Due: The quiz is open from 5pm Wednesday 1/12 through 1pm Wednesday 1/19
Instructions:
Access Quiz #1 online through the Quizzes tool in Canvas. This is an untimed quiz.
It is recommended that only a wired internet connection or reliable WiFi connection be used.
Quiz #1 covers SL Chapter 1 and Chapter 16. The quiz includes multiple choice,
true/false, and short answer questions.
This quiz is OPEN book and notes, but CLOSED
internet. You may retake the quiz one time if desired.
The highest score of the two attempts will be recorded.
Note: this quiz is created from a pool of questions, so a second attempt will have
a different set of questions than the first.
In-Class #1: Development of Written English
As noted in your text, English orthography often does not correlate neatly to the sounds of words. We will investigate the reasons
for this in Unit 2. In this exercise, you will analyze texts in English from the beginning of mechanical printing (approx. 1474) through the early
nineteenth century to chart changes in orthography, or the written aspects of a language;
in this exercise, we will use the more technical definition of this term from Coffin and O'Halloran, "Describing English": orthography "describes the set of symbols
used in any particular writing system... is also concerned with the rules for writing the symbols (descriptively rather than prescriptively, though)... and
may include punctuation, spelling, and capitalisation" (16). (Note that this definition includes more elements than the definition in Chapter 16).
Part 1: First Book Printed in English
Refer to the excerpts from The Recuyell of the Historyes of Troye,
which was the first book published on the first printing press in England by William Caxton. This version is a reprint from 1894, but it includes facsimile pages from the original 1474 edition.
Focus on these reproductions of the original. Access the pages from the 1474 edition in Canvas → Files → ic01.
Describe the font that is used in this first printed book. What does it remind you of? Do you have any ideas about
why it would look this way?
List spellings that are different than today--show how the word is spelled in Caxton's text and the modern spelling:
List differences in how letters are represented on the page compared to modern type:
List differences in punctuation compared to modern usage--what different punctuation marks do you see? How are they used?
List spellings that are different than today; look in particular for words that you noted in Part 1
List differences in how letters are represented on the page compared to modern type:
List differences in punctuation compared to modern usage:
List differences in page layout or other conventions:
Part 3: Analysis
Examine each of your lists and compare among all of the texts over time (Part 1 and Part 2). Describe some key changes that you can see take place
that mark the modernization of any of the elements of orthography you analyzed:
Be prepared to share your results with the class.
Quiz #2
Due: The quiz is open from 5pm Wednesday 1/19 through 1pm Monday 1/24
Instructions:
Access Quiz #2 online through the Quizzes tool in Canvas. This is an untimed quiz.
It is recommended that only a wired internet connection or reliable WiFi connection be used.
Quiz #2 covers SL Chapter 4 and Chapter 17. The quiz includes multiple choice,
true/false, and short answer questions.
This quiz is OPEN book and notes, but CLOSED
internet. You may retake the quiz one time if desired.
The highest score of the two attempts will be recorded.
Note: this quiz is created from a pool of questions, so a second attempt will have
a different set of questions than the first.
In-Class #2: Historical Changes in English
This week, we've discussed the development of English. In this exercise, we'll explore the differences between Middle English and Modern English in more detail.
Work with your group on excerpts as assigned below. Access exerpts in the "ic02" folder in the Files tool in Canvas.
Group A: Excerpts from "Knight's Tale" (Chaucer and Dryden)
Group B: Excerpts from "Knight's Tale" (Chaucer and Dryden)
Group C: Excerpts from "Wife of Bath's Tale" (Chaucer and Dryden)
Group D: Excerpts from "Wife of Bath's Prologue" (Chaucer and Pope)
Analyze the Middle English version of the passage, found in the "01MiddleEnglish" folder of your group's area in Files in Canvas, and note orthographicalpatterns that
are unlike modern English. For example, y is a common prefix to verbs: ycleped. This week, we're interested not just to see there are different looking letters, but we're
analyzing what different spellings and patterns in the written form of the language can tell us about differences in meaning and cultural logic.
Find examples of word changes to illustrate at least 2 of these principles described in your text: sound loss, metathesis, epenthesis
Using your Middle English sample and the modern english adaptation in the "02Adaptation" folder in your group's area in Files in Canvas, identify cognate terms between the two texts.
Remember, cognates are words that are clearly related between two languages. For example, ME wif
or wyf and English wife are cognates (you can't use this one). If any of your words are cognates in terms of form but have different meanings, be sure to note this. List 4 examples of cognates.
As you consider the changes in meaning between cognates, note if there was broadening or narrowing in meaning.
Identify terms or phrases between the two texts that are not cognates but seem to convey the same meaning. Choose 1 pair of words to examine in more detail: what are the differences in
meaning because of these different word choices? You may look up terms in the Oxford English Dictionary (OED)
to help with precise historical meanings of words.
Identify at least two syntactic changes--that is, differences in the way a sentence is constructed, between the ME and modern English texts.
Analyze the effect and significance of this difference, and explain what this might reveal about grammatical conventions ME and English.
Be prepared to share your results with the class.
Analysis Assignment #1: English Orthography and Evolution
Due: midnight, Monday 1/31
Instructions:
In this unit, we learned about how English orthography, syntax, and meaning has changed over
time. You will investigate these changes further in this assignment.
