Classwork
- Reviewed feedback for Task 20 (Imagine that the ELC has a time capsule. Every student in Linguistic Accuracy C has to select one item to be remembered by. What item would you include? Why?) See the white handout.
- Revised Task 20 for the final time.
Homework
- Bring in ANY drafts you have. Organize them and mark the error charts. Do as many as you can. You can put them in my box or bring them to class tomorrow.
- If possible, bring candy to help decorate gingerbread men.
- Thank you as always, class. You're great!
Classwork
- Discussed feedback for Task 19 Draft 3.
- In the lab, rewrote Task 20 (Imagine that the ELC has a time capsule. Every student in Linguistic Accuracy C has to select one item to be remembered by. What item would you include? Why?)
Homework
- Revise Task 19 for the final draft.
- In class on Monday, we will revise Task 20 Draft 3, fill out our charts and be done, so bring any drafts that you still have. Just turn in everything you've got on Monday. For the last half of the class, we'll play games, so bring any you've got!
Classwork
- Completed Unit 12 (Singular and Plural of Nouns) Post-test Exercises C and D on p. 267. Some examples from Exercise D are the following.
- Non-count: Density is just another type of measurement.
- Count: Different solutions of salty water have different densities, depending on the amount of salt they contain.
- Reviewed feedback on participles for Task 20.
- In this school we had a great experience to develop our English skills, learn about different countries and more importantly became friends should be In this school we had a great experience developing our English skills, learning about different countries and more importantly becoming friends.
- Even though I spent all my time help them, I was the one most helped should be Even though I spent all my time helping them, I was the one most helped.
Homework
- Revise Task 20 (Imagine that the ELC has a time capsule. Every student in Linguistic Accuracy C has to select one item to be remembered by. What item would you include? Why?) This revision will be Draft 2. Tomorrow in class, we will rewrite this task for Draft 3. This will be the last time that we type in class!
- Do not worry about revising Task 19 for Draft 2. There was a lot of confusion due to the Thanksgiving holiday.
Classwork
- In the lab, wrote Task 20 (Imagine that the ELC has a time capsule. Every student in Linguistic Accuracy C has to select one item to be remembered by. What item would you include? Why?)
- Reviewed singulars and plurals with the Unit 12 (Singular and Plural of Nouns) Post-test, Ex. A, p. 266.
Homework
- I forgot to give the class their papers from Tuesday! You can pick them up in box, and we'll review them in class tomorrow. You can pick up Task 19 in my box as well. (See below.)
- Revise Task 19 (What is the most important skill or value that you've learned at the ELC? Why is it important? How will it help you in the future?)
Classwork
Homework
- None! Happy Thanksgiving!
Classwork
- In the lab, wrote Task 19 (What is the most important skill or value that you've learned at the ELC? Why is it important? How will it help you in the future?)
- Wrote thesis statements for the following TOEFL prompts:
- Do you agree or disagree with the following statement? Parents are the best teachers.
- A company has announced that it wishes to build a large factory near your community. Do you support or oppose the factory? Explain your position.
- Identified the nouns in our thesis statements. Discussed why each was either singular or plural.
Homework
- Study for tomorrow's practice quiz on Unit 12: Singular and Plural of Nouns.
- Bring your books so that we can review Exercises 2 and 3 on pp. 264-265.
Classwork
- In the lab, rewrote Task 18 (Do you think the news media is biased? Can you give examples? Can you give examples when a news story was not biased?)
- Chose an article from The Daily Universe. Underlined the first 5 nouns. Explained why each noun was either singular or plural.
Homework
Classwork
- In the lab, rewrote Task 17 (How have the roles of men and women changed in the last 100 years? Has this been a positive or negative change?)
- In class, identified nouns in TOEFL prompts and explained why they were either singular or plural.
Homework
- Complete Exercises 2 and 3 on pp. 264-265 in Unit 12: Singular and Plural of Nouns.
Classwork
- In the lab, wrote Task 18 (Do you think the news media is biased? Can you give examples? Can you give examples when a news story was not biased?)
- Reviewed feedback on singular/plural errors from Task 17. (See white handout.)
Homework
Classwork
- In the lab, wrote Task 17 (How have the roles of men and women changed in the last 100
years? Has this been a positive or negative change?)
- Listened to "Girls Just Wanna Have Fun" to show that girls, a count noun, is plural with no article to mean girls in general.
