September 25

What is your worst habit?

A. Drinking or smokingB. Eating fast foodC. Gambling D. Biting Your NailsE. Other

September 25, 2013

TURN IN YOUR LIST OF HABITS

REVIEW OF CLAUSESUnderline the independent

clause(s) and put brackets around the dependent clause(s)

Sentence 1

Jill swam to the shore

because Ben dared her.

Sentence 2

Taylor wanted a dog, so

she went to the pound.

Sentence 3

Because he needed a quiet

place, Frank went to the

library.

Sentence 4

Before he typed his essay, Bill

went to the store.

Sentence 5

Someone should clean up the counter after he eats.

DEPENDENT CLAUSES(THE SECOND KIND)

Relative Clauses

A dependent clause may also begin with one of these words, called relative pronouns:

that who what whoeverwhatever whom

which whomeverwhichever whose

Relative Clauses

A subordinate clause that begins with a relative pronoun is often called a relative clause.

Any soldier who passes the obstacle course will be allowed to leave.

Private Mejia, who passed the obstacle course, was allowed to leave.

Whoever cooked the food should be thanked.

How to Identify a Relative Clause

Check that the word group has a subject and a verb.

Check that the word group begins with a relative pronoun such as that, who, what, which, whoever, or whichever.

Check that the word group cannot stand alone as a sentence.

ACTIVITY 4: IDENTIFY RELATIVE CLAUSES

Click in when you are finished!

1. Janice is the only student who talked to the professor on the first day

of class.

A.Janice is the only studentB.who talked to the

professor on the first day of class

2. Ogbert is one of those people who work at night

and sleep all day.

A.Ogbert is one of those people

B.who work at night and sleep all day

3. I worry about students whose extracurricular

activities interfere with their studies.

A.I worry about studentsB.whose extracurricular

activities interfere with their studies

4. Whoever ate Asher’s sandwich should fix him

another one.

A.Whoever ate Asher’s sandwich

B.Whoever ate Asher’s sandwich should fix him another one

5. I recommend you buy the vehicle that has the

least impact on the environment.

A.I recommend you buy the vehicle

B.that has the least impact on the environment

6. Jolene is the only student whose research

paper received an A.

A.Jolene is the only student

B.whose research paper received an A

7. Whoever comes home last needs to let the cat

out.

A.Whoever comes home last

B.Whoever comes home last needs to let the cat out

8. Frankie is the only boyfriend who ever gave me a bouquet of roses.

A.Frankie is the only boyfriend

B.who ever gave me a bouquet of roses

9. Miss Sweden is the only contestant who played the

accordion in the talent contest.

A.Miss Sweden is the only contestant

B.who played the accordion in the talent contest

10. The students who have done their homework will

receive a prize.

A.The students will receive a prize

B.who have done their homework

REVIEW OF CLAUSESUnderline the independent

clause(s) and put brackets around the dependent clause(s)

Sentence 1

When we go to the

store, we should get

dog food.

Sentence 2

Because he missed the training, Steven will not be able

to participate in the activity unless he goes to the make-up

session on Thursday.

Sentence 3

Matthew and Loretta,

who skateboard in the

street, are especially noisy

in the early evening.

Sentence 4

Whoever let the dog into the

house should clean up his mess.

Sentence 5

Colin swam in the ocean, but

Sharon preferred to bathe in

the sun on the beach.

PARAPHRASING(or How Do I Stop Myself

From Plagiarizing?)

Adapted from the PowerPoint presentation “Paraphrasing” by Peter Welch on Dec 02, 2011, accessed on September 24, 2013, via Slideshare.net.

http://www.slideshare.net/panicpete?utm_campaign=profiletracking&utm_medium=sssite&utm_source=ssslideview

1. So what is paraphrasing?




2. Why should we rewrite something when we have someone else's perfectly good piece of writing?





3. Is paraphrasing just changing a couple of words?






4. How do I paraphrase and is it difficult to learn?







Paraphrasing is the art of taking information or an idea or ideas that other people have written about and expressing it or them in your own words.




