e10 feb21 2011-eoc
TRANSCRIPT
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February 21, 2011
Grammar: Subjects and VerbsWriting: Effective Writing/Topic
Sentences
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Housekeeping
Michele will be back on Wednesday.
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Subjects and Verbs, p. 406• As we discussed last week, a simple sentence must
have a subject and verb part (predicate).
• Ex: The children laughed.
(subject) (verb)
• A subject is
who or what the sentence is about
• The verb
what the sentence says about the subject
(usually an action word. . .)
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Finding Subjects, p. 406
• To find the subject of a sentence, ask yourself “Who or what is the sentence about?”
Ex: The children laughed.Several branches fell.Most students passed the test.The man is a hero.
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Finding Verbs, p. 406
• To find the verb part (predicate) of a sentence, ask yourself “what does the sentence say about the subject?”
Ex: The children laughed.Several branches fell.Most students passed the test.The man is a hero.
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Another way to find the verb
• replace the word that comes before the word you think is a verb with a pronoun (I, you, he, she, it, they)
• If it makes sense then the word is a verb.
Ex: Several branches fell. They fell.
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Activity 1, p. 407Do as many as you can in 5 minutes. We will go over them all.
1.2.3.4.5.6.7.8.9.10.
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More about Subjects and Verbs, p. 407
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More about Subjects and Verbs, p. 407
• many verbs are made up of more than one word
Ex: smile, will smile, was smiling, had smiled, etc.
• words like not, just, never, only, and always are not part of the verb even if they appear inside the verb
Ex: She did not like the movie at all.
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More about Subjects and Verbs, p. 407
• no verb preceded by to is ever the verb part (predicate) of the sentence
Ex: Kerry planned to arrive on time.NOT: Kerry planned to arrive on time.
• no –ing word is ever the verb of the sentence without a helping verb
NOT: She wearing her favourite dress.BUT: She is wearing her favourite dress.
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Activity 2, p. 409Do as many as you can in 5 minutes. We will go over them all.
1.2.3.4.5.6.7.8.9.10.
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10 Minute Break
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Effective Writing
Good writing has
• unity (a single focus)
• support (details and examples)
• coherance (clear and logical)
• sentence skills (grammatically correct)
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Review of Paragraph Structure
• Start with a topic sentence that clearly defines the main point of your paragraph (unity)
• Give three reasons to support your point; (support)
• Provide specific details or examples for each reason (support)
• Use transition signals to show the relationship between ideas (coherance)
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Begin with a Point, Page 47
To understand this idea of “unity” or “focus,” let’s look at some examples in our text.
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Begin with a Point, Page 47
Complete the following statement:
Paragraph _____ is effective because it makes a clear, single point, in the first sentence and goes on in the remaining sentence to support that point.
Discuss your choice with a classmate.
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Topic Sentences
• should be the first sentence in the paragraph• contain the main point of a paragraph• give focus to the paragraph (unity)• are a promise to the reader about what the
paragraph will be about
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Effective Topic Sentences should
• state one main idea or opinion that could be supported with specific evidence
Ex: I hate my Ford Escort.
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Effective Topic Sentences have
• two main parts– the limited topic– the writer’s attitude about the topic
Ex: I hate my Ford Escort.
Ex: My girlfriend is very aggressive.Ex: Voting should be required by law in Canada.
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Topic Sentences should not
• “announce” the topic
Ex: I want to talk about my Ford Escort.
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Topic Sentences should not
• be too broad
Ex: Many people have problems with their cars.
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Topic Sentences should not
• be too narrow
Ex: My car is a Ford Escort.
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Activity 10, p. 65
• Read sentences 1-5.
• Identify (on your own paper) the topic and the idea about the topic (expressed in key words)
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Activity 10, p. 65
1. Billboards should be abolished.2. My boss is an ambitious man.3. Politicians are often self-serving.4. The apartment needed repairs.5. Television commercials are often insulting.
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Activity 12, p. 68
• Read each group of supporting details and then try to write a topic sentence for them.
(Ask yourself what general topic they have in common and what idea or view about that topic they seem to support.)
• Do as many as you can in the next ten minutes. Do not worry if you do not have time to do them all.
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Activity 12, p. 68
1.
2.
3.
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Activity 12, p. 68
4.
5.
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Homework
1. Online Grammar Practice – Subjects and Verbs
2. “All Grown Up and Still in Tow” for Wednesday
• Re-read the article as many times as you need to understand it (we will be doing in-class work on it next Wednesday)
• Word Families, p. 267 /5 marks– Write a short paragraph using the following words:
adolescent (adj.), advice (n.), advise (v.), intervene (v.), negotiation (n.) Copying sentences from the dictionary, website, or other sources is considered plagiarism (cheating) and will receive a mark of zero (0).