1. CM 220 College Composition II Unit 6 Seminar Professor Gurley General Education, Composition Kaplan University 1

2. ASSIGNMENTS AND DRAFT GUIDELINES Unit 6 2

3. Unit 6 Reading ReadingWhere to find The Kaplan Guide to Successful Writing, ch. 6 (pp. 37-44) Doc Sharing, unit 6 folder The Kaplan Guide to Successful Writing, ch. 14 (pp. 169-180) Doc Sharing, unit 6 folder KU Writing Center handout on quotations Doc Sharing, unit 6 folder Unit 6 overviewPDF file accessible from “Reading” icon on unit home page; has links to sites on Writer’s Block 3

4. Unit 6 Invention and Tech Labs Invention Lab: Strategies for defeating writer’s block. Review the links in the unit 6 overview reading for more on Writer’s Block! Tech lab: Prezi (animated presentations), Photoshop and Gimp (graphic design) 4

5. Unit 6 Draft: The Blueprint for Progress Purpose: Pull together all the pieces of your research, pre-writing, and organizational techniques into a coherent essay. While this draft will not be perfect, it is not “rough,” either. Do edit and proofread! Be sure to format according to APA guidelines. Consider submitting to the Writing Center for additional feedback. 5

6. Draft Guidelines Includes introductory paragraph with thesis statement and concluding paragraph. Note: Introduction and conclusion will be revised and expanded as part of the unit 8 Invention Lab. Supports main points effectively and clearly. Uses research, evidence, and examples to support assertions. Skillfully refutes counter-arguments without ignoring data that contradicts the student’s thesis. Refers to at least 3 secondary sources in the body of the paper and on the references page. One should be from the Kaplan Library. 6

7. Draft Guidelines Paragraphs are well-developed, coherent, and logically organized. Style is appropriate for academic writing. Style is clear and concise. Project is free of serious errors in grammar, spelling, and punctuation. Follows accepted conventions of Standard American English. Follows APA guidelines for the document layout and citations (including title page, in text citations, and References page) Meets 3-5 page length requirement 7

8. DEFEATING WRITER’S BLOCK Having problems? 8

9. What causes it? Anxiety and stress Fear of others’ opinions Difficulties with research Too close to topic 9

10. How to defeat it? Know your topic—be prepared. Don’t strive for perfection—this is a draft! Don’t edit and proofread while writing. Don’t stress over the introduction—come back to it later. Be confident! Just do it Note: see the Dennis Stokes video for more details. 10

11. Essay Depot: Tools You Can Use in Academic Writing Presented by Renee Gurley

12. Write a thesis!!!! First Step:

13. Why do you have to learn how to write a thesis?. In college, you are entering into a conversation. No matter what you are majoring in, you will join an academic conversation. – Math is having a conversation. History is having a conversation, even accounting is having a conversation…I don’t personally know what those accountants are talking about, but I do know they are talking about something.

14. So what does this CONVERSATION have to do with the THESIS?  Most of these academic conversations are written in the form of a ESSAY.  This is why COLLEGE COMPOSITION is the only class that EVERY student must take to complete a Bachelor’s Degree.  This is the class that shows newcomers what the academic conversation looks like and how to formulate writing to add to this conversation.  The essay is the primary way these conversations take place. During this class, we will cover the various part of an essay.  The most important part of the essay is the THESIS STATEMENT.

15. Why is the THESIS so important? Without a THESIS STATEMENT, there is no essay. – In other words, without a THESIS, you, the writer will not be heard in the academic conversation. The THESIS STATEMENT is the place where you, the writer, states your opinion about the topic at hand and explain why you have this opinion.

16. What does the THESIS STATEMENT consists of? The THESIS STATEMENT consists of THREE PARTS: – TOPIC What topic are you talking about? – OPINION What is your opinion about this topic? – REASONS What are your reason(s) for having this opinion?

17. How can these THESIS parts be put together?  The THESIS PARTS (topic, opinion and reasons) can be put together in THREE EASY STEPS:  The first step in writing a THESIS STATEMENT is to let the reader know what TOPIC you are going to talk about….  The second step in writing a THESIS STATEMENT is to let the reader know your OPINION about this TOPIC.  The third step in writing a THESIS STATEMENT is to let the reader your REASONS (also called KEY POINTS) why you think your OPINION is valid with regard to this TOPIC.  For some reason, in academia, the magic number is three…thus, traditionally, a thesis contains THREE REASONS (Key Points).

