1. Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
6:05-6:50 p.m.
You need a printout of your cause/ effect first draft! (YBOR 303b, YFAC 209, or YLRC 200)
Divide into groups of three. (Try to get in different groups from last time and with classmates who wrote on your same topic.) Like last time, staple a group-discussion form to the top of your essay. Get names. Trade essays. Take turns reading aloud and sharing comments to fill in the form.

2. Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
Every time you use someone else’s WORD(s), you need THREE things:
1. Quotation marks
2. A parenthetical citation
3. A corresponding listing on the works cited page (see page 6 of the syllabus) (Each source is listed only once, no matter how many parenthetical citations it has.)
Every time you use someone else’s IDEA(s), you need TWO things:
1. A parenthetical citation
2. A corresponding listing on the works cited page (see page 6 of the syllabus)

3. WHEN YOU USE A QUOTE IN AN ESSAY:
When people think of a man, they generally think of “an adult male human being” (“man, n.1”). However, some think they have to “[b]e stupid, be unfeeling, obedient and soldierly, and stop thinking” to be manly (Theroux, par. 2).
Put the words you have borrowed in quotation marks and include the author’s last name and page number in parentheses after the quote. Then you will also need a works-cited page. (See the next slide, page 6 of the syllabus, and the MLA section of LBCH.)

4. Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
MLA Style
on Works Cited Page
Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
• Put the works-cited page on its own page.
• Alphabetize by first word in each entry
• Double-space
• Use hanging indentation (Format/Paragraph/Special/Hanging/0.5”)
• Style of details like punctuation is very specific — get it right!
Works Cited
“man, n.1 (and int.).” OED Online. Oxford University Press, March Entry/
Theroux, Paul. “The Male Myth.” The New York Times, 27 Nov LexisNexis Academic, .db11.linccweb.org/hottopics/lnacademic.
See pp of LBCH.
11:52, 4:22, 7:52

5. Adjectives, Adverbs, and Other Modifiers
Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
6:50-7:55 p.m.
Adjectives, Adverbs, and Other Modifiers

6. What are adjectives?
Adjectives modify nouns or pronouns. They can answer “Which one?” “What kind?” or “How many?”
A hot day
A happy camper
A silly goose
A big, bloody mess (both “big” and “bloody” modify “mess”)
She is creative (“creative” is a subject complement that follows the linking verb “is”)
A boring course (present participle used as an adjective
Articles (a, an, the), numbers, and some pronouns can also serve as adjectives.

7. What are adverbs? Adverbs modify verbs, adjectives, and other adverbs.
Many adverbs end with -ly
Many adverbs answer the questions “How?” or “When?” Some tell “Where?” and “To what extent?”
All these words are adverbs:
Eating quickly (modifying a verb)
Trying very hard (modifying an adverb)
A really big show (modifying an adjective)

8. Recognizing Adjectives & Adverbs
Many words have both an adjective and adverb form.
Adjective
Adverb
happy kids
play happily
smooth rock
runs smoothly
real butter
really hot
hopeful children
wait hopefully
casual dress
dress casually
quick meeting
talk quickly
fast car
drive fast
a hard test
study hard
good food
eat well

9. Comparatives and Superlatives
Most adverbs and adjectives have a comparative and superlative form created by adding -er/more or -est/most.
Simple
Comparative
Superlative
Hot
Hotter
Hottest
Happy
Happier
Happiest
Exciting
More exciting
Most exciting
Careful
Less careful
Least careful
Use the comparative form to compare two things.
Sally is the larger of the twins. (not largest)
Use the superlative form to compare three or more things.
August was the hottest month of the year.

10. How to decide: -er/-est or more/most?
For an adjective or adverb of one syllable, use -er or -est:
smarter, smartest
faster, fastest
For a two-syllable adjective that ends in -y, change the -y to -i and add -er or -est:
lovelier, loveliest
happier, happiest
For all other words, use more or most:
more beautiful, most beautiful
more helpful, most helpful
more quickly, most quickly

11. Irregular Adjectives and Adverbs
These four words do not use -er/-est or more/most to form the comparative or superlative:
Simple
Comparative
Superlative
Good (adj.)
Better
Best
Well (adv.)
Bad (adj.)
Worse
Worst
Badly (adv.)
They can be confusing because the adjective and adverb forms are the same word.

12. Avoid Double Comparatives!
NEVER use more or most with -er or -est.
Yesterday was more hotter than today.
That was the most dirtiest joke that I ever heard!
You are the bestest student.

