Do you agree or disagree with the statement below? Who I am depends on what I need, where I am, and who I m with?

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2 Do you agree or disagree with the statement below? Who I am depends on what I need, where I am, and who I m with?

3 What is identity?

4 Who I think I am. Who everyone else thinks I am. Anything else?

5 What is a Role? Why would anyone want to assume a role when writing? Is this dishonest? What are the limits?

6 We assume roles in our writing, by accentuating the reasons that our audience should believe what we say is true. We do this by using Tone and Voice. If you are not directly identifying yourself in your work, this is what your audience has to get a sense of who you are.

7 A detectable personality in a piece of writing. A way of making a piece of writing one s own. Highly personalized quality of your prose. Your outlines have a lot of information, but your voice makes your writing your own. Always consider your target audience when considering what voice you would use.

8 The author s attitude toward his writing. The general mood of a work. The way it feels to read a piece of writing. Formal / Informal Humorous Serious Passionate Frightened

9 Questions?

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11 Ways to organize your thoughts so that your audience can easily understand your message and the purpose for which you are writing. In other words, these are ways to write for specific purposes. For instance, in Argumentative Writing, these are ways to convince your reader that something is true.

12 In other words These are ways to discuss topics within your essay. Your essays will contain a mixture of these patterns as appropriate for the audience and purpose of the essay.

13 Faith and Diplomacy Used several patterns of writing: Descriptive-narrative Exemplification Once Upon a Quinceañera? Used several patterns: Descriptive-narrative Exemplification Definition Etc.

14 Descriptive Narrative Exemplification Analysis by Division Analysis of Process Informative Directive Cause and Effect Compare and Contrast Definition

15 Involves using description to enhance and support narration. Use dialogue as appropriate. Consistent point of view. Will usually explain a certain idea. We will discuss this at length later this semester.

16 Each cell measured about ten feet by ten and was quite bare within except for a plank bed and a pot of drinking water. In some of them brown silent men were squatting at the inner bars, with their blankets draped round them. These were the condemned men, due to be hanged within the next week or two. (Orwell, A Hanging )

17 He was a Hindu, a puny wisp of a man, with a shaven head and vague liquid eyes. He had a thick, sprouting moustache, absurdly too big for his body, rather like the moustache of a comic man on the films. Six tall Indian warders were guarding him and getting him ready for the gallows. Two of them stood by with rifles and fixed bayonets, while the others handcuffed him, passed a chain through his handcuffs and fixed it to their belts, and lashed his arms tight to his sides. (Orwell, A Hanging )

18 Typical academic mode. Uses examples to explain, convince, or amuse. Examples are vivid, specific, and representative. Ties examples clearly to thesis.

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21 Pairwork Activity: Using the assertion given below, think of three examples that support and prove it to be true. Assertion: Negative stereotypes exist for all groups of people.

22 This involves breaking something down and looking at each of the parts individually and how they work together.

23 1. Begin with something that is a unit. 2. State the principle by which it can function. 3. Divide the unit into parts according to that principle. 4. Discuss each of the parts in relation to the unit.

24 A manager needs specific qualities to lead. 1. Fairness 2. Intelligence 3. Stability 4. Competence in the field

25 For an engine to start all the parts must work together. 1. Ignition 2. Battery 3. Starter

26 Groupwork: 1. Break into your groups. 2. Come up with an analysis by division of something that has many parts or qualities to it. 3. You will present your answers to the class.

27 Decide if you want to be Directive: Tells you how to do something. Informative: Describes how something is done. or

28 Uses 2 nd Person, imperative mood Use the pronoun you. As in you will As seen in cookbooks and instructions.

29 This is how you cook an egg. 1. Get an egg from the refrigerator. 2. Heat up a pan with oil 3. Break the egg into the pan 4. Watch it for about five minutes

30 Uses third person Tells us how something is happening.

31 This is how an earthquake happens 1. Pressure builds up from plates moving 2. Something breaks in the earth 3. Plates slide across each other. 4. Friction makes the earth shake.

