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AP slides. CAMPOLMI!!! 10.28. 10.28/29 Objectives: Whoa. Slides look different. They’re like all HD-y. . Analyze texts for diction, them, purpose, tropes. In other words, pass your test! Due: Nothing

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Ap slides

AP slides



10 28 29 objectives whoa slides look different they re like all hd y

10.28/29 Objectives: Whoa. Slides look different. They’re like all HD-y.

  • Analyze texts for diction, them, purpose, tropes.

  • In other words, pass your test!

  • Due: Nothing

  • Next class due: typed and edited AP timed writings. Be sure to bring “The Rattler” and “Good Souls”

Test and post test

Test and post-test

  • Feel free to have a sheet of clean paper. You may or may not need it.

  • #23. Change the word “thematically” to “symbolically”

  • Ignore the directions for PART 5! Just answer the questions.

  • 33-35 Correctly reads:

    • Identify the tone/tones. Cite two specific examples from the text and explain how those examples contribute to the tone/tones.

  • Grab the worksheet by your folder and begin work. Here are some relevant definitions you will need:

    • Simple subject: main noun of a sentence

    • Simple predicate: main verb of a sentence (verb the subject does)

    • Complete subject: part of the sentence that isn’t the complete predicate

    • Complete predicate: part of the sentence that isn’t the complete subject . . .

Close and hw

Close and HW

  • How was the test?

  • Did you feel prepared?

  • Did the Henry practice the other day help?

  • HW: finish the grammar worksheet if you haven’t already.

  • HW: Edit, finalize, type, print your AP timed writing. I shan’t—I repeat, I SHAN’T—print your timed writing off for you so don’t email it to me. Include your original.

October 30 31

October 30/31

  • Objectives:

    • Establish qualities of acceptable sources and thesis statements for the Graduation Project Paper.

    • Practice correct parenthetical citations.

    • Write argumentative thesis statements.

    • HW due: Typed essays in box in back. Staple handwritten original to back.

    • Warm-up: Read the AP timed essay from A-Team.

Mla citation time


  • Correct the following citations:

    • Edna Pontellier’s full understanding of her self-determinism is shown when she acknowledges that she doesn’t “want anything but my own way (Chopin 112).”

    • Madame Ratignolle is presented as the archetype of a mother, from the very beginning to her final exhortation that Edna “think . . . of the children!” (Chopin 111).

    • NOTE: The MLA Handbook recommends using square brackets on either side of the ellipsis points to distinguish between an ellipsis that you've added and the ellipses that might have been in the original text. Such a bracketed ellipsis in a quotation would look like this: “think [ . . . ] of the children!” (Chopin 111).

    • I want brackets.

Mla documentation the essentials

MLA Documentation: The Essentials

  • Double spaced (your software may be defaulted to something different; be sure you change it!)

  • 12 pt. Times New Roman

  • One-inch margins all around (including top and bottom)

  • Do not use a title page

  • Your first and last name, date, and assignment title in the top left corner (NOT as a header)

  • Your last name and the page number AS A HEADER in the top right corner of every page EXCEPT the Works Cited page.



  • The title of the piece centered as the fist line of the work

  • DO NOT skip lines between your name and the title of the piece, or between the title and the first line of the first paragraph.

  • DO NOT skip lines between paragraphs. Current versions of Word are defaulted to skip a line. YOU MUST REMOVE THIS DEFAULT.

  • Note: it is your responsibility to use this formatting, regardless of the type of computer or software you have.



  • Every time you use information you found from a source (i.e. you didn’t know if before you started researching), you must have a parenthetical or in-text citation.

  • This is the case whether you rephrase the words or use them verbatim! You will likely have multiple citations in a paragraph.

  • Providing information that you didn’t come up with without citation is plagiarism.

  • A parenthetical citation usually identifies the author and page number from which you got the information

    • (Smith 52)

    • The format for parenthetical citations differs depending on the type of source. See the “MLA Cheat Sheet” or the Purdue University OWL for more information on formatting parenthetical citations.

In text citing

In-text Citing

  • In-text citations refer to the author (and often the title of the source) in the text of your paper, so you don’t have to use a parenthetical citation except to identify a page number, if applicable.