13. Do not use adjectives when adverbs are needed:
You did a real nice job. (an adj. can’t modify another adj.)
You did a really nice job. (tells how nice = adverb)
He did good.
He did well. or
He did a good job.
Come quick!
Come quickly!
I did wonderful on my organization this time.
I did wonderfully on my organization this time.

14. Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
Misplaced Modifiers
They cause confusion. It is not clear what they are modifying because they are located too far from the word(s) they are modifying.
To avoid confusion, put modifiers as close as possible to the word(s) they modify.
Rationale: The formal definition of a misplaced modifier is explained in this slide.
Purdue University Writing Lab

15. Look for these signals: Purdue University Writing Lab
Misplaced Modifiers
Look for these signals:
1. a limiting modifier (almost, nearly, etc.) OR
2. a verb phrase - an -ing verb (present participle) - an -ed verb (past participle) - to + verb (an infinitive verb)
3. a prepositional phrase (Birds can fly ____ clouds.)
4. a relative clause (who, whom, that, which)
often followed by a comma or set off with commas
Purdue University Writing Lab

16. Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
Misplaced Modifiers
The following LIMITING MODIFIERS often cause confusion, so be careful with them:
almost barely even hardly
just merely nearly not quite
only simply
Notice how the meaning is affected by the improper placement:
I almost believe you are finished.
I believe you are almost finished.
The winners will only be contacted.
Only the winners will be contacted.
Key Concepts: Not all modification problems are in the form of a phrase. These eight words can also cause confusion within sentences.
Purdue University Writing Lab

17. Explain the meaning of each sentence:
Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
Explain the meaning of each sentence:
Almost everyone in the class passed the calculus exam.
Everyone in the class almost passed the calculus exam.
Which sentence indicates that everyone in the class FAILED the exam?
Activity: The facilitator may ask students to consider the meaning of each sentence and answer the slide’s final question. The second sentence indicates that everyone in the class failed the exam because “almost” modifies the verb “passed.” Everyone “almost passed”--they came close to passing but did not make the grade. In the first sentence, “almost” modifies “everyone.” ”Almost everyone” passed--most people passed, but a few did not.
Click after final question to reveal checkmark.
Purdue University Writing Lab

18. Explain the meaning of each sentence:
Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
Explain the meaning of each sentence:
John nearly earned $100.
John earned nearly $100.
Which sentence indicates that John earned some money?
Activity: Again, the facilitator may ask participants to answer the slide’s final question. In the second sentence, “nearly” modifies “$100.” Therefore, “John earned nearly $100”--not quite $100, but perhaps $98. In the first sentence, “nearly” modifies the verb “earned.” “John nearly earned” the money, but he failed to earn it.
Click after final question to reveal checkmark.
Purdue University Writing Lab

19. Misplaced Modifiers: Phrases
Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
Misplaced Modifiers: Phrases
Consider the different meanings of these sentences:
She walked her dog in a bikini.
versus
Examples: The examples in this slide illustrate the importance of the modification phrase or word group. The facilitator may ask students to explain the difference in meaning between the two sentences. The first sentence explains, “That dog under that tree bit Carrie”--the dog is presently located under the tree. The second sentence indicates that the act of biting Carrie occurred under the tree. Depending on the placement of the modification phrase, “under the tree,” the meaning of a sentence can change dramatically.
While this is a simple example to illustrate the importance of modifying phrases, the facilitator may invite students to imagine the confusion misplaced modifiers can cause in directions, legal documents, or business letters.
In a bikini, she walked her dog.

20. Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
Misplaced Modifiers
Misplaced modifiers are sometimes used for comic effect:
One morning I shot an elephant in my pajamas. How he got in my pajamas, I don’t know. -- Groucho Marx
However, you don’t want to be unintentionally funny!
Example: Occasionally, misplaced modifiers can be used for comic effect, as in this famous example from Groucho Marx. The facilitator may note that “in my pajamas” is the modifying phrase in this example.
Purdue University Writing Lab

21. How might you correct the following sentence?
Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
How might you correct the following sentence?
Julia called her adorable kitten opening the can of tuna and filled the food bowl.
Better: Opening the can of tuna, Julia called her adorable kitten and filled the food bowl.
Activity: The facilitator may ask participants to point out the problem with the first sentence—the kitten is opening the can of tuna. Unless the kitten has opposable thumbs, this is an unlikely scenario. The participant may then ask what the modifying phrase is here—”opening the can of tuna.” This phrase needs to be as close as possible to what it modifies—in this case, Jennifer.
The slide offers one option for correction. Another correct option includes, “Jennifer, opening the can of tuna, called her adorable kitten and filled the food bowl.” A series of verb phrases would also be correct: “Jennifer opened the can of tuna, called her adorable kitten, and filled the food bowl.”
Click mouse to reveal sample sentence and corrected sentence.
Purdue University Writing Lab

