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aluttke@homeoftheshamrocks.org

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Thursday, September 27, 2012


Posted: 25 Sep 2012 08:59 PM PDT

An appositive phrase extends a sentence by adding more information in apposition (meaning “related to” or “juxtaposed with”) to a word or phrase preceding it. This post describes how to use each of four forms of punctuation to extend a sentence by adding an appositive phrase.

1. Colon

A colon signals to the reader that what follows is an expansion or explanation of what precedes it: The colon is equivalent to an equals sign in mathematics. (The preceding statement is an example of expansion.)
The traditional rule of capitalization after a colon is twofold: If the text that follows the colon as an expansion or explanation is a phrase or a single sentence, the first word of that passage should not have an initial capital letter. If the text is more extensive, the first word of each related sentence should be capitalized. (The preceding statement is an example of explanation.)
This rule is not universally accepted, and I’m among the heretics: I prefer to initial-cap what follows a colon if it is a complete statement of one or more sentences, because I think that the distinction between incomplete and complete statements is more logical than the standard criterion.
The colon also appositively signals that a quotation or a list follows, as in “This truth is universal: ‘Just because you can doesn’t mean you should’” and “I bought three tools: a hammer, a wrench, and a screwdriver.”
(Read more about colons.)

2. Dash

A dash can substitute for each of the other three punctuation marks described here; the choice is based on tone rather than sentence organization. A dash represents a sudden or abrupt shift — it’s a dramatic device to set the reader up for a change of syntactical form or for a revelation or a punch line.
A pair of dashes can be employed parenthetically, but that use does not apply to appositive phrases.
(Read more about dashes — and search the site for “em dashes” for more posts that discuss the topic.)

3. Ellipsis

An ellipsis, a series of three dots that separate one part of a sentence from another (also known collectively as ellipses), indicates an intentional or unintentional pause caused by person being at a loss for words or hesitating because of some emotion such as doubt or fear or for dramatic effect. (Ellipses are often interspersed with letter spaces — a more aesthetically pleasing style — though some publications omit the spaces or use a single-character ellipsis.)
When an ellipsis concludes a sentence, it represents faltering speech, and it marks omission of one or more words from quoted material, but these uses do not apply to appositive phrases.
(Read more about ellipsis.)

4. Semicolon

The semicolon is similar in name and appearance to the colon, but its function is unrelated; it serves as a weak period, as employed here, or as a strong comma, as shown in the next paragraph. In its weak-period guise, it marks the end of one statement and the beginning of another; however, it is appropriate in place of a period only if the second statement is closely related to or dependent on the first one. Note that when a semicolon appears in such a case, no coordinating conjunction (such as and or but) should follow it. (However, when the conjunctive adverb that begins this sentence, or others such as moreover or therefore, follows a semicolon, as occurs earlier in this paragraph, a comma should follow the word.)
A strong-comma semicolon is one used in place of two or more commas when the elements in a run-in list are themselves lists, as in this sentence: “The three most frequent color schemes in flags are red, white, and blue; red and white; and, tied for third place, red, yellow, and green and red, white, and green.” (Note that not all list items must include internal punctuation.)
Many writers are reluctant to use semicolons because they do not understand how to use the punctuation mark correctly or consider it overly formal, but its roles are simple and helpful.