  • In his book Cocker Spaniels, Dr. James Morrison explains that cockers often hide their toys in order to trick their owners into thinking they don’t have any, thus increasing the chances that they will receive new ones (52).

  • If you cite the same source more than once in a row in the same paragraph, you may include only one parenthetical citation at the end of the paragraph.

    • Note: If your paragraph is very long, it is best to include a few citations throughout, to ensure that the reader knows you are citing your material.



  • Every source used in your paper must have a subsequent Works Cited entry on the Works Cited page (the last page of your paper).

  • Every Works Cited entry in your paper must have at least one citation in your paper. In other words, you muse use all of the sources listed in your Works Cited page.

  • Your Works Cited page is double-spaced with one-inch margins. Do not skip lines between entries. Do not include the page number or your name on the Works Cited page. The words “Works Cited” should appear centered at the top of your page.

  • The Works Cited page is left-justified with a hanging indent.

Formatting citations and works cited entries

Formatting Citations and Works Cited Entries

  • The format for citations and works-cited entries varies depending on the type of source.

  • See the “MLA Cheat Sheet,” the Purdue University OWL, or Easybib.com for more information on formatting citations for different types of sources.

  • Note: Easybib.com is a great resource! (I wish I’d had it when I was writing research papers). However, YOU are responsible for correctly citing sources, even if Easybib.com tells you something different.

  • When you use Easybib, vertical lines will be included in the Works Cited entry. YOU MUST REMOVE THESE LINES MANUALLY!

Book citation one author

Book Citation: One Author

  • Last name, First name. Title of Book. Place of Publication: Publishing Company, year of Publication.

  • Example:

  • Weinberg, Steven. Dreams of a Final Theory. New York: Pantheon, 1992.

  • Parenthetical Citation Example:

  • (Weinberg 25)



  • When typing, always use italics. When handwriting, underline.

  • But what do you italicize (or underline)?



  • Book titles

  • Movie titles

  • Magazine names

  • Play titles

  • Poem collections (Walt Whitman’s Leaves of Grass)

  • Newspaper names

  • Albums (Pink Floyd’s 1973 album Dark Side of the Moon)

  • TV shows (The Simpsons)

  • Video games (Call of Duty: Black Ops)

  • The names of boats (who knew? HMS Titanic)

  • Named legal cases (Roe vs. Wade)

Don t italicize

Don’t italicize

  • Almost all of these get “quotation marks” around them

  • Chapters in a book

  • Individual poems (William Cullen Bryant’s “Thanatopsis”)

  • TV episodes

  • Articles in a magazine or newspaper

  • Songs on an album (“Money” from Dark Side of the Moon)

  • NOTE: Epic poems (like The Odyssey) even though just one basic poem are considered books. When in doubt, check.

Book citation practice

Book Citation: Practice

  • Read the following excerpt from George Orwell’s 1984. It appears on pg. 20. Take a quote from this excerpt and provide a parenthetical citation to go with it.

    • As he put his hand on the doorknob Winston saw that he had left the diary open on the table. DOWN WITH BIG BROTHER was written all over it, in letters almost big enough to be legible across the room. It was an inconceivably stupid thing to have done. But, he realized, even in his panic he had not wanted to smudge the creamy paper by shutting the book while the ink was wet.

    • “As he put his hand on the doorknob” (Orwell 20).

Article in a monthly magazine

Article in a monthly magazine

  • Last Name, First Name. “Title of Article.” Title of Magazine. Month published year published: page numbers of article.

  • Example:

  • Hawk, Michael. “Hanging Out with the Bats.” Texas Highways. Aug. 1994: 14-19.

  • Parenthetical Citation Example:

  • (Hawk 15)

Article citation practice

Article Citation: Practice

  • Read the following excerpt from an article called “Mobile Devices Drive Creative Instruction.” The author’s name is Kelly Puente and this quotation appeared on page 27. After reading, quote one line from the text, including a correctly formatted parenthetical citation.

    • With the help of mobile learning, teachers are changing the way they teach in the small, rural town of Stratford, Iowa. Stratford Community School District’s technology director, Lisa Schaa, says that more than 100 students at Stratford Elementary School are now in their second year of a mobile pilot program using GoKnow.

