Schedule for tomorrow

8:30-10:30	10:30-11:30	11:30-12:30
5D in Call Lab (8:30-9:20 survey 9:30-10:20 Holly’s class	5D with Geneva	5D with Carole
5C with Carole	5C in the Call Lab with Holly	5C in the Call Lab for survey
5E with Geneva	5E in the Call Lab with Holly	5E in the Call Lab for survey

5D: Writing a Turnabout Introduction for a Comparison/Contrast Essay (due Monday)

Today in class we discussed one strategy for introducing a comparison/contrast essay [which is] called the "turnabout." In the turnabout, you either say how the two things you're comparing are similar, or how they're different, until a point when you "turn around" and then say that this paper will be how these two things are the opposite from what you just said. If you were talking about differences, then your thesis will point to the similarities. If you were talking about the similarities, then your thesis will point to the differences.

For this post, I want you to write a turnabout introduction for an essay about one of the following topics. You do not have to write the entire essay, just the introduction. The introduction should end with a thesis that states what you are comparing or contrasting in the essay. Today in class you will remember [that] we compared a Camry with a Lamborgini. Take a look at the language for writing the thesis statement in the writing book to get it right.

Here are your choices:

1. Compare/contrast an apple and an orange.
2. Compare/contrast level 4 and level 5.
3. Compare/contrast people from your country and Americans.

5D: Schedule for comparison/contrast essay

Monday: Outline and thesis statement is due for my approval. You must indicate whether the pattern of organization is block (side-by-side) OR point by point.

Wednesday:  First draft IN CLASS (already printed) for peer editing.

Friday:  Final draft is due.

Grammar #22: Count the adjective clauses in the following note (due Sunday)

I want to tell you about the students of 5C, D and E, several of whom are absolutely outstanding, and some of whom--but not many of whom--are on the lazy side.

How do I define an outstanding student? An outstanding student is someone who keeps up with the homework, asks good questions in class, and tries really hard to incorporate each lesson in their daily English usage. In addition, an outstanding student is an individual that takes the class seriously, which means that he or she attends every day or nearly every day.

This leads me to your blog work. I have noticed that its quite incomplete, which means that some of the students, many of whom used to do their work on time, are not doing so. In fact, for assignment #17 on reported speech, which was due last Monday, I see only 6 responses, several of which are incorrect.

I'm not sure what to do about this problem, none of which is my fault. Do any of you have some advice for me?

Question for you: How many adjective clauses can you find in the above note?

Reduced Adjective Clauses Powerpoint Presentation

Reducedadjectiveclauses from holly_cin

Reported Speech Powerpoint Presentation

Reportedspeech hc from holly_cin

I totally forgot that I had prepared this presentation! When I was looking for something else I had uploaded to slideshare.net, I found it.

I think you will find it useful. 

Grammar #21: Reduced Adjective Clauses (Adjective Phrases) (due Sunday)

Step 1:
Go back to grammar #19.  Look at my comments.  Correct your mistakes, if there are any.  Then copy what you wrote there.

Step 2:
Paste your paragraph as a comment here. Rewrite the paragraph by reducing those clauses which can be reduced to phrases according to the rules I showed you in class today?

Remember! Adjective clauses can be reduced to phrases only under certain conditions.
Review my powerpoint or look in your book, chapter 13, to review the conditions!