> base form of "be" </td> <td valign="top" width="131"> present participle </td> <td style="color: rgb(0,0,255)" valign="top" width="139"> They will be driving… </td> </tr> <tr> <td valign="top" width="135"> Future Perfect </td> <td valign="top" width="104"> will </td> <td valign="top" width="129"> base form of "have" </td> <td valign="top" width="131"> past participle </td> <td style="color: rgb(0,0,255)" valign="top" width="139"> They will have driven… </td> </tr> <tr> <td valign="top" width="135"> Future Perfect Progressive </td> <td valign="top" width="104"> will </td> <td valign="top" width="129"> have + been </td> <td valign="top" width="131"> present participle </td> <td style="color: rgb(0,0,255)" valign="top" width="139"> They will have been driving… </td> </tr></tbody> </table> 6502 20 0 1 1 1217347531 1217777666 Exercise 5 - Identify Verb Tenses Click the Continue button to begin Exercise 5 6503 5 0 0 0 1210706974 1217777819 Lesson 4 - Exercise 5 - Group 1 Exercise 5 - Identify Verb Tenses - Group 1 Use the <a href="$@LESSONVIEWBYID*4307@$&pageid=6541">Verb Tense Chart</a> to identify the verb tenses underlined in each sentence. Match the appropriate tense with the underlined word in each sentence. 4513 0 0 0 1 1210706974 1217777819 You got them all right! Well done. 4514 0 0 0 1 1210706974 1217777819 Sorry there are some errors. Click the continue button to try again. 4515 -1 0 1 1 1210706974 1217777819 I will clean my room when you get here. simple future 4516 0 0 0 1 1210706974 1217777819 The principal had spoken to Michael before the awards ceremony started. past perfect 4517 0 0 0 1 1210706974 1217777819 Before her doctor gave her allergy medicine, Tina had been sneezing for three weeks. simple past 4518 0 0 0 1 1210706974 1217777819 Mrs. Gaskill has taught Algebra for 15 years. present perfect 4519 0 0 0 1 1210706974 1210707662 Lydia usually walks home from school. simple present 4520 0 0 0 1 1210706974 1210707662 Hurry! The train leaves at 6:30 exactly. simple present 4521 0 0 0 1 1210706974 1210707662 I've already studied for the test. present perfect 4522 0 0 0 1 1210706974 1210707662 Before my trip to Mexico, my aunt taught me some Spanish words simple past 4523 0 0 0 1 1210706974 1210707662 Ben went to Monroe High School two years ago. simple past 4524 0 0 0 1 1210706974 1210707662 I had taken a bath when you called. past perfect 4525 0 0 0 1 1210706974 1210707662 Gina will start her homework after soccer practice. simple future 4526 0 0 0 1 1210706974 1210707662 Tom will have finished his homework before Gina starts. future perfect 6504 5 0 0 0 1210708023 1217777765 Lesson 4 - Exercise 5 - Group 2 Exercise 5 - Identify Verb Tenses - Group 2 Use the Verb Tense Chart (located at the end of this exercise) to identify the verb tenses underlined in each sentence. Match the appropriate tense with the underlined word in each sentence. 4527 0 0 0 1 1210708023 1217777765 You got them all right! Well done. 4528 0 0 0 1 1210708023 1217777765 Sorry, there are some errors. Click the continue button to try again. 4529 -1 0 1 1 1210708023 1217777765 Kevin can't come to the phone. He is walking the dog. present progressive 4530 0 0 0 1 1210708023 1217777765 The principal was speaking to Jennifer when the awards ceremony started past progressive 4531 0 0 0 1 1210708023 1217777765 Tina has been sneezing constantly for three weeks. present perfect progressive 4532 0 0 0 1 1210708023 1217777765 Before her doctor gave her allergy medicine, Tina had been sneezing for three weeks. past perfect progressive 4533 0 0 0 1 1210708023 1213003733 I was taking a bath when you called. past progressive 4534 0 0 0 1 1210708023 1213003733 I'm leaving for Florida tomorrow. present progressive 4535 0 0 0 1 1210708023 1213003733 I'll be cleaning my room when you get here. future progressive 4536 0 0 0 1 1210708023 1213003733 Madison had been going to Monroe High School for two years before she ever went to a football game past perfect progressive 4537 0 0 0 1 1210708023 1213003733 Tom will have been playing computer games for an hour before Gina even finishes her biology reading. future perfect progressive 4538 0 0 0 1 1210708023 1213003733 Gina will be studying while most of her friends are relaxing. future progressive 4539 0 0 0 1 1210708023 1213003733 Before her doctor gave her allergy medicine, Tina had been sneezing for three weeks. past perfect progressive 6505 20 0 1 1 1195016169 1222024511 Final Writing Assignment FINAL WRITING ASSIGNMENT Please read Kolln's explanation of verbs on pages 129 - 134. Part 1 <blockquote> Remembering to use a variety of sentence patterns and lengths, write about the significant events of your day today in reverse order, beginning with what you are doing right now. (Feel free to fabricate a day, but pretend that all your imagined events happened today.) To help make your piece cohere without being monotonous, pay attention to keeping the known/new contract without using "And before that..." Unlike the formal essay you wrote for FWA 3, this assignment is a narrative essay; get in your most creative story-telling mode. (No thesis required.) The purpose of this exercise is to experiment with using several different tenses, so be sure to include at least two events that interrupted other activities. For example, "Earlier this afternoon, I was feeding my hamster when the ceiling began to leak." Before you begin to write, brainstorm a list of what you did today (eg: Got up at 6 a.m., went to soccer practice all morning, etc). Then use this list as the basis for your reverse chronological narrative. Your narrative should be 300 words or longer. If your chronological list makes you think you'll end up writing 1,000 words, it's okay to narrate only a portion of your day (but it must be in reverse order).</blockquote> Part 2 <ol> <li>When you are finished, identify all of the verb tenses that you used. Insert the name of the verb tense in brackets after the verb. For example, "Earlier this afternoon, I was feeding [past progressive] my hamster when the ceiling began [simple past] to leak." </li> <li>Beneath your narrative, describe any patterns of verb tense usage that you notice. Do any of your paragraphs have mixed verb tense usage? Why? Would any other tenses have worked just as well? Explain. </li> <li>Rewrite one sentence substituting another tense that would also work. For example, "Earlier this afternoon, I had been feeding [past perfect progressive] my hamster when the ceiling began to leak." </li> </ol> Extra Credit <blockquote> Explain the difference between the verb tense in the original sentence and the verb tense in the rewritten sentence. This may be quite subtle. The subtler (or finer) the distinction, the higher the extra credit.</blockquote> Posting your Assignment <blockquote> Compose Parts 1 and 2 as a Word document. Follow the instructions. Label the parts as "Part 1" and "Part 2." Save your document with the name "Lesson 4 FWA"on your hard drive in a safe place where you will be able to find it again. Then upload your document to "Lesson 4 - Final Writing Assignment (FWA)." If you take the Extra Credit challenge, copy the original sentence into a new Word document, rewrite the sentence below the original, and compose your explanation. Save your document with the name "Lesson 4 FWA Extra Credit." Then upload your document to "Lesson 4 - Final Writing Assignment (FWA)." <a href="$@ASSIGNMENTVIEWBYID*4334@$">Click here to upload your FWA.</a> </blockquote> 6506 20 0 1 1 1195016199 1213337907 Terminology <div class="Section1"> Terminology Make sure that you can define each of these words. If you are unclear about any of their meanings, please ask your instructor for an explanation. active verb past participle stative verb present participle be verb regular verb phrasal verb irregular verb base verbs subjunctive mood simple past form</div> 0 1 0 O:8:"stdClass":3:{s:9:"timespent";i:0;s:9:"completed";i:0;s:15:"gradebetterthan";i:0;} 0 1 0 0 4 10 1 0 0 0 0 0 20 1 100 650 0 0 20 20 #FFFFFF 1 0 0 0 10 331 lesson Lesson 5 - Passive Voice 0 1 0 0 O:8:"stdClass":3:{s:9:"timespent";i:0;s:9:"completed";i:0;s:15:"gradebetterthan";i:0;} 100 0 0 1 6 6 0 0 0 0 0 0 20 1 4339 100 650 0 0 20 20 #FFFFFF 1 0 1 0 10 0 0 1224188921 6507 20 0 1 1 1195016817 1213330575 Where are we going? LESSON 5: PASSIVE VOICE Where are we going? This lesson focuses on the passive voice . First, we will study the structural transformation from active to passive voice, and then we will analyze ways the passive voice can be used effectively. 6508 20 0 1 1 1195016923 1213298873 Why is it important? Why is it important to learn about the passive voice? Although many traditional grammar texts discourage the use of the passive voice, when used appropriately, it can become a tool that produces interesting rhetorical effects. Also, knowing how to use the passive voice effectively can make you a better reader and editor. This knowledge can help you understand the subtleties of a writer's prose and also recognize when the passive makes writing unnecessarily wordy or impersonal. 6509 20 0 1 1 1213378148 0 Exercise 1: What is the passive voice? Click the continue button to perform the exercise. 6510 10 0 0 0 1210079705 1213331149 Exercise 1: What is the passive voice? (Part 1) Exercise 1: What is the passive voice? (Part 1) Your instructor could tell you what it is and explain the process of how to transform a sentence from active to passive voice, but now that you've studied verbs and sentence structure, you will learn more by figuring out the steps and telling your instructor. This exercise has three parts. Part 1 Take a look at the following data. You have active and passive versions of the same sentences. Pretend that you are explaining the transformation from active to passive to someone who is learning English and has never heard of the passive voice. (Don't explain how to change each sentence individually. Give general rules that apply to all active to passive transformations.) Give step by step instructions telling exactly what to do and post these instructions in your assignment topic. For example: Step 1 - Move the ….. Step 2 - Change the … Here's your data (be sure to pay attention to verb tenses): <table style="float: none; background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" cellspacing="5" cellpadding="5" rules="none" border="0" frame="void"><tbody> <tr> <td style="vertical-align: top" width="10%"> </td> <td valign="top"> Active Voice </td> <td valign="top"> Passive Voice </td> </tr> <tr> <td style="vertical-align: top"> </td> <td valign="top"> Dave has played that guitar. </td> <td valign="top"> That guitar has been played by Dave. </td> </tr> <tr> <td style="vertical-align: top"> </td> <td valign="top"> The principal will give a speech. </td> <td valign="top"> A speech will be given by the principal. </td> </tr> <tr> <td style="vertical-align: top"> </td> <td valign="top"> Lilli had left the lights on. </td> <td valign="top"> The lights had been left on by Lilli. </td> </tr> <tr> <td style="vertical-align: top"> </td> <td valign="top"> A puppy set off the alarm. </td> <td valign="top"> The alarm was set off by a puppy. </td> </tr></tbody> </table> Copy and paste these sentences into a Word document. Compose your step by step instructions in that document. Save your document on your hard drive in a safe place where you will be able to find it later. Then copy and paste the contents of your document here. 4540 -1 0 1 0 1210079705 1213331149 $@NULL@$ $@NULL@$ 6511 2 0 0 0 1210081621 1213331282 Exercise 1: What is the passive voice? (Part 2) Part 2 Now that you can explain how to transform sentences from active to passive, it’s time to practice to make sure that you understand passive voice. Identify each sentence as active or passive. Example 1 The lead article in today’s Collegian was written by my roommate. This sentence is passive. Check the "passive" button. 4541 -1 0 1 0 1210081621 1213331282 passive Correct! This sentence is passive. 4542 0 0 0 0 1210081621 1213331282 active Incorrect. This sentence is passive. 6512 2 0 0 0 1210081957 1213331371 Exercise 1: What is the passive voice? (Part 2) Identify each sentence as active or passive. Example 2 <div style="margin-left: 40px">He built that expensive apartment complex on Water Street. </div> The sentence is active. Check the "active" button. 4543 -1 0 1 0 1210081957 1213331371 active The sentence is active. 4544 0 0 0 0 1210081957 1213331371 passive No. The sentence is active. 6513 2 0 0 0 1210082168 1210083425 Exercise 1: What is the passive voice? (Part 2) 1. Identify each sentence as active or passive. <div style="margin-left: 40px;">My roommate wrote the lead article in today’s Collegian. </div> 4545 -1 0 1 0 1210082168 1210083425 active Yes, the verb wrote is active. 4546 0 0 0 0 1210082168 1210083425 passive No, the verb wrote is active. A passive verb must have a form of "be." 6514 2 0 0 0 1210082249 1210083479 Exercise 1: What is the passive voice? (Part 2) 2. Identify each sentence as active or passive. <div style="margin-left: 40px;">Some of our most intricate fugues were composed by Bach. </div> 4547 -1 0 1 0 1210082249 1210083479 passive Yes, the verb were composed is passive. 4548 0 0 0 0 1210082249 1210083479 active No, the verb were composed is passive because it has a form of “be” plus the past participle. 6515 2 0 0 0 1210082330 1210083537 Exercise 1: What is the passive voice? (Part 2) 3. Identify each sentence as active or passive. <div style="margin-left: 40px;">The number of flood victims overwhelmed the available facilities. </div> 4549 -1 0 1 0 1210082330 1210083537 active Yes, the verb overwhelmed is active. 4550 0 0 0 0 1210082330 1210083537 passive No, the verb overwhelmed is active. A passive verb must have a form of "be." 6516 2 0 0 0 1210082478 1210083642 Exercise 1: What is the passive voice? (Part 2) 4. Identify each sentence as active or passive. <div style="margin-left: 40px;">The most expensive houses in town are built by my brother in law. </div> 4551 -1 0 1 0 1210082478 1210083642 passive Yes, the verb are built is passive. 4552 0 0 0 0 1210082478 1210083642 active No, the verb is passive because it has a form of "be" plus the past participle. 6517 2 0 0 0 1210082680 1210083699 Exercise 1: What is the passive voice? (Part 2) 5. Identify each sentence as active or passive. <div style="margin-left: 40px;">Bach composed some of our most intricate fugues. </div> 4553 -1 0 1 0 1210082680 1210083699 active Yes, the verb composed is active. 