1. The writing process 1. Inventing & Collecting (Prewriting & research)
Cause-or-Effect Essay, Subject-Verb Agreement, Essay-Exam Advice, and Midterm-Exam Review
The writing process
1. Inventing & Collecting (Prewriting & research)
2. Organizing (Outlining)
3. Drafting (First time in paragraph form)
4. Revising (Editing: adding, cutting, moving)
5. Proofreading (Checking grammar, spelling, etc.)
Rationale: This slide previews the six steps of the writing process. Each element forms a part of a successful writing experience.
Key Concept: The facilitator may explain that the writing process is not necessarily sequential--a linear path from invention to proofreading. Writers may generate a topic, collect some information, organize their notes, go back and collect more information, invent subtopics for their work, go back to organization, etc. The writing process is recursive--it often requires going back and forth between steps to create the strongest work possible. Knowing these steps and strategies, however, can be a great help to writers who struggle with their work.

2. What is a CAUSE/EFFECT essay?
In a cause/effect essay, the writer carefully examines the reasons or results of something like an event, a policy, a rule, a habit, a practice, a phenomenon, a fad, a belief, or a condition.

3. CAUSE/EFFECT thesis statement
Ex: Feminism in America today is less rewarding than women had planned a generation ago. =
feminism in America
what caused it to be different than planned TS
The cause/effect thesis statement includes the narrowed topic and the controlling idea, which addresses the causes or effects. =
Ex: America’s contemptible history of racism negatively affected people of all races. TS
narrowed topic
controlling idea
Ex: Racism in early 20th-century America negatively affected the social, financial, and psychological aspects of the lives of people of color. =
racism in 20th-cent. America
social, financial, and psychological effects TS
Ex: Attitudes about race in America today have resulted from many decades of racist practices. =
race in America
today’s attitudes are the result of many years TS
racism in America
negative effect on all Americans TS

4. ORGANIZE a cause/effect essay in the usual way
I. Introduction
A. Grabs the reader’s attention
B. Ends with a STRONG thesis statement
II. 1st Body Paragraph
A. States first primary point, which supports the main claim
B. Builds and develops that idea with SPECIFIC details
III. 2nd Body Paragraph
A. States second primary point, which supports the main claim
IV. 3rd Body Paragraph
A. States third primary point, which supports the main claim
V. Conclusion
A. Re-emphasizes main idea but doesn’t just repeat it B. Provides a sense of closure by coming to a conclusion about the issue that was addressed in the essay

5. The introduction…
should grab the reader's attention, maybe with a vivid description of the topic (before you get into the causes or the effects)
should contain the thesis statement (usually last sentence)
should NOT state, “In this paper I will tell you about…” or “Here are the effects…” or “These are the causes…”

6. The body…
must contain at least three causes or three effects, one per paragraph
must contain at least one secondary detail to enliven each primary point
must connect its support back to the thesis for the reader’s benefit
must use a transition between one point and the next

7. The conclusion… must refer back to the thesis
Cause-or-Effect Essay, Subject-Verb Agreement, Essay-Exam Advice, and Midterm-Exam Review
The conclusion…
must refer back to the thesis
must NOT just repeat the thesis, even if the words are slightly different
should make an observation: What do you hope the reader has learned from your essay? Can something be done to alleviate these effects? Could something have been done to prevent those causes from developing? Should a particular person take responsibility, or are we all a little at fault?

8. Common cause/effect TRANSITIONS
FOR CAUSE
FOR EFFECT
because
is/are caused by
the reason … is that
results from
arises from
comes from
gets its start in
begins as
It’s no coincidence that …
accordingly
as a result
results in
consequently
for this reason so
therefore
thus
leads to
It’s no coincidence that …

9. CAUSE/EFFECT ESSAY
Considering Juan Williams’ “The Ruling That Changed America,” write a 1,125- to 1,375-word, five-paragraph essay explaining the causes OR effects (NOT BOTH) of an issue like racism, feminism, antifeminism, OR sexism. Be sure that your essay focuses on a single main point (causes OR effects, clearly stated in the thesis). Narrow your topic so that you can cover it completely in 1,250 words. I encourage you to show me your thesis statement or take it to the ASC with these assignment instructions before you begin your draft.

10. CAUSE/EFFECT ESSAY
Your essay must contain an introduction paragraph that ends with the thesis statement. The essay must also include three or more body para-graphs providing specific evidence (like examples) and details, and a concluding paragraph that returns to the idea of the thesis and provides a sense of closure. You must use at least one quote (one per body paragraph is ideal) from Williams’ essay or from an expert source in a library database to support your thesis, and you must provide parenthetical citation(s) and a work(s)-cited page in MLA style.

11. CAUSE/EFFECT ESSAY
Also, be sure you complete and turn in all five steps in the writing process: (1.) prewriting/brainstorming, (2.) organizing/outline with thesis statement, (3a.) drafting (a first draft and at least one more, done after the revision), (4.) revising (with classmates on Monday, June 6 and with a SmarThinking or an ASC tutor), (3b.) a second draft, and (5.) proofreading (by at least two classmates on June 8 as well as your own marks). The final version of the essay is due on Canvas before class begins June 13. Final essays will NOT be accepted if you do not participate in and submit all five steps (includ-ing the small-group discussion and peer proofreading)!

