Back in July, there were two blog posts (July 8th and July 26th) that focused on the relationship between good writing and good reading. (To read those blogs and the responses, click on the links above.) Everyone can improve their reading skills and should read for at least 30 minutes daily.
So let's use this as an opportunity to read something and then write about it! You can read anything you'd like (a book, magazine, website, etc.). Here are a few suggestions in case you're looking for something different!
Olympic Coverage - http://www.nbcolympics.com/
Florida History - http://www.flheritage.com/facts/history/summary/
Exercise & Fitness - http://www.americanheart.org/presenter.jhtml?identifier=1200013
Hurricane Preparation - http://www.redcross.org/services/prepare/0,1082,0_253_,00.html
After you've read something, post your response and tell us what you read! Remember to write those sentences correctly! :-)
Friday, August 15, 2008
Thursday, August 14, 2008
Usage - Who versus That
The July 30th blog post discussed when to use the word "who" versus when to use "whom." (For more information on this or to participate in that entry, click the underlined link above.) There's also an important distinction between when to use the word "who" and when to use "that." Let's look at two examples first and then discuss why each one is written as it is.
Example 1: She is the girl who won the gold medal.
Example 2: Here is the house that is for sale.
It's probably pretty easy to see why the word "that" is used in example 2. Because there's no person mentioned, it wouldn't make sense to use the word "who" instead of "that."
But why is it that the word "who" is used in example 1? Well, look at the phrase "won the gold medal." That is talking about the girl and she's a person! So that means we need to use the word "who." Anytime you're talking about something relating to a person, always use the word "who" (never the word "that" since it's grammatically incorrect).
Let's look at a few more examples of when to use "who" versus "that."
The principal who gave the speech at the ceremony also won an award.
The pool that the kids use is over there.
Tim's teacher who often stays late at school is always available for extra help.
His computer that caught fire damaged the whole kitchen area.
Are those rules something that you already knew? Are they things that you currently do in your writing? If not, do you think you could start to do that with your writing? Let me know!
Example 1: She is the girl who won the gold medal.
Example 2: Here is the house that is for sale.
It's probably pretty easy to see why the word "that" is used in example 2. Because there's no person mentioned, it wouldn't make sense to use the word "who" instead of "that."
But why is it that the word "who" is used in example 1? Well, look at the phrase "won the gold medal." That is talking about the girl and she's a person! So that means we need to use the word "who." Anytime you're talking about something relating to a person, always use the word "who" (never the word "that" since it's grammatically incorrect).
Let's look at a few more examples of when to use "who" versus "that."
The principal who gave the speech at the ceremony also won an award.
The pool that the kids use is over there.
Tim's teacher who often stays late at school is always available for extra help.
His computer that caught fire damaged the whole kitchen area.
Are those rules something that you already knew? Are they things that you currently do in your writing? If not, do you think you could start to do that with your writing? Let me know!
Wednesday, August 13, 2008
Persuasive Writing - The Introduction
How many times do you read something that is trying to persuade you to do something or think a certain way? It could be an article about the importance of exercise, a story about why people should vote in an election, or an editorial about "going green."
You may even do (or have done) some persuasive writing of your own. Perhaps you had to write a letter to a company explaining why they should reimburse you for a product or service that did not meet your satisfaction, or maybe you wrote to your boss explaining why you deserved a raise or promotion.
Persuasive writing, especially essays, has the "typical" essay format that you have seen before: an introduction, body paragraphs (where you develop your argument or reasons), and a conclusion. Today's blog post will focus on the introduction.
The introduction for any type of writing should "hook" the reader in and make him or her want to read more! There are a few ways you can do this. The following ideas are ways you can grab your reader right away and capture his or her attention! (This comes from http://www.orangeusd.k12.ca.us/yorba/persuasive_writing.htm.)
Which option, out of those shown above, do you like best? Obviously it may depend on your topic, but which one would you be most likely to try?
You may even do (or have done) some persuasive writing of your own. Perhaps you had to write a letter to a company explaining why they should reimburse you for a product or service that did not meet your satisfaction, or maybe you wrote to your boss explaining why you deserved a raise or promotion.
Persuasive writing, especially essays, has the "typical" essay format that you have seen before: an introduction, body paragraphs (where you develop your argument or reasons), and a conclusion. Today's blog post will focus on the introduction.
The introduction for any type of writing should "hook" the reader in and make him or her want to read more! There are a few ways you can do this. The following ideas are ways you can grab your reader right away and capture his or her attention! (This comes from http://www.orangeusd.k12.ca.us/yorba/persuasive_writing.htm.)
1. Open with an unusual detail: (Manitoba, because of its cold climate, is not thought of as a great place to be a reptile. Actually, it has the largest seasonal congregation of garter snakes in the world!)
2. Open with a strong statement: (Cigarettes are the number one cause of lighter sales in Canada!)
3. Open with a quotation: (Elbert Hubbard once said, "Truth is stronger than fiction.")
4. Open with an anecdote (short story): An anecdote can provide an amusing and attention-getting opening if it is short and to the point.
5. Open with a statistic or fact: Sometimes a statistic or fact will add emphasis or interest to your topic. It may be wise to include the item's authoritative source.
6. Open with a question. (Have you ever considered how many books we'd read if it were not for television?)
7. Open with an exaggeration or outrageous statement. (The whole world watched as the comet flew overhead.)
Which option, out of those shown above, do you like best? Obviously it may depend on your topic, but which one would you be most likely to try?
Tuesday, August 12, 2008
Commonly Misused Words: Knew and New
Three different blog posts, prior to today's post, focused on some commonly misused words. (You can visit the July 9th post, the July 15th post, or the July 22nd post if you'd like to see those topics and participate in the activities.) Today, we'll focus on the words "knew" and "new."
The word "knew" is the past tense of the verb "know." It means having knowledge or understanding of something in the past. For example, I knew that the Olympics would begin on August 8th.
The word "new" is an adjective. This word has many meanings, but a commonality is in the fact that it's used to describe something that's recent, fresh, or unused. For example, I may need to buy a new home computer soon and get some new paper for my printer.
Let's look at the sentence below.
Carol knew that her brother needed some new shoes for school.
Those words ("knew" and "new") could not be switched correctly. Carol had knowledge (in the past) that her brother needed some fresh, unused shoes.
Now that you've had a chance to explore the meanings of those words, try using them correctly! You can either write two separate sentences that illustrate the word's meaning or you can write one sentence (like I did above) that uses both words correctly.
:-)
The word "knew" is the past tense of the verb "know." It means having knowledge or understanding of something in the past. For example, I knew that the Olympics would begin on August 8th.
The word "new" is an adjective. This word has many meanings, but a commonality is in the fact that it's used to describe something that's recent, fresh, or unused. For example, I may need to buy a new home computer soon and get some new paper for my printer.
Let's look at the sentence below.
Carol knew that her brother needed some new shoes for school.
Those words ("knew" and "new") could not be switched correctly. Carol had knowledge (in the past) that her brother needed some fresh, unused shoes.
Now that you've had a chance to explore the meanings of those words, try using them correctly! You can either write two separate sentences that illustrate the word's meaning or you can write one sentence (like I did above) that uses both words correctly.
:-)
Monday, August 11, 2008
Vocabulary - Use It Or Lose It (Part 11)
Monday generally means "vocabulary time" for the eLearning blog. Take a look below at the next installment of words from the Academic Word List. Below you'll see a selection of words from the end of sublist 2.
Your goal is to pick one word, post the definition, and then use that word in an original sentence. You may use an online dictionary (such as this one: http://www.merriam-webster.com).
restricted
security
sought
select
site
strategies
survey
text
traditional
transfer
Since this is the 11th installment of the "Vocabulary - Use It Or Lose It" topic, you should look back to some of the previous ones to view lots of other important words! :-)
Your goal is to pick one word, post the definition, and then use that word in an original sentence. You may use an online dictionary (such as this one: http://www.merriam-webster.com).
restricted
security
sought
select
site
strategies
survey
text
traditional
transfer
Since this is the 11th installment of the "Vocabulary - Use It Or Lose It" topic, you should look back to some of the previous ones to view lots of other important words! :-)
Sunday, August 10, 2008
Capitalization - Proper Nouns
Would you believe that something as small as a capitalization mistake can really jump out at a reader? In fact, too many capitalization errors can start to overshadow your ideas. So for today's blog topic, let's focus on proper nouns.
A noun is a person, place or thing. These are usually general terms. Here are some examples of nouns: child, restaurant, and car.
A proper noun, however, is different. It's the specific name of a person, place or thing. A proper noun must always be capitalized, no matter where it occurs in the sentence. Let's look at some examples.
Instead of just saying "child," I could give the child's name, Robert.
Instead of saying that I went to a "store," I could tell you that I went to Publix.
Instead of saying that I drove my car, I could state that it was a Honda Accord.
Below is a great chart (from http://www.chompchomp.com/terms/propernoun.htm) that shows the difference between a noun and a proper noun.
I'd like you to think of a term (or two) that is a regular, common noun. Then, give an example of a proper noun that is more specific. Don't forget to always capitalize your proper noun!
I'll start.
Noun: cake mix
Proper noun: Duncan Hines
Now you try!
A noun is a person, place or thing. These are usually general terms. Here are some examples of nouns: child, restaurant, and car.
A proper noun, however, is different. It's the specific name of a person, place or thing. A proper noun must always be capitalized, no matter where it occurs in the sentence. Let's look at some examples.
Instead of just saying "child," I could give the child's name, Robert.
Instead of saying that I went to a "store," I could tell you that I went to Publix.
Instead of saying that I drove my car, I could state that it was a Honda Accord.
Below is a great chart (from http://www.chompchomp.com/terms/propernoun.htm) that shows the difference between a noun and a proper noun.
I'd like you to think of a term (or two) that is a regular, common noun. Then, give an example of a proper noun that is more specific. Don't forget to always capitalize your proper noun!
I'll start.
Noun: cake mix
Proper noun: Duncan Hines
Now you try!
Saturday, August 9, 2008
Writing - Personification
Many times in descriptive writing, you'll come across personification, especially if you're reading or writing poetry. Personification is giving human traits (qualities, feelings, action, or characteristics) to non-living objects (things, colors, qualities, or ideas).
For example, consider this sentence: The rain kissed my cheeks as it fell. It's impossible for rain to do an action such as "kiss" someone on the cheek. However, that paints and picture in the reader's mind!