4554 0 0 0 0 1210082680 1210083699 passive No, the verb is composed is active. A passive verb must have a form of "be." 6518 2 0 0 0 1210082775 1210083745 Exercise 1: What is the passive voice? (Part 2) 6. Identify each sentence as active or passive. <div style="margin-left: 40px;">The county commissioners try out a new tax-collection system every four years. </div> 4555 -1 0 1 0 1210082775 1210083745 active Yes, the verb try is active. 4556 0 0 0 0 1210082775 1210083745 passive No, the verb try is active. A passive verb must have a form of "be." 6519 2 0 0 0 1210082841 1210083848 Exercise 1: What is the passive voice? (Part 2) 7. Identify each sentence as active or passive. <div style="margin-left: 40px;">That expensive apartment complex on Water Street was built by him. </div> 4557 -1 0 1 0 1210082841 1210083848 passive Yes, the verb was built is passive. 4558 0 0 0 0 1210082841 1210083848 active No, the verb is passive because it has a form of “be” plus the past participle. 6520 2 0 0 0 1210082900 1213328935 Exercise 1: What is the passive voice? (Part 2) 8. Identify each sentence as active or passive. <div style="margin-left: 40px">A new tax collection system is tried out every four years by the county commissioners. </div> 4559 -1 0 1 0 1210082900 1213328935 passive Yes, the verb is tried is passive 4560 0 0 0 0 1210082900 1213328935 active No, the verb is tried is passive because it has a form of “be” plus the past participle. 6521 2 0 0 0 1210082961 1210083902 Exercise 1: What is the passive voice? (Part 2) 9. Identify each sentence as active or passive. <div style="margin-left: 40px;">Your positive attitude pleases me. </div> 4561 -1 0 1 0 1210082961 1210083902 active Yes, the verb pleases is active. 4562 0 0 0 0 1210082961 1210083902 passive No, the verb pleases is active. A passive verb must have a form of "be." 6522 2 0 0 0 1210083031 1210083952 Exercise 1: What is the passive voice? (Part 2) 10. Identify each sentence as active or passive. <div style="margin-left: 40px;">I am pleased by your positive attitude.</div> 4563 -1 0 1 0 1210083031 1210083952 passive Yes, the verb am pleased is passive. 4564 0 0 0 0 1210083031 1210083952 active No, the verb is passive because it has a form of “be” plus the past participle. 6523 2 0 0 0 1210083113 1210083989 Exercise 1: What is the passive voice? (Part 2) 11. Identify each sentence as active or passive. <div style="margin-left: 40px;">The Gulf coast was devastated by Hurricane Katrina in 2005. </div> 4565 -1 0 1 0 1210083113 1210083989 passive Yes, the verb was devastated is passive. 4566 0 0 0 0 1210083113 1210083989 active No, the verb is passive because it has a form of “be” plus the past participle. 6524 2 0 0 0 1210083211 1219357588 Exercise 1: What is the passive voice? (Part 2) 12. Identify each sentence as active or passive. <div style="margin-left: 40px">The available facilities were overwhelmed by the number of flood victims. </div> 4567 -1 0 1 0 1210083211 1219357588 passive Yes, the verb were overwhelmed is passive. 4568 0 0 0 0 1210083211 1219357588 active No, the verb were overwhelmed is passive because it has a form of “be” plus the past participle. 6525 2 0 0 0 1210083354 0 Exercise 1: What is the passive voice? (Part 2) Lucky 13. Last question in Part 2. Identify each sentence as active or passive. <div style="margin-left: 40px;">Hurricane Katrina devastated the Gulf Coast in 2006. </div> 4569 -1 0 1 0 1210083354 0 active Yes, the verb devastated is active. 4570 0 0 0 0 1210083354 0 passive No, the verb devastated is active. A passive verb must have a form of "be." 6526 2 0 0 0 1210085018 0 Exercise 1: What is the passive voice? (Part 3) Part 3 Identify which sentence in each group contains a passive verb. Example 1 4571 -1 0 1 0 1210085018 0 The football team was led onto the field by the cheerleading squad. Yes, was led is a passive verb. 4572 0 0 0 0 1210085018 0 The cheerleading squad led the football team onto the field. No. There is no form of be to help make a passive verb. 6527 2 0 0 0 1210085248 1210118924 Exercise 1: What is the passive voice? (Part 3) 1. Which sentence contains a passive verb? 4573 -1 0 1 0 1210085248 1210118924 This year’s cheerleading squad was chosen by a committee last spring. Correct. Was chosen is passive; it is formed by a form of "be" plus the past participle. 4574 0 0 0 0 1210085248 1210118924 A committee last spring chose this year’s cheerleading squad. Sorry. Was chosen is passive. Chose without a form of "be" is always active. 6528 2 0 0 0 1210085364 1210118995 Exercise 1: What is the passive voice? (Part 3) 2. Which sentence contains a passive verb? 4575 -1 0 1 0 1210085364 1210118995 Bill’s apartment was burglarized last weekend. Correct! Was burglarized is passive. 4576 0 0 0 0 1210085364 1210118995 Some teenagers burglarized Bill’s apartment last weekend. This is the wrong answer. Was burglarized is passive; it is formed by a form of "be" plus the past participle. 6529 2 0 0 0 1210268024 0 Exercise 1: What is the passive voice? (Part 3) 3. Which sentence contains a passive verb? 4577 -1 0 1 0 1210268024 0 A snowstorm is predicted for this weekend. Correct answer. Is predicted is passive. 4578 0 0 0 0 1210268024 0 The meteorologist predicted a snowstorm for this weekend. Incorrect answer. Is predicted is passive; it is formed by a form of be plus the past participle. 6530 3 0 0 0 1210268145 0 Exercise 1: What is the passive voice? (Part 3) 4. Which sentence contains a passive verb? 4579 -1 0 1 0 1210268145 0 The election of the student body officers will be held on Tuesday. Correct answer. Will be held is passive. 4580 0 0 0 0 1210268145 0 The students will elect the student body officers on Tuesday. Incorrect answer. Will be held is passive; it is formed by a form of be plus the past participle. 6531 3 0 0 0 1210268262 0 Exercise 1: What is the passive voice? (Part 3) 5. Which sentence contains a passive verb? 4581 -1 0 1 0 1210268262 0 Your car’s oil should be changed on a regular basis. Correct answer. Should be changed is passive. 4582 0 0 0 0 1210268262 0 You should change your car’s oil on a regular basis. Incorrect answer. Should be changed is passive; it is formed by a form of be plus the past participle. 6532 3 0 0 0 1210268348 0 Exercise 1: What is the passive voice? (Part 3) 6. Which sentence contains a passive verb? 4583 -1 0 1 0 1210268348 0 The suspect is being kept in solitary confinement. Correct answer. Is being kept is passive. 4584 0 0 0 0 1210268348 0 The police are keeping the suspect in solitary confinement. Incorrect answer. Is being kept is passive; it is formed by a form of be plus the past participle. 6533 3 0 0 0 1210268429 0 Exercise 1: What is the passive voice? (Part 3) 7. Which sentence contains a passive verb? 4585 -1 0 1 0 1210268429 0 The kidnap victim has been found unharmed. Correct answer. Has been found is passive. 4586 0 0 0 0 1210268429 0 The police found the kidnapped victim unharmed. Incorrect answer. Has been found is passive; it is formed by a form of be plus the past participle. 6534 10 0 0 0 1210268818 1213370564 Exercise 1: What is the passive voice? (Part 4) Part 4 Copy and paste the nine sentences below into a Word document. Save your document on your hard drive in a safe place where you will be able to find it again. Then copy and paste your document here. First decide if the following sentences are active or passive; then transform them. Label the change as Active to Passive or Passive to Active Example: <blockquote style="margin-right: 0px;" dir="ltr"> The people elected John Kennedy president in 1960. Active to Passive: John Kennedy was elected president in 1960. </blockquote> 1. Bill was nicknamed Buzz by his grandmother when he was a baby. 2. The next six chapters should be read by you before Monday. 3. In recent years, migration has affected the cities in the northeast. 4. Companies have moved thousands of manufacturing jobs to Mexico. 5. Companies cheated many employees of financial institutions out of their retirement savings after the dot-com bubble burst. 6. The courts sent a number of executives from those companies to prison. 7. Maintenance workers are finally repairing the street lights on campus. 8. A new vacation schedule is being tried out this year by our company. 9. The company will close the plant for two weeks in July. 4587 -1 0 1 0 1210268818 1213370564 $@NULL@$ $@NULL@$ 6535 20 0 1 1 1195017161 1213329353 When do we use the passive voice? When do we use the passive voice? Grammar checks tell you it's bad, but is that true? Yes and no. In Revising the Rules: Traditional Grammar and Modern Linguistics, Brock Haussamen points out that before the twentieth century, grammarians did not discourage the passive voice at all. For example, in 1874 Samuel Greene encouraged its use and wrote, "The passive voice may be used when we wish to conceal the agent, give prominence to the event, or reconstruct the sentence." However, in the twentieth century, the passive voice fell into disfavor. Most twentieth century grammar books instruct students to avoid the passive voice, condemning it as wordy, impersonal, and even deceptive and lazy. The reasons for this attitude change are not clear, but some linguists attribute it to a modern shift towards a more concise, simple style. On the other hand, contemporary grammarians realize the benefits of using the passive voice in certain situations; however, their more moderate approach has not yet permeated many textbooks or computer grammar checks. 6536 20 0 1 1 1195017188 1213298985 Passives and Cohesion Passives and Cohesion In the Lesson 3 exercises, you may have experimented with the passive voice in order to make your sentences more cohesive. Remember passage 1 from Lesson 3, Exercise 3? The Gateway Arch at the edge of the Mississippi River in St. Louis is the world's tallest monument. Eero Saarinen designed the stainless steel structure that commemorates the Westward Movement. 6537 20 0 1 1 1195017251 1213299008 Revising Original passage: The Gateway Arch at the edge of the Mississippi River in St. Louis is the world's tallest monument. Eero Saarinen designed the stainless steel structure that commemorates the Westward Movement. Here is one student's revision: The Gateway Arch at the edge of the Mississippi River in St. Louis is the world’s tallest monument. It was designed by Eero Saarinen to commemorate the Westward Movement. Notice how the student used a passive in sentence 2. The original passage is less cohesive because sentence 2 violates the known-new contract by beginning with new information. The revision uses the passive voice to move known information to the beginning, thus providing a cohesive link between the two sentences. 6538 20 0 1 1 1195017289 1213376816 Exercise 2: Comparison Exercise 2: Comparison Kolln discusses the passive voice's role in cohesion on pages 77-78. Please read this passage now and then do question 2 of "For Group Discussion" on page 79. Make sure to complete all three items in #2. <ol> <li>Explain why the author used the passive voice where he did. </li> <li>Try writing a version of the paragraph using only the active voice. </li> <li>Is it equally effective? </li> </ol> Post your answers in "Lesson 5 - Exercise 2." After you post your answers, respond to one of the other student postings . Don't just agree with the other student, however. Either expound on the student's answer, adding something that's missing, or disagree (respectfully) with the student, saying why you disagree. <a target="_self" href="$@FORUMVIEWBYID*4335@$">Click here to go to Lesson 5- Exercise 2.</a> 6539 20 0 1 1 1195017347 1222024795 Agents Agents Agent is a linguistic term that refers to the one who is performing the main action of the sentence . For instance, in the first data example from Exercise 1 (Dave has played that guitar), Dave is the agent because he performed the action (played that guitar). The agent does not have to be a person . In the fourth example (A puppy set off the alarm), a puppy performed the action, so an animal is the agent. In a standard, active voice sentence the noun in subject position is usually the agent; however, when you transform the sentence into passive voice, the agent is no longer the subject of the sentence. <table style="float: none; background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" cellspacing="0" cellpadding="5" rules="none" border="0" frame="void"><tbody> <tr height="10"> <td style="color: rgb(0,0,255)" valign="top" height="10"> A puppy </td> <td style="color: rgb(0,0,255)" valign="top" height="10"> set off </td> <td style="color: rgb(0,0,255)" valign="top" height="10"> the alarm </td> </tr> <tr height="10"> <td valign="top" height="10"> subject + AGENT </td> <td valign="top" height="10"> verb </td> <td valign="top" height="10"> direct object </td> </tr></tbody> </table> <table style="float: none; background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" cellspacing="0" cellpadding="5" rules="none" border="0" frame="void"><tbody> <tr height="30"> <td style="color: rgb(0,0,255)" valign="top" height="30"> The alarm </td> <td style="color: rgb(0,0,255)" valign="top" height="30"> was set off </td> <td style="color: rgb(0,0,255)" valign="top" height="30"> by </td> <td style="color: rgb(0,0,255)" valign="top" height="30"> a puppy </td> </tr> <tr height="30"> <td valign="top" height="30"> subject </td> <td valign="top" height="30"> passive verb sequence </td> <td valign="top" height="30"> preposition </td> <td valign="top" height="30"> object of preposition + AGENT </td> </tr></tbody> </table> 6540 20 0 1 1 1195017381 1213329625 Exercise 3: On Your Own Exercise 3: (On your own) Kolln writes more about the concept of agency as she discusses reasons for using the passive voice. Please read pages 134 - 146 and then answer the following questions on your own. If you have trouble answering the questions, please ask your instructor. According to Kolln, what are five reasons in addition to improving cohesion (she mentions more than five) that a writer might choose to use the passive voice? List each reason and write an example passage for each one. 6541 20 0 1 1 1195017418 1222025077 Exercise 4: Using the Passive Voice Exercise 4: Using the Passive Voice In the last exercise you discussed appropriate usage for the passive voice. Now you get to apply this knowledge both by revising and by playing the editor, deciding whether the passive or active voice is more appropriate in certain passages. Please do the following sections in Rhetorical Grammar: Page 138: For Group Discussion, #1 only Pages 141-142: Exercise 21, # 1-2 Compose in a Word document. Follow the instructions above (note that #2 has three parts). Save your document on your hard drive in a safe place where you will be able to find it again. Then post both parts in "Lesson 5 - Exercise 4." <a href="$@ASSIGNMENTVIEWBYID*4336@$">Click here to go to Lesson 5- Exercise 4.