1. Welcome to the Unit 9 Seminar for KU 121! Topic: Polishing and Editing your Autobiography Professor: Ann Meek, PhD.

2. Completing the Revision and Editing Process In Unit 8, we received feedback from the Writing Center on our rough draft of our autobiography project. This week, we will use that feedback to make the final changes to our project, do a final proofreading, and submit our completed autobiography to the Unit 9 Final Project dropbox.

3. Project Timeline Unit 3: Identify your dream job in discussion and complete and post your Pre-Writing to the dropbox. Unit 3: Identify your dream job in discussion and complete and post your Pre-Writing to the dropbox. Unit 4: Write and post your outline to the dropbox Unit 4: Write and post your outline to the dropbox Unit 5: Write and post your autobiography introduction to the dropbox Unit 5: Write and post your autobiography introduction to the dropbox Unit 6: Write and post your 3 autobiography body paragraphs to the dropbox Unit 6: Write and post your 3 autobiography body paragraphs to the dropbox Unit 7: Submit your completed Rough Draft to the dropbox and send a copy to the Writing Center Unit 7: Submit your completed Rough Draft to the dropbox and send a copy to the Writing Center Unit 8: Submit Writing Center feedback report to the dropbox Unit 8: Submit Writing Center feedback report to the dropbox Unit 9: Complete and post Final version of your autobiography to the dropbox Unit 9: Complete and post Final version of your autobiography to the dropbox

4. Five Paragraph Essay I. Introduction – this is your identification (location, company, job title, etc.) Thesis sentence is the last sentence of paragraph one. II. Body paragraph 1: Personal details (professional level) – age, family, hobbies and interests. Remember – do not include any overly personal or inappropriate details. III. Body paragraph 2: Educational background – include program at Kaplan (pretend you already have received your degree) IV. Body paragraph 3: Professional experiences and background – any related work you have done or achievements and awards V. Concluding paragraph – the final paragraph in the essay, wrapping up your overall topic.

5. Making Final Revisions The key to successfully polishing your writing – eliminating grammar errors, spelling mistakes, typos, etc. – is time. Here are some helpful techniques to ensure your editing is complete…

6. First, take the time to use the tools at your disposal. Most word processing programs have spelling and grammar checks. Set the spelling check to formal and make corrections as you go. After each edit, run the spelling check.

7. Second, print a hard copy to review. Double or triple space this copy. Read it carefully then put it aside for at least twenty-four hours. Move a ruler down one line of the text at a time and read what is on each line. You will be amazed how many additional mistakes you find after that time.

8. Third, take your hard copy and read it out loud. You can read to a friend, coworker or peer or just read it to yourself. Many times we will hear mistakes and logic errors more quickly than by reading them silently.

9. Fourth, print another hard copy and have a highlighter in hand. Starting with the last sentence on the last page, read this sentence out loud. If it sounds grammatically correct and logical to you, highlight it and move on to the sentence just preceding this one. Proceed on until you end up at the first sentence on the first page. The goal here is to “break up” the sequence of thoughts and focus only on the sentences themselves. Those sentences that you didn’t highlight are those you need to focus on to improve clarity.

10. Revising and Editing Your Essay What to look for… What to look for… Proper topic Proper topic A correct thesis sentence A correct thesis sentence The five paragraph format The five paragraph format Clear connection between thesis sentence and three body paragraphs (thesis is the last sentence in 1 st paragraph) Clear connection between thesis sentence and three body paragraphs (thesis is the last sentence in 1 st paragraph) Appropriate word count (500 words for this essay) Appropriate word count (500 words for this essay) Complete paragraphs of no less than five sentences each Complete paragraphs of no less than five sentences each Appropriate transitions between paragraphs Appropriate transitions between paragraphs Third person (no “I” or “you) Third person (no “I” or “you)

11. More to Look for… Double spacing Double spacing 12 point black font 12 point black font Indent paragraphs 5 spaces Indent paragraphs 5 spaces Run-on sentences Run-on sentences Sentence fragments Sentence fragments Subject-verb agreement Subject-verb agreement Clarity of sentences Clarity of sentences Misspelled or misused words Misspelled or misused words Correct use of commas and other punctuation Correct use of commas and other punctuation

12. Sentence-Level Editing Do I have any short, choppy sentences? Do I have any short, choppy sentences? Do I have any excessively long, hard-to-understand sentences that lose focus? Do I have any excessively long, hard-to-understand sentences that lose focus? Do all my sentences have clear subjects and verbs? Do all my sentences have clear subjects and verbs? Do all my sentences have capitalized beginning words? Do all my sentences have capitalized beginning words? Do all my sentences have correct ending punctuation? Do all my sentences have correct ending punctuation? Do I have any comma splices, fragments or fused (run- on) sentences? Do I have any comma splices, fragments or fused (run- on) sentences?