18. THESIS FORMULA= Topic + Opinion + Reason #1 +Reason #2 + Reason #3 Topic + Opinion Reason (key point) #1 Reason (key point) #2 THESIS Reason (key point) #3

19. Using this formula, let’s say the TOPIC was The novel Tale of Two Cities, the OPINION was you liked it and your reasons are the characters, the theme and the setting The novel Tale of Two Cities + was enjoyable The characters The theme The Tale of Two Cities was enjoyable, because of the characters, the theme and the setting. The setting

20. Some items to note about the THESIS A comma and a because join the topic + opinion with the 3 reasons: – The Tale of Two Cities was enjoyable, because of the characters, the theme and the setting. The THESIS is ONE SENTENCE The THESIS is NOT A QUESTION Traditionally, it is the LAST SENTENCE in the INTRODUCTION PARAGRAPH

21. Write THREE TOPIC SENTENCE! Second Step:

22. Why do you have to learn how to write a topic sentence? Topic sentences are how you keep the conversation going, because these provide organization. As an academic writer, you want to create a voice of authority…being organized is one step towards achieving this.

23. Why is the TOPIC SENTENCES so important? Without a Topic sentence, there is no organization. The TOPIC SENTENCE is the place break your THESIS STATEMENT into PARTS in order to prove your thesis to be true.

24. What does the TOPIC SENTENCE consists of? The THESIS SENTENCE consists of THREE PARTS: – TOPIC (from thesis) What topic are you talking about? – OPINION (from thesis) What is your opinion about this topic? – ONE REASON (from your thesis) What was one of the reasons that you stated in your thesis regarding why you thought your opinion was true?

25. How can these TOPIC SENTENCE parts be put together?  The THESIS PARTS (topic, opinion and ONE reason) can be put together in THREE EASY STEPS:  The first step in writing a TOPIC SENTENCE is to restate the TOPIC that you used from the THESIS STATEMENT  The second step in writing a TOPIC SENTENCE is to restate the OPINION that you used from the THESIS STATEMENT  The third step in writing a TOPI SENTENCE is to restate the ONE of the REASONS (also called key points) that you used from the THESIS (also called KEY POINTS) as to why you think your OPINION is valid with regard to this TOPIC.  For some reason, in academia, the magic number is three…thus, traditionally, thus, you will usually in a research ESSAY have 3 TOPIC SENTENCES.

26. Remember the Thesis Formula ???Topic + Opinion + Reason #1 +Reason #2 + Reason #3 = THESIS Topic + Opinion Reason (key point) #1 Reason (key point) #2 THESIS Reason (key point) #3

27. Introducing the TOPIC SENTENCE FORMULA- Topic + Opinion +Reason = TOPIC SENTENCE Topic + Opinion Reason (key point) #1 Topic sentence

28. Using this formula, let’s say THESIS was “The Tale of Two Cities was enjoyable, because of the characters, the theme and the setting.” The topic sentence for the first body paragraph would be… The novel Tale of Two Cities + was enjoyable The characters The Tale of Two Cities was enjoyable, because of the characters.

29. Using this formula, let’s say THESIS was “The Tale of Two Cities was enjoyable, because of the characters, the theme and the setting.” The topic sentence for the SECOND body paragraph would be… The novel Tale of Two Cities + was enjoyable The theme The Tale of Two Cities was enjoyable, because of the theme.

30. Using this formula, let’s say THESIS was “The Tale of Two Cities was enjoyable, because the characters, the theme and the setting.” The topic sentence for the THIRD body paragraph would be… The novel Tale of Two Cities + was enjoyable The setting The Tale of Two Cities was enjoyable, because of the setting.

31. Some items to note about the TOPIC SENTENCES Topic sentences are the first sentence in every body paragraph Topic sentences come straight from the thesis statement – If it isn’t in the thesis statement, it shouldn’t be in the topic sentence Topic sentences are one sentence. Topic sentences are never a question Topic Sentences are not quotations or paraphrases. – Thus, topic sentence should never have in text citation after them as well.

32. Yes, this formula may leave our writing (for now) a bit repetitive. However, I suggest you use this formula in your first draft to help you get the organization. In the second drafts, start using synonyms and rewording the TOPIC OPINION AND/OR REASON. Heed this advice, because TOPIC SENTENCES is the place where students make the most mistakes, because of the desire to want add more. – DON’T ADD MORE!!

