Composition 2 (S3) 2024-2025 - IBN ZOHR University

IBN ZOHR UNIVERSITY COMPOSITION 2 (S3) 2024- ESEFA – AGADIR 2025 PROF. EL-ALLALI JASIA...

IBN ZOHR UNIVERSITY COMPOSITION 2 (S3) 2024- ESEFA – AGADIR 2025 PROF. EL-ALLALI JASIA [email protected] COMPOSITION 2 Course Description Composition II is an academic writing course designed for English language learners in academic settings. The course focuses on guiding students through the transition from paragraph to essay writing, using a clear, step-by-step approach with diverse practice activities. Emphasis is placed on producing well-organized, fully developed essays. Students will be introduced to the writing process and more advanced rhetorical structures, such as definition, comparison/contrast, opinion, and argumentative essays. Throughout the course, students will engage in prewriting techniques like clustering, freewriting, and outlining. Editing is a key focus, with multiple opportunities to refine work throughout the course. The course materials include detailed instruction on writing processes, punctuation, and rhetorical forms. Each chapter features model essays to exemplify the rhetorical styles being studied. Writing assignments are clearly structured with step-by-step guidelines, and students will complete both individual and collaborative tasks. In-class writing activities, including group prewriting and first drafts, encourage collaboration, while also allowing students to receive immediate feedback from the instructor. Although some tasks will involve pair or group work, writing itself remains primarily an individual effort. Course Objectives: By the end of the course, students are expected to:  Transition from paragraph writing to essay writing.  Understand the components of an essay.  Write well-structured essays (ranging from four to five paragraphs).  Produce various types of essays, including definition, comparison/contrast, opinion (argumentative), and expository essays.  Develop advanced rhetorical strategies for academic writing. Course Materials:  Introduction to Academic Writing by Alice Oshima & Ann Hogue  College Writing: From Paragraph to Essay by Dorothy E. Zemach & Lisa A. Rumisek COMPOSITION 2 (S3) PROF. EL-ALLALI JASIA 1  IBN ZOHR UNIVERSITY COMPOSITION 2 (S3) 2024- ESEFA – AGADIR 2025 PROF. EL-ALLALI JASIA [email protected] Course Content: I. Essay Organization 1. Organization: The Three Parts of an Essay:  Introductory Paragraph  Body Paragraphs  Concluding Paragraph Transitions between Paragraphs Essay Outlining 2. Planning an Essay Step 1: Prewriting Step 2: Organizing a. Group Ideas Logically b. Create an Outline 3. Unity and Coherence  Importance of unity in essay writing  Editing for unity  Importance of coherence in essay writing  Creating coherence 4. Additional Materials Sample essays: Brainstorming, First Draft, Second Draft Punctuation II. Opinion (Argumentative) Essays 1. Organization  Introductory Paragraph  Body Paragraphs  Concluding Paragraph COMPOSITION 2 (S3) PROF. EL-ALLALI JASIA 2  IBN ZOHR UNIVERSITY COMPOSITION 2 (S3) 2024- ESEFA – AGADIR 2025 PROF. EL-ALLALI JASIA [email protected] 2. Developing Supporting Details  Quotations  Rules for using and punctuating quotations  Statistics III. Other Types of Essays:  Descriptive essay  Comparison/contrast essay Course Evaluation  Attendance  Class participation  Individual, pair, and group in-class writing activities  Individual assignments  Final exam (written) Course Schedule Group 1: Tuesday from 08h30 to 12h00 – Room C17 (ESEFA) Group 2: Saturday from 08h30 to 12h00 – Room C17 (ESEFA) Please note: *The course program and schedule are subject to modification as necessary. Any updates or changes will be communicated to students in a timely manner. *If make-up classes are required, students will be notified of the revised dates and schedule well in advance. COMPOSITION 2 (S3) PROF. EL-ALLALI JASIA 3  IBN ZOHR UNIVERSITY COMPOSITION 2 (S3) 2024- ESEFA – AGADIR 2025 PROF. EL-ALLALI JASIA [email protected] WEEK 1 Introduction to Academic Writing 1. Academic Writing (Oshima & Hogue, 2007, p. 3) Definition: Academic writing is a structured, formal type of writing used in educational and professional contexts. It prioritizes clarity, precision, and logical organization to convey information effectively. Unlike informal writing, it avoids slang, contractions, and conversational language (Oshima & Hogue, 2007). In-text citation in APA style: According to Oshima and Hogue (2007), "Academic writing is the kind of writing used in high school and college classes." Other Definitions:  Swales and Feak (1994) describe academic writing as “characterized by evidence- based arguments, precise word choice, logical organization, and an impersonal tone designed to demonstrate a writer’s credibility and critical thinking.”  Murray and Hughes (2008) state that "Academic writing involves critical thinking and the use of structured, coherent, and precise language to present an argument or discussion." Purpose of Academic Writing:  To inform, argue, analyze, or present research findings in an objective and structured manner. 2. The Importance of Sentence Structure (Oshima & Hogue, 2007, pp. 10-15) Correct sentence structure is the foundation of academic writing, ensuring that ideas are communicated clearly and effectively. 2.1 Types of Sentences:  Simple Sentences: Consist of one independent clause expressing a complete thought. o Example: "The students study diligently."  Compound Sentences: Combine two independent clauses with a coordinating conjunction (e.g., and, but, or). o Example: "The students study diligently, and they participate in discussions."  Complex Sentences: Include one independent clause and one or more dependent clauses, joined by subordinating conjunctions (e.g., because, although). COMPOSITION 2 (S3) PROF. EL-ALLALI JASIA 4  IBN ZOHR UNIVERSITY COMPOSITION 2 (S3) 2024- ESEFA – AGADIR 2025 PROF. EL-ALLALI JASIA [email protected] o Example: "Although the students were tired, they attended the lecture."  Compound-Complex Sentences: Combine elements of compound and complex sentences. o Example: "The students attended the lecture because they wanted to learn, and they took detailed notes." Tips for Sentence Variety:  Vary sentence structure to create engaging and dynamic writing.  Use simple sentences for clarity and complex sentences for adding depth. Common Errors:  Fragments: Incomplete sentences missing a subject or verb. o Incorrect: "Because the test was hard." o Correct: "Because the test was hard, the students prepared extensively."  Run-ons: Independent clauses joined without appropriate punctuation. o Incorrect: "She finished her essay she submitted it." o Correct: "She finished her essay, and she submitted it." 3. Capitalization Rules (Oshima & Hogue, 2007, pp. 7-8) Proper capitalization enhances clarity and professionalism in writing. 3.1 General Rules:  Capitalize the first word of every sentence.  Capitalize proper nouns, including names of people, places, organizations, and specific entities.  Capitalize the major words in the titles of books, movies, and other works (e.g., Pride and Prejudice).  Always capitalize the pronoun "I" and abbreviations like "UN" or "USA." 3.2 Special Cases:  Days, Months, and Holidays: Always capitalized (e.g., Monday, January, Christmas).  Languages and Nationalities: Always capitalized (e.g., French, Arabic).  School Subjects: Capitalize when they are languages or accompanied by course numbers (e.g., English Literature, Math 101). 