ADV 100 Week 2 Are you ready!!!!!

St. Martin’s Handbook  Pages 1 – 12: The Top Twenty  Overview of top 20 most common errors  Great resource to review  Great examples for each error  Rules do change  Always remember who your reader is going to be: your audience

The Top Twenty, cont.  # 10: Faulty Sentence Structure (doesn’t make sense or ?) make sense or ?)  # 15: Run-on sentence (RO or run-on)  # 16: Comma splice (CS)  #20: Fragment (frag.)

Your First Paragraphs Your First Paragraphs  Fragments, run-ons, comma splices or faulty sentence structure  Learning Center: Tuesdays and Thursdays

5 Step Process to Paragraph Development 1.Topic sentence/controlling idea 2.Explanation of topic sentence 3.Example 4.Explanation of example 5.Completion of paragraph’s idea or transitioning into next paragraph Example of good paragraph development good paragraph good paragraph

Exercise 7.2, pg. 114  Think about your paragraph in relation to parts of the paragraph we just discussed  Do you have all of the parts?:  Topic sentence  Explanation of the topic sentence  Example  Explanation of the example  Concluding sentence/transistion Turn in paragraph or...

 Sample taken from the English Tutoring and Writing Center at Gallaudet University  writing/fiveparagraph.html writing/fiveparagraph.html writing/fiveparagraph.html Sample Five-Paragraph Essay

Taft College Online Writing Lab “The Three Africas” Sample five paragraph essay

Writing Workshop  Assigned writing groups  Review of papers  Four big mistakes  Corrections  Turning papers in

New Beginnings  Chapter 1  Responsibilities  Information (Overload?)  Working with Others  Affect on Others  Getting Everything Done  Goals

New Beginnings  Chapter 2  How Do You Learn?  Visual  Kinesthetic  Auditory  Page 15 exercise: What did you learn about your learning style?

New Beginnings  If you are a visual learner, you might learn better by:  Making flashcards of key information  Drawing symbols/pictures on cards  Highlighting key words  Making charts to organize information

New Beginnings  If you are a kinesthetic learner you might learn better by:  Sitting near the front of the room  Taking notes throughout the class  Walking with textbook/notes while studying  Making a model that illustrates a key concept  Gaining first-hand experience  Listening to audio tapes while exercising

New Beginnings  If you are an auditory learner you might learn better by:  Joining a study group  Talking out loud while studying  Recording lectures  Creating your own audio tapes by reading notes and textbook information  Talking your way through math/technical information

Myers Briggs Type Indicator  Online test  Before next class period  A counselor will be here to discuss the results  Handout with instructions  Must take test online by Tuesday night  Computer labs on campus

Identifying Your Course Requirements

New Beginnings  Grammar Brush-up  Noun  Pronoun  Verb  Adjective  Adverb  Preposition  Conjunction  Interjection  Page 109 in NB, handout

Plagiarism  The deliberate representation of another’s words, thoughts, or ideas as one’s own without attribution in connection with submission of academic work, whether graded or otherwise.

Paraphrasing  Taking another person’s ideas and putting those ideas in your own words.  THAT DOES NOT MEAN CHANGING A WORD OR TWO IN SOMEONE ELSE’S SENTENCE, CHANGING THE SENTENCE STRUCTURE WHILE MAINTAINING THE ORIGINAL WORDS, OR CHANGING A FEW WORDS TO SYNONYMS.  See tutorial on wikispace

You need to cite if:  You put all direct quotes in quotation marks  You changed the words used by the author into synonyms  You completely paraphrased the ideas to which you referred  Your sentence is mostly made up of your own thoughts, but contains a reference to the author’s ideas  You mention the author’s name in the sentence

Modern Language Association Formatting Style  In-text citations In-text citations In-text citations  List of references (bibliography) List of references List of references

Writing Anxiety or Writer’s Block  Apprehensive  Pessimistic  Situational  Negative thoughts  Difficulties

Writer’s may struggle when they are:  Adjusting to a new form of writing  Writing for a reader who is critical or demanding  Remembering negative criticism received in the past  Working with time limits  Responding to an assignment that seems unrelated to academic or life goals  Dealing with trouble outside of school

Strategies for handling writer’s anxiety/block: 1.Get support 2.Identify your strengths 3.Recognize writing is a process 4.Try new tactics when you get stuck 5.Celebrate your successes 6.Get support (Yes, it is worth repeating) 7.Turn in Ex. 2.1, Analysis of your Writing Style

Homework Assignments:  Complete exercise 31.3 on page 571  Complete exercise 31.4 on page 573  Complete exercise 31.6 on page 576  Complete exercise 31.7 on page 578/9  MBTI (on-line)  Essay 2: handout

Class Wiki  Go to  Welcome Page  Class One  Will continue to grow  See tutorial, assignments on Class 2 page