12. “The Ruling That Changed America”
Juan Williams
“The Ruling That Changed America”

13. Where can you go for additional help?
Cause-or-Effect Essay, Subject-Verb Agreement, Essay-Exam Advice, and Midterm-Exam Review
Where can you go for additional help?
Academic Success Center: YLRC 105, BACA 207, DLRC 312
My Office: YADM 108
Phone:
Websites (links on MyHCC): SmarThinking (access through hccfl.edu) Library Databases ( Re: Writing (
Key Concept: If your students are struggling with developing a writing process, they can find help at the Purdue University Writing Lab. By making a half-hour appointment with a tutor, students can receive help with any area of the writing process, from invention to proofreading.
Click mouse after the title question. 13

14. Subjects, Verbs, and Agreement
LBCH pp

15. Subjects Verbs (Predicates)
The SUBJECT
tells WHO OR WHAT is doing the action of the sentence.
can NEVER be in a prepositional phrase!
Verbs (Predicates)
The VERB (predicate)
tells the ACTION of the sentence (ACTION VERB) OR
CONNECTS the subject to a word that renames or describes it (LINKING VERB).

16. Every sentence must have a subject and a verb, BUT
commands have an understood (unstated) subject of “you.”
1. Take out the garbage. (You) take out the garbage.
Don’t go in there! (You) don’t go in there!
3. Wait a minute! (You) wait a minute!

17. Basic Rule of S-V AGREEMENT:
s no s
(Also, no s s)

18. Either the subject OR the verb ends in s, but not both!
Basic Rule: s no s
In the present tense, if the subject is plural (ends in s or is compound), the verb should NOT end in s and vice-versa.
(p )
Either the subject OR the verb ends in s, but not both!
The lady talks too much.
The students talk too much.
That student talks too much.
Tom and Lisa talk too much.
People talk too much.

19. 3rd-Person Pronouns and Nouns he she it girl, dog, book, etc.
Singular
Plural
1st-Person Pronouns I we
2nd-Person Pronouns
you
3rd-Person Pronouns and Nouns
he she it girl, dog, book, etc.
they girls, dogs, books, etc.

20. Bill am going to the store.
are is
were
No change is necessary.

21. Commas separate things that aren’t important!
Cause-or-Effect Essay, Subject-Verb Agreement, Essay-Exam Advice, and Midterm-Exam Review
RED FLAG #1:
INTERRUPTERS are not part of the subject. (Cross them out!) These include prepositional phrases and things set off by commas. Examples: together with, in addition to, along with, and as well as
Commas separate things that aren’t important!
The carpet in our room, as well as the rugs in the hall, was soaked.
2. My major problem, in addition to bad test scores, was tardiness.
3. Each of the basketball players is excited about tonight’s game.
(p. 229)

22. My trip to the mountains were fun.
are be
was
No change is necessary.

23. The third book, like the first two, were fiction.
are be is
No change is necessary.

24. RED FLAG #2:
A compound subject (two subjects joined by “and”) is plural.
(Think of the and as a plus sign: 1 subject + 1 subject = 2 subjects)
1. Lisa and her cousins always watch Sue’s kids on Tuesdays.
2. She and the cousins often bake cookies with the children.
Plural verb = no s!
(p. 229)

25. Dad and Billy are mowing the front yard.be is
was
No change is necessary.

26. RED FLAG #3: 1. Either Shawna or her brothers always wash the dishes.
When or or nor connects a compound subject, the verb agrees with whichever subject is closer to it.
1. Either Shawna or her brothers always wash the dishes.
2. However, neither the brothers nor Shawna likes to dry the dishes.
Go with what’s closer!
(p )

27. Either Dad or the boys is mowing the back yard.
are be
was
No change is necessary.

28. RED FLAG #3, continued: 1. Either of those answers seems to be right.
Either or neither (without or and nor) is singular.
Think of this as
“either one.”
1. Either of those answers seems to be right.
2. You can have the bed by the window or the one by the door; either is OK with me.

29. Neither of those dollar bills works in the soda machine.
are working
be working
work
No change is necessary.

30. RED FLAG #4: 1. Someone has to answer the phone.
Indefinite pronouns that end in -one, -body, or -thing are always singular. (See page 236 for a list.)
1. Someone has to answer the phone.
2. Everybody who worked on the science project is a winner.
(p. 230)

31. Singular indefinite pronouns
someone anyone no one everyone
somebody anybody nobody everybody
something anything nothing everything
each either neither another
none* any*
both few many several
all more/most some
Plural indefinite pronouns
These can be singular OR plural

32. *Don’t get thrown when you see this:
The indefinite pronouns none and any are usually regarded as singular, but some sources say they can be plural. (Singular is never wrong.)
None of the boys helps his mom at home. OR
None of the Smith boys help their mom at home.
When in doubt, make it SINGULAR.