Paraphrasing is the art of taking information or an idea or ideas that other people have written about and expressing it or them in your own words.

Being able to express something clearly and concisely yourself, using your own words, is not only a clear example of your ability to write, but also gives you as a writer a great deal of satisfaction.







A completely fair question, but you are university students and the whole point of being at an institution of higher learning is to be educated and surely to be able to demonstrate to employers, your peers, parents and to yourselves, that you are an educated, capable person.




A completely fair question, but you are university students and the whole point of being at an institution of higher learning is to be educated and surely to be able to demonstrate to employers, your peers, parents and to yourselves, that you are an educated, capable person.

Simply copying the ideas of others demonstrates that you will be good at taking orders, good at replicating what has happened before… and would be a most successful worker at KFC.




However, to get employment in a position that leads somewhere, that gets respect and that provides personal satisfaction (one of the job requirements that is most overlooked but also most important) you really need to be innovative and able to express yourself in interesting and original ways.

So, you need to paraphrase so you will get both short and long term benefits from learning how to do something by and for yourself.







Paraphrasing is much, much more than changing a few key words.





Paraphrasing is about you taking ideas and writing about them yourself.





Paraphrasing is about you taking ideas and writing about them yourself.

It involves reading and understanding a text or texts, or listening to other people and being able convey the ideas or information that they have put forward using your own words.







Paraphrasing isn't the easiest skill in academic writing, but it is essential and it becomes much easier with practice.





To paraphrase you need to:






•read and understand






•read and understand•have a wide knowledge of synonyms and word choice






•read and understand•have a wide knowledge of synonyms and word choice•be comfortable with the use of different word forms






•read and understand•have a wide knowledge of synonyms and word choice•be comfortable with the use of different word forms•be able to re-order and re-structure sentences






•read and understand•have a wide knowledge of synonyms and word choice•be comfortable with the use of different word forms•be able to re-order and re-structure sentences•be conciseAdapted from the PowerPoint presentation “Paraphrasing” by Peter Welch on Dec 02, 2011, accessed on September 24, 2013, via Slideshare.net.


The following exercises are in themselves not paraphrasing, but taken as a whole or using all 3 together is the beginnings of being able to paraphrase.



Some words cannot be changed when you are paraphrasing. "The internet," for example, cannot be changed to "computer controlled pc to pc communication and information interface" nor can "Nottingham University" be changed to "the institution of higher learning located in Nottingham"

The following exercises are in themselves not paraphrasing, but taken as a whole or using all three together are the beginnings of being able to paraphrase.



VOCABULARY

In these sentences, you are aiming to replace one or two words with synonyms.




1. Many well known multinational companies are located in New York.

2. International cooperation is needed to put a stop to world poverty.

3. Computer games take up too much time of many students.

VOCABULARY





VOCABULARY





Many famous multinational companies are situated in New York.

VOCABULARY





VOCABULARY





International cooperation is necessary to put a stop to global poverty.

VOCABULARY





VOCABULARY





Computer games waste too much time of many pupils.

VOCABULARY



WORD FORM

In these sentences, you are aiming to change the word form of one or two of the words in the sentence and then rewrite the sentence. You do not need to use synonyms of those words.




1. It is not easy to manage a football team.

2. You are required to complete your coursework essay before the end of the semester.

3. There are many dangers when travelling in Central America.

4. Being poor often results in a greater chance of malnutrition and disease.

WORD FORM





WORD FORM





The management of a football team is not easy.

WORD FORM





WORD FORM





The completion of your coursework essay is required before the end of the semester.

WORD FORM





WORD FORM





It is dangerous when travelling in Central America.

WORD FORM





WORD FORM





A greater chance of malnutrition and disease often results from poverty.

WORD FORM



SENTENCE STRUCTURE

In these sentences change the sentence structure, but don't change the meaning.




1. Toyotas are made in Japan.

2. It is illegal to sell heroin in Australia.

3. A lot of people don't know the effect of antibiotics.

4. People would buy fewer goods if they were shown less advertising.

SENTENCE STRUCTURE





SENTENCE STRUCTURE





They make Toyotas in Japan.

