Bus 339 Week 2 Written Assignment

Writing 40 - Cora Agatucci
Basic English/Writing II


WR 40 Assignments (1)Winter 2001
Some  Course Handouts & Assignment Directions will be posted to this webpage
after assignments are given in class. 
Note: Some WR 40 assignments and activities do not include handouts; 
if you miss class . . . and any in-class assignments and activities,
it is your responsibilityto contact the instructor to discuss, or E-Mail Cora now: cagatucci@cocc.edu 

Assignments (1) Table of Contents Short Cuts:
1.  Preparation & Participation(Cr/NCr) Assignments & Activities
WK #1: 
Diagnostic Paragraph #1 & Diagnostic Editing Ex.
Chart: Punctuating Common Sentence Patterns
WKS #2, #3, & #4: 
Developing Sentence Analysis & Editing Skills
Sentence Analysis, Part I: Identifying Subjects & Verbs
Sentence Analysis Practice Ex., Part I
Sentence Analysis Practice Ex. #2, Part I 
Sentence Analysis, Part II:  Identifying Clauses
Sentence Analysis Practice Ex., Part II
Sentence Analysis, Part III:  Identifying Types of Clauses & Sentences
Sentence Analysis Practice Ex., Part III
Textbook Exercises:  Correcting Major Sentence Errors (
Chs. 18 & 20)
WK #6:  Quiz #1 Review Exercise
NOTE: Directions for Preliminary Drafts, Workshops, Writer's Profiles, etc. are given in class
with Directions for graded writing assignments
WKs #8 -9:  Improving Sentence Style & Improving Word Choice (handouts)
WK #9-10:  Quiz #2 Review Exercise

Go to WR 40 Assignments (2):
 http://www.cocc.edu/cagatucci/classes/wr40/assignmts2.htm   
for:
2.  Writer's Profiles(Cr/NCr); 3.  Paragraphs(Graded Assignments)
4.  Essays(Graded Assignments)

Week #1:Diagnostic Paragraph #1 & Diagnostic Editing Ex.

 A. Diagnostic Paragraph #1 written during class on Tuesday, Jan. 9
Choose one of the following topics for Diagnostic In-Class Paragraph #1:

 1.      Winter Driving Hazards

 2.      The Holiday Season

 3.      How to Relax

 4.      Honesty: Always the Best Policy?

B.    Diagnostic Editing Ex. – DUE:  Thursday, Jan. 11.

Grammar Review(Chs.17-20, 30 & handout: "Punctuating Common Sentence Patterns," Chs. 21, 25, 27, 29, & 31)

A.                 Identifying Subjects and Verbs (Ch. 17) Identify the complete subject-verb combinations in each sentence by doing the following tasks: 

(a)        Circle and write “S” over the Simple Subject wordsof each subject-verb combination; and

(b)        Underline once and write “V” over the verbs of each subject-verb combination.

Note that one or more sentences contain more than one complete subject-verb combination to be identified.

1.      The weary old woman sat on the bench.

2.      Juanita and Frank came for Thanksgivings last year.

3.      Jane attends college and studies very hard.

4.      Did John miss the bus today?

5.      A list of required textbooks has been posted on the library door.

6.      One of the boys lost his bicycle yesterday.

7.      There is a bicycle by the fence at the schoolyard.

8.      Although the fishermen trolled in the bay for hours, they caught nothing because they were using the wrong bait.

B.                 Correcting Fragments, Comma Splices, and Run-On Sentences, and Using Commas Correctly ( Chs. 18-20, 30 & Handout: "Punctuating Common Sentence Patterns"):  Proofread the following sentences carefully, and correct any errors that you find.

9.      Many newcomers to Central Oregon don’t know how to drive in winter conditions, therefore the police department offers a class in safe winter driving every fall.

10.  Because Aunt Martha is an expert seamstress John asked her to hem his new pants.

11.  All continuing students are given the opportunity to register for next term’s classes in advance students should take advantage of this opportunity.

12.  If you would wait just a few more minutes.

13.  Fast food restaurants have become an American institution but the food is not very healthy.

14.  Bright reds yellows and blues appearing in every one of Raul’s paintings.

15.  One of my teachers lives at 715 Newport Avenue Bend Oregon.

16.  Aunt Helen sent us a Thanksgivings basket filled with savory pumpkin pie roasted chestnuts and homemade cranberry sauce.

C.                 Pronoun Choice (Ch. 25): Substitute the appropriate subject, object, or possessive pronoun for the underlined word or words in each sentence below.  Write the correct pronoun in the space provided after each sentence

17.Phyllis and Donald are going to the movies.  _________

18       My mother gave Katharine the house keys.  _________

19         The dog’s bones are in the cupboard.  _________

20        There seems to be misunderstanding between John and me. _________

21        My bike is faster than Juanita’s bike.  _________

22     I’ve been hired to take care of Mr. and Mrs. Arnold’s garden this summer. _________           

D. Agreement & Reference Problems (Chs. 21 & 27): Proofread the following sentences for errors in Subject-Verb Agreement, Pronoun-Antecedent Agreement, and Pronoun Reference.   Correct any errors that you find.