</a> 6542 20 0 1 1 1195017447 1213299124 Subjects Revisited Subjects Revisited In Lesson 1, we learned that subjects are most often noun phrases: <table cellspacing="0" cellpadding="0" border="1"><tbody> <tr> <td width="146" valign="top" style="color: rgb(0, 0, 255);"> The dog </td> <td width="162" valign="top" style="color: rgb(0, 0, 255);"> ate the pizza </td> </tr> <tr> <td width="146" valign="top"> subject & noun phrase </td> <td width="162" valign="top"> predicate & verb phrase </td> </tr></tbody> </table> 6543 20 0 1 1 1195017546 1213329765 Alternate Subject Possibilities Alternate Subject Possibilities However, you might notice that occasionally other parts of speech, or even phrases and clauses, can serve as the subject: <div align="center"> <table cellspacing="0" cellpadding="0" border="0"><tbody> <tr> <td style="color: rgb(0,0,255)" valign="top"> What I want </td> <td style="color: rgb(0,0,255)" valign="top"> is not the point right now. </td> </tr> <tr> <td valign="top"> subject (relative clause) </td> <td valign="top"> predicate (verb phrase) </td> </tr> <tr> <td valign="top"> </td> <td valign="top"> </td> </tr> <tr> <td style="color: rgb(0,0,255)" valign="top"> Doing homework </td> <td style="color: rgb(0,0,255)" valign="top"> has made me tired. </td> </tr> <tr> <td valign="top"> subject (gerund phrase) </td> <td valign="top"> predicate (verb phrase) </td> </tr> <tr> <td valign="top"> </td> <td valign="top"> </td> </tr> <tr> <td valign="top"> </td> <td valign="top"> </td> </tr> <tr> <td style="color: rgb(0,0,255)" valign="top"> The increased driving of SUVs </td> <td style="color: rgb(0,0,255)" valign="top"> is blamed for higher smog levels in Los Angeles this year. </td> </tr> <tr> <td valign="top"> subject (gerund phrase) </td> <td valign="top"> predicate (verb phrase) </td> </tr></tbody> </table></div> For our purposes right now, it's not necessary to go over all the alternate subject possibilities, but you should be aware that alternatives exist. Kolln discusses how these alternate subjects, while grammatical and appropriate at times, can sometimes lead to abstraction and flabbiness in our sentences. She blames the problem on missing or misplaced agents. 6544 20 0 1 1 1195017638 1213372453 Exercise 5: Eliminating Ineffective Passives Exercise 5: Eliminating Ineffective Passives Take some time now to read "The Abstract Subject" on pages 142 - 143. As you read, make sure that you understand what Kolln means by nominalized verbs and abstraction. If you need more explanation, please ask your instructor. 6545 3 0 1 1 1210972500 0 Exercise 5 - Elimina 1Select the sentence in each group that has a specific agent and clearly tells the reader who is doing what in the sentence. The sentence you choose should not have a nominalized verb or an abstraction in the subject position. 4588 -1 100 1 0 1210972500 0 Investors on Wall Street are concerned because the Japanese are buying so many American companies and so much real estate. You are right. This sentence contains specific agents in both clauses (investors, Japanese), making the sentence clear for the reader. The sentence explains who is doing what. 4589 0 0 0 0 1210972500 0 The buying of so many American companies and so much real estate by the Japanese is causing concern on Wall Street. This sentence is not the best choice because the agent is missing in the subject position. The subject (buying) is an abstraction and does not tell who is doing what. 4590 0 0 0 0 1210972500 0 Wall Street is becoming concerned because so many American companies and so much real estate are being bought by the Japanese. This sentence is not the best choice because the subject is not a specific agent (Wall Street) and does not explain who is doing what. 6546 3 0 0 0 1210972500 1222025784 2Select the sentence 2 Select the sentence in each group that has a specific agent and clearly tells the reader who is doing what in the sentence. The sentence you choose should not have a nominalized verb or an abstraction in the subject position. 4591 0 0 0 0 1210972500 1222025784 With the opening of the East Bloc nations and China to capitalism, what is happening is that American companies are looking for ways of expanding their markets and their product lines to take advantage of the situation. This sentence is not the best choice because of the use of an abstract clause (what is happening) as the subject. The sentence does not explain who is doing what. 4592 -1 100 1 0 1210972500 1222025784 Now that the East Bloc nations and China have opened to capitalism, executives in American companies are looking for ways of expanding their markets and their product lines to take advantage of the situation. You are right. This sentence uses a specific agent (executives), making the sentence clear for the reader. The sentence explains who is doing what. 4593 0 0 0 0 1210972500 1222025784 The opening of the East Bloc nations and China to capitalism is causing American companies to look for ways of expanding their markets and product lines to take advantage of the situation. This sentence is not the best choice because the agent is missing in the subject position. The subject (opening) is an abstraction and does not tell who is doing what. 6547 3 0 0 0 1210972500 1222025802 3Select the sentence 3 Select the sentence in each group that has a specific agent and clearly tells the reader who is doing what in the sentence. The sentence you choose should not have a nominalized verb or an abstraction in the subject position. 4594 0 0 0 0 1210972500 1222025802 Opportunities for investment are growing in China. This sentence is not the best choice because of the abstract subject (opportunities). The sentence does not explain who is doing what. 4595 0 0 0 0 1210972500 1222025802 Analyzing the situation in China has shown that opportunities for investments are growing. This sentence is not the best choice because the subject (analyzing) is an abstraction. The sentence does not explain who is doing what. 4596 -1 100 1 0 1210972500 1222025802 Analysts believe that China offers increasing opportunities for investment. You are right. This sentence uses a specific agent (analysts), making the sentence clear for the reader by explaining who is doing what. 6548 3 0 0 0 1210972500 1222025816 4Select the sentence 4 Select the sentence in each group that has a specific agent and clearly tells the reader who is doing what in the sentence. The sentence you choose should not have a nominalized verb or an abstraction in the subject position. 4597 -1 100 1 0 1210972500 1222025816 Robert Caro, in his biography of Lyndon Johnson, gives a detailed account of the Senate election of 1948. You are right. This sentence uses a specific agent (Robert Caro), making the sentence clear for the reader by telling who is doing what. 4598 0 0 0 0 1210972500 1222025816 In the biography of Lyndon Johnson by Robert Caro, an account of the Senate election of 1948 is described in great detail. This sentence is not the best choice because of the abstraction in the subject position (account). The sentence does not clearly tell who is doing what. 4599 0 0 0 0 1210972500 1222025816 In an account of the Senate election of 1948, the biography of Lyndon Johnson is thoroughly elaborated by Robert Caro. This sentence is vague because the agent is missing in the subject position. The sentence does not explain who is doing what. 6549 3 0 0 0 1210972500 1222025829 5Select the sentence 5 Select the sentence in each group that has a specific agent and clearly tells the reader who is doing what in the sentence. The sentence you choose should not have a nominalized verb or an abstraction in the subject position. 4600 -1 100 1 0 1210972500 1222025829 When Julia applied for a work-study job, she was surprised to learn that her parents would have to submit a detailed financial statement. You are right. This sentence uses specific agents in all three clauses (Julia, she, parents), making the sentence clear for the reader. The sentence explains who is doing what. 4601 0 0 0 0 1210972500 1222025829 Learning that a detailed financial statement would have to be submitted by her parents came as a surprise to Julia when she was filling out an application for a work-study program. This sentence is not the best choice because the agent is missing in the subject position. The subject (learning) is an abstraction and does not tell who is doing what. 4602 0 0 0 0 1210972500 1222025829 A detailed financial statement would have to be submitted by her parents before Julia could complete her application for a work-study job. This sentence is not the best choice because the agent is missing in the subject position. The subject (statement) does not tell who is doing what. 6550 3 0 0 0 1210972500 1222025841 6Select the sentence 6 Select the sentence in each group that has a specific agent and clearly tells the reader who is doing what in the sentence. The sentence you choose should not have a nominalized verb or an abstraction in the subject position. 4603 -1 100 1 0 1210972500 1222025841 With hard work and long hours, Tim has finally succeeded in making his new pizza shop profitable. You are right. This sentence uses a specific agent (Tim). The sentence clearly explains who is doing what. 4604 0 0 0 0 1210972500 1222025841 Getting his new pizza shop to finally turn a profit has meant a lot of hard work and long hours for Tim. This sentence is not the best choice because the agent is missing in the subject position. The subject (getting) is an abstraction and does not tell who is doing what. 4605 0 0 0 0 1210972500 1222025841 Turning a profit has meant much hard work and long hours for Tim while he has been establishing his pizza shop. This sentence is not the best choice because the agent is missing in the subject position. The subject (turning) is an abstraction and does not tell who is doing what. 6551 3 0 0 0 1210972500 1222025853 7Select the sentence 7 Select the sentence in each group that has a specific agent and clearly tells the reader who is doing what in the sentence. The sentence you choose should not have a nominalized verb or an abstraction in the subject position. 4606 0 0 0 0 1210972500 1222025853 The overuse of salt in the typical American diet has had the result of obscuring the natural taste of many foods. Nutritionists maintain that a reduction in people’s dependence on salt would lead to an enhancement of taste and heightened enjoyment of food. This sentence is not the best choice because the agent is a nominalized verb (overuse) and does not tell who is doing what. 4607 0 0 0 0 1210972500 1222025853 The overuse of salt in the typical American diet obscures the natural taste of many foods. Nutritionists maintain that if people reduced their dependence on salt, they would find their food tastier and more enjoyable. This sentence is not the best choice because the agent is missing in the subject position. The subject (overuse) is a nominalized verb and does not explain who is doing what. 4608 -1 100 1 0 1210972500 1222025853 According to nutritionists, Americans obscure the natural taste of many foods by using too much salt. Nutritionists maintain that if people depended less heavily on salt, they would find their food tastier and would enjoy it more. You are right. This sentence uses specific agents in both sentences (Americans, nutritionists, people, they), making the sentences clear for the reader. The sentences explain who is doing what. 6552 3 0 0 0 1210972500 1222025885 8Select the sentence Exercise 5 - Eliminating Ineffective Phrases - Last Question 8 Select the sentence in each group that has a specific agent and clearly tells the reader who is doing what in the sentence. The sentence you choose should not have a nominalized verb or an abstraction in the subject position. 4609 0 0 0 0 1210972500 1222025885 The measurement of the Earth’s fragile ozone layer was one of the important missions undertaken by the crew of the space shuttle Atlantis. The shuttle was launched in October of 1994. The mission lasted ten days. Humans are put to greater risks of skin cancer, cataracts, and other skin ailments because of overexposure to ultraviolet radiation. Crops can also be spoiled and underwater food sources devastated as a result of too much direct sunlight. A vast ozone “hole” over Antarctica from September to December every year is particularly worrisome to scientists. This sentence is not the best choice because the agent is missing in the subject position. The subject (measurement) is a nominalized verb and does not tell who is doing what. 4610 -1 100 1 0 1210972500 1222025885 During a 1-day mission in October 1984, the crew of the space shuttle Atlantis measured the earth’s fragile ozone layer for ultra-violet radiation. Over exposure to ultraviolet radiation can cause cancer, cataracts, and other ailments in humans and can destroy underwater food sources when they are exposed to too much sunlight. Scientists worry particularly about a vast ozone “hole” that occurs over Antarctica from September to December every year. You are right. This sentence uses specific agents (crew, scientists), making the passage clear for the reader. The passage explains who is doing what. 4611 0 0 0 0 1210972500 1222025885 Taking samples of the Earth’s fragile ozone layer was one of the important missions undertaken by the crew of the space shuttle Atlantis. The shuttle was launched in October of 1994 for a mission lasted ten days. Humans are put at a much greater risk of skin cancer, cataracts, and other ailments due to overexposure to ultraviolet radiation. Crops can also be spoiled and underwater food sources devastated as a result of too much direct sunlight. A vast ozone “hole” over Antarctica from September to December every year is particularly worrisome to scientists. This sentence is not the best choice because the agent is missing in the subject position. The subject (taking) is an abstraction. The sentence does not tell who did what.  </body></html> 6553 20 0 1 1 1195017674 1222025159 Exercise 6: Passives in Context Exercise 6: Passives in Context (This exercise has four parts.) Post in "Lesson 5 - Exercise 6" <table style="float: none; background-image: none; vertical-align: top; border-top-style: none; border-right-style: none; border-left-style: none; text-align: left; border-bottom-style: none" rules="none" width="80%" border="0" frame="void"><tbody> <tr> <td valign="top" width="10%"> 1. </td> <td valign="top" width="90%"> Choose a passive sentence from Exercise 20 on page 137. Write a passage of approximately 4-5 sentences around the passive sentence so that the passive sentence is well-suited to the context. </td> </tr> <tr> <td valign="top" width="10%"> 2. </td> <td valign="top" width="90%"> Next, transform the same sentence from Exercise 20 to active voice. Now write a different passage of about 4-5 sentences around the active voice sentence so that it is well-suited to the context. </td> </tr> <tr> <td valign="top" width="10%"> 3. </td> <td valign="top" width="90%"> Capitalize the sentence you've transformed in each paragraph. After you finish both passages, write a short paragraph explaining how your passages differ. How did you have to adjust your prose to make the passive voice fit in the context? The active voice? Post your responses to A, B, and C to "5th Lesson, Exercise 6." </td> </tr> <tr> <td valign="top" width="10%"> 4. </td> <td valign="top" width="90%"> Next, read another student's post. Post a response that answers these questions: </td> </tr> <tr> <td valign="top" width="10%"> </td> <td valign="top" width="90%"> <ol> <li>How does the student's passive voice passage fit with Kolln's explanations of appropriate usage (for example, does the student's usage improve cohesion)? </li> <li>How effective was the revision of the paragraph when the sentence was transformed to the active voice? </li> <li>Can you suggest any revisions to improve either paragraph? </li> </ol> </td> </tr></tbody> </table> <a href="$@FORUMVIEWBYID*4337@$">Click here to go to Lesson 5- Exercise 6.</a> <ul> </ul> 6554 20 0 1 1 1195018022 1224189006 Terminology Terminology Make sure that you can define each of these words . If you are unclear about any of their meanings, please ask your instructor for an explanation. Passive voice Abstraction Active voice Nominalized verbs Agent 6555 20 0 1 1 1195017882 1222026004 Final Writing Assignment FINAL WRITING ASSIGNMENT Part 1 Choose one paragraph from your Lesson 3 essay. If it is predominately in passive voice, rewrite it in active voice. If it is predominately in active voice, rewrite it in passive voice. Write a 1/2 page analysis discussing how the transformation changes the effect of the paragraph. Is it improved or was it better before? Why? Part 2 Using your instructor comments and workshop comments if available, revise your Lesson 3 essay. Follow the steps below: <ol> <li>Find your thesis statement and underline it. Does it express your opinion on the topic? Does it indicate the points you will cover? If not, revise it so that it does. </li> <li>Revise for content. Did you add enough details and specific examples to support your point? Are there areas that are repetitive or don't fit? If so, consider cutting them. </li> <li>Proofread, focusing on the topics we've studied this session: </li> </ol> <ul> <li>subject -verb agreement </li> <li>fragments and run-on sentences </li> <li>correct punctuation of complex sentences </li> <li>known-new contract violations </li> <li>cohesion between sentences and paragraphs </li> <li>incorrect pronoun usage </li> <li>overuse of be </li> <li>inconsistent verb tenses </li> <li>ineffective passive voice usage </li> </ul> Part 3 Write a 1 page letter to your instructor analyzing how you improved your essay. Focus your language usage. How did you revise your prose and what rhetorical effects do your revisions have? What is one area that you want to continue working on in the future? Copy and paste these three parts into three separate Word documents. Follow the instructions above. Save your documents on your hard drive in a safe place where you will be able to find them again. Then upload your documents here. Post the 3 documents in "Lesson 5 - FWA." <div style="margin-left: 40px;">Part 1: 1/2 page analysis, the original paragraph, AND the rewritten paragraph. File name "Lesson5FWAPart1.doc" Part 2: The revision of FWA 3. File name "Lesson5FWAPart2.doc" Part 3: 1 page letter to your instructor. File name "Lesson5FWAPart3.doc" </div>Follow this link to <a href="$@ASSIGNMENTVIEWBYID*4338@$">upload your Word documents for the Lesson 5 FWA</a>. 6556 20 0 1 1 1195018054 1224188803 Congratulations Congratulations! You have finished Language Rules: From Structure to Style. The rigorous lessons you've completed give you tools to improve your accuracy and to continue developing your own style. Because of the rhetorical analysis you've done all session, you should be more aware of the effects of your grammatical choices. Keep writing! Click the continue button to complete your course. 0 1 0 O:8:"stdClass":3:{s:9:"timespent";i:0;s:9:"completed";i:0;s:15:"gradebetterthan";i:0;} 0 1 0 0 4 10 1 0 0 0 0 0 20 1 100 650 0 0 20 20 #FFFFFF 1 0 0 0 10 690 quiz test quiz for L 4 X 5 say something here 0 0 0 0 0 0 1 2 4518863 1 0 0 31956,0,31957,0 2 2 0 1225993039 0 0 0 0 14150 31956 1 14151 31957 1 1140 690 0 2.2 539 quiz Lesson 1 - Exercise 1- Subjects and Predicates Lesson 1: Exercise 1: Subjects and Predicates For the eight sentences below, do two tasks: <ol style="margin-right: 0px;" dir="ltr"> <ol> <li>Identify where the subject ends and the predicate begins (where the sentence divides). </li> <li>Identify the headword of both the subject (noun phrase) and predicate (verb phrase). Watch out! There may be more than one. For the predicate headword, please identify the whole expanded verb. </li> </ol> </ol> Then use the information produced by those two tasks to choose the statement that most appropriately describes the sentence. EXAMPLE: Let's do a sentence together. <blockquote style="margin-right: 0px;" dir="ltr"> My son's kindergarten teacher is teaching the children some simple French and Spanish songs.</blockquote> <ol> <ol> <li>The sentence divides between teacher and is. </li> <li>Subject headword = teacher; predicate headword = teaching </li> </ol> </ol> Using the information you now have, determine which of the statements below most appropriately describes the sentence. Read all five choices before selecting your answer. Choose the best answer. Navigating the Exercise <ol> <li>Read the instructions for each question carefully. </li> <li>Then, select your answer. </li> <li>After you have chosen your answer, click the (Next) button, which appears in blue. </li> <li>Answer the next question, and repeat this until you have answered all of them. </li> <li>If, at any time, you need to stop, click the "Save without submitting button" and you can then start again later. </li> <li>When you have completed the quiz, click the "submit all and finish" button, and wait for your results. </li> <li>The questions willl be reviewed one at a time, giving you the chance to see why you were right or wrong. </li> <li>When you are done reviewing, click the continue button on the left hand side of the screen. </li> </ol> WHEN YOU HAVE COMPLETED THE EXERCISE, <a href="$@LESSONVIEWBYID*4297@$&pageid=4404">CLICK HERE TO CONTINUE THE LESSON</a>. Or, click the "re-attempt quiz" button to do the obvious. 0 0 0 0 0 0 3 0 62415 1 0 0 22916,0,22955,0,22956,0,22957,0,22958,0,22959,0,22960,0,22961,0 8 8 0 1221584693 0 0 0 0 11597 22916 1 11598 22955 1 11599 22956 1 11600 22957 1 11601 22958 1 11602 22959 1 11603 22960 1 11604 22961 1 961 539 Return to Lesson 1 0 9 540 quiz Lesson 2 - Exercise 3 - Part A Exercise 3: Using Subordinate Clauses (This exercise has 3 parts.) 1. Take some time now to <a title="Link to this excerpt if your book hasn't arrived yet." href="$@FILEPHP@$/KollnLesson2Readlng.pdf">read pages 154 – 160</a> in Rhetorical Grammar for a more detailed discussion of subordination. 2. When you have finished, do Parts A, B, and C. Part A: Exercise 25 (a) Decide which sentence in each group would be the best revision for sentences 1-5 in Exercise 25 on p. 157. Each sentence must be revised according to these directions. Turn the following complete sentences into subordinate clauses. <ol> <li>Add a subordinator in the opening position. </li> <li>Add the resulting subordinate clause to an another sentence (independent clause) as a modifier, either at the beginning or at the end. </li> </ol>You will have to supply the main clause. The sentence you create must be a complex sentence. See page 155 for a list of subordinators. Remember that the subordinator must be placed on the specified clause. Example: The party ended at midnight. (1) Add a subordinator in the opening position. If the party ended at midnight (2) Add the resulting subordinate clause to another sentence (independent clause). If the party ended at midnight, why did you get home at 3:00 a.m.? Note: The party ended at midnight is the specified clause. The subordinator must be added to the specified clause. The added clause is an independent clause. You can also add the subordinate clause to the end of the sentence. Why did you get home at 3:00 a.m. if the party ended at midnight? Navigating the Exercise <ol> <li>Read the instructions for each question carefully. </li> <li>Then, select your answer. </li> <li>After you have chosen your answer, click the (Next) button, which appears in blue. </li> <li>Answer the next question, and repeat this until you have answered all of them. </li> <li>If, at any time, you need to stop, click the "Save without submitting button" and you can then start again later. </li> <li>When you have completed the quiz, click the "submit all and finish" button, and wait for your results. </li> <li>The questions willl be reviewed one at a time, giving you the chance to see why you were right or wrong. </li> <li>When you are done reviewing, click the continue button on the left hand side of the screen. </li> </ol> After your quiz has been graded and you have reviewed the answers, follow this link to <a href="$@LESSONVIEWBYID*4301@$&pageid=4467">Lesson 2 - Exercise 3 - Part B.</a> 0 0 0 0 0 0 3 0 62415 1 0 0 22932,0,22933,0,22934,0,22935,0,22936,0 5 5 0 1222031472 0 0 0 0 11605 22932 1 11606 22933 1 11607 22934 1 11608 22935 1 11609 22936 1 962 540 Very Good! Go to Part B 4 6 963 540 One miss. I think you've got it. Go to Part B. 3 4 964 540 Please review the concept before going to Part B. 2 3 965 540 Please contact me. 0 2 541 quiz Lesson 2 - Exercise 3 - Part B Lesson 2 - Exercise 3 - Part B Identify the complex sentence in each group. Navigating the Exercise <ol> <li>Read the instructions for each question carefully. </li> <li>Then, select your answer. </li> <li>After you have chosen your answer, click the (Next) button, which appears in blue. </li> <li>Answer the next question, and repeat this until you have answered all of them. </li> <li>If, at any time, you need to stop, click the "Save without submitting button" and you can then start again later. </li> <li>When you have completed the quiz, click the "submit all and finish" button, and wait for your results. </li> <li>The questions willl be reviewed one at a time, giving you the chance to see why you were right or wrong. </li> <li>When you are done reviewing, click the continue button on the left hand side of the screen. </li> </ol><a href="$@LESSONVIEWBYID*4301@$&pageid=4468">Go to Lesson 2 - Exercise 3 - Part C</a> 0 0 0 0 0 0 3 0 62415 1 0 0 22941,0,22937,0,22938,0,22939,0,22940,0 5 5 0 1222645774 0 0 0 0 11610 22937 1 11611 22938 1 11612 22939 1 11613 22940 1 11614 22941 1 966 541 Very Good! Go to Part C 4 6 967 541 One miss. I think you've got it. Go to Part C. 3 4 968 541 Please review the concept before going to Part C. 2 3 969 541 Please contact me. 0 2 542 quiz Lesson 3 - Exercise 3 Exercise 3: Revising to Improve Cohesion Let's practice working with the known-new contract. Which sentence in each group is the best revision for the five passages? Think especially about reader expectation and the known-new contract. Navigating the Exercise <ol> <li>Read the instructions for each question carefully. </li> <li>Then, select your answer. </li> <li>After you have chosen your answer, click the (Next) button, which appears in blue. </li> <li>Answer the next question, and repeat this until you have answered all of them. </li> <li>If, at any time, you need to stop, click the "Save without submitting button" and you can then start again later. </li> <li>When you have completed the quiz, click the "submit all and finish" button, and wait for your results. </li> <li>The questions willl be reviewed one at a time, giving you the chance to see why you were right or wrong. </li> <li>When you are done reviewing, click the continue button on the left hand side of the screen. </li> </ol> When you're done, follow <a href="$@LESSONVIEWBYID*4304@$&pageid=4483">this link forward in the lesson</a>. 0 0 0 0 0 0 3 2 62415 0 0 0 22942,22943,22944,22945,22946,0 5 10 0 1222020491 0 0 0 0 11615 22942 1 11616 22946 1 11617 22943 1 11618 22944 1 11619 22945 1 970 542 Very Good! Go on to the next page. 8 11 971 542 One Miss. Nicely done! Go to the next page. 6 8 972 542 Please review The Known-New Contract before you go to the next page. 4 6 973 542 Please contact me. 0 4 543 quiz Lesson 3 - Exercise 4 - Part A Exercise 4: Eliminating Vague Pronouns Exercise 4 - Part A Navigating the Exercise <ol> <li>Read the instructions for each question carefully. </li> <li>Then, select your answer. </li> <li>After you have chosen your answer, click the (Next) button, which appears in blue. </li> <li>Answer the next question, and repeat this until you have answered all of them. </li> <li>If, at any time, you need to stop, click the "Save without submitting button" and you can then start again later. </li> <li>When you have completed the quiz, click the "submit all and finish" button, and wait for your results. </li> <li>The questions willl be reviewed one at a time, giving you the chance to see why you were right or wrong. </li> <li>When you are done reviewing, click the continue button on the left hand side of the screen. </li> </ol> When you're done, follow this link to go <a href="$@LESSONVIEWBYID*4304@$&pageid=4486">forward in Lesson 3</a>. 0 0 0 1 0 0 3 2 62415 1 0 0 22947,0,22948,0,22949,0,22950,0,22951,0,22952,0,22953,0,22954,0 8 10 0 1222020580 0 0 0 0 11620 22947 1 11621 22948 1 11622 22949 1 11623 22950 1 11624 22951 1 11625 22952 1 11626 22953 1 11627 22954 1 974 543 Very Good! Go to the next page in the lesson. 8.7 11 975 543 One Miss. Nice work! Go to the next page in the lesson. 7.4 8.7 976 543 Please review Kolln on vague pronouns before going forward. 6.1 7.4 977 543 Please contact me. 0 6.1 1232 resource Getting Started html

