1. Unit 5 Seminar Academic

2. Grammar The role of grammar in our class and in college Writing center Grammar websites Grammar books (The Elements of Style) Write out all of your work in Microsoft Word so you can use spell check and grammar check Cut and paste (shortcut)

3. The #1 grammar mistake: Run-ons and comma splices These are basically the same thing. This is where you have joined two (or more) sentences together improperly. What two things do you need to have a complete sentence? Clause Independent clause Dependent clause

4. Examples Complete simple sentence (independent clause): “She walks.” Dependent clause (fragment): “When she walks.” Run-on: “She walks to the store she buys milk.” Comma splice: “She walks to the store, she buys milk.”

5. 4 ways to fix these mistakes Make it two separate sentences: “She walks to the store. She buys milk.” Put a semi-colon between the clauses: “She walks to the store; she buys milk.” Connect with a coordinating conjunction (and, or, but, for, nor, so yet): “She walks to the store, and she buys milk.” Connect by adding a subordinating conjunction to one clause to make it dependent on the other clause: “When she walks to the store, she buys milk.”

6. Grammar mistake #2 -- fragments Again, you need two parts to have a complete sentence – a subject and verb. To create a fragment, you could be missing a subject or verb, or add in another word that makes it an incomplete thought (such as adding a conjunction without anything to join it to).

7. Fragment examples The giant red barn across the street from my grandfather’s house. (missing a verb) Running all the way to the store late at night with all my friends around me. (missing a subject) While I talked to me friend on the phone. (has a subordinating conjunction – “while” – to start the phrase, and no independent clause to attach to)

8. Fixing fragments Each sentence must represent a complete thought. If not, it needs fixing. A long phrase doesn’t necessarily equal a sentence. Add a missing subject, missing verb, or connect to a sentence around it.

9. Academic writing standards Keep it formal – no slang, no contractions (I’m = I am can’t = cannot they’re = they are) Standard American grammar Check out example papers/projects to see how an assignment should be formatted (the “look”) – generally always double-spaced, 12-point font (Times New Roman is often required) Be careful not to “text” in papers or in any college work (watch capitalization, don’t abbreviate)

10. Purpose, audience, tone, point of view No first-person perspective (no “I” or “me”). No personal information as evidence (this depends on the assignment) Since your name is on it, never a need to write “I believe,” “I think,” or “in my opinion.” No second person (“you”) – can be replaced with “one” or “someone,” or maybe “people.” No religious texts as evidence Must sound like a textbook, not a conversation What is your goal? Why should someone read this? What is the point? What can you offer that is new for your reader, that they don’t already hear all the time?

11. Why write a paper/ research paper? Academia is a like a giant conversation Research influences more research Your purpose is closely tied to everything – the mode you choose (or that the assignment gives you), the research chosen, and the thesis (main idea)

12. What is expository writing? Expository refers to writing that explains and clarifies an idea. You come across examples of expository writing every day: oMagazine articles oNewspaper articles oEmails and memos oInstruction manuals

13. What is expository writing? Academic assignments and essays often fall under the category of expository writing. Hallmarks of expository writing: oPrecisely-worded oFocused around a central idea oLogically sound (uses adequate support)