33. Write Body Paragraphs Third Step:

34. How to organize a BODY PARAGRAPH using outside sources Body Paragraph FORMULA:  Sentence #1 – Topic Sentence (TOPIC + OPINION + COMMA+ BECAUSE + REASON)  Sentence #2 – Introduce EVIDENCE (explain where this evidence came from and WHY it is RELIABLE!!!!!!)  Sentence #3 – State Evidence (Quote or paraphrase an outside source and follow it with IN TEXT CITATION)  Sentence #4 – Analyze EVIDENCE (explain in your own words HOW the evidence proves the TOPIC SENTENCE to be true)  Sentence #5– Conclude the paragraph (reword the TOPIC SENTENCE)

35. BODY PARAGRAPH FORMULA: Sentence #1- Topic Sentence  The first sentence in all BODY paragraphs are TOPIC SENTENCES.  Topic Sentence Formula: TOPIC + OPINION + COMMA+ BECAUSE + REASON)  Topic sentences come straight from the thesis statement  If it isn’t in the thesis statement, it shouldn’t be in the topic sentence  Topic sentences are one sentence.  Topic sentences are never a question  Topic Sentences are not quotations or paraphrases.  Thus, topic sentence should never have in text citation after them as well.

36. BODY PARAGRAPH FORMULA: Sentence #1- Topic Sentence EXAMPLE Let’s say the THESIS was: – The Tale of Two Cities was enjoyable, because the characters, the theme and the setting. The TOPIC SENTENCE for the FIRST BODY PARAGRAPH would be: – The Tale of Two Cities was enjoyable, because the characters.

37. BODY PARAGRAPH FORMULA: Sentence #2- Introduce EVIDENCE  After stating your TOPIC SENTENCE, the next step is to PROVE IT!!  There are THREE STEPS to PROVING your TOPIC SENTENCE:  The FIRST STEP is to INTRODUCE EVIDENCE  INTRODUCING EVIDENCE means:  Telling the reader where the EVIDENCE is from  Which means you MUST explain to the reader: who said it OR where it was said  Telling the reader WHY the EVIDENCE is RELIABLE  Which means you MUST explain to the reader: WHY EVIDENCE can be trusted AND WHY EVIDENCE isn’t just fluff

38. BODY PARAGRAPH FORMULA: Sentence #2- INTRODUCE EVIDENCE EXAMPLE  The INTRODUCE EVIDENCE example for the FIRST BODY PARAGRAPH would be:  Dr. Mitchell Serious, a literary critic, discusses the characters in The Tale of Two Cities in the peer reviewed Victorian England Quarterly

39. BODY PARAGRAPH FORMULA: Sentence #3- STATE EVIDENCE  After INTRODUCING EVIDENCE, the SECOND STEP is to STATE EVIDENCE  STATE EVIDENCE means:  STATING a QUOTE or PARAPHRASE from an OUTSIDE SOURCE (not your thoughts, but someone else’s)  Telling the reader WHERE you found the QUOTE or PARAPHRASE  This is called IN TEXT CITATION Which means after you state the evidence place in parentheses the AUTHOR of the OUTSIDE SOURCE or the OWNER of the WEBSITE where you found the QUOTE COMMA PUBLISH YEAR EXAMPLE: (Smith, 2007).

40. BODY PARAGRAPH FORMULA: Sentence #3- STATE EVIDENCE EXAMPLE  The example for the FIRST BODY PARAGRAPH would be:  Quote: Serious writes, “The characters in Tale of Two Cities represent the human condition” (Smith, 2007).  Paraphase: Serious writes that the people portrayed in Dicken’s novel exemplify universals (Smith, 2007.)

41. BODY PARAGRAPH FORMULA: Sentence #4- ANALYZE EVIDENCE  After STATING EVIDENCE, the THIRD STEP is to ANALYZE EVIDENCE  ANALYZE EVIDENCE means:  Explaining in YOUR OWN WORDS, how the QUOTE or PARAPHRASE proves the TOPIC SENTENCE  AVOID simply writing: This quote proves the point.  YOU need to explain HOW the evidence PROVES THE TOPIC SENTENCE This proves the point, BECAUSE _______.