23.  Donna and she is always arriving late to the meetings.

24.  My new neighbors next door seems kind and friendly.

25.  There is many problems to be solved this year.

26.  One of the men have brought his two children to the meeting.

27.  If a person gets bad service at a restaurant, they should not just sit back and sulk.

28.  The rivers of India eventually make its way to the sea.

29.  The firefighters who was involved in the rescue all received citations for bravery.

30.  I cooked a delicious baked potato, took off my apron, sat down at the table, and ate it with great enjoyment.

31.  When students are not sure how to correct a grammatical problem, she can seek help in the Writing Lab.

E.                 Other Punctuation, Mechanics, & Spelling (Ch. 31 & 29): Proofread the following sentences for errors in End Punctuation, Quotations, Apostrophes, & Capitalization, and Spelling.  Correct any errors that you findNote that many sentences contain more than one error.

32.  Mona lost Georges copy of the novel entitled light in August.

33.  Very angry with us, Mrs. albertson screamed, Get yourselves dressed right now.  Were late.

34.  Today the water flow of the deschutes river is carefully controlled.

35.  My parents didnt want to send us away, but what else could they do.

36.  My aunt likes to read womens magazines, like Redbook and cosmopolitan.

37.  Sarahs children often ask to hear stories from her War experiences.

38.  As a matter of fact, veteran’s day falls on november 11 every year.

39.  My old High School is located at 2600 Arrowhead street, portland, Oregon.

Week #2:Punctuating Common Sentence Patterns
See Odyssey Chs. 19, 20, & Ch. 30 (p. 437)

PATTERN 1:(Ch. 19 – Coordination: Compound Sentences; Ch. 30 p. 437 – Commas)

INDEPENDENT CLAUSE    ,coordinating conjunction  INDEPENDENT CLAUSE.

                                                  (FANBOYS: see list p. 265)

          S     V                                                                                                        S      V
The print looks very light          ,                 for                          the typewriter ribbonis old.

            S            V                                                                          S        V
The fishermentrolled for hours,                  but                           they caught nothing.

---------------------------------------------------------------------------------------------------------------------

PATTERN 2:(Ch. 19 - Coordination: Compound Sentences)

INDEPENDENT CLAUSE     ;     INDEPENDENT CLAUSE.

The print looks very light           ;     the typewriter ribbon is old.

   S   V                                                   S     V
Don isan expert mechanic         ;     he intends to open a service center.

---------------------------------------------------------------------------------------------------------------------

PATTERN 3:(Ch. 19 - Coordination: Compound Sentences)

INDEPENDENT CLAUSE                 ;     conjunctive adverb,     INDEPENDENT CLAUSE.
                                                                  (see list p. 267)

INDEPENDENT CLAUSE      ;    transitional phrase,      INDEPENDENT CLAUSE.

The typewriter ribbon is old        ;         therefore,                     the print looks very light.

The typewriter ribbon is old        ;         as a result,                   the print looks very light.

The fishermen trolled for hours  ;         however,                      theycaught nothing.

---------------------------------------------------------------------------------------------------------------------

PATTERN 4:(Ch. 19 – Subordination: Complex Sentences)

INDEPENDENT CLAUSE     DEPENDENT CLAUSE 
                                               
Subordinating conjunction + S + V
                                                 (see list p. 262)                                            

The fishermen caught nothing     although             theytrolled in the bay for hours.

The print looks very light             because             the typewriter ribbonis old.

---------------------------------------------------------------------------------------------------------------------

PATTERN 5:(Ch. 19 – Subordination: Complex Sentences; Ch. 30 p. 437 – Commas)

DEPENDENT CLAUSE                                        ,   INDEPENDENT CLAUSE.
Subordinating conjunction + S + V
(see list p. 262)

Althoughthe fishermentrolled in the bay for hours  ,    theycaught nothing.

Because the typewriter ribbon isold                          ,     the print looks very light.

-------------------------------------------------------------------------------------------------------------------
PRACTICE identifying the Patterns and Punctuating them Correctly:

1.                   Don is an expert mechanic in fact he intends to open a service center.

2.                   Because Don is an expert mechanic he intends to open a service center.

3.                   Don is an expert mechanic so he intends to open a service center.

4.                   Don intends to open a service center since he is an expert mechanic.

5.                   The fishermen trolled in the bay for hours unfortunately they caught nothing

Week #2:Sentence Analysis Skills

Sentence Analysis, Part I:   Identifying Subject-Verb Combinations

To develop your sentence analysis skills in identifying subject-verb combinations, explanations, with examples, are offered below.  In the following example sentences, the main Subject-Verbcombinations have been identified:  simplesubject words are labeled “S,” and their complete finite verbs are labeled “V.”  Note that sentences may contain more than one subject-verb combination. 