Think of a non-living object and some human trait that you could use with it. Below are some examples of sentences that use personification.
The palm tree danced in the wind.
Her yellow polka dots screamed with their brightness.
The huge pumpkin sat in the middle of the field.
Visit this link (http://www.imschools.org/cms/Units/Poetry/student2.htm) and look at the 10 examples given. Then, come back here & post your favorite one!
For example, consider this sentence: The rain kissed my cheeks as it fell. It's impossible for rain to do an action such as "kiss" someone on the cheek. However, that paints and picture in the reader's mind!
Think of a non-living object and some human trait that you could use with it. Below are some examples of sentences that use personification.
The palm tree danced in the wind.
Her yellow polka dots screamed with their brightness.
The huge pumpkin sat in the middle of the field.
Visit this link (http://www.imschools.org/cms/Units/Poetry/student2.htm) and look at the 10 examples given. Then, come back here & post your favorite one!
Friday, August 8, 2008
The Importance of Pre-Writing
Did you know that the planning or pre-writing you do for your essay can have big, big benefits? People who do some type of planning are more likely to stay on the given topic and to make sure that they include all of their important ideas. Doing both of these things can lead to a high GED essay score.
The type of planning or pre-writing that you do is your choice! You could make a list, an outline, or use "clustering." (For more about the "clustering" method of pre-writing, visit this previously-held online workshop.) Your planning should not take any more than 3-5 minutes and can consist of just words or phrases. This is where you'll make your essay's "map" so you know the route your writing should take! (To see a past blog topic about essays, click this link.)
Let's practice making a short outline. Suppose the essay topic is asking you to identify a person you admire and to talk about why you look up to that person. Take a look at my outline below and then show me your outline!
Topic: A person I admire - my husband
Paragraph 1: Introduction
Paragraph 2: Reason #1 - very caring/supportive
Paragraph 3: Reason #2 - successful career change
Paragraph 4: Conclusion
That wasn't too hard to do, was it? It was quick, but got me to pick out some key ideas and formulate the components of my essay. From here, I could easily build my essay. Yipppeeee!
The type of planning or pre-writing that you do is your choice! You could make a list, an outline, or use "clustering." (For more about the "clustering" method of pre-writing, visit this previously-held online workshop.) Your planning should not take any more than 3-5 minutes and can consist of just words or phrases. This is where you'll make your essay's "map" so you know the route your writing should take! (To see a past blog topic about essays, click this link.)
Let's practice making a short outline. Suppose the essay topic is asking you to identify a person you admire and to talk about why you look up to that person. Take a look at my outline below and then show me your outline!
Topic: A person I admire - my husband
Paragraph 1: Introduction
Paragraph 2: Reason #1 - very caring/supportive
Paragraph 3: Reason #2 - successful career change
Paragraph 4: Conclusion
That wasn't too hard to do, was it? It was quick, but got me to pick out some key ideas and formulate the components of my essay. From here, I could easily build my essay. Yipppeeee!
Thursday, August 7, 2008
Tell me a new story!
Some of the most fun blog topics we've had in the past were the "Tell me a story" topics. To see those blogs, read the responses, and add your comments, visit these links: May 21st blog, June 3rd blog, and July 2nd blog.
So let's have a little more fun with this! I'll start you off with a portion of a sentence. From there, you can take the story in any direction. Remember to be creative and correctly write your sentences. Everyone should start with the part you see below.
---
As Mrs. Andrews sat at her 95th birthday party, she started to...
So let's have a little more fun with this! I'll start you off with a portion of a sentence. From there, you can take the story in any direction. Remember to be creative and correctly write your sentences. Everyone should start with the part you see below.
---
As Mrs. Andrews sat at her 95th birthday party, she started to...
Wednesday, August 6, 2008
Emphasize Those Ideas!
No matter how long or short your writing is, you want to emphasize your ideas. One way to do that is through the use of signal words. Those words can fall into a few categories: chronological sequence, comparison/contrast, description, generalization/principle, and process/cause and effect. For more information about signal words, visit this site: http://www.somers.k12.ny.us/intranet/reading/signalwords.html.
I'd like you to pick one item or event and describe why you feel the way you do. Remember to use those signal words. Give three to four sentences about your feelings.
I'll start!
I really enjoy watching the Olympics. First, it's a chance to watch some of my favorite sports. Secondly, you get to see elite athletes from all over the world. Last, but not least, there are always some huge surprises and upsets.
Notice that those signal words ("first," "secondly," and "last, but not least") help the reader to follow the order of my ideas. Also, they show that I've thought about the general "flow" of the sentences!
Now you try it!
I'd like you to pick one item or event and describe why you feel the way you do. Remember to use those signal words. Give three to four sentences about your feelings.
I'll start!
I really enjoy watching the Olympics. First, it's a chance to watch some of my favorite sports. Secondly, you get to see elite athletes from all over the world. Last, but not least, there are always some huge surprises and upsets.
Notice that those signal words ("first," "secondly," and "last, but not least") help the reader to follow the order of my ideas. Also, they show that I've thought about the general "flow" of the sentences!
Now you try it!
Tuesday, August 5, 2008
Vocabulary - Use It Or Lose It (Part 10)
For this installment of the "Vocabulary - Use It Or Lose It" blog topic, we'll be using words from an SAT Prep word list. No matter if you're doing the GED, SAT, or other standardized test, having a good, broad, varied vocabulary is important!
Please pick one word and post the definition. You may use an online dictionary (such as this one: http://www.merriam-webster.com).
Abhor
Bigot
Counterfeit
Enfranchise
Hamper
Kindle
Noxious
Placid
Remuneration
Talisman
Please pick one word and post the definition. You may use an online dictionary (such as this one: http://www.merriam-webster.com).
Abhor
Bigot
Counterfeit
Enfranchise
Hamper
Kindle
Noxious
Placid
Remuneration
Talisman
Wednesday, July 30, 2008
Usage - Who versus Whom
Have you ever wondered when to use the word "who" and when to use the word "whom" in your writing? I have and finally decided to find out when to use one instead of the other.
If you're using the word "whom," it must follow a preposition. (For more information on prepositions, click here.) Below are two examples of this.
To whom would you like to speak?
From whom did that package arrive?
If you're not using a preposition (such as the word "to" or "from"), you should use the word "who" instead. Below are two examples of this.
Who was on the phone?
You went to the mall to see who?
*** You want to stay away from ending a sentence with a preposition (such as the word "to," "from," or "at"). Those are big grammatical no-no's! ***
Did you know about those rules for using the words "who" and "whom" in your writing and speaking? If so, who taught you that? If not, do you think you will start practicing to use these terms as you see described here? Let me know!!!
If you're using the word "whom," it must follow a preposition. (For more information on prepositions, click here.) Below are two examples of this.
To whom would you like to speak?
From whom did that package arrive?
If you're not using a preposition (such as the word "to" or "from"), you should use the word "who" instead. Below are two examples of this.
Who was on the phone?
You went to the mall to see who?
*** You want to stay away from ending a sentence with a preposition (such as the word "to," "from," or "at"). Those are big grammatical no-no's! ***
Did you know about those rules for using the words "who" and "whom" in your writing and speaking? If so, who taught you that? If not, do you think you will start practicing to use these terms as you see described here? Let me know!!!
Tuesday, July 29, 2008
Writing - Idioms
Have you ever heard of the term "idiom" before? You might not have, but I'm sure you've heard phrases such as "a drop in the bucket," "a leopard can't change his spots," or "dog days of summer." Those phrases are called "idioms." According to Wikipedia.com, an idiom is a term or phrase whose meaning cannot be deduced from the literal definitions and the arrangement of its parts, but refers instead to a figurative meaning that is known only through common use.
Visit the website shown below to see a very comprehensive list of idioms that are organized alphabetically. Be sure to scroll through it, as there are tons of good ones there!
http://www.idiomsite.com/
Pick one or two idioms that are new to you and post the idiom and its meaning.
Visit the website shown below to see a very comprehensive list of idioms that are organized alphabetically. Be sure to scroll through it, as there are tons of good ones there!
http://www.idiomsite.com/
Pick one or two idioms that are new to you and post the idiom and its meaning.
Monday, July 28, 2008
Vocabulary - Use It Or Lose It (Part 9)
It's Monday and that means it's time for the next installment of words from the Academic Word List. Below you'll see a selection of words from sublist 2.
Please pick one word, post the definition, and then use that word in an original sentence. You may use an online dictionary (such as this one: http://www.merriam-webster.com).
potential
previous
primary
purchase
range
region
regulations
relevant
resident
resources
Please pick one word, post the definition, and then use that word in an original sentence. You may use an online dictionary (such as this one: http://www.merriam-webster.com).
potential
previous
primary
purchase
range
region
regulations
relevant
resident
resources
Saturday, July 26, 2008
Relationship: Good Writing and Good Reading (Part 2)
Back on July 8th, the blog topic discussed the relationship between being a good writer and also reading! (For more info, visit this link.) By reading daily, you are coming across more vocabulary, strengthening your current vocabulary, and getting more knowledge that you can use at a later time!
Reading doesn't have to be boring! Pick something you enjoy! Maybe you like to read the latest celebrity gossip, or perhaps you are a fan of current world news. No matter what your interest is, there's something to read about it!
If you need some suggestions for things to read, try the links below!
Current Events: USA Today
Travel Info: Travel Channel
Comic Books: News, Reviews, and Previews
Television: TV Guide
Tell me what you've read lately. Maybe it was something from one of the above links or maybe it was something completely different. Share what you've been reading.
Reading doesn't have to be boring! Pick something you enjoy! Maybe you like to read the latest celebrity gossip, or perhaps you are a fan of current world news. No matter what your interest is, there's something to read about it!
If you need some suggestions for things to read, try the links below!
Current Events: USA Today
Travel Info: Travel Channel
Comic Books: News, Reviews, and Previews
Television: TV Guide
Tell me what you've read lately. Maybe it was something from one of the above links or maybe it was something completely different. Share what you've been reading.
Wednesday, July 23, 2008
Writing - Don't Neglect Those Details
We all know how important details are in your writing. Your words will form a picture in the reader's mind and you want that to be as exact as possible.
Imagine that I write about my day at a park. Just from that one sentence alone, you may already have a picture forming, complete with trees, grassy areas, and maybe even a park bench with a water fountain nearby. However, if my day was spent at a skateboard park, you'd probably find a lot less grass and a lot more concrete! I'd need to describe the scene and the layout of items, especially for those readers who may have never been to a skateboard park.