- Studied Problems 1 and 2 on pp. 258-259 in Unit 12 (Singular and Plural of Nouns).
- Studied Rule 8 on p. 262: A countable noun after an of-phrase that shows quantity is always plural. An uncountable noun after these phrases is always singular.
- Studied the charts of count and noncount nouns on p. 263.
- Completed Ex. 1 on p. 264.
Homework
- Read Problems 3-7 on pp. 259-260 in Unit 12 (Singular and Plural of Nouns).
Classwork
- Reviewed feedback from Task 16 (See white handout.)
- In the lab, rewrote Task 16 (What do you think will be the most important technological invention of
the next decade? Explain the technology and its importance.)
- Took and corrected a quiz on adjective clauses.
Homework
- You have no homework this weekend. I have to catch up on a few of your drafts. We will get organized on Monday. On Monday we will also start Unit 12 (singular and plural nouns). If you would like to prepare, you can read pp. 258-263. Have a great weekend!
Announcements
- Quiz tomorrow on relative (adjective) clauses
Classwork
- As a review of adjective clauses, completed Ex. 1, p. 138 in the white handout.
- Listened to "Every Time You Go Away" by Paul Young (http://www.youtube.com/watch?v=PWi8M8x5Ig8&feature=related). Identified adverb clauses, which
- begin with words like when, if, every time, whenever, because.
- answer the questions why, how, when, or where.
- are followed by a comma when they start a sentence. (Every time you go away, you take a piece of me with you.)
- are sometimes preceded by a comma when they end a sentence. (You go again when the leading man appears.)
- In the lab, rewrote Task 15 [If you could genetically engineer your children (meaning that you could select the genetic traits you would like them to possess), would you do it? Why or why not?]
Homework
- Complete Ex. 1 (restrictive/nonrestrictive clauses) in the white handout from today.
- Study for your quiz by reviewing the first section (relative or adjective clauses) of Unit 6, pp. 126-131 in the new version of Writing Clearly. The quiz will be similar to Exercises 1, 2, and 3 on pp. 145-147. I will also ask you to write a few sentences, just as you do in the blue handout.
- I didn't return your drafts for Task 16, so you don't have to revise them tonight. Yay! I will give you time to work on it in class tomorrow.
Announcements
- The quiz on adjective clauses will be on Thursday. We will review in class tomorrow.
Classwork
- In the lab, wrote a paragraph for Task 16 (11.8.11: What do you think will be the most important technological invention of the next decade? Explain the technology and its importance.)
- Reviewed feedback for Task 15. (See white handout.)
- Reviewed adjective clauses with phrases of quantity and quality with Practice 6A, p. 244.
Homework
- Underline all of the dependent clauses in "My Heavenly Father Loves Me." (See white handout.)
Classwork
- In the lab, wrote Task 15 [11.7.11: If you could genetically engineer your children (meaning that you could select the genetic traits you would like them to possess), would you do it? Why or why not?]
- Reviewed relative pronouns as objects of prepositions, Practice 5A & B, p. 242-243 of the blue handout.
- Completed Ex. 3, p. 147 in Writing Clearly.
Homework
Tomorrow (Tuesday)
- Study the examples for relative pronouns in phrases of quantity and quality, p. 243 of the blue handout.
- Complete Practice 6A & B, p. 244 of the blue handout.
Wednesday
- Quiz on relative clauses.
Classwork
- In the lab, rewrote Task 14 (11.1.11: Do you agree or disagree with the following statement? Grades encourage students to learn.)
- Identified subordinating conjunctions (where, because, whereas) that students want to study in the next unit.
- Reviewed possessive adjective clauses in Practice 4 Ex. A & B on pp. 239-240 of the blue handout.
- Studied relative pronouns as objects of prepositions on pp. 240-241 of the blue handout.
Homework
Monday
- Practice 5 A & B on pp. 242-243 of the blue handout.
- Turn in the packet for Tasks 11 & 12.
Classwork
- In the lab, rewrote Task 13 (What can be done to increase the amount of English that students speak at the ELC both inside an outside of class?)
- Reviewed feedback from Task 9 Draft 3. (See the yellow handout.)
- Reviewed the participial phrase exercises on pp. 254 and 255 of the blue packet.
Homework
- In the new blue packet, read the information on p. 238 about possessive adjective clauses.
- Complete Practice 4 Ex. A and B on pp. 239-240.
- Note: You do not need to revise Task 13 Draft 1 since we have already rewritten it.