Part 1. Orthography
List at least three examples of orthographic changes that you notice. These
can be from signs, online posts, something on TV--anywhere you observe written English language.
Capture the best representation of each example: that might be a screenshot (do NOT include
identifying information for the poster if it's a social media post or email), a picture of a sign
in context, or a direct quotation of something you saw in a written source (be sure to cite).
For each example:
describe the unusual/non-"standard" orthography
explain any needed context for your example
analyze whether you think this change will become standard and why, based on what you
learned about how English orthography has changed in the past.
Part 2. Meaning
List as least three examples of unsual usage that you observe; examples
might include a familiar word being used in an unfamiliar way or in a new form (e.g. "adulting"),
a new word, or a new meaning for a word in a specific context.
For each example:
describe the unusual meaning/usage
explain the context for this meaning, particularly if a meaning is used only
in a certain context
consult a good dictionary
(recommended: Merriam-Webster for contemporary American English words)
and report whether this meaning is included among the offical definitions. If so,
provide that definition here:
analyze why this change has become standard or whether you think this change will become standard
and why, based on what
you learned about how meanings in English have changed in the past
Evaluation Criteria
The required examples are included and are responsive to the prompt
Sufficient explanation and context is provided for each example
Thoughful analysis that addresses the prompt is provided for each example
Due: The quiz is open from 5pm Wednesday 1/26 through 1pm Monday 1/31
Instructions:
Access Quiz #3 online through the Quizzes tool in Canvas. This is an untimed quiz.
It is recommended that only a wired internet connection or reliable WiFi connection be used.
Quiz #3 covers SL Chapter 5 and Chapter 20. The quiz includes multiple choice,
true/false, and short answer questions.
This quiz is OPEN book and notes, but CLOSED
internet. You may retake the quiz one time if desired.
The highest score of the two attempts will be recorded.
Note: this quiz is created from a pool of questions, so a second attempt will have
a different set of questions than the first.
in-class exercise #3: word formation
As you read in Chapter 5, language changes organically, but also can be influenced by individuals. The successful example of quiz
(see OED)
and the unsuccessful attempt to introduce the new pronoun thon are examples of intentional language change. In this exercise, you'll experiment with identifying
and filling the gaps in Engish.
Create a series of new words--1 for each member of the group. You must demonstrate
at least
3
different techniques of word formation among your list. You can (but do not have to) apply multiple
techniques to a single word.
Identify language gaps where there is insufficient vocabulary in English to
describe an action, thing, or characteristic. These gaps may be related to
a new phenomenon or process that has become popular but does not have a convenient
descriptor or for a feeling or perspective that could be more consistently and
accurately described with a new term. List possible gaps:
Discuss these possibilities, and come to a decision about which of these gaps
you will try to fill; choose 3.
Once you've determined the ideas you will try to address, see if there is an
existing term that might fill that need
Try the Reverse Dictionary to look up possible terms based on definition
Try Google Translate to search for foreign words. You might start with common languages that English has borrowed from in the past and then move to other languages
Try the Urban Dictionary existing neologisms, coinages, and eponyms.
Try the Portmanteau Generator for suggestions for blended words once you have an idea.
if you do not find an existing word, coin a new term.
Logan Pearsall Smith, a nineteenth-century linguist, advocated "vivid
expressive words, English in shape and sound,
and formed according to the traditions of the language." You don't
have to follow these recommendations, but you should have a
rationale for the coinage you come up with. Some good places to start
are strategies listed in Chapter 5:
Note your terms and define them. Then explain how you came up
with each term and why you used this method. If you have more than
one possibility, that's fine: the class can
help determine the strongest suggestion.
As you know, it's not easy to get a new word to be broadly adopted.
Brainstore some possible strategies for popularizing your term.
Be prepared to explain what you
believe the most effective strategies for popularizing your new
terms would be.
Quiz #4
Due: The quiz is open from 5pm Wednesday 2/2 through 1pm Monday 2/7
Instructions:
Access Quiz #4 online through the Quizzes tool in Canvas. This is an untimed quiz.
It is recommended that only a wired internet connection or reliable WiFi connection be used.
Quiz #4 covers SL Chapter 18 and Chapter 19. The quiz includes multiple choice,
true/false, and short answer questions.
This quiz is OPEN book and notes, but CLOSED
internet. You may retake the quiz one time if desired.
The highest score of the two attempts will be recorded.
Note: this quiz is created from a pool of questions, so a second attempt will have
a different set of questions than the first.
in-class exercise #4: slang in social context
In this exercise, we'll examing slang and its connection to broader social context in more detail by exploring historical slang and
slang today.
Read the first two paragraphs of the Preface starting on page v. and the first paragraph of the
"History of Slang" starting on page 33
and the second paragraph on page 34 up to "...any respectable History of England." Working with your group, come up with a definition of Slang based on what you have read.
Be sure to take into account the cultural context and explain the cultural inflections/connotations as well as the overt meaning. Compare this definition to the definition in your textbook (p. 290).
Work with your group to choose some words to examine in more detail as indicated below. Use the dropdown list in the top right to jump from part to part in the electronic text.