Practice giving me those important details. Pick a place where you go and describe it in a few sentences. This could be your local grocery store, shopping mall, or even where you work. Describe it in a way where any reader can get a good idea of what this place looks like, even though (chances are) we've never been there!
Imagine that I write about my day at a park. Just from that one sentence alone, you may already have a picture forming, complete with trees, grassy areas, and maybe even a park bench with a water fountain nearby. However, if my day was spent at a skateboard park, you'd probably find a lot less grass and a lot more concrete! I'd need to describe the scene and the layout of items, especially for those readers who may have never been to a skateboard park.
Practice giving me those important details. Pick a place where you go and describe it in a few sentences. This could be your local grocery store, shopping mall, or even where you work. Describe it in a way where any reader can get a good idea of what this place looks like, even though (chances are) we've never been there!
Tuesday, July 22, 2008
Commonly Misused Words: Band and Banned
Another set of commonly misused words are "band" and "banned." They are homonyms (words that sound alike when said out loud, but with different spellings and meanings from one another). Let's examine each one a bit closer.
The word "band," when used as a noun, means a group of certain people with something in common. Examples could be a rock band or a band of hooligans. This word can also be used as a verb, meaning to come together as a group. An example would be a neighborhood that bands together to protest more taxes for their area.
The word "banned" is a verb. It means that something is not allowed. Those of us in Florida know that smoking is banned in restaurants. If a person gets kicked out of a particular place, he or she may be banned from returning there in the future.
Pick one of those words and use it in an appropriate sentence. If you really want to challenge yourself, write two sentences illustrating the correct use of both "band" and "banned."
The word "band," when used as a noun, means a group of certain people with something in common. Examples could be a rock band or a band of hooligans. This word can also be used as a verb, meaning to come together as a group. An example would be a neighborhood that bands together to protest more taxes for their area.
The word "banned" is a verb. It means that something is not allowed. Those of us in Florida know that smoking is banned in restaurants. If a person gets kicked out of a particular place, he or she may be banned from returning there in the future.
Pick one of those words and use it in an appropriate sentence. If you really want to challenge yourself, write two sentences illustrating the correct use of both "band" and "banned."
Monday, July 21, 2008
Vocabulary - Use It Or Lose It (Part 8)
Are you ready to expand your vocabulary? Take a look at the next selection of words from the academic word list.
Please pick one word, post the definition, and then use that word in an original sentence. You may use an online dictionary (such as this one: http://www.merriam-webster.com).
Please pick one word, post the definition, and then use that word in an original sentence. You may use an online dictionary (such as this one: http://www.merriam-webster.com).
institute
investment
items
journal
maintenance
normal
obtained
participation
perceived
positive
Sunday, July 20, 2008
Writing - Common Misspellings (Part 4)
Let's continue our study of some commonly misspelled words. By avoiding these mistakes, we can let our ideas shine and not become second to the misspelling. If you'd like to see the entire list, please check out this website: http://www.factmonster.com/ipka/A0781709.html.
Look at the list below. Pick one word from it and then use it in a sentence. Remember that your goal is to write the sentence correctly and also to spell the word correctly!
Look at the list below. Pick one word from it and then use it in a sentence. Remember that your goal is to write the sentence correctly and also to spell the word correctly!
- pleasant
- potatoes
- privilege
- pursuit
- receive
- recommend
- religious
- remembrance
- restaurant
- rhythm
Wednesday, July 16, 2008
Writing - What's Your Purpose? (Part 3)
There were two blog topics in June that dealt with having a purpose for your writing (June 14th and 19th, in case you want to go back and take a look at them!). When reading something, it's important to take note of the author's purpose because the goal may be to get you to think a certain way or even to buy a certain product!
Many times, you may write (or read) a persuasive paragraph (or essay). How is it that you can convince someone that what you're communicating is what they should believe? Well, that's a hard question to answer and depends on exactly what route you're going to use! If you were trying to get people to buy a car, you might talk about how good the gas mileage is or how low the payments will be. If you were trying to get people to donate money to a charity, you may "pull on their heart-strings" with statements about how the money will help children or animals.
I'd like you to practice your persuasive abilities! Write a 3-4 sentence and tell me why people should go to the new restaurant down the street. It's called "Kim's Kitchen." Imagine that your information will go into advertising that's printed in a local magazine to promote this new restaurant. What will you tell people that will make them try Kim's Kitchen?
Many times, you may write (or read) a persuasive paragraph (or essay). How is it that you can convince someone that what you're communicating is what they should believe? Well, that's a hard question to answer and depends on exactly what route you're going to use! If you were trying to get people to buy a car, you might talk about how good the gas mileage is or how low the payments will be. If you were trying to get people to donate money to a charity, you may "pull on their heart-strings" with statements about how the money will help children or animals.
I'd like you to practice your persuasive abilities! Write a 3-4 sentence and tell me why people should go to the new restaurant down the street. It's called "Kim's Kitchen." Imagine that your information will go into advertising that's printed in a local magazine to promote this new restaurant. What will you tell people that will make them try Kim's Kitchen?
Tuesday, July 15, 2008
Commonly Misused Words: Accept and Except
By making an effort to correctly use all words in your writing, you can see big improvements in overall quality. What you say (and write) is a representation of you. If you went to the mall, you'd probably try to not mistakenly wear your shirt backwards or inside-out. With writing, it's the same way!
Another set of common misused words are the terms "accept" and "except." These aren't truly homonyms (words that are pronounced the same, but have different meanings), as they are said two different ways.
The word "accept" is used when talking about receiving something. Two examples are below.
I have accepted the new job offer.
My mailman asked if I'd accept the package on behalf of my neighbor.
The word "except" is used when excluding or leaving something out. Two examples are below.
I like many vegetables except broccoli and cauliflower.
Everyone came to the party except for my sister and her boyfriend.
Practice using those two terms. Write one sentence that shows the correct way to use each word, "accept" and "except."
Another set of common misused words are the terms "accept" and "except." These aren't truly homonyms (words that are pronounced the same, but have different meanings), as they are said two different ways.
The word "accept" is used when talking about receiving something. Two examples are below.
I have accepted the new job offer.
My mailman asked if I'd accept the package on behalf of my neighbor.
The word "except" is used when excluding or leaving something out. Two examples are below.
I like many vegetables except broccoli and cauliflower.
Everyone came to the party except for my sister and her boyfriend.
Practice using those two terms. Write one sentence that shows the correct way to use each word, "accept" and "except."
Monday, July 14, 2008
Vocabulary - Use It Or Lose It (Part 7)
Here's the next selection of words from the academic word list. Challenge yourself!
Please pick one word, post the definition, and then use that word in an original sentence. You may use an online dictionary (such as this one: http://www.merriam-webster.com).
Please pick one word, post the definition, and then use that word in an original sentence. You may use an online dictionary (such as this one: http://www.merriam-webster.com).
design
distinction
elements
equation
evaluation
features
final
focus
impact
injury
Sunday, July 13, 2008
Special Vocabulary
Many activities, such as sports and even cooking, have their own special vocabulary. These are terms that have a specific meaning that's much different than the "normal" meaning. Sometimes there are different spellings too. Can you think of a term that's specific to some activity that you know about? Share the term and definition. You can also give an example in case other bloggers haven't heard that term before.
Here are two that come to mind for me.
1.) birdie: a term used in golf when a player completes a hole with a 1-under-par score.
Example: Tiger Woods had a birdie on hole number 18.
2.) cream: a term used in baking when combining butter and sugar.
Example: You should cream together the 1 cup of butter and the 1/2 cup of brown sugar until it's fluffy.
Here are two that come to mind for me.
1.) birdie: a term used in golf when a player completes a hole with a 1-under-par score.
Example: Tiger Woods had a birdie on hole number 18.
2.) cream: a term used in baking when combining butter and sugar.
Example: You should cream together the 1 cup of butter and the 1/2 cup of brown sugar until it's fluffy.
Wednesday, July 9, 2008
Commonly Misused Words: Then and Than
It's very easy to mistakenly type one letter and change the whole meaning of a word. Take, for example, the words "then" and "than." Those have very different meanings and usages.
The word "then" is used when referring to a time or an order of events. Look at the examples below.
She opened up her purse and then took out the car keys.
First, put the bread in the toaster. Then turn it on and wait.
The word "than" is used when making a comparison between things. Look at the examples below.
I like cookies more than I like ice cream.
Henry buys broccoli less often than carrots.
Show me how you'd correctly use the words "then" and "than." Write one sentence illustrating usage of each word.
The word "then" is used when referring to a time or an order of events. Look at the examples below.
She opened up her purse and then took out the car keys.
First, put the bread in the toaster. Then turn it on and wait.
The word "than" is used when making a comparison between things. Look at the examples below.
I like cookies more than I like ice cream.
Henry buys broccoli less often than carrots.
Show me how you'd correctly use the words "then" and "than." Write one sentence illustrating usage of each word.
Tuesday, July 8, 2008
Relationship: Good Writing and Good Reading
Would you believe me if I told you that good writers are generally good readers too? So one way that you can improve your writing skills is to practice reading! Think about it this way: when you read something, no matter if it's a book, magazine article, or even a recipe, you're coming across important vocabulary words, seeing punctuation being used, and getting ideas that expand your mind!
You (or your children) may have heard the term SSR used before. SSR stands for sustained silent reading. Everyone, no matter what age they are, should do at least 20 minutes of sustained silent reading each day. This will improve your reading skills and your writing skills too! Would you believe that even comic strips or comic books (sometimes called "graphic novels") can be used for your daily SSR time!
Here are some links that you can use for your daily SSR time. These are some of the websites that I visit daily to read about different things.
People magazine (celebrity gossip)
Sun Sentinel (Broward/Dade/Palm Beach news)
CNN (National and world news)
Food Network (Recipes, show information, and more)
The Weather Channel (Forecasts and climate information)
What have you read lately? In a few sentences, tell me about the last thing you read. Maybe it was a magazine article about a celebrity or maybe it was something in your online course.
You (or your children) may have heard the term SSR used before. SSR stands for sustained silent reading. Everyone, no matter what age they are, should do at least 20 minutes of sustained silent reading each day. This will improve your reading skills and your writing skills too! Would you believe that even comic strips or comic books (sometimes called "graphic novels") can be used for your daily SSR time!