42. BODY PARAGRAPH FORMULA: Sentence #4-ANALYZE EVIDENCE  ANALYZE EVIDENCE means:  Explaining in YOUR OWN WORDS, how the QUOTE or PARAPHRASE proves the TOPIC SENTENCE  AVOID simply writing: This quote proves the point.  YOU need to explain HOW the evidence PROVES THE TOPIC SENTENCE This proves the point, BECAUSE _______  The example for the FIRST BODY PARAGRAPH would be:  INCORRECT: Serious’ quote demonstrates the qualities of the characters in Tale of Two Cities.  CORRECT: Serious’ quote demonstrates the qualities of the characters in Tale of Two Cities, because he discusses how these people represent the many shared human experiences, and this representation is one factor which makes this novel a good book.

43. BODY PARAGRAPH FORMULA: Sentence #5- Conclude After you ANALYZE EVIDENCE, Conclude the paragraph (reword the TOPIC SENTENCE) – Readers need a sense of closure, the last sentence in a body paragraph does this. » One way to do this is by REWORDING THE TOPIC SENTENCE

44. BODY PARAGRAPH FORMULA: Sentence #5-CONCLUDE EXAMPLE  The example for the FIRST BODY PARAGRAPH would be:  TOPIC SENTENCE: The Tale of Two Cities was enjoyable, because the characters.  CONCLUSION SENTENCE: Charles Dicken’s novel is fun to read, because of the characterizations in the story.

45. Putting it together: Body Paragraph Example The Tale of Two Cities was enjoyable, because the characters. Dr. Mitchell Serious, a literary critic, discusses the characters in The Tale of Two Cities in the peer reviewed Victorian England Quarterly. Serious writes, “The characters in Tale of Two Cities represent the human condition” (Smith, 2007). Serious’ quote demonstrates the qualities of the characters in Tale of Two Cities, because he discusses how these people represent the many shared human experiences, and this representation is one factor which makes this novel a good book. Charles Dicken’s novel is fun to read, because of the characterizations in the story.

46. Some items to note about the BODY PARAGRAPH Topic sentences come straight from the thesis statement – If it isn’t in the thesis statement, it shouldn’t be in the topic sentence – A paragraph will never start with a quote or paraphase NOR in-text citation Introducing evidence means mentioning who your outside source is and WHY the source is reliable Stating the evidence means using an OUTISDE SOURCE to SUPPORT (PROVE) topic sentences.

47. Write Introduction Paragraph: The introduction paragraph has three functions: Grab the readers attention – Use a rhetorical question – State a startling information – Tell a story Give background information State the thesis statement – -Note: these functions should be in this order in the introductory paragraph Fourth Step:

48. Write Conclusion Paragraph: The conclusion paragraph has three functions: Echo the INTRODUCTION – Use a rhetorical question – State a startling information – Tell a story Restate the thesis Give a call to action – Ask a question – Relate how issue impacts reader – Give suggestions on how reader can get involved :

49. 49 What are the modes of writing?

50. 50 Modes of Writing Narration is telling a short, nonfiction story, usually about your personal experiences or the experiences of someone whom you know or have read about. Readers like stories because stories help to make your ideas easier to understand. Be sure the story supports your ideas. Do not let your stories overwhelm your essay.

51. 51 Modes (slide 2) Description – Painting word pictures helps your readers to see, hear, smell, taste, and feel what you are describing. It makes your writing more vivid and interesting, as well as adding length to your essay. [LOL]

52. 52 More Modes (slide 3) Compare and contrast Compare means to find the ways in which two things, people, or ideas are the same. Contrast means to find the ways that they are different. In order to do either, you must have things, people, or ideas that can be compared in some ways. Also, one of the things being compared must be familiar to the reader.

