1. The writing process 1. Inventing & Collecting (Prewriting & research)
The Comparison-Contrast Essay and Fragments, Run-Ons, and Comma Splices (G#9 & 10)
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 five 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 COMPARISON-CONTRAST essay?
The Comparison-Contrast Essay and Fragments, Run-Ons, and Comma Splices (G#9 & 10)
What is a COMPARISON-CONTRAST essay?
In a comparison-contrast essay, the writer carefully explains the similarities or differences among two or more related subjects.
By explaining these similarities and/ or differences, the writer informs the reader so that the reader can form an educated opinion on the topics.

3. Winona Ryder character loves him
Prewriting
Try a Venn diagram. It will help you realize that the two topics have both things that are similar and things that are different.
“monster”
lovable freak
Dr. Frankenstein terrified of him
his creator loves him
wants Dr. to create a bride for him; Dr. won’t
father figure
Winona Ryder character loves him
wants love
TOPIC A: Frankenstein’s monster
TOPIC B: Edward Scissorhands
society’s treatment
kills Dr.’s loved ones
gave ladies haircuts
villagers terrified
landscaping
ultimately tries to kill Dr. and himself
banished from town
jealous rival

4. COMPARISON-CONTRAST thesis statement
The comparison-contrast thesis statement includes both narrowed topics and the controlling idea. =
Ex: Although Edward Scissorhands looks similar to Frankenstein’s creation, the two characters display different tones in regard to humanity.
narrowed topic 1
narrowed topic 2 TS
controlling idea TS
Edward Scissor-hands
Franken-stein’s creation
tones in regard to humanity

5. How to ORGANIZE a comparison-contrast essay
Because it has two topics, a comparison-contrast essay cannot be organized in the usual way. It must use
POINT-BY-POINT organization or WHOLE-TO-WHOLE organization.

6. How to ORGANIZE a comparison-contrast essay
POINT-BY-POINT organization
Introduction ending with thesis statement (¶ #1)
FIRST WAY in which they are similar and/or different (¶ #2)
Topic #1
Topic #2
SECOND WAY in which they are similar and/or different (¶ #3)
THIRD WAY in which they are similar and/or different (¶ #4)
Conclusion (¶ #5)

7. How to ORGANIZE a comparison-contrast essay
WHOLE-TO-WHOLE organization
Introduction ending with thesis statement (¶ #1)
TOPIC #1 (¶ #2)
First way in which they may be similar and/or different
Second way in which they may be similar and/or different
Third way in which they may be similar and/or different
TOPIC #2 (¶ #3)
Conclusion (¶ #4)

8. How to ORGANIZE a comparison-contrast essay
POINT-BY-POINT organization
Introduction ending with thesis statement (¶ #1)
FIRST WAY in which they are similar and/or different (¶ #2)
Topic #1
Topic #2
SECOND WAY in which they are similar and/or different (¶ #3)
THIRD WAY in which they are similar and/or different (¶ #4)
Conclusion (¶ #5)
WHOLE-TO-WHOLE organization
Introduction ending with thesis statement (¶ #1)
TOPIC #1 (¶ #2)
First way in which they are similar and/or different
Second way in which they are similar and/or different
Third way in which they are similar and/or different
TOPIC #2 (¶ #3)
Second way in which they are similar and/or different
Third way in which they are similar and/or different
Conclusion (¶ #4)

9. The introduction…
should grab the reader's attention, maybe with a vivid juxtaposition of the topics (sort of “what if A were like B?”) before addressing similarities and differences
should contain the thesis (usually last sentence)
should NOT make an announcement, ask a question, or be too general: “In this paper I will tell you about…” NO! “Here is how A and B are alike.” NO! “A and B are alike in many ways.” NO! “Have you ever wondered how A and B are different?” NO!

10. The body… must contain the same three points about the two topics,
must contain at least one secondary detail to enliven each primary point
must connect its support back to the thesis for the reader’s understanding
must use a transition between one point and the next

11. 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 or offer a solution (bring the two sides together): What do you hope the reader has learned from your essay? Is one a valuable improvement upon the original? Is one a poor imitation of the original? Should readers choose one over the other? Should readers accept both to appreciate how important the differences are?