Group A: A-H (Part IV-XII, pp. 65-126)
Group B: I-P (Part XIII-XX, pp. 127-208)
Group C: Q-Z (Part XXI-XXIX, pp. 209-274)
Find at least one word that still exists today, but that has a different meaning; note the term and definition from the dictionary and the meaning today:
Find at least one word that is related to a specific cultural practice that no longer exists; note the term and definition, as well as the cultural practice
it is related to (you may need to do some additional research to find out more about this practice):
Find at least one word that has a history about its development or additional information about etymology or an anecdote; note the term and definition
as well as the story of the word (you can briefly paraphrase):
Find a word that still exists today and retains the same (or approximately the same) meaning as in the slang dictionary; note the term and definition:
Part 2: Analysis
Do you think your word from 2a. is related at all to the existing word today--explain:
How would you describe the connection between culture and slang based on your work in 1., 2b., and 2c.?
Why do you think some slang survives and becomes part of standard English (as in 2d.)? What does an example like this suggest about how
language changes over time?
If you wish, you can check the frequency of use of any of the terms you are analyzing using the Google Ngram Viewer.
Part 3: Modern Slang
Use the Urban Dictionary to locate a new slang term that is related to a
specific cultural practice that is familiar to you. Choose a term from within your group's section of the alphabet from Part 1 above and do the following:
Identify the term and definition
Identify the process by which the term was formed (borrowing, compounding, blending, clipping, etc.)
Explain the cultural context for the term
Explain whether you think the term will persist and become standardized--why/why not?
Quiz #5
Due: The quiz is open from 5pm Wednesday 2/9 through 1pm Monday 2/14
Instructions:
Access Quiz #5 online through the Quizzes tool in Canvas. This is an untimed quiz.
It is recommended that only a wired internet connection or reliable WiFi connection be used.
Quiz #5 covers SL Chapter 10 and Chapter 11. The quiz includes multiple choice,
true/false, and short answer questions.
This quiz is OPEN book and notes, but CLOSED
internet. You may retake the quiz one time if desired.
The highest score of the two attempts will be recorded.
Note: this quiz is created from a pool of questions, so a second attempt will have
a different set of questions than the first.
in-class exercise #5: pragmatics and discourse analysis
Part 1. Pragmatics: Analysis
Group A and Group B: Explain how the cartoon to the right demonstrates the importance of pragmatics--be sure to define what pragmatics is in the
course of your explanation.
Group C and Group D: As mentioned in the chapter, anaphora is more common than cataphora in English. How might the dominance of anaphora reflect a specific type of cultural logic related
to English grammar?
Group A and Group B: List as many pragmatic markers in common use as you can. Categorize them into groups based on their basic function--place holder, intensifier, interrogative, or
any other functions that apply.
Group C and Group D: Linguistics and discourse analysis scholars have studied face as a cultural phenomenon, reflecting values about social interactions between people.
List some common situations where face-threatening and face-saving behaviors and language come into play in our culture. In what ways is
face related to other social structures for organizing people?
Part 2. Discourse Analysis Reading Concepts (Chapter 11)
All: Based on the information given in the chapter, explain in your own words what discourse analysis is.
Group A: Explain what cohesion and cohesive ties are.
Group B: Explain what coherence is, and explain the difference between cohesion and coherence.
Group C: Explain what turns/turn-taking and completion points are and why they are important to conversation analysis.
Group D: Explain what an adjacency pair is and give an example of a common adjacency pair that is not given in the chapter.
Group A: Explain what an insertion sequence is and give an example of a communication with an insertion sequence that is not mentioned in the chapter.
Group B: What are the four maxims of Grice's co-operation principle? Identify them and explain what each means in your own words.
Group C: Explain what a hedge is and give an example that is not given in the chapter.
Group D: Explain what an implicature is, and give an exapmle of a communication situation where there is implicature that is not mentioned in the chapter.
Part 3. Discourse Analysis Exercise
Example: How does the cartoon below rely on specific cultural schemas? Identify each.
Example: Analyze the cultural discourse in the historical cartoon below. Be sure to identify the basic meaning,
cultural source (another culture, another time period, etc.) as well as analyzing the specific discursive elements more specifically.
Use discourse analysis to analyze the cartoons in your group's set. Identify the cultural and/or historical information you needed to research to
understand the discourse, as applicable. Be prepared to explain your examples to the class.
Analysis Assignment 2: Regional and Social Variations
Due by midnight, Monday 2/21
Instructions
In this assignment you will apply what you've learned about the connection between
language and specific cultural context to study regional and social variations in language.
Choose ONE of the options below to complete.
Option 1: Primary Research
Identify someone to interview who is living in this area but who is not from Northwest Ohio.
For the purposes of this analysis
of regional differences, the person does need to be a native English speaker, but they do not
have to be from the United States (e.g. someone from Canada is fine).
Discuss with them differences that they have noticed between the English they grew up
speaking and what they have encountered here. Consider elements such as vocabulary--using
different terms to refer to something; syntax--using words in a different order or structure
to create meaning; and pronounciation--specific phonemes/words.
After your discussion, write an analysis of approximately 500 words discussing what you've
learned. You should reference concepts/terms/ideas from SL Chapters 18 and/or 19.
Can I use myself?
If you're not from around here, you can use yourself, but you should still have a
conversation with another person. In this case, you'll want to find someone native to
Northwest Ohio to talk to who can help you identify differences.
Can I study regional differences in another language spoken in a different country?
Yes. If you are a native speaker of another language and have access to friends/relatives
from different regions where that language is spoken and wish to analyze those regionalisms, that's fine.