Classwork
- In the lab, wrote Task 14 (Do you agree or disagree with the following statement? Grades encourage students to learn.)
Homework
Classwork
- Finished the yellow feedback sheet for Task 12.
- Studied participial phrases on pp. 250-253 of the blue handout. Completed Practice 1 Ex. A on p. 253. Answers are as follows:
- n/a
- The number of students studying robotics is growing.
- Soon, robots working in assembly plants will be able to follow voice commands.
- a. Robots, having the ability to withstand extreme temperatures and radiation levels, can perform jobs that are too dangerous for humans. b. Having the ability to withstand extreme temperatures and radiation levels, robots can perform jobs that are too dangerous for humans.
- a. Robots, not needing to eat, sleep, or take breaks, can work nonstop. b. Not needing to eat, sleep, or take breaks, robots can work nonstop.
- In the lab, wrote Task 13 (What can be done to increase the amount of English that students speak at the ELC both inside and outside of class?)
Homework
In the Blue Handout
- Complete Ex. B on p. 254.
- Read about general form -ed participial phrases on p. 254.
- Complete Practice 2 Ex. A & B, pp. 254-255.
Classwork
- In the lab, wrote Task 12 Draft 3 (What is your biggest fear for your own life? OR What is your biggest fear for the world?)
- Reviewed Grammar Quiz 1 on sentence structure.
- Reviewed feedback for Task 12. (See the yellow handout.)
Homework
Friday
- Take your 30-minute essay test in the lab. Remember to sign up for a time.
Monday
- Read "Improve Your Writing Style: Reducing Relative Clauses" on pp. 130-131 in the new book and pp. 110-111 in the old one.
Tuesday
- Turn in your packet for Tasks 9 & 10, including the cover sheet, 4 drafts for Task 9, and 4 drafts for Task 10.
Classwork
- In the lab, rewrote Task 11 (Some people think governments should spend as much money as possible exploring outer space. Other people disagree and think governments should spend this money for our basic needs on earth. Which of these two opinions do you agree with?)
- Reviewed the sentences that students wrote for homework (Ex. 2, p. 146 in Writing Clearly and Practice 2A, p. 235 in the blue handout.)
Homework
- Revise Task 12 (10.25.11: What is your biggest fear for your own life? OR What is your biggest fear for the world?). Print it and staple it on top of the first draft. Bring it to class tomorrow.
Classwork
- In the lab, wrote Task 12 (What is your biggest fear for your own life? OR What is your biggest fear for the world?)
- Reviewed feedback from Task 11. (See the half sheet of white paper.)
- Reviewed Unit 6, Ex. 1, p. 145.
Homework
- Unit 6, Ex. 2, p. 146. This exercise will help you practice writing relative (adjective) clauses.
- Practice 2A, p. 235 of the blue handout. This exercise has the same purpose.
Classwork
- Took a quiz on Unit 9 (connecting words).
- Reviewed the Grammar Solutions/Guidelines for Relative Clauses on pp. 128-130. Which of the relative pronouns that, when, where, which, who, whom, whose, why can be used as the following in relative clauses
- subjects
- objects
- objects of prepositions
- possessives
- adverbs
- In the lab, typed Task 11 (Some people think governments should spend as much money as possible exploring outer space, for example, traveling to the moon and to other planets. Other people disagree and think governments should spend this money for our basic needs on earth. Which of these two opinions do you agree with?)
Homework
- Read the four common problems with relative clauses (Unit 6), pp. 127-128.
- Complete Ex. 1 (in Part A: Relative Clauses), p. 145.
Classwork
- In the lab, wrote Draft 3 of Task 10 (Is it better for a country's media to be independent of the government? Or is it better for the media to also be a branch of government?)
- Completed Ex. 4, p. 213. (This is Ex. 3 in Unit 9 in the old version.) Remember connecting words that add information (e.g., moreover, furthermore, also, additionally, in addition) are used for items in the same category, similar to a list. For example, these words can be used to introduce the three reasons that support your thesis or the next example in a series of examples. Don't overuse connecting words of addition!
- Started Unit 6: Relative, Adverbial, and Noun Clauses. Studied the box on p. 124 that identifies independent and dependent clauses and lists the three types of dependent clauses: relative or adjective, adverb, and noun clauses.