Follow these steps to dive into your CTY course!

Getting Started 1. Course Syllabus <div style="margin-left: 40px">Read the <a title="link to syllabus" href="$@RESOURCEVIEWBYID*4286@$">Syllabus</a> to get an overview of the lessons. </div> 2. User Profile <div style="margin-left: 40px">Click on your name in the upper right-hand corner. <img title="login name" height="25" alt="login name" hspace="0" src="$@FILEPHP@$/images/loginname.gif" width="241" border="0" /> Click the Edit Profile tab and fill out your City/Town and Country. <img title="user profile" height="298" alt="user profile" hspace="0" src="$@FILEPHP@$/images/profile.gif" width="676" border="0" /> You can also write a brief description about yourself and add a picture. The picture does not have to be a photograph of yourself but can be a picture of something that represents you, such as a hobby, pet, or character. </div> 3. Contacts <div style="margin-left: 40px">Click on your name once again in the upper right-hand corner, click the Messages button, and then click the Search tab. Input your instructor's name in the Name text box, check the option to search "only in my courses", and click the Search button. <img title="contacts" height="146" alt="contacts" hspace="0" src="$@FILEPHP@$/images/contacts.gif" width="379" border="0" /> In the search results, click on the smiley face to the right of your instructor's name. You have just added your instructor to your contact list. You can now click on the Messages... link on the left side of the course website and send questions to your instructor by clicking on his name in the contact list. <img title="messages" height="97" alt="messages" hspace="0" src="$@FILEPHP@$/images/messages.gif" width="192" border="0" /> </div> 4. Read the Welcome & Introduce Yourself <div style="margin-left: 40px">Head over to the <a title="link to welcome and general discussion" href="$@FORUMVIEWBYID*4288@$">General Discussion</a> forum, read the welcome message, and post a greeting to the class in the Introductions thread. </div>5. Start the course! Click on Lesson 1 and go to it! showblocks 1189530971 1233 resource Syllabus html