22. How might you correct the following sentence?
Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
How might you correct the following sentence?
Portia rushed to the store loaded with cash to buy the birthday gift.
Better: Loaded with cash, Portia rushed to the store to buy the birthday gift.
Or: Portia, loaded with cash, rushed to the store to buy the birthday gift.
Activity: Again, the facilitator may ask participants to define the problem with the first sentence--the store is loaded with cash. The modifying phrase, “loaded with cash,” needs to be placed as close as possible to what it modifies--Portia. The slide offers one correct option; another is “Loaded with cash, Portia rushed to the store to buy the birthday gift.”
Click mouse to reveal sample sentence and corrected sentence.
Purdue University Writing Lab

23. How might you correct the following sentence?
Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
How might you correct the following sentence?
Locked away in the old chest, Richard was surprised by the antique hats.
Better: Locked away in the old chest, the antique hats surprised Richard.
Better: The antique hats locked away in the old chest surprised Richard.
Activity: The facilitator may again have participants identify the error within the sentence--Richard is locked away in the old chest--and offer corrected versions. The first option is corrected by “antique hats” in the subject position. The second is improved by eliminating the introductory phrase and placing the modifying phrase, “locked away in the old chest,” after “antique hats.”
Click mouse to reveal corrected versions.
Purdue University Writing Lab

24. Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
Dangling Modifiers
Dangling modifiers are like misplaced modifiers in that they are not next to the things they modify. However, dangling modifiers modify things that are not stated in the sentence at all.
Like misplaced modifiers, they are often set off by commas and can be found by looking for these signals:
1. a limiting modifier (almost, nearly, etc.) 2. a verb phrase 3. a prepositional phrase 4. a relative clause (who, whom, that, which)
Key Concepts: This slide offers a formal definition for dangling modifiers.

25. Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
Dangling Modifiers
Having finished dinner, the
football game was turned on.
Having finished dinner, Joe
turned on the football game.
Activity: The facilitator may ask students which sentence is correct. The second sentence is correct because “Having finished dinner” modifies “Joe.” The first sentence contains a dangling modifier--it sounds like the football game just finished dinner. The subject of the modifying phrase, Joe, is absent from the first sentence.
Click to reveal circles around the modified subjects of each sentence.
Purdue University Writing Lab

26. Dangling modifiers can be repaired by:
Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
Dangling modifiers can be repaired by:
using the person or thing being modified as the subject of the main clause:
Having finished dinner, Joe turned on the football game.
adding the subject of the action to the dangling phrase:
After Joe finished dinner, he turned on the football game.
Key Concepts: There are a couple of ways to repair sentences with dangling modifiers. Each sentence, or independent clause, contains a subject and a verb. The first example refers to the example on the previous slide--the subject, or doer of the action, needs to be placed as the subject of the independent clause. The second example explains the naming of the subject within the dangling phrase.
Purdue University Writing Lab

27. Grammar #8: Adjectives, Adverbs, and Modifying Phrases (50 points) Complete the full exercise online before the deadline.
Choose the appropriate word (adjective or adverb) for each blank. 1. If you drive _____, you could have an accident. A. reckless B. recklessly 2. There was a _____ noise last night. A. loud B. loudly Fill in the missing simple, comparative, or superlative forms. 3. Susan is short. Thomas is ________ than Susan, but Debra is the ________ child in the whole elementary school. 4. That insult made me feel worse than I have felt in a long time. I already felt ________ when I woke up this morning, and now I am on my way to the ________ day of my life! Identify if the modifiers are placed correctly in these sentences. 5. Chirping outside our window, we enjoyed hearing the birds all spring. A. correct B. misplaced or dangling 6. Studying for the final exam, the students ordered a pepperoni pizza. A. correct B. misplaced or dangling

28. Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
TONIGHT’S HOMEWORK
Considering group’s and tutor’s comments, complete revision of cause-or-effect essay, submit sec­ond draft on MyHCC/Canvas, and bring TWO printouts;
submit 225- to 275-word (one-paragraph) self-assessment of extended- definition essay on MyHCC/Canvas;
complete grammar exercise #6 (modifiers) on MyHCC/Canvas; AND
read LBCH sections (pp )

29. Revising the Cause-Effect Essay, Modifiers (G#6), and the Midterm Exam
You have the rest of the class to complete the 25 multiple- choice questions and the two-paragraph essay. You must do all of the steps of the writing process, but you do not need to recopy the draft. Make corrections and changes right on the draft. You may leave when you are finished with the test. Good luck!
8:00-9:30 p.m.