Here are some links that you can use for your daily SSR time. These are some of the websites that I visit daily to read about different things.
People magazine (celebrity gossip)
Sun Sentinel (Broward/Dade/Palm Beach news)
CNN (National and world news)
Food Network (Recipes, show information, and more)
The Weather Channel (Forecasts and climate information)
What have you read lately? In a few sentences, tell me about the last thing you read. Maybe it was a magazine article about a celebrity or maybe it was something in your online course.
Saturday, July 5, 2008
Vocabulary - Use It Or Lose It (Part 6)
Here's another selection of words from the academic word list. It includes ten sets of words most frequently found in school text books of all types and was developed by Averil Coxhead of Victoria University of Wellington in New Zealand.
Please pick one word, post the definition, and then use that word in an original sentence. You may use an online dictionary (such as this one: http://www.merriam-webster.com).
community
complex
computer
conclusion
conduct
consequences
construction
consumer
credit
cultural
Remember that good writing contains good vocabulary! This is your chance to improve your vocabulary skills. (Be sure to check out the previous 5 "Vocabulary - Use It Or Lose It" posts in the blog. Lots of other interesting and important words are there.)
Please pick one word, post the definition, and then use that word in an original sentence. You may use an online dictionary (such as this one: http://www.merriam-webster.com).
community
complex
computer
conclusion
conduct
consequences
construction
consumer
credit
cultural
Remember that good writing contains good vocabulary! This is your chance to improve your vocabulary skills. (Be sure to check out the previous 5 "Vocabulary - Use It Or Lose It" posts in the blog. Lots of other interesting and important words are there.)
Friday, July 4, 2008
Writing - Order of Emphasis
When you write, especially if you're trying to emphasize ideas and keep the order clear in the reader's mind, you want to use words such as "first," "second," "third," "then," "next," "lastly," "finally," etc. These are known as signal or transition words. If you were writing an essay with multiple paragraphs, you'd probably use one of these words near the beginning of each paragraph. If you're writing just a few sentences, it's possible that you may use one of those terms at the beginning of each sentence.
To celebrate the 4th of July, I'd like you to tell me three or four reasons why you enjoy this day or what you do to have fun! Remember to use some of those signal words in your writing!
Here's my answer!
First, I enjoy the 4th of July because it's a day off to spend with my husband. Secondly, it's a great time to have a cookout with friends. Last, but not least, the 4th of July is a time to reflect on our country and celebrate our freedom.
To celebrate the 4th of July, I'd like you to tell me three or four reasons why you enjoy this day or what you do to have fun! Remember to use some of those signal words in your writing!
Here's my answer!
First, I enjoy the 4th of July because it's a day off to spend with my husband. Secondly, it's a great time to have a cookout with friends. Last, but not least, the 4th of July is a time to reflect on our country and celebrate our freedom.
Thursday, July 3, 2008
Usage - a lot
This blog has discussed many things about how to make your writing the best it can be, including vocabulary and usage. Today, we'll focus on a term that almost everyone uses in their writing at some point or another.
I'd bet that a lot of you use the term "a lot!" By now, you've probably noticed that a lot is written as two separate words. Believe it or not, writing it incorrectly (as one word) can cause a lot of people to focus on that error a lot more than they should.
One key to good writing is to vary your words. So the example given above with the multiple times that the phrase "a lot" was used is something you should try to stay away from doing! It's fine to use it once or twice in an essay, but ask yourself is there a different word or phrase that you can substitute in place of "a lot" and still keep the meaning the same? Let's look at an example.
"I go to Publix a lot."
Instead, I could say any of these statements.
"I go to Publix frequently."
"I go to Publix many times."
"I go to Publix all the time."
Now it's your turn to try this. I'll give you a few statements below that all use the phrase a lot. Pick one sentence and figure out how you can replace that term and use something else to get the same idea across to the reader. You could even redesign the entire sentence if needed! As you saw above, there are many ways that the same idea can be expressed.
1.) Billy eats a lot of ham sandwiches.
2.) My cat, Spanky, sleeps a lot.
3.) I enjoy watching television a lot.
4.) Mrs. Jones has a lot of students in her class.
5.) Dave spends a lot of his time on the computer.
6.) A lot of people will watch the Olympics.
I'd bet that a lot of you use the term "a lot!" By now, you've probably noticed that a lot is written as two separate words. Believe it or not, writing it incorrectly (as one word) can cause a lot of people to focus on that error a lot more than they should.
One key to good writing is to vary your words. So the example given above with the multiple times that the phrase "a lot" was used is something you should try to stay away from doing! It's fine to use it once or twice in an essay, but ask yourself is there a different word or phrase that you can substitute in place of "a lot" and still keep the meaning the same? Let's look at an example.
"I go to Publix a lot."
Instead, I could say any of these statements.
"I go to Publix frequently."
"I go to Publix many times."
"I go to Publix all the time."
Now it's your turn to try this. I'll give you a few statements below that all use the phrase a lot. Pick one sentence and figure out how you can replace that term and use something else to get the same idea across to the reader. You could even redesign the entire sentence if needed! As you saw above, there are many ways that the same idea can be expressed.
1.) Billy eats a lot of ham sandwiches.
2.) My cat, Spanky, sleeps a lot.
3.) I enjoy watching television a lot.
4.) Mrs. Jones has a lot of students in her class.
5.) Dave spends a lot of his time on the computer.
6.) A lot of people will watch the Olympics.
Wednesday, July 2, 2008
Tell me a new story!
Writing shouldn't always be "work." Sometimes, it should just be fun to do! So let's have some fun!
Back in May, the topic was called "Tell me a story" and I started you off with a portion of a sentence. From there, you took it in whatever direction you wanted. The stories, although they all had the same beginning, were very different and very interesting! (If you'd like to see what was done then, check out this link to the eLearning blog post on 5/21/08: http://elearningbroward.blogspot.com/2008/05/tell-me-story.html.)
Please start with this first part and then continue the story with another 3-5 correctly written sentences.
Are you ready?
----
I walked out the front door and saw . . .
Back in May, the topic was called "Tell me a story" and I started you off with a portion of a sentence. From there, you took it in whatever direction you wanted. The stories, although they all had the same beginning, were very different and very interesting! (If you'd like to see what was done then, check out this link to the eLearning blog post on 5/21/08: http://elearningbroward.blogspot.com/2008/05/tell-me-story.html.)
Please start with this first part and then continue the story with another 3-5 correctly written sentences.
Are you ready?
----
I walked out the front door and saw . . .
Tuesday, July 1, 2008
Writing - Common Misspellings (Part 3)
Spelling errors can sometimes eclipse your writing and ideas. Don't let that happen! Like anything else, practice is the key! Here's another group from the list of frequently misspelled words (http://www.factmonster.com/ipka/A0781709.html). Please pick one word below, define it, and then use it in a sentence!
- magically
- maintenance
- mosquito
- neighbor
- occasion
- official
- particular
- physical
- piece
Sunday, June 29, 2008
Writing - Handling Numbers
Sometimes when you write, you're going to need to include a mention of numbers of things. In formal writing, it's best to follow this simple rule: write the numbers from one (1) to ten (10) using letters; numbers eleven (11) and larger can be written using just the numbers.
Below are two examples illustrating this rule.
Terry bought nine types of soda for the party.
There were 45 people at the city council meeting.
Why does this rule for writing out the numbers using words only apply when going up to ten? Well, first of all, those are short, easy words to write (or type). Could you imagine having to write every number with words? Gosh! It would be a pain to have to type one thousand five hundred twenty seven instead of 1,527. Secondly, remember that this is just for formal writing, such as essays. Other types of writing (informal emails, lists, or memos) can use numbers for any value.
Start to look for this when you read newspaper or magazine articles! I bet you'll begin to notice this more and more.
Give it a try. Write two sentences. The first one should use a number where the rule tells you to write it out using words. The second sentence should use a number that does not have to be written in words. Let's see how you do! I'll start!
I have just one cat.
However, I wish I could have 12 cats!
Below are two examples illustrating this rule.
Terry bought nine types of soda for the party.
There were 45 people at the city council meeting.
Why does this rule for writing out the numbers using words only apply when going up to ten? Well, first of all, those are short, easy words to write (or type). Could you imagine having to write every number with words? Gosh! It would be a pain to have to type one thousand five hundred twenty seven instead of 1,527. Secondly, remember that this is just for formal writing, such as essays. Other types of writing (informal emails, lists, or memos) can use numbers for any value.
Start to look for this when you read newspaper or magazine articles! I bet you'll begin to notice this more and more.
Give it a try. Write two sentences. The first one should use a number where the rule tells you to write it out using words. The second sentence should use a number that does not have to be written in words. Let's see how you do! I'll start!
I have just one cat.
However, I wish I could have 12 cats!
Saturday, June 28, 2008
Vocabulary - Use It Or Lose It (Part 5)
Challenge yourself to learn a new word (or two). This next segment is the first section from part 2 of the Academic Word List. Please pick one word, post the definition, and then use that word in an original sentence. You may use an online dictionary (such as this one: http://www.merriam-webster.com).
achieve
acquisition
administration
affect
appropriate
aspects
assistance
categories
chapter
commission
achieve
acquisition
administration
affect
appropriate
aspects
assistance
categories
chapter
commission
Friday, June 27, 2008
Writing - Stay Away From "Fluff"
Look up into the sky and find the fluffiest cloud you can see. It's probably large and "poofy." But if you condensed it down, there wouldn't be much substance there. Well, fluffy writing is the same way! It's large (fills up a lot space on paper), but doesn't have much substance to it. Since your goal is to be an effective writer, you want to avoid the "fluff" as much as you can!
You're probably asking yourself, "What exactly is fluffy writing?" and that question is important. If you know what it is, you know what to avoid. Below are a few examples of "fluff."
The following phrases/sentences are things to stay away from in your writing.
1.) "Let me tell you..." (You're doing the writing, so it's understood that you'll tell it.)
2.) "Let me explain this." (It's expected in your writing that you'll explain your topic.)
3.) "As I will show..." (You're the author, so you're in charge! There's no need to state this.)
4.) "I believe that..." (Since this writing is coming from you, it's implied that this is what you believe.)
5.) "As I've shown..." or "As I've explained..." (There's no need to state this, unless someone else did the "showing" or "explaining," the reader knows that you showed/explained these things.)
Sometimes it may be hard to not use these phrases. But you're all good writers, so you can always find a different way to state what you're trying to say in a strong, effective, compelling way!