An overview of the 5 courses in this lesson.

<blockquote> Lesson 1: Understanding Sentence Structure Where are we going? In this first lesson, we are going to discuss sentence structure. Some questions we will explore include: What are the required elements of a sentence? How can complicated sentences be broken down into smaller parts? How can we combine sentence elements grammatically? Why is it important to study sentence structure? Although as native speakers of English we instinctively know how to speak grammatically, as writers we can make errors if we don't fully understand how the parts of a sentence work together. For writers, another important issue is knowing how we can manipulate or play with these sentence elements to make our writing more lively. Varying our sentence structure can make our writing more rhythmic or emphasize certain information.Lesson 2 Brevity and Subordination Where are we going? In Lesson 1, we discussed basic sentence structure, breaking sentences down into their essential elements. In this lesson, we will continue our analysis of sentences by examining two types of sentences and practicing ways to use them most effectively. Why is it Important? Chapter 6 in Kolln's book focuses on brevity and subordination. When used thoughtfully, very brief sentences can be a powerful way to highlight an important point, especially when used in a paragraph with mostly long sentences. On the other hand, longer sentences are useful too. When writers add adverbials or dependent clauses to a simple noun phrase + verb phrase sentence, they can both highlight important relationships between ideas and manipulate the prose rhythm.Lesson 3: Cohesion Where are we going? In this lesson, we are going to discuss ways to make your writing more cohesive. In doing so, we will first learn about something called the "known-new contract" and then discuss issues of pronoun case and reference. Why is it important? Have you ever had a teacher write "Awkward" on an essay? Have you ever needed to read another person's writing two or three times to understand the meaning? Violating the "known-new contract" or using pronouns incorrectly can make our writing vague and familyusing to the reader. Even when our sentences are grammatical, they can still be awkward if they don't allow the ideas from one sentence to flow gracefully into the next or if they contain pronouns whose referents are unclear. Understanding grammatical issues empowers writers to make their writing graceful through cohesion.Lesson 4: Choosing Verbs Where are we going? In Lesson 4, we are going to focus on verb usage. First, we will work on using precise verbs and then we will explore verb tenses, working to gain a deeper understanding of each tense and also looking at problem areas for writers. Why is it important? A writer's prose becomes more powerful as he or she learns to use vivid, precise verbs more effectively. Studying verbs can also help writers improve clarity. Not only can a thorough understanding of verb tenses help writers avoid errors, it can also help writers avoid the familyusion caused by ambiguous verb tense usage.Lesson 5: Passive Voice Where are we going? This lesson focuses on the passive voice. First, we will study the structural transformation from active to passive voice, and then we will analyze ways the passive voice can be used appropriately. Why is it important? Although many traditional grammar texts discourage the use of the passive voice, when used appropriately, it can become a tool that produces interesting rhetorical effects. Also, knowing how to use the passive voice effectively can make you a better reader. This knowledge can help you understand the subtleties of a writer's prose and also recognize when the passive makes writing unnecessarily wordy or impersonal.</blockquote> 1189530134 1234 resource Schedule html

