composition: english 110c
final

day 1 | day 2 | day 3 | day 4 | day 5 | day 6 | day 7 | day 8 | day 9 | day 10| day 11| day 12 | day 13 | day 14 | day 15 | day 16 | day 17

Tuesday, 6 March 2007

Return drafts, Project II, Assignment 1.

MLA conferences.

Quoted materials.

Studio.

Thursday, 8 March 2007

Mandatory class meeting.

Studio.

Tuesday, 13 March 2007

FINAL DRAFTS DUE: PROJECT II, ASSIGNMENTS 1 &2

3:30-5:18PM

 

1. Proofreading and editing workshop.

--Whenever necessary, consult the Purdue OWL:

http://owl.english.purdue.edu/owl/

--Help the writer rewrite any sentences that sound awkward or are incorrect (fragments, run-ons, train wrecks).  If you are certain that a sentence is problematic but are unsure of how to fix it, mark the sentence so you can have a conversation about it at the end of the workshop. 

--Locate all the following sentence constructions and, whenever possible, replace them with a descriptive noun and a concrete, active verb:  There is . . .  There are . . .  There was . . .  There were . . .  It is . . .  It was . . .

--Look for sentences that are in the passive voice and change them to the active voice. For active voice, move the cast of characters—those doing the action—to the front of the sentence:

The sex education books were destroyed by the angry parents.
The angry parents destroyed the sex education books.

There were many cases where the books were complained about.
The library logged many complaints about the books.
The parents complained about the books on many different occasions.

--Correct the following errors in the paper:

--Look for subject/pronoun agreement problems:

If a student doesn’t read the assignment, they are not likely to pass the test.
If students don't read the assignment, they are not likely to pass the test.
If a student doesn’t read the assignment, he or she is not likely to pass the test.

Indefinite pronouns (someone, none, each) are even more confusing because what we say and what we write of often not the same. 

When someone has been playing volleyball for five years, he or she should know that the setter always takes the second hit.
None of the players was prepared for such a light serve.
Each of the teachers is responsible for keeping student records.

--When you are finished editing and proofreading the paper, return the marked draft to the writer and discuss anything he or she may not understand.

2. Formatting the final draft of Assignment 1.

--Your paper should include the following information, centered and single spaced, at the top of the first page: Title (bold), name, date, class.

This is How You Format a Paper
Scott Lloyd DeWitt
13 March 2007
English 110.01

-- Your paper should have a running header in the upper right hand corner consisting of your last name and the page number. Your header should not be on the first page. Use the header/footer formatting features of Microsoft Word to insert your header instead of typing it in the text of your paper.

3. Turning in Project II

--Turn in a hard copy of Assignment 1 (and Assignment 2 if you do an annotated bibliopgraphy)

--Turn in digital copy of Assignment 1 and Assignment 2.

Instructors/DeWitt/Transfer/Project II Final

dewitt1.doc
dewitt2.jpg