Presentations on Comma Usage

Here's a link to a colleague's web site at another community college:

http://grammar.ccc.commnet.edu/grammar/commas.htm

At this site you'll find links to a few good Powerpoint presentations on comma usage. If you want to review the difference between independent and dependent clauses, there is also a presentation on "Clauses: Building Blocks for Sentences."

Steve

A New Rule for Commas

1. Just as you use a comma to separate a dependent clause that appears at the beginning of a sentence from an independent clause which follows, you often use commas to separate introductory phrases (those over four words) from a following independent clause. For example, look at these sentences I borrowed from the OWL website:

Having finished the test, he left the room.
To get a seat, you'd better come early.
After the test but before lunch, I went jogging.
The sun radiating intense heat, we sought shelter in the cafe.

In a like manner, places a comma after some common introductory words, like yes, however, well. For example, see the following sentences, again borrowed from the OWL website:

Well, perhaps he meant no harm.
Yes, the package should arrive tomorrow morning.
However, you may not be satisfied with the results.

Here is a link to website where I found the examples above:

http://owl.english.purdue.edu/handouts/grammar/g_comma.html

Using Word Maps to Learn Vocabulary

The most used words in Academic Writing

analyze approach area assess assume authority available benefit concept consist	constitute context contract create data define derive distribute economy environment	establish estimate evident export factor finance formula function identify income
indicate individual interpret involve issue labor legal legislate major method	occur percent period policy principle proceed process require research respond	role section sector significant similar source specific structure theory vary

Here's a list of links to online dictionaries:

Dictionaries

• Acronym Finder
• American Heritage Dictionary
• British National Corpus
• Encarta World English Dictionary
• Idiom Connection
• Lexicool
• Oxford English Dictionary
• Roget’s Thesaurus
• Rhyming Dictionary
• Synonym Dictionary

• Thesaurus.com

Expressways suggests you use a mindmap to learn new words. You can use online tools to make mind maps. Here is a link to two of my favorite online mind mapping tools:

• Bubbl.us
  
• Wise Mapping
  

Here is Expressways advice on how to use a mind map to learn a new word:

You can find a copy of the mindmap being discussed here:

• Word Map

Using Word Mapping

Word mapping is a visual method of expanding your vocabulary. It involves examining a word in detail by considering its meanings, synonyms (words similar in meaning), antonyms (words opposite in meaning), part(s) of speech, word parts, and usages. A word map is a form of word study. By the time you have completed the map, you will find that you have learned the word and are ready to use it in your speech and writing.

On the following page is a sample map for the word “intercepted.”

Use the following steps in completing a word map:

1. When you find a word you don’t know, locate the entry for the word in a dictionary.

Write the sentence in which the word appeared at the top of the map.

Figure out which meaning fits the context and write it in the box labeled “Meaning (as used in reading).” Fill in the word’s part of speech as used in this context.

2. Study the dictionary entry to discover other meanings of the word.

Fill those in on the map in the box labeled “Other Meanings.”

3. Find or think of two synonyms (words similar in meaning).

You might need to use a thesaurus for this.

4. Write two sentences using the word.

5. Analyze the word’s parts. Identify any prefixes, roots, and suffixes.
Write the word part and its meaning in the box labeled “Word Parts.”

6. In the box labeled “Other,” include any other interesting information about the word.
You might include antonyms, restrictive meanings, or the word’s history or derivation).

How to Learn New Vocabulary

Pages 42-6 offer some advice on how to learn new vocabulary. Since one of your assignments is to learn all the words on the Academic Word List, between now and 18 March, I want you to try out these techniques on learning new vocabulary.

Here's some advice:

1. Break the task down. Don't try to learn all the words at once. Try to learn a few a day.
2. Look for opportunities to use the words you are learning. Use them in sentences. Look for them in the reading you are doing. Nothing helps you learn new vocabulary faster than using it.
3. Make connections. The worst way to learn vocabulary is to memorize. After all, I'm betting you don't remember many of the words you learned in such vocabulary exercises in earlier schooling. Instead of memorization, make connections between the new vocabulary and that which you already know. Look up synonymys using a thesaurus. Use the new vocabulary in sentences.