A.   Simple Sentencescontain onlyonecomplete subject-verb combination.

1.  Review Sentence Basics inOdyssey Ch. 17Finite Verbs can express action (action verb), or a condition or state of being (linking verb) (see p. 237); Simple Subjects can either be a noun or a pronoun (see p. 239).

Examples:

               S         V

Jane walked to the store.

   S      V

She bought some groceries.

                                        S     V

The typewriter ribbon is old.

              V

The print looks very light.

---------------------------------------------------------------------------------------------------------------------

2.  It is often easier to locate the verb first and then look for its subject (p. 239).

One sign of afiniteverbis that its form can be changed to indicate a change in tense (e.g. from past tense to present tense, or vice versa). 
After you locate the verb, find the subject by asking yourself, Who or what is doing the action or being discussed?  The subject usually comes before the verb in normal English word order (known as syntax).

Examples:

   S      V

Jane walks to the store everyday day.

                             S      V

The typewriter ribbon was old.

---------------------------------------------------------------------------------------------------------------------

3.     A complete finite verb can contain more than one word(known as averb phrase): that is,the main action or linking verb (labeled “MV” below)can be accompanied by helping verbs (labeled “HV” below) to express some verb tenses or conditions.  (See pp. 237-238: list of “Common Helping Verbs,” p. 238.)

Examples:

   S     HV + MV

Jane has walkedto the store everyday day for a month now.

                                HV + HV+ MV

Thetypewriter ribbon must be gettingold.

        S             HV + MV

Aunt Sarahshould listen once in a while.

  S       HV+HV +  MV

John may have missed the bus today.

  To review Verb Tenses that require helping verbs, and hard-to-recognize Irregular “To Be” Verb forms,see these Odyssey chapters:

Simple Future Tense (Ch. 22: Box, p. 312 & Recap, pp. 318-319)
Perfect Tenses (Ch. 22: Box, p. 315 & Recap, pp. 318-319)
Progressive & Perfect Progressive Tenses (Ch. 24, pp. 339-340)
Recognizing Forms of To Be (Ch. 23: Box, p. 327 & Recap, p. 335)

More Examples:

            S HV+ MV

            I  will  call  my  friends  tomorrow  morning.

            ………S……HV + MV

            My brother has workedall summer long.

                                   S       HV+ HV +  MV

            By August, Juanita will have earned enough money for a new snowboard.

              S                        HV+ MV

            One of the boyswas going to the carnival after school.

                                      S      HV+MV

            My cranky olduncle is beingvery difficult today!

  NOTE: Certain verbal phrases mayfill out the meaning of a sentence but they cannotserve as thefinite verb of a complete subject-verb combination:

(a)   infinitives= to + simple verb form (liketo be, to walk, to think) and

(b)   verbals ending in –ing(likebeing, walking, thinking) without a helping verb.

Examples:

            S  V    infinitive phrase

            I planto organize my study scheduletomorrow morning.

                     -ing verbal phrase                     S  V

            After organizing my study schedule, I feel more in control of my life.

*TIP:  Avoid Verbal PHRASE FRAGMENTS(See Ch. 17, pp. 250-251) lacking a complete subject-finite verb combination. 

Example Verbal Phrase Fragment:

                  -ing verbal                                   infinitive

Fragment:  Johnorganizinghis study scheduleto feelmore in control of his life.

Example Corrections:

                S   HV+ MV

Johnis organizing his study schedule to feel more in control of his life.

                                                                          S      V

After organizing

Professor:

{[ professorsList ]}

erh, joe, Instructor, UNKNOWN, KeyshaKnights, MarlaMuse, GulrezKhan, AimeeUpton, MICHAEL, webs, day, Burke, Various, bjujlopez, Thompson, Johnson, Hodapp, KIRK, grady stone, ALANNAJOHNSON, Parker, MarkA.Cohen, GARYGENTRY, TIFFANYSEWARD, LindseyFossee, SMITH, CADE, MAXWELL, N/A, KRISTIE ELMORE, TimothyMalone, nom, VickiLong, KennedyKelechiHalams, Dr.ReneeJust, WILLIAMS, cason, CharlesNichols, Dezzell, Brogan, BlakeCheary, GaryTate, RobertArmbrust, ConnieWarner, Mark Taylor, McKay, DanaLeland, KristiRayford, Rupe, K.Guru, dr. Donald Majors, BUS, david gualco, DR.K, RajSingh, frankczarn, BevaleeVitali, none, Heinrich, SaraGarski, Dr.PatriciaRyan, David, Drakopoulou, BrianShaw, QM, Brown,J, VilmaEdginton, Dr.Aguilar, THOMASKACZMAREK, PIERCE, ReneeHill, MAGDELENACUTLER, CORONA, JEANGORDON, David Makhanlall , JasonSheedy, Matthew Keogh, JamesSlack, DANIELMALVIN, Reinaldo Fernandez, Rebecca DiVerniero, Bear, Sasiadek, washington, Rovira, jones

0 thoughts on “Bus 339 Week 2 Written Assignment”

    -->

Leave a Comment

Your email address will not be published. Required fields are marked *