23rd class
 
 
Brad Johnson Engl. 81, 23rd class
 
COMMAS: Review of Homework
Chapter 35
 
Small Groups: go over comma homework. This was from last weekend:
Review comma HW from the weekend. Practices 1-3 in parts A, B, and C – odd numbered questions.
International and non-native speaking students were to do A-1 to A-8 in the back of the book, in the appendix – all 6 practices and all sentences.
 
p. 471 – These are the corrected sentences:
1. At the banquet, Ed served a salad of juicy red tomatoes, crunchy green lettuce, and     stringless snap beans.
 
3. Ali visited Santa Barbara, Concord, and Berkeley
.
5. The police found TV sets, blenders, and blow dryers stacked to the ceiling in the           abandoned house.
 
9. We bought a Ouija board, a Scrabble set, and a Boggle game to the party.
 
 
Part B – p. 471-when using commas, with introductory phrases, transitional expressions, and parentheticals, develop your ear. Move things around at the beginning, end, and middle for variety, interest, and personal writing style.
 
Practice 2, p. 472
1.    Frankly, I always suspected that you were a born saleswoman. Note: “frankly” can be placed at the beginning, middle, or end of the sentence Put in the interrupter in the most interesting place. Example: I always suspected that you were a born saleswoman, frankly. Or I always suspected, frankly, that you were a born saleswoman.
 
2.    On every April Fools’ Day, he tries out a new, dumb practical joke. Note: “on   every April Fools’ Day” can be placed at the end of the sentence.
     Example: He tries out a new dumb practical joke on every April Fools’ Day.
 
5.    Close to the top of Mount Washington, the climbers paused for a tea break.
 
7.    Near the end of the driveway, a large lilac bush bloomed and brightened the
       yard.
       Note: “near the end of the driveway” is a prepositional phrase. It can be removed
       because “a large lilac bush” is the subject.
 
8.    He prefers, as a rule, serious news programs to the lighter sitcoms. (In this
       sentence, pull out the basic sentence. “He prefers serious news programs to the
       lighter sitcoms.” OR pull out the interrupter – as a rule. This gives you a clue
       as to where to place the  commas. Again, note: “as a rule” is the interrupter.  
       Pulling out the interrupter lets you see that you still have a sentence.) Now, read
       this sentence out loud to hear where the commas should be.
 
      This sentence pattern, using an interrupter, is # 7: I interrupter c. Using this
      pattern gives you a clue that the interrupter can be taken out, and you still have a
      sentence.
 
9.    To sum up, Mr. Choi, will handle all the details. (In this sentence, pull out “to sum up” and you have a basic sentence. “Mr. Choi will handle all the details.” However, using the interrupter, “to sum up”, makes this sentence more interesting.)
 
 
THESE ARE THE 7 SENTENCE STRUCTURES THAT YOU SHOULD KNOW:
 
    IC. IC.
    Ic, f  ic.
    IC, ic.
    Ic dc.
    Dc ic.
    Ic; ca, ic.
    I, interrupter, c.  
 
 
p. 473  Commas for Appositives
Look at examples in the yellow boxes.  When you have essential information, don’t use commas. In sentence # 1, the essential sentence is: “Yoko is our best fielder.” You need to keep this information in the sentence.  When you have nonessential information, use commas. In sentence # 1, “our new classmate” is nonessential information. It is separated by commas and can easily be removed without destroying the sentence.
 
1.    The Rock, the popular wrestler and actor, starred in movies and made a video with musician Wyclef Jean. Note: you can take out “popular wrestler and actor” and still have a sentence.
 
Note: Always revise and re-edit.
 
      3.  Rolando, a resident nurse, hopes to become a pediatrician. Note: take out “a
          resident nurse”,  and you have a sentence. Never take out the verb.
 
     5. Tanzania, a small African nation, exports cashew nuts. Note: take out “ a small
         African nation, and you have a sentence.
 
     7. Ms. Liu, a well-known nutritionist, lectures at public schools. Note: Take out “a
         well-known nutritionist, and you have a sentence: Ms. Liu lectures at public
         schools.
 
 
NOTE:
Appositives: further describe nouns and pronouns. These add further color or meaning to the noun or pronoun. Note the above, corrected sentences from p. 473.
 
Parentheticals: these are asides. Refer back to yesterday’s notes and p. 472.
 
 
HW
Make changes on your draft using feedback from your group. Include the following:
1.    Title
2.    Clear, concise topic sentence: this should be precise, debatable and an opinionated statement (not a fact)
3.    Supportive sentences: these should have varied beginnings.
4.    Underline the beginning words in your sentences.
5.    Have 3-4 logically placed transitions (italicize these words).
6.    Have sentence variety – look at the HW from Chapter 21. Use coordination and subordination. These are independent clauses and dependent clauses. See pp. 354-355 and pp. 357-358. VERY HELPFUL INFORMATION!!
7.    Double underline active verbs that have replaced passive verbs: is, are, was, were, be, being, been.
8.    Italicize any relative pronouns: who/whom, which, where, when, while, that.
    These words were used in place of; ‘and’ or to combine sentences and delete
            repeated words.
 
QUOTE OF THE DAY: “The harder you work, the luckier you get.” Gary Player