You're probably asking yourself, "What exactly is fluffy writing?" and that question is important. If you know what it is, you know what to avoid. Below are a few examples of "fluff."
The following phrases/sentences are things to stay away from in your writing.
1.) "Let me tell you..." (You're doing the writing, so it's understood that you'll tell it.)
2.) "Let me explain this." (It's expected in your writing that you'll explain your topic.)
3.) "As I will show..." (You're the author, so you're in charge! There's no need to state this.)
4.) "I believe that..." (Since this writing is coming from you, it's implied that this is what you believe.)
5.) "As I've shown..." or "As I've explained..." (There's no need to state this, unless someone else did the "showing" or "explaining," the reader knows that you showed/explained these things.)
Sometimes it may be hard to not use these phrases. But you're all good writers, so you can always find a different way to state what you're trying to say in a strong, effective, compelling way!
Monday, June 23, 2008
Writing - Common Misspellings (Part 2)
Certain words just seem to be hard to spell correctly. Here's another installment from the list of frequently misspelled words (http://www.factmonster.com/ipka/A0781709.html). Please pick one word below, define it, and then use it in a sentence!
weather
vacuum
until
special
success
tomorrow
truly
sandwich
schedule
separate
weather
vacuum
until
special
success
tomorrow
truly
sandwich
schedule
separate
Sunday, June 22, 2008
The eLearning Blog - What Do You Think?
The eLearning blog has been going on since April 29, 2008. For almost two months, this blog has covered various topics to make you a stronger, more effective writer.
Now it's your turn to tell me what you've thought about this. What topic or topics did you find to be most helpful? What topic or topics do you want to see covered in the future? As always, please remember to answer in complete, correctly written sentences!
:-)
Now it's your turn to tell me what you've thought about this. What topic or topics did you find to be most helpful? What topic or topics do you want to see covered in the future? As always, please remember to answer in complete, correctly written sentences!
:-)
Friday, June 20, 2008
Usage - "Like" versus "Such As"
Did you know that formal writing makes a very clear distinction between the terms "like" and "such as" when using them to cite examples? (Don't worry, I didn't know that either until I researched it a bit, but it does make sense!) Both terms are used to make comparisons, and here is how to know when to correctly use each one.
The term "like" is used if you're citing only one example. Look at the sentence below that demonstrates this.
Search engines like Google help people locate information quickly.
Conversely, the phrase "such as" is used if you're citing more than one example. The sentence below shows this.
Search engines such as Google and Yahoo help people locate information quickly.
Try it out! Write two sentences where one uses the term "like" and the other uses the phrase "such as." Let's see how you do!
The term "like" is used if you're citing only one example. Look at the sentence below that demonstrates this.
Search engines like Google help people locate information quickly.
Conversely, the phrase "such as" is used if you're citing more than one example. The sentence below shows this.
Search engines such as Google and Yahoo help people locate information quickly.
Try it out! Write two sentences where one uses the term "like" and the other uses the phrase "such as." Let's see how you do!
Thursday, June 19, 2008
Writing - What's Your Purpose? (Part 2)
The blog post on Saturday, June 14th, talked about having a purpose when you write. Think about news articles that appear either online or in print. If it's a true news story about something that happened, the story should focus on the facts and have little (if any) opinion or "slant" thrown in.
Here's an example of a fictional news story that's free from opinion.
Today, at 11:58am on I-95, a red 1999 Ferrari driven by Brad Pitt was involved in an accident with a city-owned garbage truck. The Ferrari sustained front-end damage and the driver refused medical treatment. The Fort Lauderdale fire and police departments responded and remained on the scene until approximately 1pm.
Now, take a look at that same story, but written with more opinion included.
Today, at 11:58am on a not-so-crowded I-95, a gorgeous red 1999 Ferrari driven by the incredible actor Brad Pitt was involved in a minor accident with a dirty, smelly, city-owned garbage truck. The rare, expensive Ferrari sustained front-end damage and the good looking driver refused necessary medical treatment. The large Fort Lauderdale fire and police departments responded quickly and remained quietly on the scene until approximately 1pm.
What parts in the second story identify it as more opinion-laden than the first story? Give me one example that jumped out at you.
Next, I want you to write a few sentences (3-5) that are opinion-free and describe an event. It could be real (such as today's weather) or fictional. But remember, you want to give the facts and just the facts. :)
Here's an example of a fictional news story that's free from opinion.
Today, at 11:58am on I-95, a red 1999 Ferrari driven by Brad Pitt was involved in an accident with a city-owned garbage truck. The Ferrari sustained front-end damage and the driver refused medical treatment. The Fort Lauderdale fire and police departments responded and remained on the scene until approximately 1pm.
Now, take a look at that same story, but written with more opinion included.
Today, at 11:58am on a not-so-crowded I-95, a gorgeous red 1999 Ferrari driven by the incredible actor Brad Pitt was involved in a minor accident with a dirty, smelly, city-owned garbage truck. The rare, expensive Ferrari sustained front-end damage and the good looking driver refused necessary medical treatment. The large Fort Lauderdale fire and police departments responded quickly and remained quietly on the scene until approximately 1pm.
What parts in the second story identify it as more opinion-laden than the first story? Give me one example that jumped out at you.
Next, I want you to write a few sentences (3-5) that are opinion-free and describe an event. It could be real (such as today's weather) or fictional. But remember, you want to give the facts and just the facts. :)
Wednesday, June 18, 2008
Acronymns - Use Them Wisely
Acronyms are abbreviation that are formed using the initial components in a phrase or name. The word "acronym" was coined in 1943 by Bell Laboratories and is widely used to describe any abbreviation formed from initial letters. Some common acronyms that you come across are US (for United States), CEO (for chief executive officer), and UN (for United Nations).
In your writing, it's important that you don't overload the reader with acronyms. If it's a well known acronym (such as those listed above), you don't need to worry about stating what it stands for. If, however, you use a not-so-well-known acronym (such as FATDEC), you should state the true name first with all of the words and then give the acronym in parentheses. Here's an example of how that would be done.
The Florida Adult and Technical Distance Education Consortium (FATDEC) is hosting four summer trainings in July.
Here are some common acronyms. Take a minute and see if you can find what they stand for by using Google or another search engine to assist you! Once you know, you can post the acronym and its meaning.
1.) BBC
2.) AAA
3.) NCAA
4.) LED
5.) IRA
6.) FAQ
7.) SAT
8.) AWOL
9.) NATO
10.) NYC
Here's an example of what you can submit for your blog post!
TLC = Tender Loving Care
In your writing, it's important that you don't overload the reader with acronyms. If it's a well known acronym (such as those listed above), you don't need to worry about stating what it stands for. If, however, you use a not-so-well-known acronym (such as FATDEC), you should state the true name first with all of the words and then give the acronym in parentheses. Here's an example of how that would be done.
The Florida Adult and Technical Distance Education Consortium (FATDEC) is hosting four summer trainings in July.
Here are some common acronyms. Take a minute and see if you can find what they stand for by using Google or another search engine to assist you! Once you know, you can post the acronym and its meaning.
1.) BBC
2.) AAA
3.) NCAA
4.) LED
5.) IRA
6.) FAQ
7.) SAT
8.) AWOL
9.) NATO
10.) NYC
Here's an example of what you can submit for your blog post!
TLC = Tender Loving Care
Tuesday, June 17, 2008
Showing Ownership with Apostrophes
Many times in writing, you need to show ownership or possession of something. You may say that it was Henry's dog that ran away or that Subway's subs are delicious. The apostrophe shows ownership. The dog belongs to Henry. The subs belong to the restaurant called Subway.
The main source of confusion is knowing where to place the apostrophe. Ask yourself, "To whom or what does the item belong?". Once you have that answer, the apostrophe and the letter 's' will come after it. Let's look at some examples below.
1.) The women's club went to the movies.
(Why does the apostrophe come after the letter 'n' in that word? That is because the club belongs to the women. In other words, it is the club of the women.)
2.) The cats' bowls are all empty.
(Why does the apostrophe come after the letter 's' in that word? That is because the bowls belong to the cats (more than one of them). In other words, it is the bowls of the multiple cats.)
3.) My sisters' condo is in New Jersey.
(Why does the apostrophe come after the letter 's' in that word? That is because the condo belongs to all of the sisters. In other words, it is the condo of multiple sisters.)
4.) Her brother's car is getting fixed.
(Why does the apostrophe come after the letter 'r' in that word? That is because the car belongs to her one brother. In other words, it is the car of the brother.)
Now you try! Pick two of the topics below and write a complete sentence for each one where you show ownership through the use of an apostrophe.
a.) A shoe belongs to William
b.) The toys belonging to multiple brothers
c.) Meals of more than one diner at a restaurant
d.) A slide owned by Katie
e.) The carrots grown by one farmer
The main source of confusion is knowing where to place the apostrophe. Ask yourself, "To whom or what does the item belong?". Once you have that answer, the apostrophe and the letter 's' will come after it. Let's look at some examples below.
1.) The women's club went to the movies.
(Why does the apostrophe come after the letter 'n' in that word? That is because the club belongs to the women. In other words, it is the club of the women.)
2.) The cats' bowls are all empty.
(Why does the apostrophe come after the letter 's' in that word? That is because the bowls belong to the cats (more than one of them). In other words, it is the bowls of the multiple cats.)
3.) My sisters' condo is in New Jersey.
(Why does the apostrophe come after the letter 's' in that word? That is because the condo belongs to all of the sisters. In other words, it is the condo of multiple sisters.)
4.) Her brother's car is getting fixed.
(Why does the apostrophe come after the letter 'r' in that word? That is because the car belongs to her one brother. In other words, it is the car of the brother.)
Now you try! Pick two of the topics below and write a complete sentence for each one where you show ownership through the use of an apostrophe.
a.) A shoe belongs to William
b.) The toys belonging to multiple brothers
c.) Meals of more than one diner at a restaurant
d.) A slide owned by Katie
e.) The carrots grown by one farmer
Monday, June 16, 2008
Writing - Common Misspellings
When writing, you want to focus on the ideas and how you're conveying them. But don't let your ideas get overshadowed by misspellings. To see a more complete list of the most common misspelled words, visit this link http://www.factmonster.com/ipka/A0781709.html.