  • The teachers of the town “[w]ith the help of mobile learning [ . . . ] rural of Stratford, IA.” (Puente 27).

General webpage citation

General Webpage Citation

  • Title of Page. Date page was published. Organization or Owner of Page. Date you accessed page <entire URL>

  • Example:

  • Space Telescope Science Institute Home Page. 20 Nov. 1997. NASA. 28 Oct. 2004 <http://www.stsci.edu/>

  • *Note: if you are struggling to identify a page title, look at the internet tab at the top of your page.

  • In-text citations:

    • Mention the website in your paper. For example, something like “According to the Space Telescope Science Institute home page” will eliminate the confusion with trying to create parenthetical citations. If you must include a parenthetical citation, it should be the first word or few words in the Works Cited entry, which will usually be the title of the page.

Ap slides


  • Important Note on the Use of URLs in MLA

  • MLA no longer requires the use of URLs in MLA citations. Because Web addresses are not static (i.e., they change often) and because documents sometimes appear in multiple places on the Web (e.g., on multiple databases), MLA explains that most readers can find electronic sources via title or author searches in Internet Search Engines.

  • This is from the Purdue OWL, so it is very trustworthy.

  • Choose what you want to do.

  • For me, I always hated getting the spacing of URLs correct, and I’m ok with 86ing them.


General webpage citation practice

General Webpage Citation: Practice

  • Read the following information from the website William & Mary-Admissions. Then, paraphrase a line from the information, providing a correctly formatted parenthetical citation.

    • Graduating early is discouraged by the Admission Committee. Most students who graduate early from high school have not exhausted their high school's curriculum and will be held to the same standards as students who apply with four years of high school. Students are encouraged to take the most rigorous curriculum possible, and to rise to the highest leadership positions in their extracurricular activities. Therefore, most students who graduate early do not look very competitive in the context of their high school.

    • According to W&M Admissions, colleges nowadays do not want students graduating early and many emphasize the negative aspect of doing so.

Ap slides

  • Some students think they should, but “[g]raduating early is discouraged by the Admission Committee” (William and Mary Admissions).

  • The William and Mary Admissions site strongly discourages “[g]raduating early is discouraged by the Admission Committee,” but some students still choose to do so.

Revisit ap timed writings

Revisit AP Timed writings

  • Look at the 8 essays that have been carefully prepared for you by people who care and love professional Englishering.

  • As you go through the essays, annotate and note where the author isolates tactics that were used in the essay and how the author analyzed the essay.

  • Try to find the thesis.



  • HW: Read the prepared response for “Good Souls” (True B-lievers)/ “The Rattler” (A-Team) and post a response on Campolmi’s wiki.

Objectives 11 4 5

Objectives 11.4/5

  • Write arguments to support evidence

  • Edit writing according to MLA guidelines

  • HW due: Posted in Wiki. On HW tracker, title this “Online Discussion 1.”

  • Upcoming quiz: vocab. quiz 4 on 11.8/11.12 (remember, no school on 11.11). PLEASE KNOW HOW TO USE WORD IN VARIOUS PARTS OF SPEECH!!! (HINT HINT HINT one more HINT)

  • IMPORTANT NOTE: Bring your PATTERNS BOOK NEXT CLASS!!! (It is the purplish/blue book)

  • Another IMPORTANT NOTE: Look for a mentor/mentee checklist on the wiki. Print it and have your mentor sign every time you meet with them/turn something in.

Ap slides

  • Madame Ratignolle is presented as the archetype of a mother, from the very beginning to her final exhortation that Edna “think . . . of the children!” (Chopin 111).

  • NOTE: The MLA Handbook recommends using square brackets on either side of the ellipsis points to distinguish between an ellipsis that you've added and the ellipses that might have been in the original text. Such a bracketed ellipsis in a quotation would look like this: “think [ . . . ] of the children!” (Chopin 111).

  • I want brackets.

  • Last Name, First Name. “Title of Article.” Title of Magazine. Month published year published: page numbers of article.

Warm up


  • Grammaring!

    • Simple subject: main noun of a sentence

    • Simple predicate: main verb of a sentence (verb the subject does)

    • Complete subject: part of the sentence that isn’t the complete predicate

    • Complete predicate: part of the sentence that isn’t the complete subject . . .