33. Everybody are going to the circus.am be is
No change is necessary.

34. Each of the students are worried about the test.be is
were
No change is necessary.

35. None of those girls go to church.
are going
be going
goes
No change is necessary.

36. the workers but not the salt.
RED FLAG #4, continued:
All, more/most, and some can be singular OR plural.
(Hint: Look at the object of the preposition that follows.)
You could count
the workers but not the salt.
Some of the workers on the building have left for the day.
Some of the salt (no -s) was spilled on the floor.
(p. 230)

37. All of the class want to pass.
are wanting
have wanted
wants
No change is necessary.

38. All of the students want to pass.
be wanting
is wanting
wants
No change is necessary.

39. RED FLAG #5: 1. The team always wins its games when I do not attend.
COLLECTIVE NOUNS are generally singular because they refer to a group working as a single unit.
(Remember, there’s no “I” in “team.”)
1. The team always wins its games when I do not attend.
2. The jury in the murder case has to stay in its hotel all week.
(p )

40. Our class are going to take a test today.am is
were
No change is necessary.

41. RED FLAG #6:
A relative pronoun (“who,” “which,” or “that”) can be the subject of a dependent clause, and it can be singular or plural, depending on the antecedent.
1. The man who works with me is a veteran.
The men who work with me are veterans.
(p. 231)

42. RED FLAG #7:
Some nouns that end in “s” are singular (e.g., athletics, economics, mathematics, measles, mumps, news, physics, politics, statistics, and measurements or figures).
1. Forensics has become popular thanks to TV shows like CSI. (the field of forensics)
Nearly three-quarters of the earth is covered in water.
(pp )

43. RED FLAG #8: Sometimes, the subject and verb are reversed.
1. In the gutter lies a shiny silver dollar.
At my front door stands a salesman.
(p. 232)

44. In front of the speakers sits Leslie.
are sitting
be sitting
sit
No change is necessary.

45. RED FLAG #8, continued: 1. Will you lend me your car?
In QUESTIONS, the subject comes between the helping verb and main verb.
1. Will you lend me your car?
Can I join your book club?
3. Does Alissa want to go with us?

46. Have anyone seen my keys?
Cause-or-Effect Essay, Subject-Verb Agreement, Essay-Exam Advice, and Midterm-Exam Review
Have anyone seen my keys?
Does
Has
Having
No change is necessary.

47. Flip the sentence to find the subject!
Cause-or-Effect Essay, Subject-Verb Agreement, Essay-Exam Advice, and Midterm-Exam Review
RED FLAG #9:
HERE and THERE are NEVER subjects. In sentences that start with “here” or “there,” the subject and verb are reversed.
There are the papers you gave me. (The papers you gave me are there.)
Here is my answer. (My answer is here.)
Flip the sentence to find the subject!

48. Here is two good books for you.am
are be
No change is necessary.

49. Cause-or-Effect Essay, Subject-Verb Agreement, Essay-Exam Advice, and Midterm-Exam Review
Grammar #5: Subject-Verb Agreement Indicate if the subject and verb agree in the sentences below. COMPLETE THE ENTIRE ASSIGNMENT ON CANVAS FOR YOUR GRADE!
The airline crew gets eight hours of rest between shifts. A. Agree B. Do not agree
Here come the man who works as a bouncer at the dance club on Main Street. A. Agree B. Do not
Henry or one of the other drivers gets to work Thanksgiving for overtime pay. A. Agree B. Do not
ENC 1102, in addition to College Algebra, are required for my degree. A. Agree B. Do not
Everybody was hoping for safety with the last space shuttle launch. A. Agree B. Do not

50. ESSAY EXAMS (LBCH pp. 117-121) PREPARING FOR AN ESSAY EXAM
Take careful notes in class and when reading.
Be sure you have read the assignments.
Summarize what you have heard and read to be sure that you remember and understand it.
Reorganize the material to think about it in new ways.

51. ON THE DAY OF THE ESSAY EXAM
Get your bearings and plan your approach.
Look over the whole exam. Read each question twice.
Consider the wording, especially the verbs: define, explain, compare, summarize, analyze, evaluate, interpret.
OUTLINE YOUR IDEAS!!!! Then write a thesis. (Because essay exams are limited in length, they usually do not require full introductions. You can start with the thesis.)

52. DEVELOPING THE ESSAY DO: DON’T:
Keep the subject (field of study) in mind
Use topic sentences and specific, relevant evidence to support your thesis and points
Revise and proofread your draft
Pace yourself; keep an eye on the time
DON’T:
Pad the essay by repeating yourself
Use first person or state your feelings
Recopy the whole essay

53. STUDY FOR THE MIDTERM AND BRING ONE PRINTOUT OF THE FIRST DRAFT OF YOUR CAUSE-EFFECT ESSAY TO OUR NEXT CLASS FOR SMALL-GROUP DISCUSSIONS!

54. TONIGHT’S HOMEWORK
Complete brainstorming, outline, and word first draft of cause-or-effect essay, submit it on MyHCC/Canvas and to a tutor, and bring one printout to class;
study for midterm exam;
complete grammar exercise #5 (subject- verb agreement) on MyHCC/Canvas; AND
read LBCH section 34 (pp and )