I've picked a few words from that list. Now you get to practice using the word and spelling it correctly. Please select a word and use it in a sentence.
believe
changeable
definite
embarrass
government
grateful
guarantee
independent
knowledge
library
I've picked a few words from that list. Now you get to practice using the word and spelling it correctly. Please select a word and use it in a sentence.
believe
changeable
definite
embarrass
government
grateful
guarantee
independent
knowledge
library
Sunday, June 15, 2008
Vocabulary - Use It Or Lose It (Part 4)
It's time to expand those minds & vocabularies. This next segment is the last section from part 1 of the Academic Word List. Please pick one word and post the definition. You may use an online dictionary (such as this one: http://www.merriam-webster.com.).
role
section
sector
significant
similar
source
specific
structure
theory
variables
role
section
sector
significant
similar
source
specific
structure
theory
variables
Saturday, June 14, 2008
Writing - What's Your Purpose?
When you write, you always need to have a clear purpose or reason in mind. Are you trying to be serious and convey facts? Do you want to be persuasive and try to get someone to change his or her opinion? Would you like to be funny and make the reader laugh? No matter what you're trying to do, you always need to know your purpose before you even put your pen (or pencil) to the paper!
Earlier this month, I asked you to tell me a story where I gave you some items that you had to include. The story could have been funny, romantic, informative, or even scary. This time, I will give you some items to use, but your goal is to make your writing funny or whimsical. Your events, situations, and characters can all be as outlandish, crazy, or odd as you'd like!
As you write your story, be sure to include the following elements: yellow school bus, three packets of artificial sweetener (such as Splenda or Sweet-n-Low), a lawn chair, and Sam's parakeet named Lucille Ball.
I can't wait to see what you come up with! You've got your purpose, you've got your items, and you're ready to get creative!
Earlier this month, I asked you to tell me a story where I gave you some items that you had to include. The story could have been funny, romantic, informative, or even scary. This time, I will give you some items to use, but your goal is to make your writing funny or whimsical. Your events, situations, and characters can all be as outlandish, crazy, or odd as you'd like!
As you write your story, be sure to include the following elements: yellow school bus, three packets of artificial sweetener (such as Splenda or Sweet-n-Low), a lawn chair, and Sam's parakeet named Lucille Ball.
I can't wait to see what you come up with! You've got your purpose, you've got your items, and you're ready to get creative!
Monday, June 9, 2008
Writing - Be Decisive!
Many essay prompts will ask your opinion on something. There's nothing worse than being "wishy-washy" on a topic. Don't be afraid to make a decision & then explain it! The GED essay does not have a "right" or a "wrong" answer. Instead, the reader is looking for you to answer the prompt in a clear way! Take a look at two answers below to a particular essay topic.
Topic: Would you want to live in a big city? Why or why not?
Wishy-Washy Answer: Sometimes I think I might like to live in a big city, but other times I think I wouldn't like it.
(That answer is not good because the writer has not firmly answered the question!)
Decisive Answer: I would definitely want to live in a big city.
(That answer is good because the writer has clearly identified his or her opinion on the topic!)
----
Here's where I want you to practice giving decisive one-sentence answers to a few questions. Remember that there's no "right" answer, but just be firm in what you say!
Sample topic #1: Do you believe that global warming is a problem for the United States?
Sample topic #2: Should oil companies such as Exxon be forced to lower their prices?
Sample topic #3: Are there any fashion trends that should not be allowed in the work place?
Topic: Would you want to live in a big city? Why or why not?
Wishy-Washy Answer: Sometimes I think I might like to live in a big city, but other times I think I wouldn't like it.
(That answer is not good because the writer has not firmly answered the question!)
Decisive Answer: I would definitely want to live in a big city.
(That answer is good because the writer has clearly identified his or her opinion on the topic!)
----
Here's where I want you to practice giving decisive one-sentence answers to a few questions. Remember that there's no "right" answer, but just be firm in what you say!
Sample topic #1: Do you believe that global warming is a problem for the United States?
Sample topic #2: Should oil companies such as Exxon be forced to lower their prices?
Sample topic #3: Are there any fashion trends that should not be allowed in the work place?
Sunday, June 8, 2008
Improve Your Descriptions
If I wrote you a letter & told you that I live in a house where the exterior is painted green, do you think you could envision the correct shade of green without any further information? Since there are tons of shades of that color, it would be kind of hard to get it right. Remember that your goal, as a writer, is to leave nothing to your reader's imagination. So your descriptions should not be as vague as just saying "green." One person could picture a bright, lime green house! Another person might think of a deep, rich, emerald green color. And still another reader could imagine a dark hunter green.
I'd like you to practice making color descriptions a bit better. Look at the sentences below. Pick one and improve it so that the exact shade you're imagining is conveyed clearly to the reader.
1.) Susan's gray cat slept on the chair.
2.) The cashier had gorgeous red hair.
3.) Maria marveled at the blue sky over the ocean.
4.) Home Depot is selling brown patio furniture.
5.) His daughter twirled in her favorite pink dress.
I'd like you to practice making color descriptions a bit better. Look at the sentences below. Pick one and improve it so that the exact shade you're imagining is conveyed clearly to the reader.
1.) Susan's gray cat slept on the chair.
2.) The cashier had gorgeous red hair.
3.) Maria marveled at the blue sky over the ocean.
4.) Home Depot is selling brown patio furniture.
5.) His daughter twirled in her favorite pink dress.
Saturday, June 7, 2008
The Semicolon
Semicolons can be thought of as being very, very similar to periods. They should only be used when what falls on either side of it is a complete thought. Let's look at an example of this!
Today has the most beautiful weather; I spent the whole day in the pool.
Each part is a complete thought (with a subject and a verb). You could say "Today has the most beautiful weather." That is fine. Then, you could start a new sentence and say "I spent the whole day in the pool." That is also fine. Each of those could be sentences on their own. However, if you'd like to keep them "connected," you can use the semicolon (like you see above).
Now it's your turn. I'd like you to write 2 separate sentences. Then, write those same thoughts as one sentence where there is a semicolon as the punctuation between them.
I'll start!
Separate: My cat is so tired. He spent the whole day sleeping on the comfortable chair.
Combined: My cat is so tired; he spent the whole day sleeping on the comfortable chair.
Today has the most beautiful weather; I spent the whole day in the pool.
Each part is a complete thought (with a subject and a verb). You could say "Today has the most beautiful weather." That is fine. Then, you could start a new sentence and say "I spent the whole day in the pool." That is also fine. Each of those could be sentences on their own. However, if you'd like to keep them "connected," you can use the semicolon (like you see above).
Now it's your turn. I'd like you to write 2 separate sentences. Then, write those same thoughts as one sentence where there is a semicolon as the punctuation between them.
I'll start!
Separate: My cat is so tired. He spent the whole day sleeping on the comfortable chair.
Combined: My cat is so tired; he spent the whole day sleeping on the comfortable chair.
Thursday, June 5, 2008
Vocabulary - Use It Or Lose It (Part 3)
It's another installment of the "Academic Word List" to help improve your vocabulary skills! Please pick one word, look it up in a dictionary, and then post the word & its meaning. Choose a word that has not been picked already by another blogger. (HINT: If you do not have a dictionary, you can use an online one! Try this: http://www.merriam-webster.com.)
Here are the next 10 words from that list.
Here are the next 10 words from that list.
occur
percent
period
policy
principle
procedure
process
required
research
response
Tuesday, June 3, 2008
Essay Introductions
On the GED writing test, the essay is the most important thing you'll do. If your essay isn't considered to be good enough (which is a "2" on a scale of "0" to "4"), your multiple choice won't get graded! Ouch! All well-written essays have something in common: a strong, effective introductory paragraph.
Consider a new television show that you sit down to watch. If the first 5 minutes are bad, do you want to keep watching? Of course you wouldn't! An essay is really no different. If your introduction is bad, how good will the rest really be?
Your goal is to "wow" your reader right away! With a few simple steps, you can do that easily. Are you ready to know more?
Your introductory paragraph (like your conclusion) can be shorter than the body paragraphs. However, you should still have a minimum of 3 sentences here. These 3 sentences will accomplish some very important things. Your first sentence will let the reader know the topic (and your position on it). The second sentence will "hint" at where you're going in the body paragraphs. The third sentence then leads the reader into the rest of the essay and makes him or her want to read more! Below is an example of this.
Topic: If you could live anywhere in the United States, where would it be and why?
Intro paragraph: If I could live anywhere in the United States, I would choose to live in New York City. This is because New York City has a tremendous amount of cultural activities, diverse restaurants, and a good transportation system. All of these things are important to me when considering a place to live.
Do you see how all three of those sentences do important tasks?
Now it's your turn to write only an introductory paragraph. Use the topic that you see below. You do not need to write a whole essay!
Topic: Has the personal computer had a positive effect on society? Why or why not?
Consider a new television show that you sit down to watch. If the first 5 minutes are bad, do you want to keep watching? Of course you wouldn't! An essay is really no different. If your introduction is bad, how good will the rest really be?
Your goal is to "wow" your reader right away! With a few simple steps, you can do that easily. Are you ready to know more?
Your introductory paragraph (like your conclusion) can be shorter than the body paragraphs. However, you should still have a minimum of 3 sentences here. These 3 sentences will accomplish some very important things. Your first sentence will let the reader know the topic (and your position on it). The second sentence will "hint" at where you're going in the body paragraphs. The third sentence then leads the reader into the rest of the essay and makes him or her want to read more! Below is an example of this.
Topic: If you could live anywhere in the United States, where would it be and why?
Intro paragraph: If I could live anywhere in the United States, I would choose to live in New York City. This is because New York City has a tremendous amount of cultural activities, diverse restaurants, and a good transportation system. All of these things are important to me when considering a place to live.
Do you see how all three of those sentences do important tasks?
Now it's your turn to write only an introductory paragraph. Use the topic that you see below. You do not need to write a whole essay!
Topic: Has the personal computer had a positive effect on society? Why or why not?
Tell me another story!
In May, one of the blog topics asked you to tell a story, but to start it with a certain idea. This time, instead of starting you off with that, I'll give you a few things I'd like you to weave into your story. You can write a few sentences or a few paragraphs. It's up to you!
Here are the components that should be included in your writing: computer, email, Kendra's car, and a lottery ticket.
As you write, pay attention to your sentences. Are they complete? Are you avoiding run-ons? Look at your spelling, sentence structure, and organization. Try to do all of it correctly, as if you were submitting this story for inclusion in a book or magazine!