Homework
Monday
- Study for the quiz on Unit 9: Connecting Words. The quiz will be very similar to the post-test on pp. 214-215: You will need to identify whether the sentence's connecting words are correct or incorrect and then fix the mistakes. You will also need to fill in the correct connecting words in a paragraph (similar to Ex. 4). Finally, you will need to write sentences with the connecting words from the pink handout.
- Read pp. 128-130. (For the old version, this is the grammar information section of Unit 6. It should teach about the different words that can start relative clauses.)
- Turn in the packet for Tasks 7 & 8, including the cover sheet, 4 drafts for Task 7 and 4 drafts for Task 8. Note that this is due on MONDAY not FRIDAY.
Classwork
- In the lab, wrote Draft 3 of Task 9 (Is it better for a country's top military commander to be independent of the government? Or is it better for a country's top military commander to also be the head of the government?)
- Gave feedback on example sentences with connecting words. (See white handout.) Study the revised sentences below:
- Tulga agrees that Wendy's has delicious crispy chicken. Conversely, Maguino and Felipe disagree.
- Mexico has strict rules. Conversely, Greece has very lax laws.
- Life requires people to do many difficult things, namely taking care of themselves.
- People like junk food, if admittedly they know that it is unhealthy.
- My paper is good enough for this class, if admittedly my errors are many.
- I have all the tools I need; thus, I will be able to fix the car without having to call a mechanic.
Homework
- Task 10 Draft 2 without my or others' help. Identify and correct the errors yourself. You can do it!
Announcements
- YAY! For Task 9, there was only 1 sentence structure error and only a few minor connecting words that could be improved! Treats tomorrow! EXCELLENT JOB, CLASS!!
Classwork
- Reviewed Post-test Ex. A on p. 114 in the new book or on the handout.
- Saw the results of the spelling quiz. Continue to study the words from this list, especially the ones that most students missed. I will use them again on future quizzes.
- Collected the pink handout.
- In the lab, typed Task 10 (Is it better for a country's media to be independent of the government? Or is it better for the media to also be a branch of government?).
Homework
- Revised Task 9 (10.17.11). Print it and staple it on top of your first draft. Please make your best effort to complete this assignment so that you can share your papers in class tomorrow.
- Find five examples of effective transitions in your reading tonight. You might find them in your biology textbook or your international studies book. Write them down and bring them to class tomorrow to share.
Classwork
- Took Spelling Test 1. If you were absent, please reschedule with me by Wednesday.
- Finished the feedback sheets for Tasks 7 & 8.
- In the lab, wrote Task 9 (Is it better for a country's top military commander to be independent of the government? Or is it better for a country's top military commander to also be the head of the government?
Homework
- For the pink handout, study the example sentences and write seven practice sentences, one for each transition word.
- If you did not complete it yesterday, complete Post-test, Ex. A, p. 214 for 90%. We will review the answers tomorrow in class. (Also available on a white handout since this exercise is not included in the old version of the text.)
Classwork
- In the lab, rewrote Task 8 (Choose another of Steve Jobs quotes. Explain what it means, and tell whether you agree or disagree. Use reasons and examples to support your response.). Used the same quote that each student chose on Tuesday for Task 8 Draft 1.
- Discussed answers for the Task 8 feedback sheet.
Homework
Friday by 5:00
- Turn in your packet for Tasks 5 & 6. This should include the cover sheet plus 4 drafts for Task 5 and 4 drafts for Task 6.
Monday
- Study for your spelling quiz.
- Complete Post-test Ex. A, p. 214. (I forgot that this is not in the old version of the book. I will get copies tomorrow and put them in my box as soon as possible. If you're desperate, though, ask to borrow from a student who has the new version.)
Classwork
- Reviewed Ex. 1 on p. in Unit 9 (p. 211).
- As a class, corrected errors from your paragraphs in the handout, "Feedback: Task 7 (Steve Jobs Quotes)."
- In the lab, rewrote Task 7 (Choose one of the Steve Jobs quotes. Explain what it means, and tell whether you agree or disagree. Use reasons and examples to support your response.) Use the same quote that you used on Monday for Task 7 Draft 1.
Homework
- Correct the errors from your paragraphs in the handout, "Feedback: Task 8 (10.11.11)."
- Revise Task 8 (10.11.11). Print it and staple it on top of Draft 1. Turn it in tomorrow in class.
Classwork
- For Ex. 3 on p. 212, students underlined each coordinating conjunction, correlative conjunction, and transition word. They then explained the rule behind the punctuation. For example, For just a quick energy booster, you can grab, for example, your favorite candy bar, a bag of chips, or a package of nuts. For example has a comma before and after because it is a transition word in the middle of a sentence. Or has a comma before it because it comes before the last item in a list.
