| Rule No. 1: In a simple series, use a comma to separate the elements, but don’t put a comma before the conjunction. | Rule No. 2: Use a comma to separate two independent clauses connected by a coordinating conjunction. |
| Rule No. 3: Use a comma following an introductory clause or prepositional phrase of four words or more. | Rule No. 4: Use commas to set off modifiers that are not essential to the reader's ability to identify a particular person, place or thing. |
| Rule No. 5: Use commas to separate adjectives of equal rank. | Rule No. 6: Use commas to set off words that add emphasis, shift attention or provide a fuller explanation (parentheticals, "yes," "no," names in direct address). |
| Rule No. 7: Use commas to set off participial modifiers that come at the beginning of a sentence or after the verb. | Rule No. 8: Use a comma, carefully, to set off quotes or paraphrases. |
| Rule No. 9: Use a comma with hometowns, ages, years with months and days, names of states and nations with cities, affiliations and most large numbers. | Rule No. 10: Use a comma to separate duplicate words to eliminate confusion. |
Thursday, September 11, 2014
Comma Rules
Bildungsroman/Montana 1948
AGENDA:
Bellwork: Pronouns
HMWK: For Monday, read Part II Montana 1948
1. With a partner, work on Montana 1948 Part 1 packet (if you have not finished it) and go over questions from the last post. in groups 1-4. Post your answers as a comment for credit today.
2. Literary Word of the Day: Bildungsroman
n literary criticism, a Bildungsroman (German pronunciation: [ˈbɪldʊŋs.ʁoˌmaːn]; German: "novel of formation/education/culture"),[1] novel of formation, novel of education,[2] or coming-of-age story is a literary genre that focuses on the psychological and moral growth of the protagonist from youth to adulthood (coming of age),[3] and in which, therefore, character change is extremely important.[4]
3. Grammar Exercise:
Eights parts of speech
Noun: a person, place, thing or idea (chicken, dancehall, ocean, belief)
Pronoun: replaces a noun (he, she, it, her, them, who, which)
Adjective: describes a noun or Pronoun (lovely, tattered, obese, violet)
Verb: an action word (ransack, stir, rejuvenate, are)
Adverb: modifies or describes an adjective, verb, or other adverb (gladly, helpfully, subtly, slowly)
Preposition: links nouns and pronouns to phrases (over, under, in, near)
Conjunction: links lists, phrases, and clauses (and, but, or, when)
Interjection: conveys emotion (wow, what, ouch, man)
Writing practice:
Write four sentences in which you use all eight parts of speech. The catch? You can't use any part of speech more than once in each sentence.
Period 4: Work on your own short story
Work on short story:
Your Montana story is to be written in the first person POV (I). It should begin with a prologue in the present that may be only a paragraph or so long from the point of view of the protagonist several years after the main incident in the story (he or she is older and wiser). Then FLASHBACK to the key incident that made him or her "grow up." Let your story be a "coming of age" story. At the end, write an epilogue from the point of view of the character in the present.
USE MLA HEADING, TIMES NEW ROMAN font 12 pt. only, and double space!
Bellwork: Pronouns
HMWK: For Monday, read Part II Montana 1948
1. With a partner, work on Montana 1948 Part 1 packet (if you have not finished it) and go over questions from the last post. in groups 1-4. Post your answers as a comment for credit today.
2. Literary Word of the Day: Bildungsroman
n literary criticism, a Bildungsroman (German pronunciation: [ˈbɪldʊŋs.ʁoˌmaːn]; German: "novel of formation/education/culture"),[1] novel of formation, novel of education,[2] or coming-of-age story is a literary genre that focuses on the psychological and moral growth of the protagonist from youth to adulthood (coming of age),[3] and in which, therefore, character change is extremely important.[4]
3. Grammar Exercise:
Eights parts of speech
Noun: a person, place, thing or idea (chicken, dancehall, ocean, belief)
Pronoun: replaces a noun (he, she, it, her, them, who, which)
Adjective: describes a noun or Pronoun (lovely, tattered, obese, violet)
Verb: an action word (ransack, stir, rejuvenate, are)
Adverb: modifies or describes an adjective, verb, or other adverb (gladly, helpfully, subtly, slowly)
Preposition: links nouns and pronouns to phrases (over, under, in, near)
Conjunction: links lists, phrases, and clauses (and, but, or, when)
Interjection: conveys emotion (wow, what, ouch, man)
Writing practice:
Write four sentences in which you use all eight parts of speech. The catch? You can't use any part of speech more than once in each sentence.