    • So let’s finally look at this worksheet that I’ve been putting off for, like, three classes.

Diagram this

Diagram this!

  • LeRoy punches.

  • LeRoy punches Gogol.

  • LeRoy viciously punches Gogol.



  • Subject: main noun of a sentence.

  • LeRoy punches Edgar Alan Poe.



  • The verb that the subject does.

  • LeRoy punches Herman Melville.

Transitive verb

Transitive verb

  • Action verb with a direct object.

  • Direct object: a noun that takes the action of a verb.

  • LeRoy punches Ernest Hemingway.

Intransitive verb

Intransitive verb

  • Action verb. No direct object.

  • If something follows, it modifies the verb.

  • LeRoy punches.

  • LeRoy punches Campolmi rapidly.

  • LeRoy punches like a boss.

  • Obviously, many verbs can be both transitive and intransitive. But are there verbs that cannot be transitive that are intransitive? (Pssst. There are.)

Intransitive verb1

Intransitive verb

  • LeRoy sits.

  • LeRoy sits on Donald Barthelme.

  • LeRoys sits often.

  • LeRoy talks about punching D.H. Lawrence.

Linking verb

Linking verb

  • To be verb (generally speaking).

  • Connects subject to something that describes it.

  • LeRoy is a jerk.

  • LeRoy is sad.

  • LeRoy seems sad.

Intransitive or linking

Intransitive or Linking?

  • LeRoy looks stupid.

  • LeRoy looks around.

  • LeRoy looks stupidly.

Predicate adjective

predicate adjective

  • Follows a linking verb.

  • Modifies the subject.

  • So all that stuff we just talked about.

  • Sometimes called a subject complement because grammar hates you.

Predicate noun

predicate noun

  • Again, follows a linking verb.

  • Renames the subject.

  • Basically acting as an adjective.

  • LeRoy is a jerk.

  • LeRoy was a poor student.

Prepositional phrase

prepositional phrase

  • Begins with a preposition.

  • Functions as an adjective or adverb.

  • Ends with a noun (or something acting as a noun)

  • Has a noun but cannot contain the subject of a sentence.

Prepositional phrases

prepositional phrases

  • With a noun: LeRoy punches Tolstoi in the face.

  • With a pronoun: LeRoys throws up on me.

  • With a gerund: LeRoy solves problems by punching.

  • With a clause: LeRoy care about how he looks. LeRoy worries about that which he cannot control.



  • One last note from the Grammar Nerds.

  • Don’t end a sentence/clause with a preposition.

  • What was LeRoy looking at?

  • At what was LeRoy looking?

  • Whom did LeRoy give that to?

  • To Whom did LeRoy give that?

  • Where was LeRoy at?

  • Where was LeRoy . . .

Of course this causes problems

Of course, this causes problems . . .

  • The Churchill thing.

  • “This is the sort of bloody nonsense I will not put up with!”

  • Becomes . . .

  • “This is the sort of bloody nonsense up with which I will not put.”

  • That is a rule up with which I will not put.

  • This is the kind of arrant pedantry up with which I will not put.

  • This is the type of arrant pedantry up with which I will not put.

  • Not ending a sentence with a preposition is a bit of arrant pedantry up with which I will not put.

  • That is the sort of nonsense up with which I will not put

  • This is insubordination, up with which I will not put!

  • This is the sort of nonsense up with which I will not put.

  • This is the sort of thing up with which I will not put.

  • Madame, that is a rule up with which I shall not put.



  • When I was in school, I remember a teacher telling me a gerund was like a sheep.

  • I have no idea what that teacher meant.

  • It’s an “ing” verb that acts as noun.

  • It’s called a verbal. I wonder if the sheep thing had something to do with that . . .



  • As a subject: Punching is LeRoy’s hobby.

  • As a direct object: LeRoy enjoys punching.

  • As a predicate noun: LeRoy’s hobby is punching.

  • As an object of a preposition: LeRoy was arrested for punching.



  • Ugh. They can be adjectives, adverbs or nouns (GRRRR!!!! HATE!!!).

  • Basically verbs with “to” in front of them. Let’s watch how they hate you.



  • As a subject: To punch T.S. Eliot was difficult. (Ugh, never sounds right.)