32 Groupwork: 1. In groups, decide if you will use a the informative or directive approach to analysis. 2. Describe a process of your choice 3. You will present your outline to the class.

33 Cause: I pushed the ball Effect: It rolled.

34 Topic Sentence: Effect 1. Cause 2. Cause 3. Cause

35 Topic Sentence: Effect: Global Warming. 1. Cause: Greenhouse gasses building 2. Cause: Fewer Trees 3. Cause: More People

36 Four P s Purpose Points Patterns Presentations

37 Purpose: Decide if you are mostly comparing, contrasting or if it will be balanced between the two. Will you be informing or persuading?

38 Points: What points will you use to compare? Eliminate irrelevant points

39 Pattern: Subject-by-Subject Point-by-Point

40 Pattern: Subject-by-Subject Example: iphone vs Galaxy S4 Battery life Screen resolution apps Point-by-Point Example: Battery life iphone Galaxy S4

41 Presentation: Give each subject or point equal treatment. Be careful with topic sentences.

42 Use a combination of: Dictionary definitions Synonyms & Antonyms Direct explanations (This is what it is ) Indirect explanations (This is what it s not )

43 Dividing things into categories or types Involves finding similar characteristics among somewhat dissimilar subjects and dividing them into groups and subgroups.

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45 Questions?

46 Chapter I: The Last to See Them Alive

47 Born in New Orleans, Louisiana At the age of five he taught himself to read and write. Author, Novelist, and Screenwriter. Wrote Breakfast at Tiffany s and In Cold Blood Known for his smooth, rhythmic, poetic prose.

48 Writing was an escape from the realities of my own troubled life, which wasn t easy. My underlying motivation was a quest for some sense of serenity, some particular kind of affection that I needed and wanted I never felt like I belonged anywhere. Truman Capote

49 Classified as nonfiction, but many critics doubt some of the occurrences in the novel. Strange emphasis on truth History becomes fiction Capote is unapologetic about turning this event into a novel Inspired by a very short (300 words) news article

50 Wealthy Farmer, 3 of Family Slain Holcomb, KA - A wealthy wheat farmer, his wife, and their two young children were found shot to death today in their home. They had been killed by shotgun blasts at close range after being bound and gagged. The father, 48-year-old Herbert W. Clutter, was found in the basement with his son, Kenyon, 15. His wife Bonnie, 45, and a daughter, Nancy, 16, were in their beds. There were no signs of a struggle and nothing had been stolen. The telephone lines had been cut. "This is apparently the case of a psychopathic killer," Sheriff Earl Robinson said. Mr. Clutter was founder of The Kansas Wheat Growers Association. In 1954, President Eisenhower appointed him to the Farm Credit Administration, but he never lived in Washington. The board represents the twelve farm credit districts in the country. Mr. Clutter served from December 1953 until April He declined a reappointment. He was also a local member of the Agriculture Department's Price Stabilization Board and was active with the Great Plains Wheat Growers Association. The Clutter farm and ranch cover almost 1,000 acres[21] in one of the richest wheat areas. Mr. Clutter, his wife and daughter were clad in pajamas. The boy was wearing blue jeans and a T-shirt. The bodies were discovered by two of Nancy's classmates, Susan Kidwell and Nancy Ewalt. Sheriff Robinson said the last reported communication with Mr. Clutter took place last night about 9:30 PM, when the victim called Gerald Van Vleet, his business partner, who lives near by. Mr. Van Vleet said the conversation had concerned the farm and ranch. Two daughters were away. They are Beverly, a student at the University of Kansas, and Mrs. Donald G. Jarchow of Mount Carroll, Illinois.

51 Questions to consider: Why did this happen? Four lives for forty dollars? What is the origin of evil? Nature vs. Nurture What happens to people when they don t feel normal? What is normal in the 1950 s? Who is the hero? Is there a hero? Is there a bad guy?

