Communications 1040

Module1–THE ESSENTIALS– 25%

Comm 1040 / 1041 Unit 2 Literary Explorations Akerley/ Waterfront (NSCC) 1 2010 - 11

Start Date: ______Anticipated Completion Time: 7 weeks

Assignments / Page # / Value
Reading Assessment / 2 / n/a
1 / Ch. 1 Reading -Vocab in Context(Quiz) / 3 / /10
2 / Vocabulary - Hazardous Homonyms (Quiz) / 4 / /20
3 / Sentence Structure (Quiz) / 5 / /20
4 / Paragraph 1 - Steps in the Writing Process / 11 / /10
5 / Paragraph 2 - Patterns of Organization / 21 / /10
6 / How to Write a Thesis Statement / 25 / /10
7 / 5 Paragraph Essay (Self-introduction) / 26 / /20

ADMINISTRATIVE TIPS

  • In the first few days of studying communications, you will be given a reading assessment. Your instructor will review your results with you and help you to generate a learning plan.
  • This first module,The Essentials,deals with the basics of reading and writing. It looks at reading comprehension, vocabulary, sentence structure, and writing paragraphs and essays.It should take no more than approximately 8 weeks to complete.
  • Only one module will be given out at a time. You must complete all components of each module before you will be given the next.
  • Include a cover page for all work you submit to your instructor.

Name

Date

Module number

Name of assignment

Section number

  • When your instructor has corrected a test or an assignment, it will be placed in the outbox in the classroom; review your assignment, record your mark, and place it in your file folder where it is to remain until you finish the course.
  • If there is a note “See me to review” on the assignment or test, see your instructor to review what needs to be changed to ensure you receive a passing grade. The “Please, see me” note is your second chance.


READING COMPREHENSION

Ch.1 Vocabulary in Context (QUIZ)

Chapter 1 of Ten Steps to Advancing College Reading Skills (4th or 5th edition) teaches you a variety of ways to determine the meaning of words that may be unfamiliar to you. If you already know the words in the lessons and exercises, it is important that you pay attention to the INSTRUCTIONS given in the lesson. You are trying to develop the skills taught in the lesson for the process of deciphering unfamiliar words.

1.Read Chapter 1 “Vocabulary in Context”, and complete the exercises as you read through the chapter. Your instructor will lend you a copy of Ten Steps to Improving Reading Skills. Some of this work may be done in class with your instructor.

2.Complete the practice exercises throughout the chapter and the vocabulary questions that follow the story at the end of the chapter. You DO NOT have to complete the discussion questions that follow the article. You DO NOT have to complete the mastery tests near the end of the chapter, but they are good practice for your quiz and if you need more help.

Note: Complete the exercises on loose leaf or in an exercise book. Mark the page number on top to help you to stay organized.

  • Ask your instructor for the answer key in the cupboard at the back of the classroom, and correct your own work. You do not have to hand it in.
  • When you are satisfied that you understand the concepts introduced in this chapter, notify the instructor that you wish to take the “Vocabulary in Context” test for Unit 1.
  • Record the date that you completed the test on the cover of this unit.

VOCABULARY

Hazardous Homonyms (QUIZ)

Do you know the meaning of each of these homonyms (or homophones) and understand how and when to use each one?

Your instructor will facilitate daily mini lessons on these homonyms and the most commonly confused and misspelled words in English. You will then be provided with a booklet to complete on these sets of words. You will have a quiz after you have worked through and corrected all the exercises in the booklet. If you need more practice, please see your instructor for extra work sheets.

BASIC SENTENCE STRUCTURE (QUIZ)

The most common grammatical errors in English would have to be using fragments and run-on sentences in writing. In order to understand how to avoid run-ons and fragments, you must first learn to identify a subject and verb in order to be sure your sentence is complete (not a fragment) and that it has proper punctuation (not a run-on).

Sentence structure refers to the way sentences are built using words, phrases, and clauses. Words are single units and functionin sentences to form clauses and phrases. A clauseis aword group witha subject and a verb, and a phraseis a word groupwithouta subject and verb.

The Basic Sentence must contain three things:

1)a complete thought

2)a subject

3)a verb

A complete thought is made from a clause, which is the foundation of a sentence because a clause makes a statement. Look at the following sentence, for example:

We purchased bananas at the supermarket on Woodlawn Avenue.