4. Punctuation (Oshima & Hogue, 2007, p. 33) Punctuation helps organize sentences and convey meaning clearly. COMPOSITION 2 (S3) PROF. EL-ALLALI JASIA 5  IBN ZOHR UNIVERSITY COMPOSITION 2 (S3) 2024- ESEFA – AGADIR 2025 PROF. EL-ALLALI JASIA [email protected] 4.1 Commas ( , ):  Use commas to separate items in a list: "She bought apples, bananas, and oranges."  Place a comma before coordinating conjunctions when connecting independent clauses: "The lecture was long, but it was informative."  Use commas after introductory phrases: "After the meeting, the team discussed the next steps." 4.2 Semicolons ( ; ):  Connect related independent clauses: "The research was thorough; the results were impressive."  Use with conjunctive adverbs (e.g., however, therefore): "The data was incomplete; therefore, the results were inconclusive." 4.3 Colons ( : ):  Introduce a list: "The following items are required: textbooks, notebooks, and pens."  Present an explanation or elaboration: "The experiment failed for one reason: the equipment was faulty." 4.4 Apostrophes ( ' ):  Show possession: "The student’s book was on the table."  Avoid using contractions in formal writing: "It’s" should be avoided in favor of "It is." 4.5 Quotation Marks ( " " ):  Enclose direct speech: "The professor said, 'Attend all your classes.'"  Use for titles of short works (e.g., "A Clean, Well-Lighted Place" by Hemingway). Tip: Punctuation affects meaning. Practice reading sentences aloud to determine where commas or periods should go. 5. Grammar Essentials 5.1 Tense Consistency:  Maintain the same tense throughout your writing for clarity. o Example: "She studies English every day and attends all her classes." 5.2 Subject-Verb Agreement: COMPOSITION 2 (S3) PROF. EL-ALLALI JASIA 6  IBN ZOHR UNIVERSITY COMPOSITION 2 (S3) 2024- ESEFA – AGADIR 2025 PROF. EL-ALLALI JASIA [email protected]  Ensure that the subject and verb agree in number. o Correct: "The student writes an essay." o Incorrect: "The student write an essay." 5.3 Articles (a, an, the):  Use "a" before words that start with a consonant sound and "an" before vowel sounds.  Use "the" for specific nouns: "The book on the table is mine." 6. Writing Effective Paragraphs A paragraph consists of a group of sentences focused on a single idea. 6.1 Structure of a Paragraph:  Topic Sentence: Clearly states the main idea. It is typically the first sentence. o Example: "Social media impacts communication positively and negatively."  Supporting Sentences: Provide evidence, examples, and explanations. o Example: "It connects people globally but can also reduce face-to-face interactions."  Concluding Sentence: Summarizes the main point or offers a final thought. o Example: "Thus, while social media expands networks, it challenges traditional communication." Unity and Coherence:  Unity: All sentences should directly support the topic sentence.  Coherence: Achieve flow using transition words (e.g., furthermore, however, consequently) and logical sequencing. 7. Types of Paragraphs and Essays 7.1 Types of Paragraphs:  Descriptive: Provides vivid details about a subject.  Narrative: Tells a story or explains an event in sequence.  Expository: Explains or informs about a topic.  Persuasive: Convinces the reader of a particular viewpoint. 7.2 Types of Essays:  Expository Essays: Explain or describe a concept or process. COMPOSITION 2 (S3) PROF. EL-ALLALI JASIA 7  IBN ZOHR UNIVERSITY COMPOSITION 2 (S3) 2024- ESEFA – AGADIR 2025 PROF. EL-ALLALI JASIA [email protected]  Argumentative Essays: Present a viewpoint and support it with evidence.  Descriptive Essays: Create a detailed picture of a subject.  Narrative Essays: Tell a story with a specific point of view. 8. Essay Writing Structure of an Essay:  Introduction: o Includes a hook and a thesis statement. o Example Hook: "In today’s digital age, technology influences nearly every aspect of life." o Example Thesis: "This essay explores the effects of social media on communication."  Body Paragraphs: o Each paragraph discusses one point supporting the thesis, with evidence and examples. o Use transitions to maintain coherence.  Conclusion: o Summarizes the main points and reinforces the thesis without introducing new information. Tips for Essay Writing:  Outlining: Create an outline to organize ideas logically.  Revision: Edit for clarity, grammar, and consistency. 9. Formatting and Layout for Handwritten Assignments (Oshima & Hogue, 2007, pp. 3-5) Handwritten assignments require specific formatting guidelines to ensure clarity and organization. The following rules help create neat and professional handwritten work. 9.1 Layout and Spacing 1. Margins: o Leave a 2.5 cm margin on all sides of the paper (top, bottom, left, and right). This space allows room for comments or corrections. o If your paper does not have pre-marked margins, draw them lightly using a pencil and ruler for accuracy. 2. Spacing: COMPOSITION 2 (S3) PROF. EL-ALLALI JASIA 8  IBN ZOHR UNIVERSITY COMPOSITION 2 (S3) 2024- ESEFA – AGADIR 2025 PROF. EL-ALLALI JASIA [email protected] o Write on every other line (double-spacing) to provide space for corrections and comments. o Keep line spacing consistent throughout the assignment for a neat appearance. 3. Indentation: o Indent the first line of each paragraph by approximately 2 cm. This visually separates paragraphs and maintains organization. 4. Paragraph Breaks: o If space allows, leave a blank line between paragraphs to indicate the start of a new idea or section clearly. 9.2 Handwriting Tips 1. Clarity and Legibility: o Write clearly and legibly. If your cursive writing is difficult to read, print for better clarity. o Avoid overly small or slanted writing. Aim for uniform, evenly spaced letters. 2. Consistent Size: o Maintain consistent letter size throughout your writing. Letters should be large enough to read comfortably but not too large to take up excess space. 3. Avoiding Smudges: o If you are left-handed, position your hand to avoid smudging. o Allow ink to dry before moving your hand over written areas. 9.3 Title and Headings 1. Title: o Center the title of your assignment at the top of the first page. o Underline or write the title in capital letters for emphasis, avoiding decorative lettering for readability. 2. Headings: o Underline or capitalize headings to differentiate them from the body text. o Align headings to the left margin and keep them consistent throughout the document. 9.4 Paragraph Structure 1. Topic Sentence: o Start each paragraph with a clear topic sentence that relates directly to the overall thesis or purpose. COMPOSITION 2 (S3) PROF. EL-ALLALI JASIA 9  IBN ZOHR UNIVERSITY COMPOSITION 2 (S3) 2024- ESEFA – AGADIR 2025 PROF. EL-ALLALI JASIA [email protected] 2. Supporting Sentences: o Follow the topic sentence with supporting details or examples. Write in full sentences and maintain consistent spacing between words. 3. Concluding Sentence: o Finish each paragraph with a concluding or summarizing sentence. 4. Maintaining Unity and Coherence: o Ensure all sentences within a paragraph relate to the main idea (unity). o Use transition words (e.g., therefore, moreover) to connect ideas smoothly and maintain a logical flow (coherence). 9.5 Punctuation and Capitalization Proper punctuation and capitalization are critical in handwritten work to ensure professionalism. 1. Punctuation: o Ensure punctuation marks are clear and distinct, not too small or faint. o Leave a small space before and after each punctuation mark to avoid crowding. 2. Capitalization: o Always capitalize the first word of each sentence, proper nouns, and titles. o Make capital letters slightly larger than lowercase letters for clarity and avoid exaggerated capital letters. 