  • As a direct object: LeRoy loved to punch.

  • As a predicate noun: LeRoy’s favorite hobby is to punch.

  • As an adjective (???): LeRoy has the ability to punch.

  • As an adverb: LeRoy must train to punch.



  • So I don’t buy them as adjectives and adverbs, and there are better ways to construct a sentence than with infinitive phrases.

  • Also, don’t confuse them with prepositional phrases.

  • Preposition: Give the ball to him.

  • Infinitive: To give the ball is its own reward.



  • “Ing” acting as an adjective.

  • The last of the three verbals (gerund, infinitive)

  • The punching LeRoy is a jerk.

  • The crying baby won’t shut the heck up.

  • Wallowing in misery, LeRoy finally saw the error of his ways.



  • Around the room are six pieces of papers.

  • Infinitives as subject and direct object

  • Gerunds as subject and direct object

  • Gerunds as predicate noun and object of preposition

  • Preposition phrase

  • Predicate adjective and predicate noun

  • Transitive, intransitive, linking

  • On each sheet, you should write ONE sentence only.

  • If a sheet has multiple sentence types, choose one.

  • Winner with the funniest (as judged by me, the arbiter of all things funniest) sentence for each sheet wins a literal prize.

  • Literal.



  • A source is acceptable if it is current, its author can be clearly identified, and his or her credentials are listed or can easily be identified. Blogs, Wikis, and question-and-answer sites are not often effective sources.

  • NOTE: a blog can take you to that author’s reputable site.

  • If a university professor has a blog, and you like the information on her blog, try to track down some credible, peer-reviewed stuff she’s done.

My source is reliable if

My source is reliable if . . .

  • It is credible

    • The author is clearly stated and is an authority in the field, and is supported by a credible organization. For online sources, many good sources end in .edu (almost never .com!). Do not use blogs or wikis unless the owner/write is an expert in the field, and you can document his/her credentials! Wikipedia is not an acceptable source.

  • It is accurate and comprehensive

    • The source is detailed and gives factual information rather than opinions.

  • It is reasonable

    • It is not heavily biased and gives a comprehensive picture.

My source is reliable if1

My source is reliable if . . .

  • It is academically supported

    • Claims are supported by evidence from documented sources.

  • It is relevant

    • The source’s topic is related to your topic.

  • It is recent

    • It has been published in the last several years OR discusses events that have not changed in the last several years.

Submission of sources

Submission of Sources

  • You will be required to submit fifteen source cards in total. For the paper, you will use the best ten sources (at the very least).

  • One source used in your paper must be a primary source.

  • One source used in your paper must be a non-internet source.

  • Encyclopedias and other general sources are not acceptable sources.

Submission of sources1

Submission of Sources

  • On the pre-established due dates, you will submit your sources on 3x5 cards as MLA works cited entries, with one entry per source card. You will lose points if your sources are not cited correctly on the cards.

    • I suggest that you take notes on additional 3x5 cards, and file them in a card box. However, you will not submit your note cards, and you are not required to use this technique—find a note-taking technique that works for you!

  • On each subsequent due date, you will submit all previously submitted source cards, with the five new source cards on top.

  • Whichever due date you choose to submit your primary source and non-internet source is up to you, but please be sure to label your primary and non-internet sources.

Thesis statements

Thesis statements

  • You are writing argumentative research papers, not informative or analytical.

  • An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.

  • An [informative] paper explains something to the audience.

  • An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

Adapted from the Purdue University Online Writing Lab.

Common problems with theses for argumentative paper

Common problems with theses for argumentative paper:

  • Thesis statements are cause/effect only, OR thesis statements are informative or analytical only.

  • Cause/Effect:

    • The increasingly high standards for college acceptance have negative effects on high school students, including anxiety, lack of social skills, and poor family life.

  • Informative:

    • The life of a high school student competing for admission to top colleges is characterized by anxiety, lack of social skills, and poor family life.

Common problems with theses

Common problems with theses:

  • Analytical:

    • An analysis of the college admissions process reveals one major flaw: to the detriment of thousands of highly capable students, many colleges look at academics only when considering prospective students.