- In the lab, typed Task 8 (Choose another of Steve Jobs quotes. Explain what it means, and tell whether you agree or disagree. Use reasons and examples to support your response.).
- On the feedback handout, discussed effective sentences.
- Correct punctuation for connecting words: I said to him that I know many people but not everybody is my friend.
- Beautiful colon (:) If we think about important people, they all have something in common: They are all outstanding.
- Well-expressed thought: Without the possibility of losing, the possibility of winning is not available either.
- On the feedback handout, discussed the sections on articles, connecting word, and commas.
Articles
the society
Connecting Word Errors
- This sentence is technically correct, but we will talk about it more in class tomorrow.
- Steve Jobs is a memorable man, not only because he was smart but also because he was creative.
Commas
- Some of them are "the rebels, the troublemakers," but they are "the ones who change our world."
- Christopher Columbus was the one who, wanting to find another way to India, ended up in America and found a whole new world.
Homework
Tomorrow
- Read Problems 1, 2, and 3 on pp. 203-204.
- Complete Ex. 1 on p. 211.
- Revise Task 7 (10.10.11).
Monday, October 17
- Study for your spelling quiz. (See Spelling List 1.)
Classwork
- Reviewed homework. Gave examples of coordinating conjunctions (FAN BOYS, for, and, nor, but, or, yet, so); correlative conjunctions (neither...nor, either...or, whether...or, both...and, not only...but also); and transition words (however, nevertheless, consequently).
- Studied examples of the kinds of grammatical structures that these words can join. See the handout, "Unit 9: Connecting Words."
- In the lab, wrote Task 7 (Choose one of the Steve Jobs quotes. Explain what it means, and tell whether you agree or disagree. Use reasons and examples to support your response.)
Homework
- Read Problem 4, p. 204.
- Read Punctuating Connecting Words, p. 200-210.
Announcements
- 30-minute essay/integrated writing test tomorrow (Friday). Sign up for a time online.
Classwork
- In the lab, rewrote Task 6 (Some people think that children should begin their formal education at a very early age and should spend most of their time on school studies. Others believe that young children should spend most of their time playing. Compare these two views. Which view do you agree with? Why?).
- Took a quiz on sentence structure (Unit 7).
- On a handout, indicated the connecting words you would like to study in the next unit.
Homework
Friday, October 7 (tomorrow)
- Turn in your packet for Tasks 3 & 4. You should have 4 drafts for each task (8 total).
Monday, October 10
- Read the introduction for Unit 9 on connecting words, pp. 199-201 in the new book, pp. 164-167 in the old. Be prepared to answer these two questions:
- What is the difference between a coordinating conjunction and a correlative conjunction?
- What are some of the functions that connecting words perform in a piece of writing; that is, how do they help guide the reader through the the text?
Friday, October 14
- I returned Task 5, Draft 3 today. Revise it (10.5.11), print it, and staple it on top of the first three drafts for this task. Turn it in with the rest of your packet for Tasks 5 & 6.
Announcements
- Quiz on Unit 7 (sentence structure) tomorrow in class. It will be very similar to the post-test handout that we completed this week in class.
- 30-minute essay/integrated writing test on Friday in the lab. You can schedule your time online starting tomorrow.
Classwork
- Reviewed Ex. D from the post-test handout for Unit 7.
- Reviewed the feedback from Monday's 10-minute paragraphs.
- Listened to the best essays from Tuesday.
- In the lab, rewrote Task 5 (Do you agree or disagree with the following statement? Games are as important for adults as they are for children.)
Homework
- Revise Task 6 (10.4.11: Some people think that children should begin their formal education at a very early age and should spend most of their time on school studies. Others believe that young children should spend most of their time playing. Compare these two views. Which view do you agree with? Why?). Print it, staple it on top of the original draft, and bring it to class.
- Study for your quiz!
Announcements
- You 30-minute essay test (combined with integrated writing) is this Friday, October 7. You can sign up online beginning on Thursday.
Classwork
- Wrote a 10-minute paragraph for Task 6 (Some people think that children should begin their formal education at a very early age and should spend most of their time on school studies. Others believe that young children should spend most of their time playing. Compare these two views. Which view do you agree with? Why?)
- Reviewed One Word or Two Words.
- The combinations that are most commonly written as two separate words are every time, any day, and no one.