Period 4: Work on your own short story
Work on short story:
Your Montana story is to be written in the first person POV (I). It should begin with a prologue in the present that may be only a paragraph or so long from the point of view of the protagonist several years after the main incident in the story (he or she is older and wiser). Then FLASHBACK to the key incident that made him or her "grow up." Let your story be a "coming of age" story. At the end, write an epilogue from the point of view of the character in the present.
USE MLA HEADING, TIMES NEW ROMAN font 12 pt. only, and double space!
Tuesday, September 9, 2014
Montana/Close Reading
AGENDA:
Bell Work: Grammar--nouns
Go over 12 1/2 Writing Rules
HANDOUT: CLOSE READING MONTANA
Montana, 1948, prologue (and chapter one, pages 11-54)
CLOSE READING:
Guiding Questions
1. Before you even begin reading, the novel story announces in its title the importance of its setting. What expectations are established with this title? What do you know about Montana, about 1948, about Montana in 1948? What do you know about novels and stories set in the West?
2. In the prologue, the narrator, David Hayden, explains a few things: how old he was when the story took place, how old he is now, and what has happened since. List this information, and then speculate: why, perhaps, is he telling the story now? What expectations does this establish for the story to come?
3. Also in the prologue, David offers a list of images. What do these images suggest? And what do you make of his insistence, on the following page, that these images, and others like them, be viewed simultaneously, not chronologically?
4. Lastly, David describes himself at the bottom of page 12 as "a witness." What does this word mean? List all its possible meanings.
5. On page 15, David introduces the setting promised in the title. What are the important facts, figures and details of this description? What kind of place is Mercer County?
6. On page 16, he describes that time in his life as "a new, blessedly peaceful era." How so? And how is this related to David's own age? (Why is 12 more peaceful than, say 10, or 15?)
7. On the same subject, what do we already know about Mercer County that tells us to be suspicious of this idyllic description?
8. The following pages are devoted to a description of David's father, in particular his job. In what ways does he defeat our expectations of the typical Western lawman?
9. Along the same lines, a great deal of time is devoted to a description his gun and holster. How does this encapsulate his failure to conform to our image--and David's image-- of a "typical" Western sheriff? How does Dave seem to feel about this?
10. The badge, too, gets some attention, and here David comments on something he later learned about it (page 19). What is the significance of his new, adult understanding of the reason his father never wore a badge?
11. On pages 19-21, we learn that the Hayden family is something of a dynasty in law enforcement. Later, on page 21, David describes his father as a man "who tried to turn two ways at once." Describe this conflict, including in your answer some thoughts on David's reference, in the same paragraph, to his "grandfather's domain."
12. A patriarch is a father figure, one who heads a family. A patriarchy is a society that is ruled by men. If the world of Mercer County is a patriarchy, what values are its principle values? What is the LAW?
13. On page 22, David lays out a second conflict. What is it?
14. Why is it significant that David and his family live "in the middle of town"? (page 23) What does this positioning suggest?
15. Comment intelligently on David's other life--his country life--at his grandfather's ranch. Is he, like his father, a man pulled two ways?
16. What do you make of the story of the toothless Indian woman on page 25? What does it show about Bentrock, and the general attitude of whites toward Indians? And how does this foreshadow the accusations later made against David's uncle?
17. On the following pages, 25 to 29, David descibes Marie Little Soldier and his feelings for her. Comment on two details: the incident, mentioned on 29, in which he accidentally sees her naked (what else in the story does David see that is naked?); and his remark on page 25 that "her body could be ready, at a moment's notice, for sex or work."
18. Why do you think David mentions his own encounter with chicken pox on page 28? Hint: he's speaking of a childhood disease, suffered as an adult.
HOMEWORK: Review Part One, finish handout for Thursday on Part One
Bell Work: Grammar--nouns
Go over 12 1/2 Writing Rules
HANDOUT: CLOSE READING MONTANA
Montana, 1948, prologue (and chapter one, pages 11-54)
CLOSE READING:
Guiding Questions
1. Before you even begin reading, the novel story announces in its title the importance of its setting. What expectations are established with this title? What do you know about Montana, about 1948, about Montana in 1948? What do you know about novels and stories set in the West?
2. In the prologue, the narrator, David Hayden, explains a few things: how old he was when the story took place, how old he is now, and what has happened since. List this information, and then speculate: why, perhaps, is he telling the story now? What expectations does this establish for the story to come?