12. Common comparison or contrast TRANSITIONS
FOR COMPARISON
FOR CONTRAST
also
another similarity
as well
both
comparatively
correspondingly
furthermore
in addition
in the same manner
likewise
similarly
another difference
contrarily
conversely
different
however
in contrast
meanwhile
most important difference
one difference
on the contrary
on the other hand

13. Eric Weiner, “Euromail and Amerimail”

14. YOUR COMPARISON- CONTRAST ESSAY TOPIC:
The Comparison-Contrast Essay and Fragments, Run-Ons, and Comma Splices (G#9 & 10)
YOUR COMPARISON- CONTRAST ESSAY TOPIC:
Write a 1,250- to 1,375-word, four- or five-paragraph essay analyzing (not just listing) how two issues or two groups of people compare and contrast. Following are some suggested topics: 1. Two different views of a social or political issue (like gun ownership, animal rights, or immigration) 2. Men and women 3. Two religions or branches, or two types of religious people 4. Two types of prejudice or discrimination 5. Life with a college degree and life without one You must use one or more quotes from expert sources to support your body paragraphs. You must use a library database. (Opposing Viewpoints in Context is a good place to start.) Be sure that you quote and cite the source(s) correctly. (Ask me or a tutor!)

15. Comparison-Contrast Essay (cont.)
Be sure that your thesis includes both topics and makes an overall point of significance. The essay must contain an introduction paragraph that ends with the thesis statement. It must also include two or three body paragraphs making three points (the same for both topics) and providing specific evidence and details. The body should not just state facts but should explore and explain the significance of those facts. The essay should end with a concluding paragraph that returns to the idea of the thesis and provides a sense of closure. Also, be sure you complete and submit all five steps in the writing process: 1. prewriting/brainstorming (due June 15), 2. organizing/outline with thesis statement (due June 15), 3a. Drafting (first draft is due on Canvas June 15; bring one printout), 4. revising (with classmates on June 15 and with a tutor), 3b. drafting again (second draft on Canvas June 20; TWO printouts), and 5. proofreading (by two classmates on June 20). The final version of the essay is due on Canvas before class begins June 22. Final essays will NOT be accepted if you do not participate in and submit all five steps!

16. Where can you go for additional help?
The Comparison-Contrast Essay and Fragments, Run-Ons, and Comma Splices (G#9 & 10)
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 Guide for this course ( 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. 16

17. SENTENCE FRAGMENTS

18. A complete sentence contains a subject, a verb, and a complete thought: Dan attended the pep rally before the football game.

19. When a group of words fails to tell
who or what did something (the subject),
what happened (the verb), and/or
a complete thought (has a subject and verb but also a dependent word),
it is a sentence fragment.

20. Sat behind me in science class
What’s missing?

21. The new girl sat behind me in science class.
Yes, we need a subject.
The new girl sat behind me in science class.

22. The bag of groceries on the kitchen table
What’s missing?

23. The bag of groceries on the kitchen table spilled onto the floor.
Yes, we need a verb.
The bag of groceries on the kitchen table spilled onto the floor.

24. Screaming at the caterer
What’s missing?

25. The bride is screaming at the caterer.
We need a subject, but even the verb is not complete. It needs a helping verb. We can add a subject and a helping verb…
The bride is screaming at the caterer.

26. or we can attach the phrase to a sentence that is already complete:
Screaming at the caterer, the bride ruined her wedding.

27. Such as riding a tricycle
What’s missing?

28. Yes, we need a subject and a verb.
My dog performs many tricks, such as riding a tricycle.
This is just an added detail.

29. After the rain stopped
What’s missing?

30. We have a subject and a verb but no complete thought because we have a dependent word (subordinating conjunction). We can delete the dependent word...
After the rain stopped.
The rain stopped.

31. … OR we need to attach this fragment to a complete clause.
After the rain stopped, the children ran outside to play.

32. COMMON DEPENDENT WORDS (subordinating conjunctions)
after* although as as if as though because before* even even though if like* now that once since so that though unless until what whatever when whenever where wherever whereas whether while

33. MORE DEPENDENT WORDS (RELATIVE PRONOUNS)
that
which
who
whom
whoever
whomever
(These create dependent clauses that cannot stand alone, but the comma rules are different.)

34. Remember the Difference Between Clauses and Phrases
A CLAUSE is a group of words that contains a subject and its verb. the boy ran people talk it is if you go
A PHRASE is a group of words that does NOT contain a subject and its verb. the boy next door people with loud voices being hungry for a while

35. Clauses and Phrases The important things to remember:
The Comparison-Contrast Essay and Fragments, Run-Ons, and Comma Splices (G#9 & 10)
Clauses and Phrases
The important things to remember:
A clause has a subject and complete verb that go together; a phrase doesn’t.
An “-ing” verb cannot be the only verb in a sen-tence. With no helping verb, it makes a phrase.
A phrase can never be a sentence by itself.
Clauses must be connected to sentences (other clauses) in very specific ways (with specific conjunctions and punctuation) whereas phrases can be added more freely.