9.6 Page Numbering and Organization 1. Page Numbers: o Number each page at the top right corner, using small, neat numbers. o Ensure consistency in numbering throughout the document, particularly for longer assignments. 2. Headers: o If required, write your name and the date at the top of each page. Use smaller, neat handwriting to keep the focus on the main content. 9.8 Revision and Proofreading Tips Before submitting your handwritten work, always proofread and revise carefully: 1. Review Spelling and Grammar: o Check for spelling errors, grammar mistakes, and punctuation issues. Make corrections neatly in the margins or above the word. 2. Consistency Check: o Ensure consistent use of margins, paragraph indentation, and spacing throughout the work. COMPOSITION 2 (S3) PROF. EL-ALLALI JASIA 10 IBN ZOHR UNIVERSITY COMPOSITION 2 (S3) 2024- ESEFA – AGADIR 2025 PROF. EL-ALLALI JASIA [email protected] 3. Neatness: o Avoid excessive crossing out. If you need to make significant changes, consider rewriting the section on a new sheet for clarity. COMPOSITION 2 (S3) PROF. EL-ALLALI JASIA 11  Chapter 1 I Paragraph Format 3 Wbat l s Academic writing is the kind of writing used in high school and college classes. A.cademic Academic writing is different from creative writing, which is the kind of writing you Writing? do when you write stories. It is also different from personal writing, which is the kind of writing you do when you write letters or e-mails to your friends and family. Creative writing and personal writing are informal, so you may use slang, abbreviations, and incomplete sentences. However, academic writing is formal, so you should not use slang or contractions. Also, you should take care to write complete sentences and to organize them in a certain way. Academic writing in English is probably di fferent from academic writing in your native language. The words and grammar and also the way of organizing ideas are probably d ifferent from what you are used to. In fact, the English way of writing may seem clumsy, repetitive, and even impolite to you. Just remember that it is neither better nor worse than other ways; it is just different. This book will help you learn and practice the format, sentence structure, and organization appropriate for academic writing. We will begin by studying the paragraph. Organization A paragraph is a group of related statements that a writer develops about a subject. The first sentence states the specific point, or idea, of the topic. The rest of the sentences in the paragraph support that point. Paragraph Follow the instructions after the model when you prepare assignments for this class. Format There are instructions for both handwritten and computer-written work. When you handwrite a paper, make it look like this: MODEL ! fvlar Per- !c OOl Handwritten Assignment HEADI NG l Apr-tlt 2, 2007 Cou N::::: :::::::::: :::.):. ::............. u ::. ::....::::........................ H cx::0. : f. : :: § !. :::B7.::: :::::::::::::::::::::::::::..............................................................!. !...................................................................................... Due DATE CENTER TH ETIT L 0 NL:HE INDEN HE FIRST TT f4. f ! ;; ;;, : :_............. 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Y?.F. ::0. : ::: :::: :: : :::: ::: ::::::::::::::: :::::e:::::uj: :¢ ¥: :: : ::: : : : : : :: ::: :::::::::::::::::: :::::::::::::: ::r: :: : E.:: : :::B. :§.: : :: : :: :::::: ::::::::::::::: ::: :::: : : ::: : T J :x: : : : : : : :: : : 0.:: :¢? )Z. a machine, to guide their learning. 1 computers have caused problems for society. People who spend hours each day surfing the Internet can become isolated and lonely, and children and teenagers can meet strangers through the Internet who may be dangerous. 6 1,....>-"".' b. the computer age has arrived, and it has changed our lives. Computers have made communicating and doing business faster and more convenient, and they are changing the way we learn in school. Just as the invention of automobiles had an unplanned consequence - the growth of suburbs - so will the invention of personal computers. We will have to wait and see what unintended consequences may develop. Essay Making an outline is even more important when you are planning an essay because Outlining you have many more ideas and details to organize. An outline for an essay with two body paragraphs might look like this. MODEL I. Introduction Essay Outline Thesis statement II. Body A. Topic Sentence 1. Main Supporting Point a. Supporting Detail b. Supporting Detail 2. Main Supporting Point a. Supporting Detail b. Supporting Detail 3. Main Supporting Point a. Supporting Detail b. Supporting Detail 160 Part 11 I The Essa-y B. Topic Sentence 1. Main Supporting Point a. Supporting Detail b. Supporting Detail · 2. Main Supporting Point a. Supporting Detail b. Supporting Detail Ill. Conclusion Notice these points: 1. The introduction, body, and conclusion are numbered with Roman numerals: I, II, and III. 2. The topic sentence of each body paragraph is given a capital letter (A, B , C , and so on). 3. Each main supporting point is numbered 1 , 2, 3, and so on. 4. Each supporting detail is given a small letter (a, b, c, and so on). 5. Each time the outline moves from a Roman numeral to a capital letter to an Arabic numeral , the text is indented. Indenting makes it easy to see the movement from big to small, from main points to specific details. PRA.CTlCE 5 Complete the foilowing outline for the model essay on pages 148- 1 50. Notice that the thesis statement, first topic sentence, and concluding sentences are written out Outlining an Essay in full. You should wtite out topic sentences in ful l , but you may use short phrases to list supporting points and supporting details if you wish. I Outline: Styles of Popular Music I. Introduction Thesis Statement: Three of the more successful styles are reggae, punk, and rap. II. Body A. One successful style of popular music is reggae. 1. Born on the Caribbean island of Jamaica i n the 1 960s. a. -- --- 2. Developed from menta. a. ----- b. __ __________________ ________________________ ___ 3. __ __ __________________ __ __ ________ ______ a. Guitar plays rhythm and bass plays melody.  Chapter 9 I Essa11 Organization 161 4. ------ a. Unusual sound mixes b. -- -- c. ---- d. ---- 5. Bob Marley -best known reggae musician a. ---- 6. __ ___________________________________________ B. -- --- !. __ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ a. ---- 2. With clothing and hairstyles, punks intended to shock society. a. ---- 3. __ ____ ____ ____ ____ ________ ____ ____ ____ ____ ____ a. ---- 4. Punk music is simple. a. ---- - b. __ ______ ______________ ____ ______ ______ ___ __ c. -- --- 5. __ ________ ______ ____ _________________________ 6. Punk has evolved into other styles. a. ------- b. __ __ ____ __________________ ____________ ___ __ c. ---- C. A third successful style of popular music is rap. 1. Also known as hip-hop 2. Form of dance music-singers speak in rhythm and rhyme 3. Originated in Africa a. Traveled to the U.S. via Jamaica-"toasting" b. __ ________ ____________ ____ ____________ ___ __ c. Disco DJs + rappers played songs for dancers at parties d. __ ____ ____ ____ ____ ____ ____ ____ ____ ____ ______ e. ---- 4. __ ____ ____ ____ ____ ____ ______ ____ ____ ______ ____ a. Politics-theme in 1 980s and 1 990s 162 Part 11 I The Essay 5. __ ______ ______ __ ____ ____ ____ ____ ____ ____ __ ___ a. Female rapper-Queen Latifah b. __ ______________________________________ ill. Conclusion Popular music changes constantly. New styles are born, grow, change, and produce offshoots, which in turn grow, change, and produce offshoots. Some styles