<table cellspacing="5" cellpadding="2" bordercolor="#000000" border="1" class="bodytext"><tbody>
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 NOTES: Work is due by end of the day, not start of the day. Students use the due day to complete work due that night.
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 Monday July 21
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 Course begins:
 <ul>
 <li>Students download materials from <a href="http://ctyjhu.org/mycty" title="open new window - You need MyCTY login info for access" onclick="function onclick(event) { window.open("http://ctyjhu.org/mycty", "_blank", "toolbar=yes,menubar=yes,location=yes,scrollbars=yes,resizable=yes,status=yes,width=760,height=680"); return false; }" target="_blank" class="bodytext">http://ctyjhu.org/mycty</a></li>
 <li>Post introductions to classroom</li>
 <li>Begin work on Lesson 1</li>
 </ul>
 </td>
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 Tuesday July 22
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 Lesson 1: Exercise 1 and 2 due
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 Thursday July 24
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 Lesson 1: Exercises 3 thru 5 due
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 Monday July 28
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 Lesson 1 Final Writing Assignment (FWA) due
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 Tuesday July 29
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 Lesson 2: Exercise 1 due
 - Lesson 1 Workshop begins
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 Thursday July 31
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 Lesson 2: Exercises 2 and 3 due
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 Monday August 4
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 Lesson 2 FWA due
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 Tuesday August 5
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 Lesson 3: Exercises 1 thru 3 due
 - Lesson 2 Workshop begins
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 Thursday August 7
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 Lesson 3: Exercises 4 thru 6 due
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 Monday August 11
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 Lesson 3 FWA due
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 Tuesday August 12
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 Lesson 4: Exercises 1 and 2 due
 - Lesson 3 Workshop begins
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 Thursday August 14
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 Lesson 4: Exercise 4 due
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 Monday August 18
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 Lesson 4 FWA due
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 Tuesday August 19
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 Lesson 5: Exercises 1 thru 3 due
 - Lesson 4 Workshop begins
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 Thursday August 21
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 Lesson 5: Exercises 4 thru 6 due
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 Monday August 25
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 Lesson 5 FWA due - Lesson 5 Workshop begins Course ends No work accepted after today
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 </td>
 <td style="white-space: normal;" rowspan="1" colspan="1" class="content">
 4 to 6 weeks after the course ends, students receive
 <ul>
 <li>Certificate of Participation</li>
 <li>Detailed, one-page final evaluation of progress</li>
 <li>Course description</li>
 <li>Advice about credit and placement</li>
 </ul>
 Please notify CTY if your address will change: <a href="mailto:ctydistance@jhu.edu?subject=CTY%20%2D%20Notice%20of%20Change%20of%20Address" title="click to notify CTY Distance Education of an address change" class="bodytext"> ctydistance@jhu.edu</a>
 </td>
 </tr></tbody>
</table> 1216593441 1235 resource Send a Message to Your Instructor file http://ctyonline.org/message/discussion.php?id=435