There are nine words in this sentence. Which do you think you can do without? Which can you not do without?The most important ones that make it complete are “We purchased bananas.” At the supermarket and on Woodlawn Avenue don’t have somebody (subject) doing something (verb). Rather, they are phrases stating where webought the bananas. You could actually leave out those phrases and still have a sentence, but you cannot leave out the clause.

That type of clause is called an independent clause because it can stand alone, but there is another type of clause called a dependentclausebecause it cannot stand alone. It depends on an independent clause to be complete.

e.g. Whenever it thunders, Angus (the dog) hides under the bed.

Can you identify the independent and dependent clauses in that sentence?

When you put two independent clauses together, it is called a compound sentence, and when you put an independent clause with a dependent clause, it is called a complex sentence.

Fragments and Run-Ons

The most common grammatical errors in English would have to be using fragments and run-on sentences in writing. In order to understand how to avoid run-ons and fragments, you must first learn to identify a subject and verb in order to be sure your sentence is complete (not a fragment) and that it has proper punctuation (not a run-on).

Fragments

When you are missing either a subject, verb, or complete thought, you do not have a complete sentence, but rather a sentence fragment.

Examples of fragments:

  • won an award for effort
  • wandering around the park all day
  • by sipping his tea alone
  • because I tried to do it all at once

None of the above groups of words makesa complete statement asthere are no clauses in any of them.

PRACTICE 1) FRAGMENTS

  1. In the following sentences, identify each as either a fragment (F) if it is missing a piece or (S) if it is a complete sentence.
  1. If it is a fragment, correct it to make it a complete sentence.

**Caution: Be careful because sometimes a subject can be implied or understood, usually in requests, orders, or commands. E.g. “Help!” implies that the subject is ‘You’, but you don’t have to state it as “You help!

  1. ______Glad to hear from you.
  2. ______Consider the alternatives.
  3. ______About yesterday’s meeting.
  4. ______Cornered, the dog attacked.
  5. ______After studying for three days.
  6. ______The heat of summer fades in our minds at the first real break in the weather.
  7. ______Worn down by his boss’s constant complaints.
  8. ______No activity seems worth the effort.
  9. ______The computer with the large screen on the desk closest to the window.
  10. ______She quit.

Run-Ons

Unlike fragments, run-ons make complete statements, but they make two complete statements; the first runs on into the second without proper punctuation. In other words, there is too much information (whereas with fragments, there is not enough), and there needs to be a break. There are two types of run-ones: 1)Comma splice – where two complete sentences are joined by a comma, and2)Fused Sentence – where two complete sentences are joined with no punctuation at all.

There are a number of different ways to correct run-ons. Which method you choose depends on what makes most sense. After each example given below, make up your own compound sentence using the method given.

1)Use a period to make two separate sentences.

e.g. Yogurt is good for you. Poutine is not.

Your sentence:______

2)Use a comma and a conjunction (, + FANBOYS)

(FANBOYS - for, and, nor, but, or, yet, so).

Note: A comma always goes in front of your FANBOYS.

e.g. Applesare good for you, andyoushould eat one every day.

Your sentence:______

3)Use a semicolon(;)

e.g. There are twelve children in her family; it is chaos at Christmas.

Your sentence:______
4) Make one clause dependent by adding a dependent clause clue (subordinators) – (see chart on next page). If the dependent clause comes first, it needs a comma after it; if it comes second, it does not need a comma.

e.g. Whenever I get stressed, I try to remember to breathe.(or)I try to remember to breathe whenever I get stressed.

Your sentence:______

Some Common Subordinators (also called Subordinating Conjunctions)
Place / When / Wherever
Time / After / Before / When(ever) / as / Since / until / As soon as / While / As long as
Cause or purpose / So that / In order that / As / that / Since / Because / why
Condition / If / As if / Unless / when / whether
Contrast or Comparison / Although / (Even) though / While / Whereas / Than
Identification / That / Who / What / whom / Whose / which

4)Use an adverbial connective (with a semi-colon and comma around it)

e.g. I love going to the movies; nevertheless, I don’t get there very often.

Your sentence:______

______

Some Common Adverbial Connectives (also called conjunctive adverbs)
Addition / also / further / in addition / moreover
Contrast / however / instead / nevertheless / otherwise
Time / meanwhile / then / finally / next
Result / as a result / consequently / thus / therefore
In Reality / indeed / in fact / Incidentally / anyway

PRACTICE 2) RUN-ONS

Correct the following run-on sentences by using any of the methods you have just learned. On the blank at the end of the line, identify the number of the rule you used to correct the run-on. Be sure you use each one at least once.