You should still have a conversation as indicated above. In your anlaysis you will want to provide
any additional context needed to explain significance of changes you find (for example, explain
what different regions you are using).
Resource
Below is a list of some common words that are pronounced differently in different
places in the US/Canada.
water
wash
been
pen
egg
picture
downtown
oil
bag
lilac
iron
bagel
caramel
syrup
pajamas
aunt
nuclear
Option 2: Text Analysis
Read the story "The Goophered Grapevine" by Charles Chessnut (available in Canvas through the Analysis Assignment #2 Assignment).
Note as many differences in the parts rendered in dialect as you can find.
Consider elements such as vocabulary--using
different terms to refer to something; syntax--using words in a different order or structure
to create meaning; and pronounciation--specific phonemes/words (for this, you may need
to read out loud and compare to what you are used to). Note: This
story is from 1887, so some differences may be due to the difference in time period as well.
Focus on regionalisms in your anlaysis, but you can also comment on differences due to time period
if they are relevant.
After your reading and thinking, write an analysis of approximately 500 words discussing what you've
learned. You should reference concepts/terms/ideas from SL Chapters 18 and/or 19.
Evaluation Criteria
Specific examples of regional/social language differences are identified and described
The differences described are contextualized with terms and concepts from SL Chapter 18 and/or 19
Thoughtful and effective analysis of regional/social variation is provided
The length criterion is met
The assignment is proofread and free of errors that detract from meaning
Due: The quiz is open from 5pm Wednesday 2/16 through 1pm Monday 2/21
Instructions:
Access Quiz #6 online through the Quizzes tool in Canvas. This is an untimed quiz.
It is recommended that only a wired internet connection or reliable WiFi connection be used.
Quiz #6 covers SL Chapter 6 and Chapter 8. The quiz includes multiple choice,
true/false, and short answer questions.
This quiz is OPEN book and notes, but CLOSED
internet. You may retake the quiz one time if desired.
The highest score of the two attempts will be recorded.
Note: this quiz is created from a pool of questions, so a second attempt will have
a different set of questions than the first.
in-class exercise #6: is there a linguistic fingerprint?
During the first two units, we've explored the development of language and how
language is an extremely versitile and responsive tool of culture.
Language registers changes in culturual ideas and contact between cultures and
many other social factors. But is language use also a distinctive feature
of individual identity?
For decades, scholars and forensic scientists have argued "yes," and new
computerized analysis methods have made detailed examinations of texts more
nuanced than ever, to the point that some scholars believe they can identify the
authorship of unattributed texts (for example, "Plagiarism Software Unveils a New Source for 11 of Shakespeare’s Plays").
In this exercise, you will use a type of quantitative textual analysis
to examine a small corpus of work by a single author, and then you will
examine a set of unattributed sample texts to determine which one(s) (if any)
were written by the same author.
Part 1: Quantitative Analysis
1. Go to Canvas → Files → ic07_corpus_complete.text. Copy the contents of the file.
2. Go to data * yze Readability Analyzer.
and paste the copied data into the textbox on the left. Click on "Analyze" and note these key
characteristics of the corpus:
Control Data:
Record these key characterisitcs of the corpus:
Number of Sentences:
Average Words/Sentence:
Average Characters/Word:
Percentage of Difficult Words:
Reading Ease:
Flesch:
Gunning Fog Scale:
Grade Level:
Flesch-Kincaid:
Fry Readability:
Read the explanations in the ? for the readability and grade level scales so that you
understand what the numeric scores mean. Describe the results from those scales based
on what you learn here:
Sample Data
1. Repeat this data collection for each of the comparison samples:
"ic07_comparison_color.txt" (where color is the various sample identifiers--blue,
orange, green, etc.).
2. Explain which sample(s) (if any) you believe to be written by the the
author of the corpus and explain why you think this is so.
Be prepared to
present your findings to the class.
Part 2--Qualitative Analysis
Skim through the main corpus. Note any distinctive characteristics:
Evaluate each of the samples (each member of the group might compare one to the
main corpus if you wish). Identify any that you think are written by the same author.
Explain why you think so; be as specific as possible:
Evaluate your answers compared to the answers for Part 1:
Discussion
After completing this exercise, are you more or less convinced that
individuals have a linguistic fingerprint? Explain.
Do you think that computer-aided analysis is more effective than
qualitative evaluation of texts for identifying authorship? Explain.
Quiz #7
Due: The quiz is open from 5pm Wednesday 2/23 through 1pm Monday 2/28
Instructions:
Access Quiz #7 online through the Quizzes tool in Canvas. This is an untimed quiz.
It is recommended that only a wired internet connection or reliable WiFi connection be used.
Quiz #7 covers SL Chapter 7. The quiz includes multiple choice,
true/false, and short answer questions.
This quiz is OPEN book and notes, but CLOSED
internet. You may retake the quiz one time if desired.
The highest score of the two attempts will be recorded.
Note: this quiz is created from a pool of questions, so a second attempt will have
a different set of questions than the first.
in-class exercise #7: grammar
Part 1: Definitions
Group A: Identify all of the parts of speech in the traditional grammar view of English. Give an example
of each part of speech (that is not given in the chapter, when possible).
Group B: Explain what is meant by grammatical agreement, and give separate examples to illustrate agreement in gender,
number, and person.