Have fun and be creative!
Here are the components that should be included in your writing: computer, email, Kendra's car, and a lottery ticket.
As you write, pay attention to your sentences. Are they complete? Are you avoiding run-ons? Look at your spelling, sentence structure, and organization. Try to do all of it correctly, as if you were submitting this story for inclusion in a book or magazine!
Have fun and be creative!
Monday, June 2, 2008
The Colon
The English language is interesting. There are countless ways to say the same statement. Many times, it just depends on your style of writing. Today, we're going to examine the colon, which is a type of punctuation. The colon looks like this : (two vertical dots). Generally, colons are used to show that a list will follow. Let's look at a two examples. You'll see that the same idea can be written with or without a colon. It just depends on the format you're most comfortable with!
Example 1.)
The guests brought many items: ice, soda, cookies, cake, and even napkins.
Or
The guests brought many items such as ice, soda, cookies, cake, and even napkins.
(Notice that the first sentence uses the colon to symbolize that the list of items will follow. The second sentence doesn't need a colon because it uses the phrase "such as." Both ways are correct.)
Example 2.)
Kevin had a lot to do tonight: study for his test, prepare lunch for his younger sister, and change the oil in his car.
Or
Kevin had a lot to do tonight. He was going to study for his test, prepare lunch for his younger sister, and change the oil in his car.
(Notice that the first sentence uses the colon to symbolize that the list of what Kevin has to do will follow. The second sentence doesn't need a colon because it has separated the thoughts into two complete sentences. Both ways are correct.)
Which way do you prefer? Take a moment and write a sentence that uses a colon. Then, write the same idea, but make your sentence (or sentences) so that no colon is needed.
Example 1.)
The guests brought many items: ice, soda, cookies, cake, and even napkins.
Or
The guests brought many items such as ice, soda, cookies, cake, and even napkins.
(Notice that the first sentence uses the colon to symbolize that the list of items will follow. The second sentence doesn't need a colon because it uses the phrase "such as." Both ways are correct.)
Example 2.)
Kevin had a lot to do tonight: study for his test, prepare lunch for his younger sister, and change the oil in his car.
Or
Kevin had a lot to do tonight. He was going to study for his test, prepare lunch for his younger sister, and change the oil in his car.
(Notice that the first sentence uses the colon to symbolize that the list of what Kevin has to do will follow. The second sentence doesn't need a colon because it has separated the thoughts into two complete sentences. Both ways are correct.)
Which way do you prefer? Take a moment and write a sentence that uses a colon. Then, write the same idea, but make your sentence (or sentences) so that no colon is needed.
Saturday, May 31, 2008
Don't Confuse Your Homonyms!
Words like "there" and "their" are known as homonymns (or homophones) because they're pronounced exactly the same, but have very different meanings. In your writing, it's important to minimize the number of mistakes that exist. Errors with homonyms can be easy to avoid, provided you understand the meaning of each word. Let's look at a few of the most commonly used (and confused) homonyms. (For a more comprehensive list of homonyms, visit this site: http://www.cooper.com/alan/homonym_list.html.)
1.)
ad = short for advertisement
add = short for addition
2.)
affect = to change
effect = result
3.)
hear = to listen
here = at this location
4.)
their = belonging to them
there = a place
they're = contraction of "they are"
5.)
to = toward
too = also; overly
two = a couple; more than one, but less than three
6.)
you're = contraction of "you are"
your = belonging to you
Now it's your turn. Please visit that site (http://www.cooper.com/alan/homonym_list.html) and find a set of homonyms that you think are easy to confuse. Copy the information and paste it here to help create a more complete list!
1.)
ad = short for advertisement
add = short for addition
2.)
affect = to change
effect = result
3.)
hear = to listen
here = at this location
4.)
their = belonging to them
there = a place
they're = contraction of "they are"
5.)
to = toward
too = also; overly
two = a couple; more than one, but less than three
6.)
you're = contraction of "you are"
your = belonging to you
Now it's your turn. Please visit that site (http://www.cooper.com/alan/homonym_list.html) and find a set of homonyms that you think are easy to confuse. Copy the information and paste it here to help create a more complete list!
Thursday, May 29, 2008
Vocabulary - Use It Or Lose It (Part 2)
For the blog post on May 22nd, we were discussing the "Academic Word List" and the importance of vocabulary for good writing. Today's the second installment of vocabulary practice. Here's the next set of words from the list.
Please pick a word, look it up in a dictionary, and then post the word & its meaning. Choose a word that has not been picked already by another blogger. (HINT: If you do not have a dictionary, you can use an online one! Try this: http://www.merriam-webster.com.)
indicate
individual
interpretation
involved
issues
labor
legal
legislation
major
method
Please pick a word, look it up in a dictionary, and then post the word & its meaning. Choose a word that has not been picked already by another blogger. (HINT: If you do not have a dictionary, you can use an online one! Try this: http://www.merriam-webster.com.)
indicate
individual
interpretation
involved
issues
labor
legal
legislation
major
method
Tuesday, May 27, 2008
Stop & check out the signal words!
When driving, people use signals all of the time. You turn your blinker on to turn left. Your brake lights illuminate when you brake to slow down or stop. The traffic light tells you when to go and when to stop.
In writing, too, signals are important. The signals come in the form of "signal" or "transition" words and those help the reader to follow the order of things. Here are a few examples of some signal words that you probably already use in your writing: "first," "then," "second," "next," "after that," "third," and "lastly." (That's not a complete list of signal words, but to see more of them, visit this URL: http://www.somers.k12.ny.us/intranet/reading/signalwords.html .)
Below you see some signal words that help with chronological order. Please look over that list, pick one or two of the words, and write a sentence for each that demonstrates how it could be used to help improve your writing.
In writing, too, signals are important. The signals come in the form of "signal" or "transition" words and those help the reader to follow the order of things. Here are a few examples of some signal words that you probably already use in your writing: "first," "then," "second," "next," "after that," "third," and "lastly." (That's not a complete list of signal words, but to see more of them, visit this URL: http://www.somers.k12.ny.us/intranet/reading/signalwords.html .)
Below you see some signal words that help with chronological order. Please look over that list, pick one or two of the words, and write a sentence for each that demonstrates how it could be used to help improve your writing.
after | afterward | when | not long after | ||||
| during | finally | first | following | ||||
| then | initially | later | meanwhile | ||||
| next | before | now | on (date) | ||||
| preceding | second | soon | immediately | ||||
| third | today | until | as soon as |
Sunday, May 25, 2008
You've also got to love those adverbs!
Adverbs are words that help describe verbs. They tell how something was done. Like adjectives, adverbs help to paint a more exact picture in the reader's mind. Here are some examples of adverbs: quickly, quietly, gladly, angrily, sheepishly, slowly, and loudly.
Read this sentence and picture it.
Samuel ran down the track.
Have you pictured what that event looked like? Are you sure you were picturing it exactly as I had seen it? Well, without an adverb to describe Samuel's running, you can't be sure that your image is the same as what mine is. To make sure we're thinking of something similar, I'll use an adverb. Now read this sentence. When you're done, ask yourself if you have a better, more exact picture of the event and how it happened.
Samuel ran clumsily down the track.
With the inclusion of that one adverb, your vision of Samuel running is now better!
I want you to help me paint a better, more precise picture of some events. Take a look at the sentences below. In the blank, add an adverb that fits the situation. (It's helpful to remember that adverbs usually end in "-ly.") Pick any one sentence and fill in the missing adverb. It's possible that multiple adverbs could be used in one sentence, so don't feel as though there's only one right answer.
1.) Susan _____ called her sister.
2.) The jack rabbit _____ ate the carrot in the garden.
3.) Mr. Jones _____ cooked a Thanksgiving turkey.
4.) Brian's son _____ ran into the office.
5.) Spanky the cat _____ ate his food.
Read this sentence and picture it.
Samuel ran down the track.
Have you pictured what that event looked like? Are you sure you were picturing it exactly as I had seen it? Well, without an adverb to describe Samuel's running, you can't be sure that your image is the same as what mine is. To make sure we're thinking of something similar, I'll use an adverb. Now read this sentence. When you're done, ask yourself if you have a better, more exact picture of the event and how it happened.
Samuel ran clumsily down the track.
With the inclusion of that one adverb, your vision of Samuel running is now better!
I want you to help me paint a better, more precise picture of some events. Take a look at the sentences below. In the blank, add an adverb that fits the situation. (It's helpful to remember that adverbs usually end in "-ly.") Pick any one sentence and fill in the missing adverb. It's possible that multiple adverbs could be used in one sentence, so don't feel as though there's only one right answer.
1.) Susan _____ called her sister.
2.) The jack rabbit _____ ate the carrot in the garden.
3.) Mr. Jones _____ cooked a Thanksgiving turkey.
4.) Brian's son _____ ran into the office.
5.) Spanky the cat _____ ate his food.
Saturday, May 24, 2008
You've got to love those adjectives!
Adjectives are words that describe nouns. They help to make our writing more colorful, vivid, and real. Without adjectives, you couldn't accurately explain to someone how delicious the cold, bubbly, refreshing soda just tasted! (Notice that those adjectives are shown in blue, purple, and green text so that they grab your attention.)
Today, I'd like you to think about adjectives and how they're needed in any piece of quality writing. For your inspiration, use the picture below!
That's a picture (not taken by me) of what I saw in my backyard today! Isn't the Sandhill Crane a magnificent creature?
I'd like you to think of just one adjective that you could use to describe those birds. There are lots of great adjectives that you could choose, but you're limited to only one. So pick whichever adjective you think would be most descriptive and share that idea! :)
Today, I'd like you to think about adjectives and how they're needed in any piece of quality writing. For your inspiration, use the picture below!
That's a picture (not taken by me) of what I saw in my backyard today! Isn't the Sandhill Crane a magnificent creature?
I'd like you to think of just one adjective that you could use to describe those birds. There are lots of great adjectives that you could choose, but you're limited to only one. So pick whichever adjective you think would be most descriptive and share that idea! :)
Friday, May 23, 2008
The Dreaded Dangling Participle!
Have you ever heard of a dangling participle? It doesn't sound like a good thing, does it? Well, it certainly isn't something you want in your writing. Let's look at why that is the case.
First, we need to talk about what exactly a "participle" is. Every complete sentence will have a subject and a verb. Verbs can take many forms (past, present, or future, for example). A present participle verb is one that ends in "-ing." Some examples of present participle verbs are "running," "cooking," "sleeping," and "eating."