13. Word-Level Editing Do I have any misused words or words with unclear meaning? Do I have any misused words or words with unclear meaning? Do I have general nouns that I could replace with more specific nouns? Do I have general nouns that I could replace with more specific nouns? Do I overuse any words or phrases? Do I overuse any words or phrases? Have I run spell check on my essay? Have I run spell check on my essay? Are all proper nouns and names capitalized? Are all proper nouns and names capitalized?

14. Editing for Format Is the entire essay in double spacing format? Is the entire essay in double spacing format? Do I indent all paragraphs 5 spaces? Do I indent all paragraphs 5 spaces? Are my name, my essay title and my class/section clearly identified on the first page? Are my name, my essay title and my class/section clearly identified on the first page? Did I avoid using bullets, numbered items, lists and other non-paragraph forms within the essay? Did I avoid using bullets, numbered items, lists and other non-paragraph forms within the essay? Are there no odd spacings, misused italics, or other non-standard formattings? Are there no odd spacings, misused italics, or other non-standard formattings? Is my font in 12 point in black? Is my font in 12 point in black? Is my essay saved to a Microsoft Word document? Is my essay saved to a Microsoft Word document?

15. Unit 9 Project Grading This project is the final version of your essay. It is worth 250 points, which is 25% of the total number of points available in the course.

16. From the Unit 9 Project Grading Rubric: Content: Worth 100 points Content: Worth 100 points These are the “A” level requirements for Content: These are the “A” level requirements for Content: Includes 5 well-developed paragraphs of 5-7 sentences each (introduction, body and conclusion); paragraphs have appropriate topic sentences, transitions, and supporting details; paragraph topics and order adhere to the project description; length totals at least 500 words.

17. From the Unit 9 Project Grading Rubric: Organization and Formatting: Worth 100 points Organization and Formatting: Worth 100 points These are the “A” level requirements for Organization and Formatting: These are the “A” level requirements for Organization and Formatting: Should be very well-ordered and logical; main concepts are easy to understand; included a title page; double-spaced text, Arial or Times New Roman font, and 12 point font size.

18. From the Unit 9 Project Grading Rubric: Mechanics: Worth 50 points Mechanics: Worth 50 points These are the “A” level requirements for Mechanics: These are the “A” level requirements for Mechanics: Final Draft is free of errors; grammar, punctuation and spelling helped to clarify the meaning; student’s meaning is clearly communicated; slang, text language, and other non-standard language is avoided.

19. Common Grammatical Errors

20. Commonly Confused Words Then/Than Then/Than Accept/Except Accept/Except Now/Know Now/Know Knew/New Knew/New To/Too/Two To/Too/Two There/Their/They’re There/Their/They’re Your/You’re Your/You’re Threw/Through Threw/Through Sit/Set Sit/Set Affect/Effect Affect/Effect Who/Whom Who/Whom

21. Find the Correct Word 1. Roses are prettier (than, then) weeds. 2. I (accept, except) your proposal. 3. I (now, know) you will be with me. 4. Nick said Mary will be going (to, two, too). 5. (They’re, Their, There) not telling the story. 6. We are having a party for (your, you’re) birthday. 7. I have something for you when you get (threw, through). 8. Please (sit, set) the vase on the table. 9. The final (affect, effect) of the drug was positive. 10. (Who, Whom) told you we were coming?

22. More Commonly Confused Words Seen/saw: these verbs are often used incorrectly. Incorrect: “I seen him last night.” Correct: “I saw him last night.” Seen/saw: these verbs are often used incorrectly. Incorrect: “I seen him last night.” Correct: “I saw him last night.” A lot/alot: “a lot” is not one word, it is two separate words. A lot/alot: “a lot” is not one word, it is two separate words. Use/used: it should be written as “We used to have fun”, not “We use to have fun.” Use/used: it should be written as “We used to have fun”, not “We use to have fun.” Nowadays/now and days: the correct term is “nowadays”. Nowadays/now and days: the correct term is “nowadays”.

23. More Commonly Confused Words Don’t/doesn’t: use “don’t” with plural nouns and “doesn’t” with singular nouns. “I don’t; he doesn’t.” Don’t/doesn’t: use “don’t” with plural nouns and “doesn’t” with singular nouns. “I don’t; he doesn’t.” May/can: may expresses permission, can expresses ability. “May I have a cookie?” “She can bake cookies.” May/can: may expresses permission, can expresses ability. “May I have a cookie?” “She can bake cookies.” Good/well: good is an adjective telling “what kind”; well is an adverb telling “how”. “She is a good cook.” “She bakes well.” Good/well: good is an adjective telling “what kind”; well is an adverb telling “how”. “She is a good cook.” “She bakes well.”