enjoy lasting popularity, but others disappear rather quickly. However, all contribute to the power and excitement of popular music in our time. Planning an Essa)! Planning an essay takes a little more work because there are many ideas and details to organize. Let's review the steps in the writing process that were introduced in Chapter 1. Step I In this step, you choose a topic and then gather supporting ideas and detai ls. There are Prewriting several ways to gather ideas, including listing, clustering, freewriting, journal writing, interviewing classmates and friends, researching online, and researching in a Ubrary. Here is an example of the listing technique. The topic is "Kinds of Lies." Notice that the l ist is not in any order. The writer just wrote down any idea or example that came to mind. Kinds of Lies good lies broken window bad lies stole a cookie different motives (reasons) stole a bicycle social lies lying to police officer when caught lies to get out of trouble speeding lies to save face lying on a job application lies to avoid punishment lying to avoid hurting someone's polite lies feelings diplomatic lies bad haircut helpful lies clothes that don't fit, don't look friend who failed an important exam good, or are out of style friend who didn't get the job he/she lies that hurt someone's feelings wanted malicious lies that harm another children who do something bad person Step 2 In the second step of the writing process, you organize your ideas. First, you divide Organizing your ideas into categories or groups. You may delete some ideas and add others. Then you make an outline and add specific details as necessary.  Chapter 9 I Essay Organization 163 Step 2A. Group l deas Logically The first step in organizing is to group your ideas logically. PRA.CTlCE 6 Work with a classmate, a small group, or the entire class. Grouping Ideas Logically A. Divide the following list of words into the logical groups or categories on the chrut. Write each word under the appropriate category name. Shopping in a Supermarket aspirin cheese cookies tomatoes bread lettuce eggs steak apples potatoes hamburger cake carrots vitamins pork chops toothpaste oranges pie shampoo doughnuts milk Produce Dairy Meat Baked Goods Personal Care/ Products Health Products B. Divide the list of sports into groups. There is more than one possible way to divide the list. First, decide with your partner or group what your categories will be and label the chart columns. You may have more or fewer categories than there are columns in the chart. If you need more columns or more space in each column, add them. Sports badminton fishing jogging swimming baseball golf mountain climbing table tennis basketball gymnastics scuba diving tennis bobsledding hiking skateboarding volleyball bowling ice hockey skiing waterskiing diving ice skating soccer windsurfing t64 Part n I The Essav C. On a separate piece of paper, divide the list of "Kinds of Lies" into logical groups or categories. Some items may not fit in any category; delete them. Also, some items may be examples; either delete them or put them in a category. Step 28 Make an Outline The second step in organizing is to make an outline. PRA.CTlCE 7 Work together with a classmate, a small group, or the entire class. Outlining Body A. Make an outline of the body paragraphs only for an essay about different Paragraphs kinds of sports. Use the categories you selected as topics for separate paragraphs. B. Make an outline of the body paragraphs only for an essay about different kinds of lies. Use the categories you developed as topics for separate paragraphs. Add examples as necessary. Review These are the important points covered in this chapter: 1. The organization of an essay is similar to the organization of a paragraph; it i s just longer. 2. An essay has three parts: an introduction, a body, and a conclusion. The introduction (or introductory paragraph) introduces the topic of the essay and arouses the reader's interest. It always contains one sentence that clearly states the main idea of the whole essay. This sentence is called the thesis statement.  Chapter 9 I Essa11 Organization 165 The body of an essay is made up of one or more paragraphs. Each body paragraph explains or develops one part of the essay topic. The conclusion is the last paragraph. It summarizes the main points of the essay. 3. It is important to use transitions to show how one body paragraph is related to the preceding one. 4. Because an essay is longer than a paragraph , it requires more careful planning. Always make an outline. skin The following exercise will help you review important skills you learned in prior Sharpeners chapters: EXERClSE f. Edit the following essay for errors in sentenc tructure. Find and correct two comma splices, one run-on, and five fragments. (Review fragments on pages 1 4- 1 5 Sentence i n Chapter 1 ; review comma splices and run-ons on pages 87-90 i n Chapter 5.) Structure Review Left-Handedness Do you know anyone who is left-handed? You probably do, about 1 0 percent of the population uses their left rather than their right hand for writing and other tasks. Although many athletes, musicians, artists, and world leaders are left­ handed, being left-handed certainly has a few disadvantages in a world designed by and for right-handed people. Social situations can provide opportunities for left-handed people to feel clumsy. First of all, handshakes. Right-handed people offer their right hands and expect to grasp the right hand of the other person. The instinct of left-handers, however, is to extend their left hand they have to train themselves to extend their right. Another social opportunity for awkwardness occurs at the dinner table. Left-handed diners constantly bump elbows with a right-handed person. Unless they sit at the far end of the table with no one on their left. What's worse, left-handers have to concentrate in order to avoid grabbing and drinking from the wrong glass. Left-handed people can face inconveniences at school, too. Consider the chairs in classrooms with little fold-up desktops for taking notes. Most of them are made for right-handers. Left-handers have to write with their left elbow hanging in midair. Or else turn themselves around almost 1 80 degrees in order to lay their notebook on the desk. Furthermore, when lefties write in a three-ring binder or spiral notebook. The rings get in the way of their hands when they write 166 Part 11 I The Essay on the front side of a page. Finally, left-handers write from left to right, their hand smears the fresh ink across the page. Last but not least are the many inventions of the modern world. That make life convenient for right-handers but inconvenient for lefties. These include scissors, can openers, corkscrews, automobile gear shifts, cameras, and computer keyboards. In sum, in a world organized for right-handers, left-handed people must confront and overcome challenges every day. Writing Assignment Choose one of the topics from Practice 2 on page 152 or one of the alternative topics suggested. Step 1 Prewrite to get ideas. Step 2 Organize the ideas by making an outline. Step 3 Write the rough draft. Write ROUGH DRAFT at the top of your paper. Step 4 Polish the rough draft. Exchange papers with a classmate and ask him or her to check your rough draft using Peer-Editing Worksheet 9 on page 2 1 4. Then discuss the completed worksheet and decide what changes you should make. Write a second draft. Use Self-Editing Worksheet 9 on page 2 1 5 to check your second draft for grammar, punctuation, and sentence structure. Step 5 Write a final copy. Hand in your rough draft, your second