Here's the textbook's advice from pages 42-6:

Building Your Vocabulary Through Reading

Your vocabulary is an important asset, both in college and in the workplace. Words are the vehicles or building blocks with which you express ideas both in speech and in writing. A strong vocabulary identifies you as a learned, educated person as well as an effective communicator.

Figuring Out Unfamiliar Words

One of the best ways to improve your vocabulary is to read! Reading essays, by both professional and student authors, is an excellent way to build your vocabulary. As you read them, you will encounter words that you can use to expand your vocabulary. Use the “Strengthening Your Vocabulary” exercise that follows each reading to learn new words in the reading. You may also encounter other words in the reading that are unfamiliar to you or you may come upon uncommon uses for words you already know. As you find words that you want to make part of your writing vocabulary, circle or highlight them as you read, mark them with a sticky tab labeled “Vocabulary,” and use the tips on page 43 to learn their meanings. Notice that the first step is not what you expect, which would be to look words up in a dictionary.

In addition to adding words to your vocabulary, you can also learn creative and interesting ways to use language. As you read, look for the following:

1. Euphemisms These are words that hide or disguise the importance, reality, or seriousness of something. (Ladies’ room is a euphemism for toilet; “victim of friendly fire” is a euphemism for a soldier shot by his or her own troops.)

2. Connotative meanings Words have shades of meaning called connotations. These are the emotional associations that accompany words for some readers. The word “mother” has many connotative meanings. For some it means a warm, loving, caregiver. For others it may suggest a strict disciplinarian.

3. Jargon Jargon is specialized terminology used in a particular field of study. Football has its own jargon: linebackers, kick off, touchdown, etc. Academic disciplines also have their own language (psychology: drive, motivation, stressor).

4. Foreign words and phrases Many Latin, French, and Spanish words have entered our language and are used as if they are part of our language. Here are a few examples:

Aficionado (Spanish) someone enthusiastic and knowledgeable about something

Et cetera (Latin)—and so forth

Faux pas (French)—embarrassing social blunder

Guerilla (Spanish)—freedom fighter

Status quo (Latin)—the way things are, an existing state of affairs

Tête-à-tête (French)—a private conversation between two people

• Figurative language Figurative language consists of words and phrases that make sense creatively or imaginatively but not literally. The expression “The exam was a piece of cake” means, creatively, that the exam was easy, as eating cake is easy. But the exam did not literally resemble a cake. You will learn more about figurative language in Chapter 4, p. 102.

• Neologisms Neologisms are new words that have recently entered our language. As technology and society change, new words are created. Here are a few examples: blogs (Web logs or diaries), spamming (sending unwanted e-mail to someone), and egosurfing (searching online for information about yourself.)

Exercise 2-11

Reading and Writing in Progress

Directions: For the professional reading you chose in Exercise 2-4, list any words for which you did not know the meaning. For each word listed, write the meaning and indicate what method you used to figure it out (context, words parts, or dictionary).

Word Meaning Method

1. _______________ _______________ _______________

2. _______________ _______________ _______________

3. _______________ _______________ _______________

Using Word Mapping

Word mapping is a visual method of expanding your vocabulary. It involves examining a word in detail by considering its meanings, synonyms (words similar in meaning), antonyms (words opposite in meaning), part(s) of speech, word parts, and usages. A word map is a form of word study. By the time you have completed the map, you will find that you have learned the word and are ready to use it in your speech and writing.

On the following page is a sample map for the word “intercepted.”

Use the following steps in completing a word map:

1. When you find a word you don’t know, locate the entry for the word in a dictionary. Write the sentence in which the word appeared at the top of the map. Figure out which meaning fits the context and write it in the box labeled “Meaning (as used in reading).” Fill in the word’s part of speech as used in this context.

2. Study the dictionary entry to discover other meanings of the word. Fill those in on the map in the box labeled “Other Meanings.”

3. Find or think of two synonyms (words similar in meaning). You might need to use a thesaurus for this.

4. Write two sentences using the word.

5. Analyze the word’s parts. Identify any prefixes, roots, and suffixes. Write the word part and its meaning in the box labeled “Word Parts.”
6. In the box labeled “Other,” include any other interesting information about the word. You might include antonyms, restrictive meanings, or the word’s history or derivation).

Writing Assignment for 4-18 March: Draft a Cover Letter

On 18 March, bring in a hard copy of a draft of your cover letter. We'll use these in class to practice how to revise and proofread.