1)It’s summer time there will be bugs. ______

2)The office is closed today, it will re-open tomorrow. ______

3)I love hockey I’ll never master the game until I learn to skate backwards. ______

4)Playing golf is his favourite pastime, he could play every day. ______

5)Their new home is on Mt. Edward and they love the central location. ______

6)I need a new computer this one is broken. ______

7)Anxiety was high in the room, everyone was quiet. ______

8)I am a lifelong learner and I will always be learning. ______

9)My new camera is high tech, it really intimidates me. ______

10)Start every day with a smile it will change your mood. ______

**You may now proceed to the assignment provided by your instructor on fragments and run-ons. This must be completed and corrected before you write your quiz.

WRITING

Before you begin writing, you need to fully understand what comprises a proper paragraph. Read the following and fill out the sample paragraph outline on the next page.

What is a Paragraph?

A paragraph is a group of sentences relating to the same topic; they are either indented one tab or begin on a new line. A healthy paragraph is about 7 to 10 sentences long and should include the following:

  • A topic sentence – this is the main idea of your paragraph; it is a general statement under which the supporting details should fit; it should include list words (several reasons, a few advantages, a number of ways, etc.)
  • Major details 3 is good – these are the supporting statements for the main idea
  • Minor details – 1 or 2 for each major detail is good – these are examples that support each major detail
  • A Conclusion (Sum up or close your paragraph; end with an interesting, intelligent, or funny thought)
  • Transitions (Words that signal your supporting details – i.e. first, next, thirdly, finally, in addition, moreover, etc.)

Paragraphs are organized in various ways. Different patterns of organization include: time order, list of items, description, cause and effect, comparison/contrast, definition and example, etc.)

Sample Paragraph

Poor grades in school can have various causes. For one thing, students may have money problems. If they need to work long hours to make money, they will have little study time. Another cause of poor grades may be relationship problems. A student may be unhappy over family problems or a lack of friends. That unhappiness can also harm schoolwork. A final cause of poor grades may be study problems. Some students have never learned how to take good notes in class, how to manage their time effectively, or how to study a textbook. Without such study skills, their grades are likely to suffer. So if you want to have good grades in school, try to make sure you have these things in order before you start your journey. (Adapted from Langan, John, Ten Steps to Building College Reading Skills, 1998)

Topic: ______

Topic Sentence (Main idea): ______

Major detail: 1. ______

Minor detail:a. ______

b. ______

Major detail: 2. ______

Minor detail:a. ______

b. ______

Major detail: 3. ______

Minor detail:a. ______

b. ______

c. ______

Conclusion: ______

Transitions: 1. ______2.______3.______

Paragraph Writing

Just like when you plant a garden or build a house, you need to have a design or plans before you build. Writing is the same. In order to avoid discovering that you have a jumbled mess of disconnected ideas that you want to throw out and then have to start all over, you should make a plan beforehand. It will save you much time and headache. Following a logical process will help you to be organized and in the end, be a better writer.

Paragraph 1 Assignment (Steps in the Writing Process)

Over the next few pages, you will find information on the five steps of the writing process along with space to begin the process of drafting your first paragraph.

Your topic is:why you chose to enrol in the Adult Learning Program at NSCC.In a neatly stapled package with a cover page, you should pass in the following:

1)Your pre-writing (brainstorm, web map, list, outline, etc.)

2)Revised and edited copy (typed with evidence of revision and editing in pen)

3)Final copy (error-free and peer edited)

STEPS IN THE WRITING PROCESS

There are five steps in the writing process. These include:

1)Prewriting (planning)

2)Drafting (first copy)

3)Revising (making it better)

4)Editing (making it correct)

5)Publishing (final, error-free copy)

STEP 1: PREWRITING

This stephelps you think about the subject and organize your thoughts before beginning to write. It may include:

  • Drawing
  • Graphic organizers
  • Research
  • Listing
  • Webbing
/
  • Journaling
  • Lists
  • Mapping/clustering
  • Topic or word chart
  • Free writing

Choose one of the prewriting options listed above, and use this space to do your prewriting.