SENTENCE STRUCTURE





SENTENCE STRUCTURE





Selling heroin in Australia is illegal.

SENTENCE STRUCTURE





SENTENCE STRUCTURE





The effects of antibiotics are not known by a lot of people.

SENTENCE STRUCTURE





SENTENCE STRUCTURE





If people were shown less advertising they would buy fewer goods.

SENTENCE STRUCTURE



WORD LEVEL

In these exercises you have to rewrite the sentences. Often quite a few words can be replaced with just one or two words that accurately express the main idea(s) of the sentence.

(This is one of the key parts of paraphrasing – rewriting and using as few words as possible.



1.Some employees have to work long hours in hot, overcrowded conditions for low pay.

2. Computers can process information quicker and with less mistakes than people.

3. The process of large numbers of people moving from the countryside into cities means that the amount of housing, roading, schools, hospitals, electricity, water and sewerage, for example, has to improve.

4. People attend higher learning institutions so that they gain lots of knowledge about a wide range of subjects and to get diplomas and bachelors, masters and doctorate degrees.







Some workers are exploited.







Computers are more efficient than people.







Increased urbanisation requires improved infrastructure.







People go to tertiary institutions to get educated and gain qualifications.



Now try to rewrite these 3 sentences using your own words – try to use all the paraphrasing techniques you have been practicing.

1. Globally, businesses, national and local governments, and property owners have begun to retrofit millions of older buildings in a bid to cut down on energy use and reduce greenhouse gas emissions.

2. Firefighters have spent Friday afternoon and evening trying to contain the front of a fire that is threatening communities in Western Australia's south-west.

3. A fifth of universities in England have made last-minute cuts to the tuition fees they will charge students next year, triggering potential chaos for hundreds of thousands of applicants.



ONCE YOU HAVE COMPLETED THESE EXERCISES YOU ARE ON THE WAY TO BE

BEING ABLE TO PARAPHRASE, ALTHOUGH YOU STILL NEED TO KEEP PRACTICING.



There are many ways to practice paraphrasing. You

could:• take sentences, paragraphs or short

sections from a textbook and rewrite them in your own words

• look back at some of your own essays or those of your classmates and rewrite sections of them

• take short extracts from novels, magazines, websites or any other written material and paraphrase them



PARAPHRASING IS NOT AN EASY SKILL, BUT WITH PRACTICE YOU WILL

BECOME GOOD AT IT, AND YOUR WRITING WILL BE MUCH BETTER AS A

RESULT.



Paraphrasing from Chapter 1 of The Power of Habit

Look at this paragraph Paraphrase it as a

class

Researchers have learned that cues can be almost anything, from a visual trigger such as a candy bar or a television commercial to a certain place, a time of day, an emotion, a sequence of thoughts, or the company of particular people. Routines can be incredibly complex or fantastically simple (some habits, such as those related to emotions, are measured in milliseconds). Rewards can range from food or drugs that cause physical sensations, to emotional payoffs, such as the feelings of pride that accompany praise or self-congratulation.

Most Important/Interesting/Exciting Thing You Learned Today

A. Review of ClausesB. Relative ClausesC. How to Paraphrase

What would you like to learn more about in the future?

A. Review of ClausesB. Relative ClausesC. How to Paraphrase

HomeworkRemember to post to the discussion by Thursday and respond to at least two students by Sunday

Due Monday: Choose two paragraphs from The

Power of Habit where Duhigg makes an interesting point.

Write a paraphrase for each paragraph.

You should have two paraphrases!

BREAKMeet in Computer Commons A after the break. There will be a sign-in sheet and I will remove it when the break is

over.

With a partner, select a different paragraph from Chapter 1 of The Power of Habit

Paraphrase the paragraph using the techniques we just worked on

Paraphrasing from Chapter 1 of The Power of Habit

HOW TO INTEGRATE A PARAPHRASE INTO YOUR

WRITING

PREPARE FOR AND FOLLOW UP ON A PARAPHRASE

To integrate a paraphrase properly within a paragraph, a good writer usually has

(1) At least one sentence to introduce the paraphrase,

(2) the paraphrase itself, and(3) at least one sentence to comment on

the paraphrase.