52 Literary Focus The Crime Characters

53 A blend of two types of novels: The Western: Set in the Wild West Law man in pursuit of a bad guy. Asserting a masculine will on a rural landscape Civility = Effeminate Noir Novel: True Crime Noir means Black in French Clear cut motives i.e. a woman/jealousy, etc. Features a self-destructive protagonist that is fighting against some kind of corrupt system.

54 Holcomb, Kansas A small town in Kansas where nothing happens. Idyllic, insular community Strangers don t go there by chance. Capote liked the western quality of the town. Sounds like Wholesome

55 Quiz 1

56 Trouble Spots: Common Errors in Writing

57 Trouble Spots The following are a few of the most common grammatical errors on your papers.

58 Commas

59 Comma use Basic Rules: 1. Use a comma to separate an introductory dependent clause from an independent clause. 2. Use a comma to separate an introductory phrase from an independent clause. 3. Use a comma to separate two independent clauses that are joined by a coordinating conjunction. 4. Use a comma to separate items in a list. 5. Use a comma to separate two or more coordinate adjectives. 6. Miscellaneous uses include: 1. Nouns of Direct Address 2. Dialogue Guides 3. Exclamations 4. Introductory Adverbs 5. Responding words 7. Enclosing 1. Use a pair of commas to enclose a single non-essential word from the rest of the sentence. 2. Use a pair of commas to enclose a non-essential phrase from the rest of the sentence. 3. Use a pair of commas to enclose a non-essential clause from the rest of the sentence.

60 Key Terms Phrase Clause Dependent Independent Introductory Conjunction Non-essential

61 Use a comma to separate an introductory dependent clause from an independent clause. Because she was mean, no one liked her. dependent Although it rains every day, he never carried an umbrella.

62 Use a comma to separate an introductory phrase from an independent clause. In the baking summer heat, they drank lemonade.

63 Use a comma to separate two independent clauses that are joined by a coordinating conjunction. I ate walnuts, and she ate peanuts. Coordinating Conjunctions: For And Nor But Or Yet So

64 Use a comma to separate items in a list. The Oxford Comma!!! Dick, Mary, and Jane ate pizza. We bought vodka, duct tape, and a shovel.

65 Use a comma to separate two or more coordinate adjectives. She watched the peaceful, glassy pond.

66 Nouns of Direct Address Would you hand me that pencil, Steven? Put that down, Son!

67 Dialogue Guides She whispered, Be quiet.

68 Exclamations Wow, I never would ve expected that!

69 Introductory Adverbs Slowly, he ate the last of the food.

70 Responding Words No, I will not marry you.

71 Use a pair of commas to enclose a single nonessential word from the rest of the sentence. I was thinking, then, how I could get there.

72 Use a pair of commas to enclose a non-essential phrase from the rest of the sentence. The rabbit, white and furry, went down the hole.

73 Use a pair of commas to enclose a nonessential clause from the rest of the sentence. The cops chased the kid, who stole the purse, down the street.

74 Questions????????

75 Practice Either the well was very deep or she fell very slowly for she had plenty of time as she went down to look about her and to wonder what was going to happen next. First she tried to look down and make out what she was coming to but it was too dark to see anything; then she looked at the sides of the well and noticed that they were filled with cupboards and book-shelves;

76 Practice Either the well was very deep, or she fell very slowly, for she had plenty of time as she went down to look about her and to wonder what was going to happen next. First, she tried to look down and make out what she was coming to, but it was too dark to see anything; then she looked at the sides of the well, and noticed that they were filled with cupboards and book-shelves;

77 Individual Activity Look over your final draft. See if you can find any places to add or delete a comma.

78 Fragments

79 What is a Complete Sentence? A complete sentence is a complete thought. It has a subject and a verb.

80 Fragments A sentence that is missing either a subject or a verb. Missing subject: was eating pizza. Missing Verb: He going to the store.

81 Fragment A sentence that is missing either a subject or a verb. Missing subject: He was eating pizza. Missing Verb: He is going to the store.