Wednesday, September 26, 2012

Monday, September 24, 2012

Posted: 23 Sep 2012 08:25 PM PDT


Paraphrasing, rewording of spoken or written content, is a necessary skill for every writer. This post discusses the purposes of process of paraphrasing.
Why Paraphrase?
Quoting directly without attribution is plagiarism, an offense against those responsible for crafting the original message. In a scholarly setting, it constitutes academic dishonesty, which when committed by students is punished with a failing grade, suspension, or expulsion; it also compromises their future in academia. In the case of faculty or academic researchers, it signals a lack of integrity and can ruin one’s career.
Even with attribution, however, extensive direct quotation in course assignments or in scholarly research is discouraged; some sources recommend that no more than 10 percent of an academic paper or article consist of exact wording from a research source. In both trade books and scholarly publishing, the same benchmarks seems appropriate; journalism is more accepting, but direct quotation consisting of more than 25 percent of an article (except in the case of a question-and-answer interview) is likely to be regarded as excessive.
Why should paraphrasing predominate? The purpose of academic writing is not to exactly reproduce the findings and interpretations of others; it is to report findings and interpretations and produce commentary on them, extrapolate and evaluate, and make new inferences, as well as to synthesize multiple sources. Therefore, academic writing should summarize the work of others, reproducing content verbatim only when a strikingly original conclusion, or a statement that should be clearly attributed as exact wording, merits inclusion in the secondary work.
In journalistic writing, quotations often add color and vibrancy to an article. Precise reproduction of some of a subject’s or source’s comments conveys the person’s character and personality or lends authority. However, just as with scholarly prose, direct quotation should be the exception, not the rule; the reporter’s task is to describe an event or issue or to create an impression for readers who were not present during an incident or an interview.
Paraphrasing also allows reorganization of sources’ or subjects’ statements — not in order to manipulate the comments with the intent to mislead, but to improve the narrative flow or place randomly uttered thoughts in coherent chronological order. This technique also enables writers to impart information that is valuable or integral but was not expressed well.
How to Paraphrase
Paraphrasing is simple: Read a passage from a source, or examine your notes from an interview, and imagine you’re sharing the information with others — which is exactly what you’re doing. Strive to find a simpler, more direct way to describe what you’ve read; it’s acceptable to use the same word now and then, and you may occasionally employ partial direct quotations to reproduce key phrases, but always remember that your goal is to report, not reproduce. And though you may consider the source content better stated than what you can produce, be confident that your paraphrase will be good enough.
How would you paraphrase a passage like the first sentence of Abraham Lincoln’s Gettysburg Address? Here’s the source material: “Fourscore and seven years ago our fathers brought forth on this continent a new nation, conceived in liberty and dedicated to the proposition that all men are created equal.”
Lincoln’s strategy for placing the event he refers to in chronological context is eloquently poetic, but a paraphrase need only provide the context: “Almost a hundred years ago” is sufficient.
The nouns identifying the actors, the locale, and the result are easily replaced with predecessors (or, more colorfully, forebears or “those who came before us”), land, and country, and “brought forth” can be rendered formed: “Those who came before in this land us formed a new country” says the same thing as the rest of the first phrase of the original.
“Conceived in liberty” can be rewritten “created while fighting for freedom.” The paraphrase of the final phrase, meanwhile, could consist of the words “inspired by the idea of human equality.”
The result, not as stirring, but serviceable, is reportage that says, “According to the speaker, almost a hundred years ago, those who came before us in this land formed a new country while fighting for freedom and inspired by the idea of human equality.” However, the restatement unnecessarily retains the syntax and is wordier than necessary (and wordier than the original text). Keep trying: “The speaker said that our forebears, believing in human equality, formed a new country here when they fought for freedom almost a hundred years ago.” If you wished to insert at least a few words of the original wording, you might delete the phrase about freedom and throw in “conceived in liberty,” set off by commas and framed in quotation marks, after here.
As you paraphrase, keep in mind that the key to the process is distillation of the source material to its essence — with or without commentary, depending on whether interpretative content is expected from the paraphrasing writer.

Friday, September 21, 2012

English 11 week of September 24


This week’s reading focus is action verbs. In class reading time will be 15 minutes each day.

Monday – Finish Sentence Fluency foldable. Writing: What do you do for fun? Homework: Finish foldable.

Tuesday – Analyze sentence grid. Exit pass: Subject-verb agreement and Irregular Verbs.

Wednesday – Participle review! Writing: What is a absolute?  Exit pass: Subject-verb agreement and Irregular Verbs.

Thursday – Grammar post test. Chart growth, write a reflection. Homework: finish reflection

Friday – Replace upgrade verbs in writing – what do I do for fun? Reading strategies word search.

Homecoming dress up days
Monday –Jocks and Nerds
Tuesday – Toga
Wednesday –  Stoplight day
Thursday – Jersey Shore
Friday – Green and White

Monday, September 17, 2012

English 11 week of September 17

This week’s focus during reading is the adverb. In class reading daily is for 10 minutes.

Monday - Word map - This, That, These, Those. Homework: finish word map 

Tuesday – TED video (9:30 – 14:00) Writing – Describe a time when you learned something by just watching. Exit pass – identify the adverb(s) in the sentence. 

Wednesday – Look at Elements of Literature book (Holt 1412-1422) with the focus of “What is Sentence Fluency?” Homework: Read “Looking for Quality in Student Writing” focus on and highlight the elements that are important to you regarding sentence fluency.

Thursday – Writing: What is sentence fluency? Individual writing, share with group/partner, share in large group. Exit pass – correct the sentence provided for adverb errors.

Friday – Create a foldable that identifies 5 elements of sentence fluency that the student wants to focus on in their writing. Exit pass - correct the sentence provided for adverb errors.

Tuesday, September 11, 2012

English 11 week of September 10

Reading focus this week is the adjective.

Monday -discussion about Communicating Clearly: What does it take? Hmwrk: Student survey

Tuesday - review parts of speech

Wednesday - parts of speech review with Jabberwocky. Hmwork: Jabberwocky parts of speech identified.

Thursday - students discover and explain: What is a participle?

Friday - word maps for this, that, these, and those

Tuesday, September 4, 2012

English 11 materials needed

Items needed for English 11

Single subject notebook - to be used for all in class writings.
    This will be collected on a quarterly basis

Binder/folder - to store information provided by me.
    Anything handouts are used throughout the year and on any assessments that we have.
   
Writing instrument
     A highlighter will be provided for each student

Personal reading book
     This allows for student choice and material for teaching reading strategies.