Group C: Explain what is meant by subject-verb agreement, and give separate examples to illustrate subject-verb agreement using
different verb tenses (past, present, future).
Group D: Explain what is meant by descriptive grammar, and explain structural analysis and constituent analysis:
why are these classified as types of descriptive approaches and what is the difference between them?
Part 2: Application
Identify all of the parts of speech in your assigned sentence, and then identify all of the grammatical functions for elements of your sentence.
Group A: I have been waiting for many hours in the waiting room.
Group B: She is younger than me and always dresses in the latest style
Group C: We looked through my grandmother's old photograph albums
Group D: My parents' parents were all from Scotland
Draw a tree diagram to represent the structure of your sentence (see p. 118 for examples)
Part 3: Analysis
The end of the chapter makes a case for why it is important to study grammar. Do you agree? Why/why not? Are there any other reasons that the study of
grammar may be important to you? Explain.
Homework #1
Due: in class 3/2
Mechanics
Ex 1 #1-3, 5 (p. 9-10)
Ex 2 #1-5 (p. 11)
Ex 3 #1-3 (p. 15)
Analysis
1. From page 8: write a pair of short sentences for each of the following words, demonstrating that they can be either nouns or verbs
visit
plant
point
2. Explain how the versatility of words such as these supports the form class view of grammar.
Homework #2
Due: in class on 3/14
Complete the exercises below and bring to class. You may complete these electronically or by hand.
Ex 4 #1-8 (p. 22-23)
Ex 5 #1-4 (p. 28)
in-class exercise #8: diagramming sentences
Examples
Nervously, I unfolded the wrinkled and stained letter from my long-dead grandmother.
The car drove around the corner.
Peace between the two nations had seemed an impossibility.
John was eathing and talking at the same time.
Identification and Diagramming
Identify the sentence pattern. Diagram the sentences below. Each group will diagram
all 12 sentences, but take note where your group should start working; Groups B, C, and D should
move on to sentence 1 after finishing sentence 12.
Group A start here: Scurvy was a serious problem for men at sea.
Dr. James Lind fed six groups of scurvy victims six different remedies.
The men consumed oranges and lemons every day.
Group B start here: Interestingly, Lind's discovery also affected the English language.
In the eighteenth century, the British called lemons "limes."
Because of that navy diet, people call British sailors "limeys."
Group C start here: Which chapters will our test cover?
Come with me to the concert.
Paula's credit card application was approved.
Group D start here: Your suggestions will be given thoughtful consideration.
Those twelve 1943 copper pennies soon became valuable collectors' items.
Even after 100 years, the production of the Lincoln penny continues today.
Use a sample of your writing--several paragraphs that you can select sentences from--for this exercise. Work on your own to identify different elements of your sentences as indicated
below. Then work with your group to check your identifications.
Part 1: Identification
1. Identify one sentence from each member of your group to work on in this exercise. Choose sentences that are either compound or complex from
your sample. If you're not sure, ask for help. Once you've chosen your sentences, write down each one and further identify the elements of the sentence listed below.
The boundary of each clause--label each as independent or dependent.
Identify the sentence pattern for each clause.
Identify all verbs in your sentences. Indicate the time frame for each.
Identify any auxiliary verbs that are not part of a grammatical form--do or modal.
Identify any passive verbs: evaluate whether the passive is effective or unnecessary in your sentence.
Evaluate the punctuation in your sentences: make any needed changes and explain your changes.
2. Identify two sentences with parallel structures from among your group's samples (2 total). Further identify:
Identify what kind of parallel structure it is--for example, compound subject, predicate, direct object, etc.
Identify the form of each part of the parallel structure--for example Prep + Mod/Adj + NP or N or V + DO, etc.
Evaluate the structure: is the parallelism effective in terms of both form and content? Explain. Make edits if needed:
Part 3: Diagramming
Use your sentences from part 1 for this part
Diagram the baseline for each clause in 1.
Add in any modifiers you know how to diagram.
Ask for help with any structures that you don't know how to diagram.
Homework #3
Due: submit online by midnight 3/23
You may complete these electronically or by hand, but they must be submitted on Canvas.
Ex 9A #1-2, 9B #1-2, 9C #1-2 (pp. 41-42)
Ex 13 #1-5 (pp. 56)
Ex 14 #1-4 (p. 66)
Chapter 13: Punctuation
Remove commas that are not needed here, and explain why you have removed them. If you think
all the commas are necesary, then explain why they are ok.
The pattern of the sentence is indicated after the sentence to help you.
One of Buckminster Fuller's earliest inventions, was a car shaped like a blimp. (2)
In Kate Chopin's, "Story of an Hour," the protagonist learns that her husband, Brenley Mallard, is dead. (5)
At the store, we bought grapes, and apples. (5)
At her birthday party, Leslie gave Bertha, the best present ever. (6)
After swimming, we ate hot dogs, and ran two miles today. (5/4)
homework #4
Due: in class on 3/28
Complete the exercises below and bring to class. You may complete these electronically or by hand.
Ex 16 (p. 78)
Ex 21 #1, 2, 4 (pp. 100-101)
Ex 22 #1-3 (p. 104)
Ex 26 #1-4 (pp. 118-119)
in-class exercise #10: adverbials, adjectivals, and nominals
Choose 3 sentences from your writing sample to analyze and revise. You may use sentences
from In-Class #9--use my feedback to help you get started.