resizable=1,scrollbars=1,directories=,location=,menubar=,toolbar=,status=,width=600,height=600 1208189758 1236 resource Message History file http://ctyonline.org/message/history.php?user1=435

resizable=1,scrollbars=1,directories=,location=,menubar=,toolbar=,status=,width=600,height=600 1208189748 1237 resource Assignments file $@ASSIGNMENTINDEX*90@$

1216899791 1238 resource Quzzes file $@QUIZINDEX*90@$

1216899826 1239 resource Forums file $@FORUMINDEX*90@$

1216899869 1240 resource Print Lesson 1 - Understanding Sentence Structure file RUL1Lesson1.doc

resizable=1,scrollbars=1,directories=1,location=1,menubar=1,toolbar=1,status=1,width=620,height=450 1214503206 1241 resource Textbook Hasn't Arrived Yet? (Lesson 1 Readings Are Here) file kolln5thedlesson1text.pdf

Opens a new window to view .pdf. You need Adobe Reader 7+ to view.

resizable=1,scrollbars=1,directories=1,location=1,menubar=1,toolbar=1,status=1,width=620,height=450 1213363632 1242 resource Print Lesson 2 - Brevity and Subordination file RUL1Lesson2.doc

resizable=1,scrollbars=1,directories=1,location=1,menubar=1,toolbar=1,status=1,width=620,height=450 1214329366 1243 resource Print Lesson 3 - Cohesion file RUL1Lesson3.doc

resizable=1,scrollbars=1,directories=1,location=1,menubar=1,toolbar=1,status=1,width=620,height=450 1216738553 1244 resource Print Lesson 4 - Choosing Verbs file RUL1Lesson4.doc

resizable=1,scrollbars=1,directories=1,location=1,menubar=1,toolbar=1,status=1,width=620,height=450 1214329460 1245 resource Print Lesson 5 - Passive Voice file RUL1Lesson5.doc

resizable=1,scrollbars=1,directories=1,location=1,menubar=1,toolbar=1,status=1,width=620,height=450 1214329513 1246 resource Note for Parents html

Note to Parents 4 to 6 weeks after the course ends, students receive <ul> <li>Certificate of Participation </li> <li>Detailed, one-page final evaluation of progress </li> <li>Course description </li> <li>Advice about credit and placement </li> </ul> Please notify CTY if your address will change: <a href="mailto:ctyonline@jhu.edu">ctyonline@jhu.edu</a> About the Final Evaluation Approximately six weeks after the course’s end, students receive a detailed descriptive evaluation of performance. This evaluation focuses on academic performance, progress, and effort. The evaluation is addressed to the student and written in a formal tone. Topics discussed in the evaluation are content-centered and are specific. Educators are able to recognize the high level at which the program operates and to measure student achievement by their own standards. Letter grades are not given, but we can provide them if your parent or guardian makes a written request. 1224188858