draft, your final copy, and the page containing the two editing worksheets. Your teacher may also ask you to hand i n your prewriting paper. Alternative kinds of customers/shoppers/automobile clothing styles/hair styles/ Writing drivers/teachers/students/sports fans shoe styles Topics daredevil sports/new sports television programs worth styles of popular music/Latino watching/not worth watching music/jazz music/dance music jobs I would be good at  Chapter 10 I Opinion Essavs 169 Organization In our daily lives, we express opinions about everything from politics to the cost of gasoline. When we express an opinion, we usually give reasons for our point of view in an informal way. For example, we say, "I liked XYZ's latest movie because..." or "I voted against XYZ because...." In college classes, swdents are often asked to express their opinions more formally. The U.S. system of education places a high value on students' ability to think for themselves. Professors want students to express their own opinions and even disagree with them as long as students can support their own views. In this chapter, you will learn how to express an opinion and support it convincingly. In an opinion essay, you state your opinion in the thesis statement. support your opinion with reasons. support your reasons with specific details. As you read the model essay, notice its three parts: introduction, body, and conclusion. ' MODEL The Right to Die Opinion E'ssay A difficult problem that is facing society is the legalization of euthanasia. INTRODUCTION Euthanasia is the act of causing death painlessly in order to end suffering. People who are in a coma1 because of injury to their brains and elderly people who are terminally2 ill are being kept alive by artificial means. They do not have a chance to recover, but laws in most states of the United States do not allow doctors to end their lives. Although many people feel that doctors must do everything possible to THESIS STATEMENT keep their patients alive, I believe that euthanasia should be legal for three reasons. BODY PARAGRAPH 1 The first and most important reason to support euthanasia is that some patients who have no chance to recover do not wish to be kept alive on machines. These patients are kept alive by life-support machines such as respirators to help them breathe and feeding tubes to provide them with nutrition. A well-known example in the United States is the case of Terri Schiavo, a young woman who went into a coma in 1 990. Mrs. Schiavo was able to breathe on her own, but her brain was dead. For fifteen years, she was kept alive by a feeding tube. After eight years of seeking treatment for her condition, Michael Schiavo, her husband, asked the courts for permission to remove her feeding tube. He said that his wife had 1coma: unconscious state (cannot see, hear, or speak) 2terminally ill: having no chance of getting well 170 Part n I The Essay told him she would not want to be kept alive artificially when there was no hope of recovery. Mrs. Schiavo's parents, Robert and Mary Schindler, disagreed with Mr. Schiavo and fought to keep their daughter alive. After seven years of bitter court battles, Mr. Schiavo finally won. Doctors removed Mrs. Schiavo's feeding tube, and she soon died, fifteen years after first falling into a coma. Clearly, when there is absolutely no hope of recovery, society should allow a person in Terri Schiavo's condition to die if that is his or her wish. BODY PARAGRAPH 2 A second reason to support euthanasia is that medical costs in the United States are very high. Keeping a person alive for years and years requires round­ the-clock care in a hospital or nursing home.1 According to an administrator at a local hospital, daily hospital room charges average $5,000 there. Nursing home care is also expensive. A nursing home in our area charges $4,500 per month. I These high costs can cause serious financial problems for a family. BODY PARAGRAPH 3 The final reason to support legalizing euthanasia is that the family suffers. Hospital or nursing home staff give terminally ill patients only minimal care. Thus, the family must spend time caring for the special needs of their loved one. For instance, a cousin of mine who had been in a motorcycle accident was kept on life-support machines for eight years. He needed someone to stay with him twenty-four hours a day. During those years, his parents took turns taking care of him. His father stayed with him during the day while his mother worked, and then his mother stayed with him at night while his father worked. Other family members tried to help out when they could, but his parents did most of the physical work and suffered most of the emotional stress. After he finally died, my aunt said, "Of course, I am sad, but since we all knew he would eventually die, it might have been better if it had happened right when he had the accident. These past eight years have been hard." CONCLUSION To summarize, patients who are either terminally ill or who are in an irreversible2 coma often wish to die. Their care is a financial, physical, and emotional burden for their families. Therefore, families should have the right to ask doctors to turn off life-support machines or to remove feeding tubes. 1nursing home: place where people who are too old or sick to take care of themselves can live 2irreversible: cannot be reversed, cannot be changed  Chapter 10 I Opinion Essa11s 171 Questions o n th e Mo de l 1. In the introduction, which sentence expresses the writer's opinion about the right to die? Double-underline it. How many body paragraphs can the reader expect? 2. How many body paragraphs are there? Underline the topic sentences, and circle the transition signals that introduce each paragraph. 3. Which body paragraph has a concluding sentence? 4. Doe the concluding paragraph summarize the reasons, or does it rep the thests statement? The Remember that an introductory paragraph has two parts: ( I ) several general lntroductory statements and (2) one thesis statement. The first part of the introductory paragraph Paragraph of an opinion essay often begins by explaining an issue. GENERAL STATEMENTS In some cities in the United States, teenage gangs create problems. The problems range from noisy but harmless drag races3 to fatal drive-by shootings.4 Some cities are trying to stop these activities by keeping young people indoors and off the streets at night. These cities have passed curfew laws that require people under the age of eighteen to be indoors between the hours of 1 0:00 or 1 1 :00 P.M. and 6:00A.M. The thesis statement then states the writer's opinion on the issue. It often mentions the opposing view first. THESIS STATEMENT Police departments say that curfew laws to control teenage gangs are necessary, but I feel that such laws are unfair, unconstitutional, and counterproductive.5 Notice that the opposing view is connected to the writer's opinion with a contrast signal such as however, but, and although. (Review contrast signals on pages 1 14 and 1 1 8- 1 20.) PRACT ICE 1 A. Turn back to the model essay "The Right to Die" on pages 1 69- 1 70, and find the thesis statement. What contrast signal connects the opposing opinions? Thesis Statements for Opinion Essays B. What contrast signal connects the opposing opinions in the above example about curfew laws? C. Work alone, with a classmate, or in a small group. Complete each thesis statement by adding the opposite opinion. Notice that statements 3 and 6 require a separate sentence. Note: You may want to use one of these topics for your own essay at the end of this chapter. 