53. 53 Comparing & Contrasting Comparing and contrasting can be objective (informative) or persuasive. Objective (informative): – Opponents of gay marriage say that it differs from heterosexual marriage because of traditions, nature, and religion. – Two forms of marriage are being compared. – Objective review of others’ opinions – what “opponents” say, not what the writer says. – Does not give writer’s opinions

54. 54 How to Write a Comparison There are two ways to write a comparison, but for either way, you must select the categories that you will use to compare the two things. Example: Living in New York vs. Living in Florida Categories: 1) weather, 2) cultural activities, 3) housing

55. 55 Ways to Compare: Divided Comparison I. Living in New York – A. Weather – B. Cultural Activities – C. Housing II. Living in Florida – A. Weather – B. Cultural Activities – C. Housing

56. 56 Ways to Compare: Alternating Pattern (easier for reader) I. Weather – A. New York – B. Florida II. Cultural Activities – A. New York – B. Florida III. Housing – A. New York – B. Florida

57. 57 Modes (slide 4) Definition – You can’t assume that the reader understands all of your terms, particularly if your topic contains words not used in ordinary conversation. Definitions can be short or they can be extended. In fact, you could spend an entire essay just defining a term. For example, if you wanted to define “global warming” in detail, you could spend pages explaining exactly what the term means.

58. 58 Definition (continued) Definition can include dictionary definitions, quotes from experts in the field, word derivation, information from encyclopedias and journals, etc. This can also include both denotative definitions (dictionary or literal meaning) and connotative definitions (associated feelings and meanings, can be favorable or unfavorable)

59. 59 A la Mode (slide 5) Process analysis – This means explaining how something is done or made. Understanding the steps involved can help the reader understand your concepts. This also includes explaining how something works or giving directions.

60. 60 Process Analysis (continued) Analyzes the process behind doing something and breaks it down step by step. Can be more difficult than it sounds, particularly when giving directions because anything you fail to explain will cause the reader to become lost. Have any of you ever tried to put together something following incomplete directions? I have put together book cases with directions that seemed to have been translated from Chinese since they made no sense in English.

61. 61 Modes (slide 6) Cause and Effect – This involves explaining what “caused” the problem involved with your topic and/or what the results or “effects” of the problem are. This type of writing requires clear, logical thinking and strong evidence. Evidence must be provided for each cause or effect.

62. 62 One Last Mode (slide 7) Classification – If your topic is complex, break it into its parts. It may be easier for your readers to understand the parts than the complex whole, but be sure to also explain the relationships between the parts themselves and their relationship to the whole.

63. 63 How to Use the Modes If your thesis was “Experts in the field of memory recommend eating chocolate on a daily basis,” here are ways you could use modes. – What causes memory loss? – Describe what it is in chocolate that helps with memory retention. – Analyze how the process works. – Give examples & descriptions. – Compare to other food products.

64. I would love to hear any questions, comments or suggestions with regards to audio enhanced assignment specific announcements, I can be reached at Rgurley@kaplan.edu Rgurley@kaplan.edu

65. CREATING STRONG PARAGRAPHS The next step 65

66. Strong Paragraphs Are limited and focused Are unified and coherent Are clearly related to the thesis Are well developed Include a clear topic sentence, supporting sentences, and a clear conclusion 66

67. How do I create such a paragraph? Decide on your main idea for the ¶. Write a topic sentence expressing your argument. Explain/develop that idea in ¶ body. Give example(s). Explain relevance of examples. Complete ¶ or transition into next paragraph. (“Paragraph Development,” 2007). 67

68. More Help with Paragraphs For a helpful Writing Center workshop on this topic, review: http://khe2.acrobat.com/p75782349/?launcher=f alse&fcsContent=true&pbMode=normal 68

69. How do I develop paragraphs? Use examples and illustrations Cite data (facts, statistics, evidence, details, and others) Testimony from experts (interviews, quotes, paraphrases) Use an anecdote or story Define terms in the paragraph Compare and contrast Evaluate causes and reasons Examine effects and consequences Analyze the topic Describe the topic Offer a chronology of an event (“On Paragraphs,” 2010). 69

70. Use of comparison/contrast and example Slave spirituals often had hidden double meanings. On one level, spirituals referenced heaven, Jesus, and the soul, but on another level, the songs spoke about slave resistance. For example, according to Frederick Douglass, the song "O Canaan, Sweet Canaan" spoke of slaves' longing for heaven, but it also expressed their desire to escape to the North. Careful listeners heard this second meaning in the following lyrics: "I don't expect to stay / Much longer here. / Run to Jesus, shun the danger. / I don't expect to stay." When slaves sang this song, they could have been speaking of their departure from this life and their arrival in heaven; however, they also could have been describing their plans to leave the South and run, not to Jesus, but to the North. Slaves even used songs like "Steal Away to Jesus (at midnight)" to announce to other slaves the time and place of secret, forbidden meetings. What whites heard as merely spiritual songs, slaves discerned as detailed messages. The hidden meanings in spirituals allowed slaves to sing what they could not say. 70