82 Fragment A dependent clause by itself is also considered a fragment. While she was asleep.

83 Fragment A dependent clause by itself is also considered a fragment. While she was asleep.

84 Fragment A dependent clause by itself is also considered a fragment. While she was asleep. She snored.

85 Fragment A dependent clause by itself is also considered a fragment. While she was asleep. She snored.

86 Fragment A dependent clause by itself is also considered a fragment. While she was asleep, she snored. Or She snored while she was asleep.

87 Fragment A dependent clause with a relative pronoun is also considered a fragment. Which was the norm.

88 Fragment A dependent clause with a relative pronoun is also considered a fragment. Which was the norm.

89 Fragment A dependent clause with a relative pronoun is also considered a fragment. She ate at noon. Which was the norm.

90 Fragment A dependent clause with a relative pronoun is also considered a fragment. She ate at noon. Which was the norm.

91 Fragment A dependent clause with a relative pronoun is also considered a fragment. She ate at noon, which was the norm.

92 Fragment A phrase can also be a fragment.

93 Fragment A phrase can also be a fragment. Under the boardwalk Crossing the street

94 Fragment A phrase can also be a fragment. Prepositional Phrase: Under the boardwalk Verb Phrase: Crossing the street

95 Fragment A phrase can also be a fragment. Prepositional Phrase: Under the boardwalk Verb Phrase: Crossing the street

96 Fragment Acceptable fragments are: Interjections Ouch! Wow! Exclamations How terrible! That sucks.

97 Combining Fragments 1. Figure out what s missing. Subject Verb Independent clause 2. Stick it in there. You might find it in an adjacent sentence.

98 Examples of Fragments The 49ers lost the Super Bowl. Because Beyonce s half time show took up all the electricity. It s difficult to find buildings on the PCC campus. For example the library, the DD building, and the bookstore. The students should have their books by Monday. To keep up with the lesson. Students should also take notes.

99 Comma Splices Two independent clauses with only a comma in between them. She ate peanuts, he eats walnuts.

100 Comma Splices Two independent clauses with only a comma in between them. She ate peanuts, he eats walnuts.

101 Comma Splices Two independent clauses with only a comma in between them. She ate peanuts, he eats walnuts. She ate peanuts, and he eats walnuts.

102 How to Fix a Comma Splice 1. Use a period 2. Use a comma with a coordinating conjunction (FANBOYS) 3. Use a semicolon when appropriate 4. Use a dependent word (because, if, when, although, and after)

103 Examples of Comma Splices Cindy doesn t have a valentine, she s going to stay home and eat chocolates. Monopoly replaced its iron playing piece, it is now a cat. I forgot to do my homework, I got a 0 for the day. It is raining today, I still want to go on a hike.

104 Run on Two independent clauses with nothing in between them. She ate peanuts he eats walnuts.

105 Run on Two independent clauses with nothing in between them. She ate peanuts he eats walnuts. She ate peanuts, and he eats walnuts. or She ate peanuts. He eats walnuts.

106 How to Fix a Run-on 1. Use a period 2. Use a comma with a coordinating conjunction (FANBOYS) 3. Use a semicolon when appropriate 4. Use a dependent word (because, if, when, although, and after)

107 Examples of Run-ons Hugo was late for our date there was a lot of traffic on the freeway. Yesterday, the Lakers beat the Nets I was so happy. I will never play tug-of-war again it s too dangerous. Bruno does not like taking baths he enjoys playing fetch.

108 Questions????????

109 Miscellaneous Mistakes

110 Numbers Spell a number out if it is less than 10 or it is the first item in a sentence. It is part of an expression. Be consistent. Spell out simple fractions. When in doubt, use the simplest form for long numbers.

111 Big Paragraphs Find natural breaks in your argument and subdivide long paragraphs.

112 No Contractions I m It s etcetera

113 Verb Agreement Tense Past, Present, Future Aspect Simple, Perfect, Progressive Number

114 Transitions Create a flow of thought. Jumping around without transitions makes an idea hard to follow.

115 Questions????????