3. Also in the prologue, David offers a list of images. What do these images suggest? And what do you make of his insistence, on the following page, that these images, and others like them, be viewed simultaneously, not chronologically?
4. Lastly, David describes himself at the bottom of page 12 as "a witness." What does this word mean? List all its possible meanings.
5. On page 15, David introduces the setting promised in the title. What are the important facts, figures and details of this description? What kind of place is Mercer County?
6. On page 16, he describes that time in his life as "a new, blessedly peaceful era." How so? And how is this related to David's own age? (Why is 12 more peaceful than, say 10, or 15?)
7. On the same subject, what do we already know about Mercer County that tells us to be suspicious of this idyllic description?
8. The following pages are devoted to a description of David's father, in particular his job. In what ways does he defeat our expectations of the typical Western lawman?
9. Along the same lines, a great deal of time is devoted to a description his gun and holster. How does this encapsulate his failure to conform to our image--and David's image-- of a "typical" Western sheriff? How does Dave seem to feel about this?
10. The badge, too, gets some attention, and here David comments on something he later learned about it (page 19). What is the significance of his new, adult understanding of the reason his father never wore a badge?
11. On pages 19-21, we learn that the Hayden family is something of a dynasty in law enforcement. Later, on page 21, David describes his father as a man "who tried to turn two ways at once." Describe this conflict, including in your answer some thoughts on David's reference, in the same paragraph, to his "grandfather's domain."
12. A patriarch is a father figure, one who heads a family. A patriarchy is a society that is ruled by men. If the world of Mercer County is a patriarchy, what values are its principle values? What is the LAW?
13. On page 22, David lays out a second conflict. What is it?
14. Why is it significant that David and his family live "in the middle of town"? (page 23) What does this positioning suggest?
15. Comment intelligently on David's other life--his country life--at his grandfather's ranch. Is he, like his father, a man pulled two ways?
16. What do you make of the story of the toothless Indian woman on page 25? What does it show about Bentrock, and the general attitude of whites toward Indians? And how does this foreshadow the accusations later made against David's uncle?
17. On the following pages, 25 to 29, David descibes Marie Little Soldier and his feelings for her. Comment on two details: the incident, mentioned on 29, in which he accidentally sees her naked (what else in the story does David see that is naked?); and his remark on page 25 that "her body could be ready, at a moment's notice, for sex or work."
18. Why do you think David mentions his own encounter with chicken pox on page 28? Hint: he's speaking of a childhood disease, suffered as an adult.
HOMEWORK: Review Part One, finish handout for Thursday on Part One
Friday, September 5, 2014
Montana 1948
AGENDA:
Take the grammar quiz from the previous post.
Sign out Montana 1948
Read the Prologue and discuss.
Write Montana 1948 exercise.
If time permits, let's create a padlet (formerly known as wallwisher)
http://padlet.com/wall/el9oud00zm
isearch for images and information on the web:
http://www.thepeoplehistory.com/1948.html
http://www.brainyhistory.com/years/1948.html
Take the grammar quiz from the previous post.
Sign out Montana 1948
Read the Prologue and discuss.
Write Montana 1948 exercise.
If time permits, let's create a padlet (formerly known as wallwisher)
http://padlet.com/wall/el9oud00zm
isearch for images and information on the web:
http://www.thepeoplehistory.com/1948.html
http://www.brainyhistory.com/years/1948.html
Tuesday, September 2, 2014
Welcome Back, Creative Writing Majors!
AGENDA:
1. Review Course Criteria/Writing Lab procedures and assign lockers
How to be awesome:
https://www.youtube.com/watch?v=RwlhUcSGqgs
2. Introductions--About the Author--Using Word on the Mac--How to log in, go to blog, save as favorites,
Write a short biographical paragraph about yourself in the 3rd person (he or she) for the publication of your new book. Describe yourself to let your reading public know more about who you are, what you have accomplished, what interests you, and what your life is like.
Share bios. Post in comments on blog.
3. Visit Grammar and Style Websites--Using the internet
Stephen Fry on Language:
http://www.youtube.com/watch?v=J7E-aoXLZGY&feature=youtube_gdata
Grammar Girl
www.grammar.quickanddirtytips.com
Grammar Bytes
http://www.chompchomp.com/menu.htm
The Blue Book
www.grammarbook.com
Take the pretest and post your results:
http://www.grammarbook.com/grammar_quiz/grammar_pretest.asp
Monday, June 9, 2014
Pablo Neruda
Thank you for all your hard work on preparing your final portfolios and all the work you did throughout the year. I hope you all feel that you have grown as a writer in many ways. Mr. Craddock and I certainly feel that as a class we have observed much progress, and we look forward to working with you next year.