Top piece of bread: at least one sentence to introduce the paraphrase

Meat: paraphrase with proper documentation

Bottom piece of bread: at least one sentence to explain, comment on, or provide an example of the paraphrase (usually the majority of the paragraph)

S-E-E PARAGRAPHS

S for Statement

Begin with a topic sentence that gives the reader a sense of what the single main idea of the paragraph will be. This sentence should be one of the “supporting reasons” for your thesis statement. It should have opinion!

E for Evidence

This is the part of your paragraph where you support your topic sentence by including a specific point taken from the “proof text” (the essay, article, book, everyday life, etc. you are writing about or analyzing). The evidence is a paraphrase or quotation.

E for Explanation

You want to explain your topic sentence and its connection to the evidence. You want to include your analysis here. Why did you include the quotation or paraphrase? What do you want to say about it? You should include specific examples to illustrate your points (these examples should come from you, not the source), but be sure to show how your examples connect to your statement (topic sentence). This section should comprise the majority of the paragraph.

Paraphrase Example

Statement:I used to believe that if a particular subject was difficult for me that I was just not gifted with intelligence in that area; now that I am moving toward a growth mindset, I understand that my knowledge in anything is dependent on the amount of effort I put into learning.

Paraphrase Example

Evidence:According to Carol Dweck, students with a fixed mindset believe that people are naturally smart in certain subjects whereas those with a growth mindset understand that they are capable of understanding anything with the right amount of effort.

Paraphrase ExampleExplanation:I tell people that I am bad at math, but I am working on changing that attitude to a more realistic self-view. I earned average grades in my high school math classes, but the concepts did not come easily to me. In my college algebra class, I watched as other students breezed through tests and quizzes and I felt like I was struggling to pass. Instead of realizing that I needed to put more work into the class, I put the responsibility on others. I decided the teacher was boring. I imagined that the other students just understood the material right away. I began to miss class and skip assignments. Of course, my actions resulted in a failing grade. At the time, I was quick to shift the blame to other people and circumstances, but the truth was that I was making excuses rather than trying because I did not want to try and fail. Doing so would affirm my biggest fear: I was dumb. I have come to realize that I truly earned the F, not because of my lack of natural math skills, but because of my own lack of effort.

I used to believe that if a particular subject was difficult for me that I was just not gifted with intelligence in that area; now that I am moving toward a growth mindset, I understand that my knowledge in anything is dependent on the amount of effort I put into learning. According to Carol Dweck, students with a fixed mindset believe that people are naturally smart in certain subjects whereas those with a growth mindset understand that they are capable of understanding anything with the right amount of effort. I tell people that I am bad at math, but I am working on changing that attitude to a more realistic self-view. I earned average grades in my high school math classes, but the concepts did not come easily to me. In my college algebra class, I watched as other students breezed through tests and quizzes and I felt like I was struggling to pass. Instead of realizing that I needed to put more work into the class, I put the responsibility on others. I decided the teacher was boring. I imagined that the other students just understood the material right away. I began to miss class and skip assignments. Of course, my actions resulted in a failing grade. At the time, I was quick to shift the blame to other people and circumstances, but the truth was that I was making excuses rather than trying because I did not want to try and fail. Doing so would affirm my biggest fear: I was dumb. I have come to realize that I truly earned the F, not because of my lack of natural math skills, but because of my own lack of effort.

Integrating Our Paraphrases

Look at the paraphrase we did as a class

How might we use that paraphrase to make a point?

Write an introductory sentence How might we respond to that

paraphrase? Write

analysis/example/explanation

Integrating Your Paraphrases

Look at the paraphrase you did as partners

How might you use that paraphrase to make a point?

Write an introductory sentence How might you respond to that

paraphrase? Write analysis/example/explanation When you are finished, get your

paraphrase sandwich checked off by me and you are free to go to break

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September 25

Education