36. If it’s just a PHRASE, it’s a fragment.
If it’s just a DEPENDENT CLAUSE, it’s a fragment.
If it has an INDEPENDENT CLAUSE, it’s a sentence.

37. Grammar #9: Sentence Fragments (50 points)
Complete and submit the HANDOUT before our next class. There is no Grammar #9 exercise on Canvas, but there is a Grammar #10!

38. RUN-ONS and COMMA SPLICES LBCH, pp. 277-282

39. Run-ons
fused sentence = two independent clauses (S+V groups) joined without any separation
comma splice = two independent clauses (S+V groups) joined with just a comma
p. 277

40. Run-ons: Fused Sentences
Munchkin had a big problem she took a few minutes to think about it.

41. Run-ons: Fused Sentences
Munchkin had a big problem. She took a few minutes to think about it.
Munchkin had a big problem she took a few minutes to think about it.
This one sentence actually contains two complete sentences. However, in my rush to get that idea out, I made it into one incorrect sentence.

42. Run-ons: Comma Splices
Do NOT simply add a comma between the two sentences, or you create a comma splice.
Munchkin had a big problem, she took a few minutes to think about it.
p. 277

43. Munchkin had a big problem. She took a few minutes to think about it.
Ways to correct a run-on (fused sentence) or comma splice:
1. Make it into two separate sentences.
Munchkin had a big problem. She took a few minutes to think about it.
p. 278

44. NOW, YOU TRY IT:
The penguins were excited they planned a trip to Madagascar.
STEP 1: Get rid of extra stuff like prepositional phrases and interrupters.
The penguins were excited they planned a trip to Madagascar.

45. NOW, YOU TRY IT:
The penguins were excited they planned a trip to Madagascar.
STEP 2: Find the subject(s) and verb(s).
The penguins were excited they planned a trip to Madagascar.

46. The penguins were excited they planned a trip to Madagascar.
NOW, YOU TRY IT:
The penguins were excited they planned a trip to Madagascar.
STEP 3: Determine how the clauses are joined
no punctuation at all = run-on (RO)
comma where a period could go = comma splice (CS)

47. NOW, YOU TRY IT:
RUN-ON: The penguins were excited they planned a trip to Madagascar.
FIXED: The penguins were excited. They planned a trip to Madagascar.

48. Munchkin had a big problem; she took a few minutes to think about it.
Ways to correct a run-on (fused sentence) or comma splice:
2a. Use a semicolon alone…
Munchkin had a big problem; she took a few minutes to think about it.
p. 278

49. NOW, YOU TRY IT WITH A SEMICOLON:
RUN-ON: The penguins were excited they planned a trip to Madagascar.
FIXED: The penguins were excited; they planned a trip to Madagascar.

50. Ways to correct a run-on (fused sentence) or comma splice:
2b. Use a semicolon with a transi-tional expression and a comma.
Munchkin had a big problem; therefore, she took a few minutes to think about it.
When a TRANSITIONAL EXPRESSION (also called an adverbial conjunction or a conjunctive adverb) separates two clauses, use a SEMICOLON where the period would go and a COMMA after the transitional expression.
p. 278

51. COMMON TRANSITIONAL EXPRESSIONS
also besides clearly
even so finally first (second, third)
for example furthermore however
in addition in conclusion indeed
in fact likewise meanwhile
moreover nevertheless next
nonetheless of course otherwise
similarly still therefore
then* (no comma) thus ultimately

52. NOW, YOU TRY IT WITH A SEMI, A TRANSITION, AND A COMMA:
RUN-ON: The penguins were excited they planned a trip to Madagascar.
FIXED: The penguins were excited; as a result, they planned a trip to Madagascar.
FIXED: The penguins were excited; meanwhile, they planned a trip to Madagascar.

53. Ways to correct a run-on (fused sentence) or comma splice:
3. Use a comma and a coordina- ting conjunction (FANBOYS).
Munchkin had a big problem, so she took a few minutes to think about it.
p. 278

54. “FANBOYS” words (p. 192): FOR AND NOR BUT OR YET SO

55. NOW, YOU TRY IT WITH A COMMA AND A FANBOYS:
RUN-ON: The penguins were excited they planned a trip to Madagascar.
FIXED: The penguins were excited, so they planned a trip to Madagascar.