24. More Commonly Confused Words Bad/badly: bad is an adjective used with linking verbs; badly is an adverb used with action verbs. “That apple is bad.” “We played badly.” Bad/badly: bad is an adjective used with linking verbs; badly is an adverb used with action verbs. “That apple is bad.” “We played badly.” Beside/besides: beside means “by the side of”; besides means “in addition to”. “The car is parked beside the house.” “Besides the car, she owns the house, too.” Beside/besides: beside means “by the side of”; besides means “in addition to”. “The car is parked beside the house.” “Besides the car, she owns the house, too.” Try to/try and: “try to” is correct, “try and” is incorrect. “I will try to take care of it.” Try to/try and: “try to” is correct, “try and” is incorrect. “I will try to take care of it.”

25. Types of Sentence 1. Declarative sentences make a statement and are followed by a period. 2. Interrogative sentences ask a question and are followed by a question mark. 3. Imperative sentences express a command or request and are followed by a period. 4. Exclamatory sentences express strong emotion and are followed by and exclamation point.

26. What Type of Sentence? For each sentence below, indicate whether it is declarative, interrogative, imperative, or exclamatory. For each sentence below, indicate whether it is declarative, interrogative, imperative, or exclamatory. 1. What do you consider a fair price 2. Do not leave books lying on the floor 3. What a cold day it is 4. Roger, where have you been 5. I bought this shirt in Florida 6. How did I manage to reach this goal 7. My desk is always cluttered 8. Would you please call me back

27. Parallel Construction In correct parallel construction, related ideas are presented in a similar, balanced, or parallel way. Ideas that are parallel should be expressed in the same grammatical form. In correct parallel construction, related ideas are presented in a similar, balanced, or parallel way. Ideas that are parallel should be expressed in the same grammatical form. Correct: I like swimming and playing tennis. Incorrect: I like to swim and playing tennis. When comparing or contrasting, make sure that your comparison is clear and don’t leave out words. When comparing or contrasting, make sure that your comparison is clear and don’t leave out words. Correct: Some people think that drinking alcohol is worse than taking drugs. Incorrect: Some people think that drinking alcohol is worse than drugs.

28. How would you correct these? 1. We like eating, dancing, and to go places. 2. I got the job because of my ability, experience, and I could be assertive. 3. I like walking better than to run. 4. Yesterday I went shopping and rode a bicycle. 5. I would rather live in the mountains than living at the beach.

29. Double Negatives These words: no, not, hardly, scarcely, seldom, non, and nothing – are negatives. If you use two negatives, you make a double negative. These words: no, not, hardly, scarcely, seldom, non, and nothing – are negatives. If you use two negatives, you make a double negative. Example: Example: Correct: There wasn’t anything left for us. Correct: There wasn’t anything left for us. Incorrect: There wasn’t nothing left for us. Incorrect: There wasn’t nothing left for us.

30. Which is Correct? 1. We couldn’t see (nothing/anything) there. 2. We didn’t have (no/any) supper. 3. There weren’t (no/any) clouds that day. 4. Wasn’t (anybody/nobody) home? 5. I haven’t done (any/none) of my work. 6. Hardly (nothing/anything) pleases her.

31. Grammar Practice: Possessive Pronouns The following pronouns indicate possession or ownership. You do not use an apostrophe with them. The following pronouns indicate possession or ownership. You do not use an apostrophe with them. My, mine My, mine His, her, hers His, her, hers Their, theirs Their, theirs Whose Whose Your, yours Your, yours Our, ours Our, ours Its Its

32. Rules for Using Possessive Pronouns Use a possessive pronoun before a verb ending in ing which is used as a noun in a sentence. For example “I don’t object to his coming to the party.” Use a possessive pronoun before a verb ending in ing which is used as a noun in a sentence. For example “I don’t object to his coming to the party.” Use mine, yours, his, hers, ours, or theirs when the possessive pronoun is used as a noun. For example “Mine is vanilla.” Use mine, yours, his, hers, ours, or theirs when the possessive pronoun is used as a noun. For example “Mine is vanilla.”

33. Which is Correct? 1. (Him/His) swimming of the English Channel won him a good bit of money. 2. (Who’s/Whose) turn is it to wash the dishes? 3. They disagreed with (me/my) telling the full story. 4. Will you review (mine/mines)?

34. Object Pronouns These pronouns – me, us, it, you, them, whom, and him – are used as objects. They usually follow a verb or preposition in a sentence. For example “The club asked her to join.” These pronouns – me, us, it, you, them, whom, and him – are used as objects. They usually follow a verb or preposition in a sentence. For example “The club asked her to join.” Don’t use an object pronoun after the verb “to be” in any of its forms (be, is, are): Don’t use an object pronoun after the verb “to be” in any of its forms (be, is, are): Correct – “The victim could be he.” Correct – “The victim could be he.” Incorrect – “The victim could be him.” Incorrect – “The victim could be him.”

35. Object Pronoun Practice 1. The teacher greeted (me/I). 2. The winning team could be (them/they). 3. Mary went to the store with (me/I). 4. Are you as happy as (she/her)? 5. The new supervisors are John and (me/I). 6. It is (me/I).

36. Thank you for coming, and thanks for your hard work and effort throughout the course! Good luck to all!