Discussion and reading for 4-18 March:

So far, we've been completely focused on academic writing, but the main reason most of us learn to write for college is that college writing helps you when you write in your career and life.

For instance, when you apply to a professional job, internship, or salaried position, you write something called a cover letter. Cover letters are one to two pages long, and you write them to get your reader to offer you an interview. To get a busy person who had a pile of other letters in front of her to pick you to interview, you have to think about what this person needs to hear:

1) What experience do you have which qualifies you for the job?
2) Why are you applying for the job?
3) What can you do for the company that other candidates may not be able to do.

Too often, folks make the mistake of writing a generic cover letter that they send to everyone, but the easiest way to make your letter stand out is to do some research about the company to which you are applying and explain how you fit their needs.

Virginia Tech as a web page with some good general advice on writing cover letters:

http://www.career.vt.edu/JOBSEARC/coversamples.htm

Read Tech's advice and read this advice:

http://www.ccs.neu.edu/co-op/Manual/Coverletters.html

Finally, whenever you begin writing in a new genre, you should spend some time online researching advice on how to write in your genre. Go to google, enter the search "How to write cover letter." Read several of the sites and pull out the best advice you find. Use this advice as your revise your letter.

Learn These Words: The Academic Word List

When you read college writing, a basic set of words appear again and again. College researchers will study anything, and several years ago a professor in New Zealand, Averil Coxhead, used statistics to figure out a list of words which appear most frequently in academic writing but which are not on the list of the most frequently used words in English. . I am assigning you the job of learning this vocabulary. Why? Because it will help you in several key ways. Studies subsequent to Coxhead's have shown that students who learn this set of words understand academic writing, like that found in college texts, around ten percent better than students who have never studied the vocabulary. Ten percent better understanding may not sound like much, but think of it this way: if you understand the reading and discussion ten percent better in every class, that's a full letter grade difference; so, if you're used to getting a "C," just by learning this vocabulary, studies show you'll be getting a "B" instead. In terms of long term GPA, this means the difference between a 2.0 and a 3.0 GPA. Second, if you want your writing to be recognized as "academic," then you have to use the words good academic writers use.

So, here's the list of the sixty most frequent words in academic writing:

analyze
approach
area
assess
assume
authority
available
benefit
concept
consist

constitute
context
contract
create
data
define
derive
distribute
economy
environment

establish
estimate
evident
export
factor
finance
formula
function
identify
income
indicate

individual
interpret
involve
issue
labor
legal
legislate
major
method
occur

percent
period
policy
principle
proceed
process
require
research
respond
role

section
sector
significant
similar
source
specific
structure
theory
vary

analyze	constitute	establish	indicate	occur	role
approach	context	estimate	individual	percent	section
area	contract	evident	interpret	period	sector
assess	create	export	involve	policy	significant
assume	data	factor	issue	principle	similar
authority	define	finance	labour	proceed	source
available	derive	formula	legal	process	specific
benefit	distribute	function	legislate	require	structure
concept	economy	identify	major	research	theory
consist	environment	income	method	respond	vary

Words to help you signal transitions between words.

On page 95 of our text, Expressways, the authors offer a set of frequently used transition words. Unlike the Academic Word List (AWL) below, we use words to help use move from one idea, sentence, or paragraph to another.

If you want to arrange your ideas using time, here are some words you can use:

first, next, during, eventually, finally, later, meanwhile, soon, when, then, suddenly, currently, after, afterward, before, now, until, before

If you want to use where things physically appear, here are some useful words:

above, below, behind, in front of, beside, next to, inside, outside, to the west (north, etc.) of, beneath, nearby, on the other side of

If you want to show a movement from least to most, here are some words you can use:

most, above all, especially, even more, most important, most importantly, essential

If you want to arrange your ideas using numbers, here are some important words:

first, second, third...and, finally OR one, two, three, last

If you want to show cause and effect, here are some useful words:

because, due to, one cause is, another cause is, since, for , first, second OR consequently, for this reason, as a result, thus, resulted in, one result is, another is, therefore, hence, thus

To show similarities: likewise, similarly, in the same way, too, also
To show differences: however, on the contrary, unlike, on the other hand

To indicate the use of an example: for example, for instance, to illustrate, in one case