A strong argumentative thesis

A Strong, Argumentative Thesis

  • Due to the negative effects of increasing competition for admissions to colleges that consider academics as the only admissions criteria, colleges should employ a more holistic approach when establishing criteria for admissions.

  • OR

  • Colleges should employ a holistic approach when considering students for admission, as students competing for acceptance to schools that focus on academics only often suffer from anxiety, lack of social skills, and poor family life.

Close and hw1

Close and HW

  • Discuss your thesis with a neighbor.

  • Haven’t come up with a thesis yet?

  • Try to frame an essential question (Should dinosaurs be reverse engineered to create undead dinosaur clones for our personal amusement/imminent deaths and horror?)

  • Turn that question into an argumentative thesis (Dinosaur cloning should proceed without government interference in order to provide humanity with amusement and imminent death/horror.)

  • HW: Works Cited practice worksheet work

  • IMPORTANT NOTE: Bring your PATTERNS BOOK TOMORROW!!! (It is the purplish/blue book)

Objective 11 6 7

Objective 11.6/7

  • Identify a good source

  • Write a thesis

  • Edit grammar following MLA guidelines

  • HW due: MLA practice

  • Next class: vocab. 4 quiz

Warm up1


  • Warm Up:

  • Fill in the blank and write a 2 paragraph narrative to explain. This may be true or fictional.

  • “If only I hadn’t _______, then ________ wouldn’t have happened.”

  • Consider: What should you include to make this a good narrative (story)?



Adapted from Patterns for College Writing

What is it exactly

What is it, exactly?

  • Narration is a MODE of writing by which the author tells a story by presenting events in an orderly, logical sequence.

  • This sequence is often, but not always, chronological.

It s a story so i don t have to have a thesis right

It’s a story, so I don’t have to have a thesis, right?

  • WRONG!

  • In college writing, the purpose of a narrative essay is generally to present a sequence of events as support for a thesis.

  • Example:

    My experiences with dating have convinced me that this ritual should be abandoned completely. Last night, I met for the first time a man with whom I was introduced online. He asked me to pick him up, which I begrudgingly did. Then, instead of dinner, he wanted to go to a casino. Weird! When we got there, he left me in the car and ran inside, coming out a few minutes later with a knife in one hand and a bag of money in the other. He jumped in the car and demanded that I drive away as fast as I could. I spent a night in jail before the officials realized I knew nothing of this man’s plans!

Details details details

Details, details, details!

  • As with any type of writing, you must have rich, specific details in a narrative if you want it to be convincing (and you do.)

  • In the winter she sewed night after night, endlessly, begging cast-off clothing from relatives, ripping apart coats, dresses, blouses, and trousers to remake them to fit her four daughters and son. Every morning and every evening she milked cows, fed pigs and calves, cared for chickens, picked eggs, cooked meals, washed dishes, scrubbed floors, and tended and loved her children. In the spring she planted a garden once more, dragging pails of water to nourish and sustain the vegetables for the family. In 1936 she lost a baby in her sixth month.

    --from “My Mother Never Worked”

    *You can stop and analyze details if necessary.

Sameness boredom


  • Vary your sentence structure!

  • JV: She sewed dresses. She milked cows. She fed pigs.

  • Varsity: In the winter she sewed night after night, endlessly…Every morning and every evening she milked cows, fed pigs and claves, cared for chickens.

Maintaining clear narrative order

Maintaining Clear Narrative Order

  • What does that even mean? It means that, however you organize the events of your narrative, it must make sense.

  • If you are writing a straightforward account of something, like a historical event, or summarizing a record of something that happened, you’ll probably want to use chronological order (telling it in the order in which it happened).

  • If you are writing about a personal experience or a fictional narrative, you may want to consider beginning with an event from the middle or end of the story and filling everything else in. This makes use of flashbacks.

  • Remember to choose a narrative order that is most beneficial to your purpose.

Watch your verb tenses

Watch your verb tenses!

  • Verb tenses indicate temporal (time) relationships.

  • Narratives are usually written in past tense, but you still need to use varying tense shifts in order to reflect actual time shifts in your narrative.

  • Example: Even though your narrative might be written in past tense, you still use the present tense to discuss literature; however, a flashback to an earlier point in a work of literature necessitates the past tense.