3drag races: informal automobile races 4drive-by shootings: gun shootings from a moving vehicle 5counterproductive: leading to a result that is the opposite of the result desired or intended 172 Part 11 I The Essa11 l. Although the law prohibits separate classes for boys and girls in public schools, I think boys and girls learn better in separate classes. especially in the middle grades. 2. Many people believe that women should not serve in the mil itary, but __ 3. Society often ignores steroid use by well-known professional athletes because of the athletes' popularity. However, ____________ 4. Although professional athletes undoubtedly feel that they deserve their million-dollar salaries, I feel __________________ 5. Some people are in favor of drug testing for high school athletes, but __ 6. Some people feel that the United States needs more laws to control the sale and ownership of guns. However, ________________ 'fr\1 1t Out! Choose one of the suggested topics and write an introduct01y paragraph for an opinion essay about it. Note: You may want to use one of these topics for your own essay at the end of this chapter. Step 1 Discuss the topic with a classmate, a small group, or the entire class until you understand the problem or issue. Discuss both sides of the issue. Step 2 Decide whether you are for or against the issue. Step 3 Then write an explanation of the issue as the fi rst part of your introductory paragraph. Step 4 Write a thesis statement as the last sentence of your introductory paragraph. Be sure to mention the opposing view.  Chapter 10 I Opinion Essays 173 Topic Suggestions any topic from Practice I grades in university classes school uniforms antiterrorism regulations dress codes in schools censorship of films, song lyrics, arranged marriages books, video games, or television antismoking laws programs laws against cell phone use while genetically engineered food driving ______ (a topic of your required homework /attendance in own choosing) college or university classes Body In the body paragraphs, support your opinion with reasons. Each reason is a Paragraphs paragraph in the finished essay. THESIS STATEMENT Although many people feel that doctors must do everything possible to keep their patients alive, I believe that euthanasia should be legalized for three reasons. REASON A These patients have no chance of recovery. REASON 8 Medical costs are very high. REASON C The family suffers. PRA.CTlCE 2 Choose three thesis statements from Practice J on page 1 7 1 or the Try It Out ! exercise on page 1 72. Write clown at least three reasons to support each one. Developing Reasons I. Thesis statement: --------­ Reason A: -------­ Reason B : -- ----­ Reason C: -- -- 2. Thesis statement: --------­ Reason A: --------­ Reason B : -------­ Reason C : ------ 3. Thesis statement: --------­ Reason A: --------­ Reason B : -------­ Reason C : ---- 174 Part 11 I The Essay The In the concluding paragraph, you may ( 1 ) restate your thesis in different words or Concluding (2) summarize your reasons. in your final comment, you may call for action, as in the Paragraph following example. Your final comment should be powerfu l - one that your readers will remember. To summarize, cloning humans is clearly dangerous and unethical. It is one thing to clone a mouse, sheep, or pig but quite another thing to duplicate a human being. Even though scientists claim that their only purpose is to help humanity, ethical people must demand an end to such experiments now. Tr1f 1t Out! Write a concluding paragraph for one of the items from Practice 2 on page 1 73. Developing Supporting Details In Chapter 3, you learned how to use examples to suppmt your ideas. In this chapter, you will learn how to use three other kinds of suppmting details: quotations, statistics, and summaries. College instructors often assign research papers in their classes, for which you use information from outside sources (books, magazines, newspaper articles, or the Intemet). There are special procedures and rules for using information from outside sources. For example, in a formal research paper, you must document the source of each piece of information that you use. This means that you must tell exactly where you got the information- who originally wrote it or said it and when and where it was written or spoken. You will Jearn how to do this later on in your college program. However, be aware that documenting outside sources is important and necessary for college assignments. For purposes of this class, you may get information informally-by taking a class survey to get statistics or by interviewing classmates to get quotations, for example. Ouotatio Quotations are often used in academic writing as supporting sentences. Notice how /lfi!!A \" ' quotations supp01t the topic sentence in the following paragraphs. Telecommuting' is a popular new choice for many office workers. They feel it offers advantages to both employees and employers. My older sister, who has telecommuted for the past year, told me, "I am much more productive when I work at home because there are no interruptions. I also don't have to spend two or three hours traveling to and from the office every day. I save myself time, and I save my company money by working at home." On the other hand, sometimes telecommuters feel isolated. "I feel out of touch with2 what is really happening in my company, and I miss the daily contact with my co-workers," my sister added. lecommuting: working at home. usually by using a computer to produce work and to communicate 2out of touch with: not in communication with  Chapter 10 I Opinion Essavs 175 Rules for Using and Punctuating Quotations Rule Example 1. Use a "reporting phrase" such as she says, she "I like you," he said. said, he stated, he added, he continued, or they He said, "I like you." reported. The reporting phrase may come before, "I like you," he said, "but I don't like your dog. after, or in the middle of the quotation, and the verb He's a pit bull." may be in any appropriate tense. Separate a quotation from a reporting phrase with commas. Another useful reporting phrase is according to According to veterinarian Dr. James Brown, "Pit bulls followed by the name of the source. If you copy are unpredictable and dangerous dogs." words exactly, use quotation marks. 2. Begin each q uo ted sentence with a capital letter.. "Your dog is a pit bull," he continued, "and I am afraid When a quoted sentence is separated into two parts, of him." begin the second part wilh a small letter 3. Commas, periods, question marks, and exclamation She said, "Good-bye." points go inside the second quotation mark of "Don't call me again," she continued. a pair. "Why not?" he asked. She answered, "I don't go out with people who don't like my dog!" 4. Give the quoted person's title or occupation My older sister, financial manager for a large if he or she is not well known. The easiest way insurance company, claims, "I save myself time, and to do this is to put the information in an appositive. I save my company money by telecommuting." (Review appositives on pages 1 28- 1 3 1 Classmate Jessica Wang said, "My children don't in Chapter 8.) realize that the violence they see on television is fiction. They think it is real." PRA.CTtCE 3 Punctuate the following sentences containing quotations. Add quotation marks, commas, and capital Letters. Punctuating Quotations 1. Dr. T. Berry Brazelton said , the average child today spends more time in front ' of a TV set than she does studying in school or talking with her parents. 2. as a result he added ,children often learn more about the world and about values from television than from their families. 