Analysis
Identify all of the adverbials in your sentence. Describe their forms and functions.
Identify all of the ajectivals in your sentence. Describe their forms and functions.
Identify all of the nominals in your sentence. Describe their forms and functions.
Example
As with many technologies we rely upon today, it is the ingnorability of the elevator that makes it so successful.
Adverbials:
Form--Dependent clause sentence modifier: As with many technologies we rely upon today (function = provide general information that modifies the entire sentence)
Form--ADV: today (function = mod "rely upon" to tell when)
Form--Prepositional phrase: with many technologies (function = mod "rely upon" answering what?)
Adjectivals:
Form--relative clause: that makes it so successful (function = mod "ignorability" to explain which kind)
Form--ADJ: many (function = mod "technologies"); so (function = intensifier mod. successful)
Form--Determiner: the (function = specify "ignorability," "elevator")
Form--Prepositional Phrase: of the elevator (mod "ignorability")
Nominals:
Form--pronoun: we (function: subject of dependent clause), it (anticipatory it, subject of main clause), it (DO of relative clause)
Form--noun: elevator (function: object of prep phrase)
Revision
Revise each of your sentences based on principles we have learned. Post your original sentences with the edited version in the class Collaboration file.
Use your initials + sentence number to identify each (like last week). Be ready to explain your edits in terms of grammatical form and function we have been discussing.
Diagramming
Choose one of your sentences and diagram the before and after versions.
writing self-analysis
Sample:
Choose a short sample 500-750 words your writing to anlayze. The sample should be from one coherent piece of writing (not disjointed paragraphs from different things).
If you choose a creative writing sample, choose an appropriate-length sample of prose writing. If you choose an academic sample, an introduction and body paragraphs of a short paper
or several paragraphs from within a longer paper would be a good choice.
Use a sample that is polished and recent.
Part 1: Qualitative Analysis
complete before class on 4/4
To prepare for the workshop, complete
the counts in Exercise 15 pages 69-70 #1-9
counts in Exercise 28 pages 122 #1-4 (a, b, c under 3 are optional, but do complete 3 itself)
*Note: *If you wish, you may use the text analyzer to help you.
Go to the Word Counter & Text Analyzer
and use a digitized version of your sample and either paste it into the box.
Add your data to the class spreadsheet.
Be sure to add data to both tabs: one is marked Ex15 and the other Ex28. For Exercise 15, note the following:
headings marked in bold are fields you need to provide data for.
headings marked in red are fields you can leave blank: I'll create a formula to calculate those.
Notes:
Ex 15 #1 = "Total Word Count" in the analyzer
Ex 15 #5 = "Words per Sentence" in the analyzer
Figuring out how many words in each sentence: open your sample in Word. Highlight a sentence. Look in the
bottom left corner of the screen to see the word count for the sentence. You can use this technique
to find the longest and shortest sentence counts.
Ex 15 #6 misprint--this should read "total number of paragraphs"
Calculating the average number of sentences per paragraph: from the analyzer, take the "Number of Sentences" and
divide by the "Number of Paragraphs"
Ex 28 #6: "adverbial openers" can be single word adverbs, prepositional phrases, participle phrases, infinitive
phrases, or clauses--any opening structure that is functioning adverbially.
Part 2: Comparative Analysis
completed in class on 4/4
Compare your counts with the professional data given below:
Ex 15: Writing Analysis -- Professional Sample (academic writing)
Total # of words
2042
Total # of sentences
61
Longest sentences in # of words
85
Shortest sentence in # of words
16
Average sentence length
33
# paragraphs
8
longest paragraph (# sentences)
11
shortest paragraph (# sentences)
4
average paragraph length (# sentences)
7
Ex 28: Writing Analysis--Professional Sample (academic writing)
simple sentences
16
26% (n=61)
compound sentences
16
26%
complex
29
48%
with nominal clauses
2
7% (n=29)
with adjectival clauses
22
76%
with adverbial clauses
14
48%
opening adverbial
19
31%
Make some notes about:
How your writing compares to the professional sample
Distinctive traits that this numerical analysis reveals about your writing style
Strengths and weaknesses suggested by this statistical analysis that you should note while editing
Part 3: Cohesion, coherence, and clarity of thought (completed in class Monday 4/4)
Create an outline of your sample: look for topic sentences and the topics covered within each paragraph.
Evaluate your outline/sample for overall coherence. Note any issues that need to be addressed.
Check your sample for cohesion from sentence to sentence. Is there a clear connection between sentences?
Is the known-new principle operating? Have you made good use of end focus? Note any issues that need to be addressed.
Check your sample for pronouns: does each have a clear antecedent? Have you started any sentences with
a broad reference (This/these with no clear antecedent)? Note any issues that need to be addressed.
Switch samples with a partner and repeat steps 1-3. Discuss the results with your classmate
when you have completed your analysis, including any recommendations for edits.
Part 4: Editing
After the workshop, edit your sample* based on your analysis and bring the edited sample to class
for Workshop #1 on 4/6.
*Note: When editing your sample:
Save the original sample to a new file that uses the date in the filename (so now you have 2 copies, the original and the dated file)
Make changes in the new file with the date in the name
As you make changes, ensure that "Track Changes" is turned on in Word or that you are in "Suggesting" mode in GoogleDocs so that
your changes are clearly marked. You will do this for each version of your edited file.