    • i.e. “When Hamlet’s mother marries his uncle…

    • “Before their marriage, Hamlet was…



  • Use them! They help link the time of events.


    First Second Next Then Later


    BeforeEarlier after

Simple sentence

Simple sentence

  • Subject + predicate

  • LeRoy punches

Compound sentence

compound sentence

  • 2 subjects, 2 predicates joined with a comma and conjunction

  • LeRoy punches Mark Twain, and he’s a jerk.

  • FANBOYS = for, and, nor, but, or, yet, so.

Ap slides


  • Then is not a conjunction.

  • Watch.

  • LeRoy punched Thomas Pynchon, then he ate lunch.

  • That’s a comma splice.

  • LeRoy punched Thomas Pynchon, he then ate lunch.

  • LeRoy punched Thomas Pynchon, he ate lunch then.

  • LeRoy punched Thomas Pynchon, and then he ate lunch.

Ap slides


  • It’s called a “conjunctive adverb” or “adverbial conjunction” (because I figured you’d ask), and it sort of acts as a conjunction, but you should see also how it can’t.

Ap slides


  • Um, it’s a preposition and a conjunction.

  • Wrong: LeRoy punches better than me.

  • Right: LeRoy punches better than I.

  • Right: LeRoy punches better than I punch.

  • But “Than I punch” can’t stand on its own, so I feel it’s more of a preposition.

Subordinating conjunction

Subordinating conjunction

  • Introduces subordinate clauses.

  • Don’t require commas.

  • Because, while, after, although, during, before, unless, though, etc.

  • Some overlap with prepositions.



  • Joins two related independent clauses.

  • Correct: LeRoy punches; however, RoyLee isn’t hurt.

  • Jimmy, however, isn’t impressed.

  • We went to Manassas, VA; Schenectady, NY; Florence, AL; Charleston, SC.

Compound subject

Compound subject

  • Two nouns = one subject

  • LeRoy and his brother RoyLee punch Joseph Conrad.

Compound predicate

compound predicate

  • Two verbs = one subject

  • LeRoy punches and kicks Harper Lee.

Complex sentence

Complex sentence

  • An independent clause (IC) and dependent clause stuck together.

  • IC: subject + predicate = complete thought

  • DC: subject + predicate [does not equal] complete thought.

  • LeRoy fights. Independent clause.

  • Because LeRoy fights. Dependent clause (a fragment)

  • Because LeRoy fights, he is always in trouble.

Ap slides


  • Did I just start a sentence with “because?”

  • I sure did.

  • Why did I do that?

  • Because it’s ok. (See what I did there . . . )

  • Your English teachers told you not to do because, more than likely, you wouldn’t complete the thought. You’d leave it a fragment.

11 6 7 close and hw

11.6/7 Close and HW

  • Using your notes about narration, identify what kind of narrative techniques you used in your narration.


  • HW: P. 96-98 in Patterns. Answer style and structure questions 1-5 on p.99.

Objectives 11 8 12

Objectives 11.8/12

  • Use vocab. correctly in context and identify meaning of word from context.

  • Edit grammar using MLA guidelines.

  • HW due: That something from patterns.

  • Vocab. 4 quiz today.

11 8 12 warm up

11.8/12 Warm-up

  • Choose five of your vocab. words.

  • Write five sentences using those words correctly in context.

Vocab quiz and post quiz

Vocab. quiz and post-quiz

  • Usual quiz procedures

  • Post quiz

  • Please write three simple sentences.

  • Use transitive verbs.

  • Add adjectives and adverbs.

Diagram these

Diagram these

  • Connor! and Julian discussed the test.

  • Leyla studied and did well today.

  • Trish and Grace hate English!

Now this is where we go to

Now this is where we go to . . .

  • “diagramming sentences” ppt.

  • And we’ll run through this on Wednesday together! Hurray.

11 8 12 close and hw

11.8/12 CLOSE and HW

  • HW: Find the paragraph from Hunger Games on the wiki (or in your copy of the book . . . ) and diagram the sentences.

  • QUICK FIRE!!! Pack up your stuff.

  • When you know an answer, stand up.

  • Remain standing throughout.

  • Everyone should be standing by question #5.

  • Ready?

Quick fire z zooooom



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