- When someday, sometime, everyday, and anytime are used as adverbs or adjectives, they are one word.
- When some day, some time, every day, and any time are used as nouns, they are two separate words.
- Reviewed Ex. B and C in the handout (p. 173-174 in the new edition of Writing Clearly).
Homework
Wednesday (Tomorrow)
- Revise Task 5 (10.3.11: Games are as important for adults as they are for children.) Print it, and staple it on top of the first draft.
- Fix the errors on the feedback sheet for 10/3. Remember, the examples under "Yay!" are positive examples. You don't need to fix them.
Classwork
- Brainstormed for Task 5: Do you agree or disagree with the following statement? Games are as important for adults as they are for children.
- Typed a 10-minute paragraph for Task 5.
- Reviewed feedback from your paragraphs.
- Subject-Verb Agreement with Gerunds and Clauses: Reading fiction books help us to improve that quality that characterize us the most. should be Reading fiction books helps us to improve that quality that characterizes us the most.
- Completed Exercise A from the post test for Unit 7, which I passed out as a handout but which is found on p. 173 of the new edition of Writing Clearly.
Homework
- Complete the small handout on someone, something, etc. Using m-w.com, look up each combination. If the combination is one word, write 1 in the corresponding box. If the combination is two words, write 2. Be sure to read the entire entry because some of the combinations can be either one or two words depending on the context.
- Finish the handout, including Exercises B, C, and D (pp. 173-175 in the new edition of the book).
Classwork
- In the lab re-wrote Task 4 (It is generally agreed that society benefits from the work of its members. Compare the contributions of artists with the contributions of scientists. Which type of contribution do you think is valued more by your society?)
- Reviewed the definitions of the following sentence structure errors: run-on sentences, commas splices, and fragments.
- Reviewed sentence Ex. 4, p. 172.
- Reviewed sentence structure errors from your drafts:
- Fragments: In addition, scientists who make a significant impact on the developing world. This phrase contains only a subject modified by an adjective clause. You need to add a verb to make an independent clause.
- Comma Splices: Every time we read fiction books, we imagine every situation, we mentally create the scenarios and the actions that the main characters are exposed to. You have two independent clauses here. A comma is not strong enough to separate them. A semicolon is stronger and maintains a close relationship between them.
- Other Missing Parts: Although nonfiction books help to know about real events, I would prefer to read... The verb help follows this pattern: help someone to do something. The example sentence needs someone: Although nonfiction books help people to know about real events...
Homework
Friday, September 30
- Your packet for Tasks 1 & 2, including a completed cover sheet, 4 drafts for Task 1 and 3 drafts for Task 2. Put it in my box in Room 103.
Friday, October 7
- Task 3, Draft 4 with your completed packet.
Classwork
- Reviewed Ex. 2 & Ex. 3, pp. 170-172.
- Reviewed feedback from Task 4.
- Your paragraphs were very short this time. Please add more detail for your second drafts. Take some time to think.
- People make (not give or do) contributions.
- Artist contributions should be artistic contributions. Science contributions should be scientific contributions. In this case, you need to use the adjective forms of the artist and science.
- Through technology is possible to create new methods of food production should be Through technology it is possible to create new methods of food production. A prepositional phrase cannot be the subject of the sentence.
- Natural phrasing: relevant contributions.
- Effective relative clause: The main contributions are made by artists or scientists, each of which is valued differently depending on the society that they live in.
- In the lab re-wrote Task 3 (Do you agree or disagree with the following statement? People should read only those books that are about real events, real people, and established facts.).
Homework
- Revise Task 4 (9.27.11). Print it and staple it to your first draft.
- Study Problem 7 on sentence boundary problems, p. 164, 166-167.
- Complete Ex. 4, p. 172.
Classwork
- Completed the error chart on the cover sheet for Tasks 1 and 2. On the cover sheet, "1st Draft" refers to the original paragraph that you typed in class. For Task 1, this would be the paragraph from September 19. For Task 2, this would from September 20.
- Reviewed feedback for Task 3.
- Vocabulary: non-fiction/fiction, fantasy, true story, events.
- Grammar: It helps us to grow and to develop several skills, and one of them is the capacity for imagination and self-development. It helps us to grow and to develop several skills, one of which is the capacity for imagination and self-development.
- Reviewed Ex. 1 on pp. 169-170.