3. a majority of child characters on ABC, NBC, CBS, and Fox programs tend to engage in antisocial behavior such as lying or physical aggression reported Damon Ho, president of Parents for Responsible Programming. 4. advice columnist Abigail van Buren wrote in a recent colum the television set may provide some people with the only human voice they hear for days. 176 Part t1 I The Essay 5. i t provides news and entertainment for millions of people who cannot leave the comfort, privacy, and safety of their homes she continued. 6. not everyone can attend college in a traditional way says Greenhills Col lege professor Caroline Gibbs so we televise courses that students can view on their TV sets at home. Statistics Like quotations, statistics are an excellent kind of supporting detail. S uppose you want to prove that talking on a cell phone while driving is dangerous. You could go online or to a l ibrary and find statistics about the number of traffic accidents that happen when people use cell phones while driving. Use statistics in the same way you use quotations. Use a reporting phrase such as Statistics show that... or Statistical data prove that... or A survey of our class shows that.... Statistics prove that people find the use of cell phones annoying. According to a survey of our class, 85 percent of the students had been bothered by a cell phone ringing or by a stranger talking on a cell phone in the past week. Eighteen (of forty) students had heard a cell phone ring in an inappropriate place such as a movie theater or a library study room. Five students reported that they had been forced to listen to private conversations while riding in elevators. Nine listed other violations of cell phone etiquette during the past week. PRACTICE 4 Turn back to the model essay "The Right to Die" on pages 1 69-1 70. Supporting l. What kind of supporting details does the writer give in the first body Details paragraph: examples, statistics, and/or quotations? 2. What kind of supporting details does the writer give in the second body paragraph? 3. What kind of supporting details does the writer give in the third body paragraph? Try 1t Out! Practice using quotations and statistics. A. Everyone agrees that television has had a tremendous influence on society since it was developed in the J 940s. Some influences have been positive, but others have been negative. With your entire class or in a small group, brainstorm the influences of television. Brainstorm both positive and negative influences. Think about how television has changed communication, education, and family Life. Make two lists.  Chapter 10 I Opinion Essavs 177 Positive Influences Negative Influences B. Read the following interviews about some positive and negative effects of television: Does TV Improve the Quality of Life? Interviews with New Yorkers and has nothing to do all day. She loves watching the soap operas in the morning and the game Harry Wang, grocery store manager: With shows in the afternoon. Without them, she would proper programming, TV can be good. really be bored. I think these programs keep her Educational channels are excellent. You can learn mind active. about foreign cultures, wild animals, and all sorts of things from the comfort of your living room. Jacques Camembert, recent imm igrant: Children's educational shows such as Sesame Television is helping me and my fam ily learn Street are good, too. My daughter learned her English more quickly. When we first came to the ABCs fTom watching Big Bird and his friends. United States, we could not understand anything. We stayed in our apartment and watched Jessica Wang, housewife: N o ! Te levision is television all day. At first, we watched children's destroy ing family l i fe. Now families just sit shows, which were easier to understand. Now we like robots in front of the boob tube' instead can understand a lot more. We are learning of talking or playing games together. Some the way Americans really talk, not "textbook" families even eat dinner in front of the TV English. screen. There's littl.e commun ication between parents and their children or even between George Russell, engineer: You bet! My kids husband and wife except maybe an argument have learned so much from watching educational about whether to watch Monday Night Football programs such as the Discovery Channel and the or ER. National Geographic specials. M y daughter became interested in science from watching the Angela Russell, nurse: TV is a great source of Science Channe l , and my son wants to become a entertainment and companionship for old people. chef because of all the excellent cooking shows My eighty-six-year-old mother is in a wheelchair he watches. 1boob tube: television set 178 Part 11 I The Essay C. Choose two inOuences (positive or negative) that you and your classmates brainstormed in Part A and write a paragraph about each. Use at least one quotation from the interviews in each paragraph. Review These are the important points covered in this chapter: I. In an opinion essay, you explain your opinion about a controversial topic. In the first part of the inb·oduction, briefly explain the issue. In the thesis statement, state your opinion. You may also briefly mention the opposite opinion in your thesis statement. Support your opinion with reasons. Write about a different reason in each body paragraph. Support each reason with details such as quotations, statistics, and examples. 2. In academic papers, you often use information from outside sources. You must always tell where you found the information. Use reporting phrases such as Classmate John Smith says,... or According to a class survey,... to give the source of your information. Put quotation marks around words that you copy exactly. Skill The following exercises will help you review important skills you learned i n prior Sharpeners chapters. EXERCISE t Complete the outline of the model essay "The Right to Die" on pages 1 69-170 with the supporting detai ls. Notice that the supporting details are examples, statistics, or 4 Outlining quotations. THEsis sTATEMENT Although many people feel that doctors must do everything possible to keep their patients alive, I believe that euthanasia should be legal for three reasons. A. The first and most important reason to support euthanasia is that some patients who have no chance to recover do not wish to be kept alive on machines EXAMPLE 1. Terry Schiavo's story B. Medical costs are very high. STATISTIC 1. STATISTIC 2. C. The family suffers. EXAMPLE 1. QUOTATION 2.  Chapter 10 I Opinion Essays 179 CONCLUSION To summarize, patients who are either terminally ill or who are in an irreversible coma often wish to die. Their care is a financial, physical, and emotional burden for their families. Therefore, families should have the right to ask doctors to turn off life-support machines or to remove feeding tubes. EXERCISE 2 Write a one-paragraph summary of the model essay "The Right To Die" on pages 1 69-1 70. Summarizing an Essay Writing Assignment Choose one of the topics in the Try It Out! exercise on page 1 72 and write an opinion essay. Follow the steps in the writing process. Step 1 Prewriting Take a survey and interview your classmates, friends, and/or family in order to gather statistics and quotations. A. Think of questions that will give you useful quotations and statistics. For example, imagine that your topic is video games. You could ask questions such as these: Do you agree or disagree with this statement: "Video games are a bad influence on young people"? Why do you think video games are a bad/good influence on young people? How many hours do you/your children play video games each day? What games do you/your children play? Are there young chi ldren in your house? Are the young chi ldren allowed to play any video game or only certain ones? How many hours a day do your chi ldren spend on schoolwork? How many hours a day do they play outside? B. Write your questions on a piece of paper. If possible, make one copy for each classmate. C. Give each classmate a copy of your questions and ask hjm or her to complete it. If you wish and if your instructor permits, interview friends and family to get more information. Be sure to write down their answers. D. Compile the answers to develop useful statistics for your paper. E. Select one or two quotations that support each reason. F. Save this information to use when you write your essay. Step 2 Organize the ideas by making an outline. Use an outline form similar to the following, changing it as necessary to fit your ideas. 