56. Ways to correct a run-on (fused sentence) or comma splice:
4. Use a subordinating conjunc-tion (dependent word).
Although Munchkin had a big problem, she took a few minutes to think about it.
Munchkin had a big problem until she took a few minutes to think about it.
p. 279

57. Notice the comma difference:
Although Munchkin had a big problem, she took a few minutes to think about it.
Munchkin had a big problem until she took a few minutes to think about it.
When the subordinator comes at the beginning, it needs a comma before the next clause. When the subordinator comes in the middle, it gets no comma.

58. COMMON DEPENDENT WORDS
after* although as as if as though because before* even even though if like* now that once since so that though unless until what whatever when whenever where wherever whereas whether while

59. NOW, YOU TRY IT WITH A DEPENDENT WORD IN THE MIDDLE:
RUN-ON: The penguins were excited they planned a trip to Madagascar.
FIXED: The penguins were excited because they planned a trip to Madagascar.

60. RUN-ON: The penguins were excited they planned a trip to Madagascar.
NOW, YOU TRY IT WITH A DEPEN-DENT WORD AT THE BEGINNING AND A COMMA IN THE MIDDLE:
RUN-ON: The penguins were excited they planned a trip to Madagascar.
FIXED: Whenever the penguins were excited, they planned a trip to Madagascar.

61. Want to get fancy? Try it with a relative pronoun clause:
The Comparison-Contrast Essay and Fragments, Run-Ons, and Comma Splices (G#9 & 10)
Want to get fancy? Try it with a relative pronoun clause:
RUN-ON: The penguins were excited they planned a trip to Madagascar.
RUN-ON: Skipper the Penguin was excited he planned a trip to Madagascar.
FIXED: Skipper the Penguin, who was excited, planned a trip to Madagascar.
FIXED: The penguins that were excited planned a trip to Madagascar.

62. with no punctuation at all.
The Comparison-Contrast Essay and Fragments, Run-Ons, and Comma Splices (G#9 & 10)
SENTENCE ERRORS
Fragments happen when a word group is missing a subject, a verb, and/or a complete thought.
Fused sentences (run-ons) happen when two clauses are joined incorrectly
with no punctuation at all.
Comma splices happen when two independent clauses are joined incorrectly with just a comma.

63. Complete sentence = S + V + complete thought.
Examples: S + V. S + V . (2 sentences) S + V ; S + V . (semicolon) S + V , and S + V . (comma + FANBOYS)
(one type of frag.) (dep. word)
Fragment = Because + S + V.
Fused sentence = S + V + S + V.
Comma splice = S + V , S + V.

64. FOLLOW THESE STEPS: Get rid of prepositional phrases and interrupters.
The Comparison-Contrast Essay and Fragments, Run-Ons, and Comma Splices (G#9 & 10)
FOLLOW THESE STEPS:
Get rid of prepositional phrases and interrupters.
Find the subject(s) and the verb(s). The verb is the action (unless it is a linking verb); the subject is the one doing the action.
If you have only one clause, it could be a complete sentence (if it is an independent clause) or a fragment (if it is dependent).
If you have two or more clauses, look at how they are joined (semi, comma + FANBOYS, dependent word, relative pronoun)

65. Grammar #10 Preview: Run-Ons (Fused Sentences), Comma Splices, and Fragments (100 points) Complete the full exercise online before our next class.
Adrian plays basketball every afternoon, he is great at lay-ups. a. comma splice b. run-on c. fragment d. correct
I agree. a. comma splice b. run-on c. fragment d. correct
Sam found a stray cat in the barn so he left it there to chase the mice. a. comma splice b. run-on c. fragment d. correct
If he were younger and better-looking. a. comma splice b. run-on c. fragment d. correct
Rita’s party was a huge success, for everyone had a great time. a. comma splice b. run-on c. fragment d. correct

66. The Comparison-Contrast Essay and Fragments, Run-Ons, and Comma Splices (G#9 & 10)
TONIGHT’S HOMEWORK
Complete first draft of comparison-contrast essay, submit it on MyHCC/Canvas and to a tutor, and bring one printout;
complete grammar exercises #9 (fragments handout) AND #10 (run-ons and comma splices on MyHCC/Canvas);
submit 225- to 275-word (one-paragraph) self-assessment of timed writing on Canvas;
read LBCH sections (pp and ) AND
begin final-exam review handout (due June 20)