- Typed Task 4: It is generally agreed that society benefits from the work of its members. Compare the contributions of artists with the contributions of scientists. Which type of contribution do you think is valued more by your society?
Homework
- Revise Task 1 (9.26.11). Type your revision, print it, and staple it on top of the draft I returned to you today.
- Study Problem 6 (parallel structure) on p. 163. Complete Ex. 2 and 3 on pp. 170-172.
Classwork
- Reviewed Practice Quiz 1.
- Typed 10-min paragraph of Task 3: Do you agree or disagree with the following statement? People should read only those books that are about real events, real people, and established facts.
Homework
Tuesday (Tomorrow)
- For Unit 7 on sentence structure, read about Problems 1-4 on pp. 161-163.
- Complete Ex. 1 on pp. 169-170.
Friday
- 4 drafts of Task 1
- 3 drafts of Task 2
- cover sheet, stapled to all of your drafts
Announcements
- Bring your book for Monday!!!
- Be sure that you've signed up for an interview. I've posted the schedule in the right column of this website. (The list is also posted on my office door if you need to make changes.) The purpose is to get to know you and discuss your diagnostic scores. In addition, you can ask any questions that you have. You should come to my office, room 254.
Classwork
- Wrote a 30-minute essay on the following topic: Do you agree or disagree with the following statement? Modern technology is creating a single world culture. Use specific reasons and examples to support your opinion. Followed this schedule: 0-5 min, brainstorm and outline; 5-25 min, write by starting with your thesis statement and body paragraphs. Write your introduction and conclusion last; 25-30 min, check your grammar, especially your spelling. Many of you are typing so fast that your letters get mixed up. If you were absent, type the essay in TextEdit, print it, and put it in my box.
- Reviewed Questions 21-34 on Part 2 of the predicate exercises.
Homework
Due Monday
- Practice Quiz. Use the list of patterns (without examples) that I gave you in class today. Don't use any other notes. Only use your brain. I won't record your grade, but I want to find out how much you understand.
Due Friday, September 30
- Draft 3 of Task 1 (What can governments do to encourage technological invention?). You rewrote this task on Wednesday, September 21 in the lab and I gave you feedback today. Revise according to that feedback (which is the top draft in your pile of drafts for this task). You can find the original in Classes/Gigger/Linguistic Accuracy/9.21.11/YourName/10-Minute Paragraph. This is the final draft for this task, and you should turn it in with Task 2 and the cover sheet by Friday, September 30 at 12:00.
Announcements
- Interviews will begin Monday, September 26 and end Tuesday, October 4. We will discuss your individual strengths and weaknesses and any other concerns you or I might have. If you were absent, please be sure to sign up for a time.
Classwork
- Reviewed predicate exercises, parts 1 and 2 (1-20).
- Reviewed feedback from Task 2. Many of you are forgetting the present perfect in very common situations, such as society has changed over time, which many of you are writing as society change over time.
- In the lab, retyped Task 1 (What can governments do to encourage technological invention?) without using former drafts.
Homework
- Review predicate exercises, part 2 (21-34).
- Revise Task 2. Type a new draft and staple it to the original. You can find the original in Classes/Gigger/Linguistic Accuracy/9.20.11/YourName/TenMinuteParagraph.
Classwork
- Discussed feedback from Task 1. See white handout.
- Brainstormed Task 2: Do you agree or disagree that progress is always good? Discussed the importance of defining progress in the introduction.
- Wrote Task 2 in the lab.
Homework
- Revise Task 1. (You can find the digital copy in Classes/Gigger/Linguistic Accuracy/9.19.11/YourName. Save your revision on your jump drive.) Print your revision and staple it on top of your 1st draft. Bring it to class tomorrow.
Classwork
- Reviewed the sentences from your homework.
- Brainstormed for this week's first topic: What can government do to encourage technological invention? Use specific reasons and examples to support your answer. See the handout, Linguistic Accuracy Packet, Tasks 1 & 2.
- Wrote a 10-min paragraph on the topic above.
Homework
- Complete the white handout from class, Parts 1 and 2. To complete Part 2, you need to identify the pattern of the predicate. To do so, you need to number the patterns on your chart 1 through 9. For example, an intransitive verb alone (Madeleine cried.) would be Pattern 1. A linking verb or to be + prep. phrase(s) would be Pattern 9.
Classwork- Collected Draft 2 of your 30-min. essays.
- Read from the TOEFL independent writing rubric about the importance of addressing the topic and including many details to support your ideas.