STEP 2: DRAFTING
This is the process of putting ideas down on paper. The focus is on content not mechanics. It may include:
  • Taking notes
  • Organizing thoughts into paragraphs
  • Writing a first draft
Tips for Drafting:
Be selectivein theideas thatyouinclude. Youdon't havetoinclude everything that was in your prewriting! Pick your best ideas. Make sure they relate to each other and your topic.
  1. WRITE! WRITE! WRITE!Don't stop once you start writing. Revising and editing come later. Just let the ideas flow.
  2. Don't count words; have an idea how long it should be beforehand, butwhen YOU feel that you have completed your ideas, you are then ready to go to the next stage.
  3. HOLD IT! Before going to the next stage, make sure you have enough content to work with. If you feel that you are lacking content, go back to your prewriting for more ideas and details.

Use the space below to write the first draft of your paragraph.
STEP 3: REVISING (Making it better)
This is the process of refining your piece of writing. You can add, reorganize, share your story, and get input from others. It is making it better; it is where you get to decorate your house (now that the drywall is up). You can add paint, buy furniture, curtains, etc. This is the fun part.
Tips for revising:
  • Make decisions abouthow you wanttoimproveyour writing
  • Use peer editing
  • Look at your writing from a different point of view
  • Pick places where your writing could be clearer, more interesting, more informative and more convincing.
Use the ARRR Method: It will allow you tomake four types ofchanges.
  • Adding – What else does the reader need to know?
  • Rearranging – is the information in the most logical and most effective order?
  • Removing – What extra details or unnecessary bits of information are in this piece of writing?
  • Replacing - What words or details could be replaced by clearer or stronger expressions?

One way to make your writing more interesting, detailed, and creative is to add adjectives and adverbs. AN ADJECTIVE is a word that describes or modifies a noun or pronoun. They may appear in different places in your sentences.
e.g. The tall, strong boy hurdled the small,wooden fence.
e.g. The wind, strong and gusty, blew down the old tree.
AN ADVERB is another type of describing word, but unlike adjectives, adverbs modify verbs, adjectives, and other adverbs. Adverbs answer the questions how, when, and where. They often end in –ly.
e.g. Adverb describing action verb: The ballerina dances beautifully.
e.g. Adverb describing adjective: The ballerina is an extremely beautiful
dancer.
e.g. Adverb describing other adverb: The ballerina dances very beautifully.
**Assignment Instructions: Now you should revise your first draft on page 16. Be sure to use a different colour pen so your instructor can see what you have done in the revising process.
STEP 4: EDITING (Making it correct)
This is the process where mechanical, grammatical, and spelling errors are fixed in the writing piece. Editing is checking for correctness in . . . (or by using):
  • Spelling
  • Capitalization
  • Punctuation
  • Grammar
  • Sentence structure
  • Subject/verb agreement
/
  • Consistent verb tense
  • Word usage
  • Checklists
  • Rubrics
  • Editing Checklists
  • Proofreading

A good way to remember how to edit is to use the acronym CAPPS. When you check over your work, be sure to check for these things:
C – Capitals –Have you capitalized all proper nouns and adjectives, and do all your sentences
begin with capital letters?
A – Appearance – Is your work neat and presentable? Professional?
P – Punctuation – Have you checked that all your punctuation is correct?
P – Paragraphs – Have you separated your paragraphs for each idea?
S– Spelling – Have you spell checked to ensure you do not have spelling errors?
Methods:
  • Self-editing – read your own work backwards. Read the last sentence, then the second last sentence, etc. Does each sentence make sense when you read it on its own? Do you see or hear any errors in the sentence?
  • Peer Editing – have a peer read through your work and help to find errors; it is easy to miss them, but sometimes a fresh eye can pick them up
More Tips for editing:
  • Be surethat every sentencehastwoparts: subject (who or what) and predicate (what's happening)
  • Use sentence combining words: and, but, or, yet,so, who, whom, which, that, whose, because, although, when, if, where, and others
  • Use periods and commas where necessary, but do not overuse.
  • Do not overuse the exclamation mark!
  • Use a dictionary to check spelling.
  • Beware of the word processing spellchecker! It is not always right.

Note: Be sure that your propernouns (whichname a specific person, place, thing, idea, or activity) always have acapital. (e.g. Johnny, Canadians, Dr. Morgan, Dartmouth, Hondas, Elm Streets).
**Assignment Instructions: Now you may edit your first draft on page 16. Be sure to use another different colourpen so your instructor can see what you have done in the editing process. At this point, you may want to type your paragraph.

STEP 5: PUBLISHING