71. How could this paragraph be developed? We should provide more financial support for 9/11 First Responders. Many are currently in poor health or dying from complications resulting from exposure to toxins at Ground Zero. It is unfair for them to suffer and die without adequate support from the government. What would YOU do to make this paragraph stronger? 71

72. EFFECTIVE TRANSITIONS Putting paragraphs together 72

73. Using Transitions Show relationship between ideas Demonstrate that thoughts are logical and progressive, rather than random and accidental Provide unity and coherence Provide smooth “flow” within and between paragraphs 73

74. Some Example Transitions To indicate time order To provide an example To indicate results In the pastFor exampleAs a result earlierFor instanceconsequently beforeTo illustrateBecause of currentlyspecificallySince precedingIn particulartherefore presentlynamelyFor this reason 74

75. A more complete list LOGICAL RELATIONSHIPTRANSITIONAL EXPRESSION Similarityalso, in the same way, just as... so too, likewise, similarly Exception/contrastbut, however, in spite of, on the one hand... on the other hand, nevertheless, nonetheless, notwithstanding, in contrast, on the contrary, still, yet Sequence/orderfirst, second, third,... next, then, finally Timeafter, afterward, at last, before, currently, during, earlier, immediately, later, meanwhile, now, recently, simultaneously, subsequently, then Examplefor example, for instance, namely, specifically, to illustrate Emphasiseven, indeed, in fact, of course, truly Place/Positionabove, adjacent, below, beyond, here, in front, in back, nearby, there Cause and effectaccordingly, consequently, hence, so, therefore, thus Additional Support or Evidenceadditionally, again, also, and, as well, besides, equally important, further, furthermore, in addition, moreover, then Conclusion/Summaryfinally, in a word, in brief, briefly, in conclusion, in the end, in the final analysis, on the whole, thus, to conclude, to summarize, in sum, to sum up, in summary 75

76. Other approaches Repeating key words or phrases Using parallel structure (express content in grammatically similar ways) Summarizing/rephrasing idea in preceding sentence or paragraph to link to new idea 76

77. What transitions would you use and where? One of Mary Washington University’s best features is its small student population. The average class size is 25-30 students. Students have many opportunities to meet in one-on-one conferences with their professors. This gives each student the opportunity to discuss class assignments. 77

78. What is wrong with this paragraph? How would you improve it? Club Palm Resort's beaches are beautiful, and the surrounding countryside is quite scenic. The quality of the food leaves a lot to be desired. Many vacationers enjoy the variety of outdoor activities and the instruction available in such sports as sailing and scuba diving. Unfortunately, security is poor; several vacationers' rooms have been broken into and their valuables stolen. Christmas in the Bahamas can make the thought of New Year's in Chicago bearable. 78

79. Paragraph Workshop Share a paragraph from your draft you are currently working on. Offer your classmates advice on strengthening their paragraphs. 79

80. References Brooke, B. (2009). Effective paragraphs. Bob Brooke’s Writer’s Corner. Retrieved from http://www.bobbrooke.com/WritersCorner/effectiveparagraphs.htm http://www.bobbrooke.com/WritersCorner/effectiveparagraphs.htm Clements, K. (2010). Essay development. In The Kaplan Guide to Successful Writing, eds. D. Martinez, S. Carlson, & K. VanDam, p. 159-204. New York: Kaplan Publishing. Jensen, M. (2010). The writing process. In The Kaplan Guide to Successful Writing, eds. D. Martinez, S. Carlson, & K. VanDam, p. 35-47. New York: Kaplan Publishing. Paragraph development. (2007). The University of North Carolina at Chapel Hill. Retrieved from http://www.unc.edu/depts/wcweb/handouts/paragraphs.html.http://www.unc.edu/depts/wcweb/handouts/paragraphs.html Stokes, D. (2008, April 20). 6 tips to overcoming and cure for writer’s block [Video file]. Retrieved from http://www.youtube.com/watch?v=YF9MxWxP3zQhttp://www.youtube.com/watch?v=YF9MxWxP3zQ Transitions. (2007). The University of North Carolina at Chapel Hill. Retrieved from http://www.unc.edu/depts/wcweb/handouts/transitions.html http://www.unc.edu/depts/wcweb/handouts/transitions.html 80