180 Part 11 I The Essa11 Title: ------- THESIS STATEMENT I REASON A SUPPORTING DETAILS REASON 8 SUPPORTING DETAILS REASON C SUPPORTING DETAILS CONCLUSION I Step 3 Write the rough draft. Write ROUGH DRAFf at the top of your paper. Step 4 Polish the rough draft. Exchange papers with a classmate and ask him or her to check your rough draft using Peer-Editing Worksheet 1 0 on page 2 1 6. Then discuss the completed worksheet and decide what changes you should make. Write a second draft. Use Self-Editing Worksheet 1 0 on page 2 1 7 to check your second draft for grammar, punctuation, and sentence structure. Step 5 Write a final copy. Hand in your rough draft, your second draft, your final copy, and the page containing the two editing worksheets. Your teacher may also ask you to hand in your prewriting paper. S umtnar11 of Punctuation Rul e s The following chart summarizes punctuation rules covered in this book. Use Commas Example 1. To separate items in a series of three I'm taking Spanish, English, physics, or more items and economics this semester. The teacher will read your paragraph, make comments on it, and return it to you. 2. Before a coordinating conjunction We are bringing sandwiches, and Tom in a compound sentence is bringing soft drinks to the picnic. We don't need to bring raincoats, for the sun is shining brightly. 3. After a dependent clause that comes Because the sun is shining brightly, before an independent clause in we don't need to bring raincoats. a complex sentence As soon as we arrived at the park, the men started playing soccer. (Don't use a comma when the (The men played soccer while the dependent clause follows the women watched.) independent clause.) 4. To separate extra-information adjective The Nile, which is the longest river in clauses from the rest of the sentence the world, is 4,160 miles long. 5. To separate extra-information appositives The Amazon, the second longest river, from the rest of the sentence is 4,000 miles long. 6. After most transition signals at the Finally, we arrived at our hotel. beginning of a sentence However, our rooms were not ready. After an hour, we left to find a place to eat. Across the street, we found a small cafe. 7. To separate sentence connectors that Our rooms, however, were not ready. appear in the middle of an independent Lions, for example, can outrun all but clause. three animals. 187 188 Appendix C I Summary of Punctuation Rules Use Apostrophes Example l. To replace missing letters in contractions She's always cheerful. They didn't answer the telephone. 2. With s to show possession with nouns He found a girl's jacket in the hall. and indefinite pronouns He walked into the girls' gymnasium by mistake. He found someone's jacket in the hall. 3. With s to form the plural of numbers The ice skater received three 1 O's and and letters. two 9.5's for her performance. The teacher gave all A's and B's last semester. Use Ouotation Marks Example To separate the exact words someone says She said, "I'll miss you." or writes from a reporting phrase "I'll write you every day," she promised. "I'll think about you every day," she continued, "and I'll dream about you every night."  Kinds of Sentence s and Master Li st of Connecting Words Kinds of Sentences Simple sentence = one independent clause Spring has arrived! The flowers are blooming. The sun is shining brightly. People are walking and jogging in the park. Compound sentence = two independent clauses The sun is shining, and there are no clouds in the sky. It was a beautiful day, so we decided to go to the skateboard park. Complex sentence = one independent clause + one (or more) dependent clauses As soon as we arrived, we put on our rollerblades. Alex broke his arm because he wasn't careful. Connecting Words Coordinating Coordinating conjunctions connect grammatically equal parts of a sentence. The parts Conjunctions can be words, phrases, or clauses. Coordinating Conjunction Use Example and Connects equal similar ideas. John likes to fish and hunt. John likes to fish, and he often goes fishing with friends. but Connects equal different ideas. I like to eat fish but not to catch them. John likes to catch fish, but he doesn't like to eat them. (continued on next page) 189 190 Appendix D I Kinds of Sentences and Master list of Connecting Words Coordinating Conjunction Uge Example or Connects two equal choices. Do you prefer coffee or tea? They can register for classes online, or they can register by mail. so Connects a result to a reason. I did not eat breakfast this morning, so I am a little hungry. yet Connects equal contrasting ideas. It is sunny yet cold. John fished all day, yet he didn't get one bite. for Connects a reason to a result. I am a little hungry, for I didn't eat breakfast this morning. nor Connects two negative sentences. She does not eat meat, nor does she drink milk. Subordinating A subordinating conjunction (or subordinator) is the first word in a dependent Conjunctions clause. Common subordinators include the following. Subordinating Conjunction! To tell a time after He goes to school after he finishes work. as Several overcrowded busses passed as they were waiting. as soon as She felt better as soon as she took the medicine. before Before you apply to college, you have to take an entrance exam. since It has been a year since I left home. until We can't leave the room until everyone finishes the test. when When you start college, you sometimes have to take a placement test. whenever Whenever I don't sleep well, I feel sick the next day. while Several overcrowded busses passed while we were waiting. To give a reason because Jack excels at sports because he trains hard. since Since she works out daily, Jill is in great condition. as As they want to compete in a marathon, they run every day.  Appendix D I Kinds of Sentences and Master List of Connecting Words 191 To tell where where I can never remember where I put my house keys. wherever A baby animal follows its mother wherever she goes. To make a contrast although I love my brother although we disagree about almost everything. even though I love my brother even though we disagree about almost everything. though I love my brother though we disagree about almost everything. while My brother likes classical music, while I prefer hard rock. whereas He dresses conservatively, whereas I like to be a little shocking. Relative S ubordinating words for adjective clauses are called relative pronouns. Pronouns Relative Pronouns To refer to people who, whom, People who live in glass houses should not throw stones. that (informal) My parents did not approve of the man whom my sister married. He's a man that everyone in our town respects. To refer to animals and things which My new computer, which I bought yesterday, stopped worki