Using Track Changes in Word
Go to the "Review" tab
Click "Track Changes" to turn the feature on
In the drop down list just to the right of the Track Changes button, make sure that "All Markup" is selected
Using Suggesting Mode in GoogleDocs
Look for the "Editing" button in the upper right corner of the file (it also has an icon of a pencil)
Click the button and select "Suggesting"
workshop #1: structure and coherence
Use your writing sample, with edits based on work from the Writing Self-Analysis.
Part 1. Peer Review
1. Switch samples with another student and make a reverse outline of your partner's sample:
Identify the topic of each paragraph--these will be the top-level
points of the outline
Identify supporting/subtopics within each paragraph: these will be
sub-level entries on the outline
Note in particulary any subpoints that don't belong with the paragraph
topic
Note any paragraphs that have multiple main topics--these can be
broken into multiple paragraphs.
Note any paragraphs that don't belong
Check the order of your first level points: do they make sense? If not, or
if it could be improved, note that here:
2. Analyze the transitions from topic to topic.
does it make sense to move from the previous topic to the next?
is it clear how the subsequent topic is related to the previous?
3. Are there any other editing suggestions you have? Remember, you are helping
each other by giving substantive, contructive feedback.
1. Start reviewing your sample for sentence-level edits. At this point, you can just identify
things that you think might need a closer look.
For next workshop
3. Make edits* to your sample based on the feedback from your peer
reviewer.
*Note: When editing your sample:
Save the original sample to a new file that uses the date in the filename (so now you have 2 copies, the original and the dated file)
Make changes in the new file with the date in the name
As you make changes, ensure that "Track Changes" is turned on in Word or that you are in "Suggesting" mode in GoogleDocs so that
your changes are clearly marked. You will do this for each version of your edited file.
Using Track Changes in Word
Go to the "Review" tab
Click "Track Changes" to turn the feature on
In the drop down list just to the right of the Track Changes button, make sure that "All Markup" is selected
Using Suggesting Mode in GoogleDocs
Look for the "Editing" button in the upper right corner of the file (it also has an icon of a pencil)
Click the button and select "Suggesting"
workshop #2: syntax, patterns, and EAE
In this workshop, we will focus on sentence-level issues.
1. Read your sample out loud (quietly) to look for syntax issues.
check for missing words
check for sequences of words that sound odd or seem awkward to read
check for sentence errors--fragements or run-on sentences
be sure to mark any issues detected
2. Search your sample for common patterns that can indicate issues.
Search your sample for "this". If you find sentences staring "This is...",
your subject is unclear. Rewrite so that there is a modifying nominal phrase after
"This" ("This revision is...") or rewrite to replace "This" with a specific subject.
If you find "this" in the middle of your sentence, check to see if there is a clear
antecedant for "this." If not, replace it with a noun phrase or give it a clear
antecedant.
Search your sample for "it". If you find sentences starting "It is...", you are
using the existential it. This use of "it" might be ok--it can be used
to shift important information into the predicate, for example. Check your sentence
and see if this construction is necessary, or whether you can re-write with a more meaningful
subject. If you find "it" in the middle of a sentence, heck to see if there is a clear
antecedant for "this." If not, replace it with a noun phrase or give it a clear
antecedant.
Search your sample for "which". If you find sentences using "which" as a subject,
these are fragments. Rewrite them as complete sentences. If you find a "which" that is
part of a complete sentence, make sure it's not being used as a broad based reference.
If it is, give it a specific antecedant or add a noun phrase to clarify.
If your sample is formal academic writing, search for "we", "us", "you": re-write to
omit these references.
Look for other patterns that may attract negative attention:
Are you using the same sentence structure multiple sentences in a row?
Are you repeating a noticable word too frequently? (if it is a word related
to your topic, this might not be avoidable; aks me if you're not sure)
Are you varying your sentence lengths? (if not, you should--use short
sentences to focus attention and generate emphasis.)
3. Proofread your sample carefully for EAE issues. If you are using a fiction sample,
you may break EAE rules to achieve specific effects, but make sure you are breaking rules
intentionally and effectively. Mark any issues you find.
4. Edit your sample based on what you found in 1. through 3. above.
workshop #3: Peer-Review
Part 1: Editing Analysis
Each student will explain briefly their editing process and writing:
What was a good characteristic of your writing that you identified?
Were there any habitual characteristics that you need to watch for an modify? If so, explain one.
Give 1 specific example of a change that you made and explain why.
Part 2: Peer Review
Switch samples with a partner. Discuss the results with your classmate when you have completed your analysis,
including any recommendations for edits.
Analyze for alignment of subjects/predicates and ideas. Look for "to be" verbs as main verbs in sentences--> are there more vivid verbs that could be used?
Look for passive constructions (you may
find these as you are looking for "to be" verbs)--is there a reason for the use of the passive in these cases or would restatement in active voice be
preferable? Identify any issue you discover.
Analyze for precise use of language. Are there any places where one, more precise word could be used instead of several words? When you are using
conjunctions like "and" are the ideas really additive? (or "but"→ really contrasting, etc.). When you are using logical connectors like "However" or
"Therefore" have you gone through a reasoning process in the previous sentences→ does the conclusion really follow or is the new idea really a contrast?