Here's a case of the dreaded dangling participle.
While sleeping, the alarm clock fell off of Tim's table.
Why is that not a correctly written sentence? Look at that phrase in the beginning of the sentence ("while sleeping"). Who or what is that phrase really meant to describe? It's meant to describe Tim. He's the one who was sleeping. However, here's where the problem occurs. Due to the way the sentence is written, it implies that it was the alarm clock that was sleeping! Isn't that silly?
To fix that dreaded dangling participle, you can reword your sentence. Here are a few examples of a correct way to express that statement.
1.) While Tim was sleeping, the alarm clock fell off of the table.
2.) The alarm clock fell off of the table while Tim was sleeping.
3.) While sleeping, Tim heard the alarm clock fall off of the table.
Now it's your turn! I'll give you 5 incorrect sentences, all with dreaded dangling participles. I'd like you to point out what the problem is and then rewrite the sentence to make it correct!
1.) When walking, the sidewalk tripped Gloria.
2.) Shopping at the mall, multiple bags were held by Mary's husband.
3.) While driving to school, the cell phone rang for Carlos.
4.) Installing a new sink, tools were dropped by the plumber.
5.) When thinking about the long holiday weekend, an idea occurred to Mrs. King.
First, we need to talk about what exactly a "participle" is. Every complete sentence will have a subject and a verb. Verbs can take many forms (past, present, or future, for example). A present participle verb is one that ends in "-ing." Some examples of present participle verbs are "running," "cooking," "sleeping," and "eating."
Here's a case of the dreaded dangling participle.
While sleeping, the alarm clock fell off of Tim's table.
Why is that not a correctly written sentence? Look at that phrase in the beginning of the sentence ("while sleeping"). Who or what is that phrase really meant to describe? It's meant to describe Tim. He's the one who was sleeping. However, here's where the problem occurs. Due to the way the sentence is written, it implies that it was the alarm clock that was sleeping! Isn't that silly?
To fix that dreaded dangling participle, you can reword your sentence. Here are a few examples of a correct way to express that statement.
1.) While Tim was sleeping, the alarm clock fell off of the table.
2.) The alarm clock fell off of the table while Tim was sleeping.
3.) While sleeping, Tim heard the alarm clock fall off of the table.
Now it's your turn! I'll give you 5 incorrect sentences, all with dreaded dangling participles. I'd like you to point out what the problem is and then rewrite the sentence to make it correct!
1.) When walking, the sidewalk tripped Gloria.
2.) Shopping at the mall, multiple bags were held by Mary's husband.
3.) While driving to school, the cell phone rang for Carlos.
4.) Installing a new sink, tools were dropped by the plumber.
5.) When thinking about the long holiday weekend, an idea occurred to Mrs. King.
Thursday, May 22, 2008
Vocabulary - Use It Or Lose It
It's no surprise that vocabulary is a big part of writing. Without vocabulary skills, a person's writing will be average, at best. Of course, we all want writing that's better than average!
The "Academic Word List" is one of several vocabulary lists that does not connect directly with a single particular piece of literature. Instead, it includes ten units of sets of words most frequently found in school text books of all types. (If you're wondering where this word list came from, it was devloped by Averil Coxhead, of Victoria University of Wellington, in New Zealand.)
I'm going to post half of the first set of the word list. I'd like you to look over that list, pick a word, look it up in a dictionary, and then post the word & its meaning. Please choose a word that has not been picked already by another blogger. (HINT: If you do not have a dictionary, you can use an online one! Try this: http://www.merriam-webster.com)
This way, we all get to increase our vocabulary skills by working together! Be sure to check this post often, as new words and definitions will be added by the bloggers.
-----
The "Academic Word List" is one of several vocabulary lists that does not connect directly with a single particular piece of literature. Instead, it includes ten units of sets of words most frequently found in school text books of all types. (If you're wondering where this word list came from, it was devloped by Averil Coxhead, of Victoria University of Wellington, in New Zealand.)
I'm going to post half of the first set of the word list. I'd like you to look over that list, pick a word, look it up in a dictionary, and then post the word & its meaning. Please choose a word that has not been picked already by another blogger. (HINT: If you do not have a dictionary, you can use an online one! Try this: http://www.merriam-webster.com)
This way, we all get to increase our vocabulary skills by working together! Be sure to check this post often, as new words and definitions will be added by the bloggers.
-----
analysis
approach
area
assessment
assume
authority
available
benefit
concept
consistent
constitutional
context
contract
create
data
definition
derived
distribution
economic
environment
established
estimate
evidence
export
factors
financial
formula
function
identified
income
Wednesday, May 21, 2008
Tell me a story!
Think about any type of writing, such as things you see in newspapers, magazines, books, or even the Internet. All of those methods have one thing in common: they tell a story! For today's blog, I'm going to start the story, but you're going to continue it with another 3 to 5 sentences so that you can develop those wonderful details. The story can be as real or as make-believe as you'd like. Have fun with it!
Ok - here we go! Everyone should start with this first part.
---
Mr. Green opened up the newspaper and was shocked when . . .
Ok - here we go! Everyone should start with this first part.
---
Mr. Green opened up the newspaper and was shocked when . . .
Monday, May 19, 2008
Writing - Do you have a plan?
How many things in your life exist for which you have a plan? A few key examples come to mind, such as driving somewhere new, cooking a meal, and writing a good essay! Think about it this way: if you lived in Miami and had to drive all the way to Bunnell (FL), would you know all of the roads to take? If you've never been to Bunnell and you don't know where it is, you'd definitely need to have a plan in place before you hopped in your car and took off! Well, writing is no different!
Imagine that your goal is to write an essay about your most memorable trip. You can choose any type of planning, organizing, or pre-writing that you like. For this example, I'm going to stick to my favorite method: the outline! Look at what I have and ask yourself if you can see how my "plan" would then be turned into the essay. Then, show me your "plan" for your essay!
Topic: Memorable Trip (Utah)
Paragraph 1: Intro
Paragraph 2: First time out west
Paragraph 3: Amazing skiing
Paragraph 4: Unique landscape
Paragraph 5: Conclusion
What do you think? That wasn't too hard to do, was it?
Imagine that your goal is to write an essay about your most memorable trip. You can choose any type of planning, organizing, or pre-writing that you like. For this example, I'm going to stick to my favorite method: the outline! Look at what I have and ask yourself if you can see how my "plan" would then be turned into the essay. Then, show me your "plan" for your essay!
Topic: Memorable Trip (Utah)
Paragraph 1: Intro
Paragraph 2: First time out west
Paragraph 3: Amazing skiing
Paragraph 4: Unique landscape
Paragraph 5: Conclusion
What do you think? That wasn't too hard to do, was it?
Saturday, May 17, 2008
Describe it - weather!
I'm going to stick to the "trend" I've had lately about descriptive writing. The great thing about this topic is that there's so much out there to use as inspiration! Today, we'll focus on the weather. But this doesn't have to be about the weather that's currently happening. Maybe you want to think about a place you've been or a weather event you've endured: a rainy day, a hurricane, a snow storm, an August day in Florida, etc.
I grew up in New Jersey and went through many snow storms. The most beautiful part was at night as the snow fell. If you turned on a light outside, you could see the dainty, delicate, crystal flakes just slowly falling from the night sky. Once you stepped outside, you'd hear this very faint, but distinct crackling of the flakes reaching the ground and piling on top of the snow that was already there.
What type of weather would you like to tell me about? Write a few complete sentences that describe this. Remember that a complete sentence has a subject and a verb. Use those adjectives, as that's what helps paint that vivid, detailed picture in your reader's mind!
I grew up in New Jersey and went through many snow storms. The most beautiful part was at night as the snow fell. If you turned on a light outside, you could see the dainty, delicate, crystal flakes just slowly falling from the night sky. Once you stepped outside, you'd hear this very faint, but distinct crackling of the flakes reaching the ground and piling on top of the snow that was already there.
What type of weather would you like to tell me about? Write a few complete sentences that describe this. Remember that a complete sentence has a subject and a verb. Use those adjectives, as that's what helps paint that vivid, detailed picture in your reader's mind!
Thursday, May 15, 2008
Describe it - more!
The last blog entry I did talked about descriptive writing. This is essential in any type of communication you do. This time, I'd like you to pick a color that you like and describe it as best you can!
Turquoise blue - light, bright, vibrant, warm, tropical
Turquoise blue - light, bright, vibrant, warm, tropical
Monday, May 12, 2008
Describe it!
Have you ever had someone describe something to you that you could perfectly picture in your mind? That's what we should all strive to do with our writing. It should be detailed in a way that your reader has a clear vision of what you're discussing.
Pick some item and describe it with a few key phrases!
I'll start with what I'm having for breakfast, potato salad. (Yes, that really is what I'm eating for breakfast today!)
Potato salad: chunky potatoes, creamy mayo, small chive pieces, crunchy celery bits
With those descriptive phrases, can you picture (and almost taste) that in your mind?
Now you give it a try!
Pick some item and describe it with a few key phrases!
I'll start with what I'm having for breakfast, potato salad. (Yes, that really is what I'm eating for breakfast today!)
Potato salad: chunky potatoes, creamy mayo, small chive pieces, crunchy celery bits
With those descriptive phrases, can you picture (and almost taste) that in your mind?
Now you give it a try!
Wednesday, May 7, 2008
Wild, Wacky, Wonderful Wednesday!
I like Wednesdays. Why is that? It's because it signifies that the week is half over and the weekend is within reach. Wednesday also means that, for the most part, the craziness and hectic pace of the beginning of the week is done.
What day do you like? Why do you like it?
What day do you like? Why do you like it?
Friday, May 2, 2008
The weekend is here!
Friday is that wonderful day each week filled with excitement and anticipation of the upcoming weekend! Let's practice some outlining skills. Make a brief outline that shows what you have planned for the weekend! You can use a format similar to the one I have shown below.
I.) Saturday
A.) Sleep late
B.) Watch TV
C.) Check email
II.) Sunday
A.) Sleep late
B.) Do laundry
C.) Watch "Desperate Housewives"
D.) Prepare for upcoming week
I.) Saturday
A.) Sleep late
B.) Watch TV
C.) Check email
II.) Sunday
A.) Sleep late
B.) Do laundry
C.) Watch "Desperate Housewives"
D.) Prepare for upcoming week
Subscribe to:
Posts (Atom)