So, we'll be watching a video this week about the Chilean poet Pablo Neruda and reading some of his poetry.
So, we'll be watching a video this week about the Chilean poet Pablo Neruda and reading some of his poetry.
Thursday, May 22, 2014
9th Grade FINAL PORTFOLIO INSTRUCTIONS
There are two (2) parts to your
final portfolio:
A. A 4-6 page, double-spaced, typed self evaluation essayB. A variety of your best work chosen from all your CW classes
Your final portfolio will count for both 9th grade creative writing classes and will be reviewed by Mr. Craddock and Ms. Gamzon. It will constitute 25% of your final grade.
Part A. Self Evaluation Essay (see details below)
Part B. Portfolio
Select work that you created this year in Ms. Gamzon’s or Mr. Craddock’s classes. All work should be copies of original work. No journals will be accepted. Follow the guideline below.
Table of contents. Your table of contents should order your portfolio into the following parts:
a. Poetry
b. Fiction
c. Non-fiction
d. Scripts
e. Special projects
Poetry. Choose 6-8 of your best poems. Select work that shows your understanding and growth in the field of poetry. Each poem’s title should be listed on the table of contents.
Fiction. Choose 4-5 of your best fiction pieces. Select work that shows your understanding and growth in the field of fiction. Each fiction piece’s title should be listed on the table of contents.
Non-fiction. Choose 2-3 of your best non-fiction pieces. Select work that shows your understanding and growth in the field of non-fiction. Each non-fiction piece’s title should be listed on the table of contents.
Scripts: Choose 1-3 of your best scripts. Select work that shows your understanding and growth in the field of script writing. Each script’s title should be listed on the table of contents.
Special Projects: Choose 3-4 of your special projects (documentary, newsletter, brochure, literary magazine, online blog, etc.) that show your growth and creative ability. Each project should be listed on the table of contents. If you have been working on a project not assigned in class, you may include this work in your special projects. (Example: I am working on a novel, and I haven’t told my teachers or I have written a musical, etc.) Please do NOT print your special project, unless you already have an extra copy. Instead, please write about these projects in your reflection.
Self Reflection Non Fiction - Creative Essay:
During the entire freshman year, we have thrown quite a bit of information, projects, and assignments your way. We did not do this to be cruel, but to see how you react to pressure, deadlines, writing & reading skills, and so that you had the opportunity to grow as a writer and a student. It is true that the most important qualification for writers is that they write. Apart from this, reading is also the most important way to improve your writing at this stage of your development and education. These introductory courses are designed to get you to know yourself as a student and writer a little better. Part of this is the need to self-reflect. Examine the writing rubrics below and the material in your portfolio. Reflect on your work this year.
Reflective piece: 4-6 pages, double-spaced. Write about how you’ve grown as a writer this year, what has been easy/hard for you, what areas you feel you need more work in; reflect on your progress as a writer, a reader, and as a student. Write about each selected piece you have chosen to include in your portfolio (per genre): why did you include these pieces in your portfolio? How does the piece show your growth and development as a writer in this particular genre? What did you learn about yourself concerning writing from this assignment or project? Discuss the writing process you used to create the work, where you got your ideas, what you learned about the form or genre of the work as you wrote and revised it, what you learned about yourself as a writer, etc. Discuss special projects and reading that had an impact on you. Which books you read were of high interest and what did you learn about writing from reading them? What did you learn about writing and about yourself through these assignments and courses this year?
Rubric
_____ Table of Contents 10 points
_____ Reflective Essay (4-6 pages) 30 points
_____ Poetry (6-8 poems) 10 points
_____ Fiction (4-5 short stories) 10 points
_____ Non Fiction (2-3 creative essays) 10 points
_____ Scripts (1-3 scripts) 10 points
_____ Special Projects (3-4 special projects) 10 points
_____ Grammar (Work is clean, copy-edited, free of errors) 10 points
Penalty: (-1/2 point for each grammar error. Up to -10 points)
_____ Portfolio turned in complete and on time: bonus 10 points
Penalties:
• Late portfolios (-10 points per day late)
• Handwritten work (-1 for each handwritten page)
• Grammar errors (see above) & missing required components of your portfolio
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