Are there any other issues where the language you are using is imprecise or where more accurate terms could be used? Identify any issues you discover.
Identify prepositional phrases and check for concision: that is, can the be phrased in a more concise way? Do you have any proliferating prepositional
phrases that could be reduced? Identify multiple word phrases that are idioms (verbs and other phrases). Can they be restated in fewer words?
Analyze for more complex rhetorical features: look for logical connectors like coordinating and subordinating conjunctions, adverbs like however,
therefore, etc., parallel structures, subordinate clauses, etc. and verify that these structures are conveying the logic you are trying to
communicate and that the structures are clear and concise.
Analyze for register/tone. Is your tone consistent throughout the piece? Does it have an appropriate academic register?
Look for use of pronouns (are there any "you"s or "we"s that need addressed? Even sentences with "one" could be restructured),
contractions (often these should not be included in academic writing), and colloquial speech/idioms (less formal types of speech) and mark any issues you discover.
Analyze each of the sentences of your new sample for correctness. Look for punctuation use, sentences that start with unclear subjects (this, it),
pronouns with broad or unclear antecedents, dangling participles, punctuation use etc., and mark any issues you discover.
Part 3: Editing
After the workshop, edit your sample based on your analysis. Submit your final edited copy and your Rationale by midnight, Wednesday 5/5
workshop #4: diagramming work day
Open practice with diagramming. See the final project for more details.
final project
Due: online in the Canvas Assignments tool by midnight, Wednesday 5/4
Instructions:
The focus of this project is to assess your mastery of the principles of grammar and editing covered in
the second portion of the class,
particularly in relation to your own writing. The project should be submitted on-line in Canvas;
you may submit multiple
files in your submission. Because the writing sample used in part 2 is your own work, you may not
need a Works Cited section, but
if any of your samples do include citations, do include them and provide a Works Cited section
at the end of the sample.
Turning in Part 1: Submit your diagrams in a digital form on Canvas;
you can scan or take a picture, draw them on a tablet, etc.
Part 1: Diagramming and Sentence Patterns
1.a. Diagramming (15 points)
Diagram your choice of sentences below to earn up to 15 points. The point value, based on the
difficulty of the sentence,
is indicated after the sentence. You may choose up to 18 points-worth of sentences to allow
yourself a buffer for missed points
if you wish, but only 15 points can be earned.
A branch in the road caused the accident. (1 point)
Brian's problem is serious. (1 point)
The workers are on the roof. (1 point)
The excitement of the fans is really contagious. (1 point)
Brevity is the soul of wit. (1 point)
The final exam was at four o'clock. (1 point)
The kids are very silly. (1 point)
A foolish consistency is the hobgoblin of little minds. (1 point)
On Sundays the neighbor across the hall walks his dog at 6:00AM. (2 points)
The boys prepared a terrific spaghetti dinner. (2 points)
The kids on our block and their dogs drive my mother crazy. (3 points)
On Friday, the weather suddenly turned cold and blustery. (3 points)
Eventually the citizens grew lazy and apathetic. (3 points)
I ordered you a large Coke and a cheeseburger with onions. (3 points)
Some people consider Minnesota's winters excessively long.(1 point)
Whenever our dog sees lightning or hears thunder, he scratches frantically at the door to get our attention. (4 points)
After our building was burglarized twice in one month, we searched the ads to find a new apartment. (5 points)
He has all the gall of a shoplifter returning an item for a refund. (5 points)
Flying a supersonic jet has been Sally's dream since childhood. (5 points)
My hardest accomplishment last semester was staying awake in my eight o'clock class. (5 points)
Leaving the scene of the accident was not a good idea. (4 points)
Ruth plans to give her father a necktie for Christmas. (4 points)
To side with the truth is noble. (3 points)
Thinking through a problem requires time, solitude, and concentration. (4 points)
The main complaint about his presentation was that it was too short. (5 points)
What Carlos said about his cousin is unfair and inaccurate. (5 points)
We could not tell which twin was Elaine. (4 points)
1.b. Sentence Patterns (5 points)
Indicate the sentence pattern (1-7) for each clause of each of the sentences that you diagram. If you
are using a compound or complex sentence, be sure that you clearly indicate the pattern for each
of the clauses in the sentence, and remember that different clauses within 1 sentence will often
have different patterns.
Part 2: Editing Project (20 points)
Show your editing for the sample used in the Unit 4 workshops. Submit:
A clean version of the sample as it was originally written
All of your edited versions showing edits (using "Track Changes" in Word or "suggestions" in Google Docs recommended)
A clean version of the edited sample
Be sure to indicate which is the original and which is the edited copy.
Part 3: Rationale (10 points)
Provide a detailed rationale of the changes you have made to your samples in Part II. Discuss specific changes
and explain them in relation to principles we have learned during the term; make clear connections between principles
of grammar, rhetoric, and style and your changes. You do not need to explain every single change, but you should have
a substantial discussion of significant changes (what and why), and you should include in your discussion examples of
changes for correctness and other writing/editing principles we've discussed during the term.
Then, describe what you have learned about your writing style from the analysis in the second half of
the term. You should explain both strengths and weaknesses in your writing style and describe the main aspects of
your writing process. This part of the Rationale should include steps for the future based on what you have learned
about your writing.