- Discussed subject predicates, using a new white handout. (If you were absent, you can find the handout in my box in 103.)
- Completed Ex. 2 and Ex. 8 on the back of the handout.
- Wrote sentences that follow the pattern subject + trans. verb + infinitive + (complement(s)) + (prep. phrase(s))
Homework
- Write one sentence for each of the following patterns:
- subject + intrans. verb + prep. phrase(s)
- subject + trans. verb + direct object phrase(s) + (prep. phrase(s))
- subject + trans. verb + direct object phrase(s) + indirect object phrase(s) + (prep. phrase(s))
- subject + trans. verb + gerund + (complement(s)) + (prep. phrase(s))
- subject + linking verb + prep. phrase(s)
Classwork- Reviewed 21-36 in Part 1 on p. 2 of the handout.
- Reviewed 11-24 in Part 2 on p. 3 of the handout.
- Reviewed the answers to the (ungraded) quiz: Transitive verbs are always followed by a noun that receives the action. Intransitive verbs are not followed by a noun that receives the action. Linking verbs link the subject to the adjective that follows the verb, as in This soup tastes delicious. To be is most commonly followed by an adjective, a noun, or a prepositional phrase. This information will be important when we discuss the passive and prepositions.
- Received feedback on 30-minute essays: Essays should answer the question directly. For this 30-min essay, you should have first defined what it means to be well-educated. This is the general information. You should have then connected that definition to language learning. This is more specific information. You should have then written your thesis statement.
- For examples of effective introductions, go to Classes/Gigger, Emily/Ling Ac C/1.doc. For examples of a less effective introduction, open the document titled 2.doc. If you were not in class, I put your first draft in my box.
Homework
- Second draft of your 30-minute essay. Please print it, staple it to your first draft, and bring it to class tomorrow.
Classwork- Reviewed 11-20 of Part 1 on p. 2 of the handout.
- Reviewed 3-10 of Part 2 on p. 3 of the handout.
- Practiced writing subject phrases in Part 3 on p. 3 of the handout. Shared our phrases with classmates.
- Answered these four questions:
- What is a transitive verb?
- What is an intransitive verb?
- Give an example of a linking verb.
- Write the three most common patterns after the verb to be. For example, to be is often followed by an adjective.
- Celebrated Giulianna's birthday!
Homework
- 21-36 in Part 1 on p. 2 of the handout.
- 11-24 in Part 2 on p. 3 of the handout.
Announcements
- If I don't have your 30-minute essay from Mr. Hartshorn's class, be sure you get it to me (by email or in my box) as soon as possible so that you don't get behind in the drafting process.
Classwork
- Reviewed grammar terminology. Identified nouns (lions, tigers, bears), pronouns (she, one, that, those), articles (a, an, the), possessive adjectives (my, your, Aline's), and determiners (this research, another idea, other ideas, those socks).
- Reviewed homework on p. 2 of handout on subjects.
Homework
- Complete 11-20 on p. 2 of the handout.
- Complete 3-10 on p. 3 of the handout.
- Read p. 4 of the handout.
Announcements
- The book we will use in class is the third edition of Writing Clearly by Janet Lane and Ellen Lange. We will begin using the book on Monday, September 19.
- Read classmates' get-to-know-you paragraphs and guessed who wrote each one.
- Discussed subjects and predicates, and the possible words and phrases that can be found in the subject slot of a sentence. (See white handout.)
- Finished the error correction diagnostic.
Homework
- In Part 1 on page 2 of the handout, underline the subject and identify the pattern for the first 10 sentences.
Classwork- Reviewed the syllabus.
- Took the diagnostic exam for error corrections.
Homework
- Buy the book. You will need it in class tomorrow. Buy the third edition (not the 2nd as I said in class), which is available at the bookstore.
Classwork- Introductions.
- Reviewed the goals and assignments of general linguistic accuracy classes.
- Wrote a diagnostic 10-minute essay on the following prompt: Describe an achievement that brings you pride or joy. Explain the achievement in detail and why it is important to you. The accomplishment need not be large, but it should be significant to you. Choose an achievement that you are willing to share with the entire class. Saved the document in Classes/Gigger, Emily/Ling Ac C/Diagnostic_10_Min. Labeled the document YourFirstName. Then printed a copy and gave it to Ms. Gigger.
Homework
- Read the syllabus.
- Buy book. You will need it by Thursday. If you get a used copy, erase any writing by Thursday as well.
