Remember, Homework #3 is due before class at 6:00pm on Canvas.

Plan for the Lesson

• Nominalizations
• Ch. 5: Choosing Adverbials
• Review #1 Comments on Canvas–don’t forget the annotations
• Homework #3 Review on Canvas will open up after class
• Overall Midterm Grades: Those of you with grades below 70% will get a Midterm grade sometime next week but before the Friday, 10/13, Noon deadline (Note to self: You really can’t miss this Friday the 13th deadline again).
  • If you’re missing any assignments, you’ll receive an ‘F’ as a Midterm grade.

Nominalizations

Something I noticed in your reviews was the heavy use of nominalizations. That’s a fancy way of saying you’re trapping useful verbs in noun forms. We’ll discuss this at greater length later in the semester, but it will be part of your Midterm Exam next week (10/05), so I want to introduce it here. What do the following words have in common?

• Determination
• Confirmation
• Speculation
• Compliance

You’ll notice the first three word end in -tion, and you might recall (make a recollection) past professors asking you to limit shun words (this is a pun on shun–ha! Love the rhyme). Your goal is to free the trapped verbs in these nominalizations. You can revise the above nouns to be the following active verbs:

• Determination → determine
• Confirmation → confirm
• Speculation → speculate
• Compliance → comply

Often, these nominalizations come in passive voice constructions, so you have a couple strategies to employ to make your prose sing. Consider the following sentence and its revision:

• Original: In this case a determination of your negligence has been made by us.
• Revision: We’ve determined your negligence in this case.
• Even better: You’re negligent.

While I have your ear, make sure you pay close attention to dangling modifiers (pp. 87-88). Although they can be punctuated correctly, they can also sound illogical. For instance, the following sentence is a contemporary example:

• While streaming Netflix, my cat hopped into my lap.

It may be possible for your cat to stream Netflix; after all, what creature “chills” more than a cat? You’ll want to revise to have you as the subject of the adverbial clause (or the person actually streaming Netflix):

• While I was streaming Netflix, my cat hopped into my lap.

Notice that in the above revision ‘I’ is the subject of the adverbial clause and NOT the sentence. “Cat” is the subject of the sentence. Remember, “my” is the determiner for the noun phrase “my cat,” and “cat” is the headword. If this is confusing, you need to review pp. 8-9 in Kolln & Gray and probably all of Ch. 2.

Independent Clauses

In Ch. 4, p. 56, Kolln & Gray defined independent clauses. Independent clauses may be stand-alone sentences with the following:

• Subject
• Verb
• Complete thought

On the next page, Kolln & Gray state, “Use a comma before the coordinating conjunction joining the two independent clauses of a compound sentence.” (p. 57). You don’t use commas before the FANBOYS (for, or, nor, but, or, yet, so) unless they’re joining independent clauses. Make sure you understand why the following sentences are punctuated correctly:

• The kids played outdoors all morning but stayed inside all afternoon.
• The kids played outdoors all morning, but they stayed inside all afternoon.

In the second sentence, “they” is the subject of the second independent clause, so it needs a comma before “but.” If it helps, separate the subjects of the independent clauses in your head. Below “kids” and “they” are the subjects:

• The kids played outdoors all morning, but they stayed inside all afternoon.

Commas with coordinating conjunctions will be important for the rest of the semester. Yes, this will be on both the Exam #2 and the Final Exam.

Ch. 5: Choosing Adverbials

Adverbs modify verbs, and adverbials modify the functions of adverbs and other words. They often answer when, where, how (frequency and manner), and why. As with adverbs, adverbials are the most movable words, phrases, and clauses in sentences. While it’s important to know how to properly punctuate these clauses, it’s more important to understand how placement creates a rhetorical effect.

I hope you re-read Ch. 5 in Kolln & Gray and did all the exercises.

Adverb Phrases (AdvP)

Don’t be fooled by the word “phrases” when talking about parts of speech or parts of sentences; a single word can be a “phrase.” Using the following adjectives, create logical adverbs for the following sentences:

Adjectives: serious, skillful, slow, lucky, drastic

• The Italian quiz caused me pain.
  • The Italian quiz seriously caused me pain.
  • Seriously, the Italian quiz caused me pain.
• My trip to Las Vegas was a winner!
  • Luckily, my trip to Las Vegas was a winner!
  • Full disclosure: My last trip to Vegas was NOT a lucky trip.
• My boss is making changes.
  • My boss is drastically making changes.
• My cat navigates my counters, dressers, and dining room table.
  • My cat skillfully navigates my counters, dressers, and tables.
• People from South Carolina drive.
  • People from South Carolina drive slowly.

Prepositional Phrases

I’m confident that you can easily identify prepositional phrases, but, after reading your Reviews, I’m not sure I’m confident that you wisely place prepositional phrases. On p. 79, Kolln & Gray mention they may be used to show possession (which is the way other languages—French, Italian, and Spanish—show possession). Read the following and explain why one is preferred over the other or whether it matters.

• Shakespeare’s plays garnered the crowd’s laughter opening night.
• On opening night, the plays of Shakespeare garnered laughter from the crowd.

Don’t try to eliminate ALL preposition phrases (as the first example does), but use them strategically. For instance, notice where the stress is on certain words when you consider end focus (p. 80).

Every single one of you should review p. 14 in Kolln & Gray to refresh your memories on what the main prepositions are.

Verb Phrases*

Verb or verbal phrases are quite common when giving advice, explaining habitually actions, and providing context for why something was done. (this isn’t in Kolln & Gray’s book, but I think it helps understand why we often use them). For instance,

• Jack got up early that morning to work on his project.
  {Jack did something to do something.}
• Jack gets up early in the morning to work out.
  {Jack routinely does this particular activity.}
• To train for a marathon, Jacks needs a morning workout ritual/program.
  {Jack’s advice to himself.}

Notice where to place commas in these infinitive phrases (p. 81).

• to work
• to work out*
• to train

*Notice I selected to work out. In this instance, “work out” is the entire verb, and “out” is actually a verb particle–not a preposition. Technically, “to” is also a verb particle because it’s the infinitive particle and not a preposition. Remember, a word can be a variety of parts of speech. Use context clues to determine what’s what.

Dependent Clauses

Dependent clauses cannot stand alone as complete sentences. Often, writers punctuate dependent clauses with periods (.) because they see a subject and verb, but they forget a sentence needs a complete thought. When I see this in your work, I will often write “not a sentence.” I like that Kolln & Gray dispel the myth that you can’t start a sentence with “because,” and they even point out teachers took the easy way out by just banning its use as an opener instead of explaining it further (p. 86). Remember, coordinating conjunctions combine independent clauses, creating compound sentences. Subordinating clauses add more information to independent clauses, creating complex sentences. This often helps vary your prose, moving from choppy, short sentences to rhythmic, longer sentences.

Of course, intentional fragments can be effective. Sparingly.

Not-So-Complete Thoughts

Notice the following incomplete thoughts. I’ve bolded the subjects and underlined the verbs, but these can’t stand alone as complete sentences:

• After my parents departed for vacation.
  There’s no complete thought: this is just an adverbial clause and can’t stand on its own.
• Before they go to bed at night.
  This one also isn’t a complete thought but just an adverbial clause.
• The helicopter hovering over the roof.
  In Ch. 6, you’ll learn about participial phrases like hovering over the roof. Without adding is, “hovering” isn’t a complete verb, so this phrase has a subject, no complete verb, and no complete thought.
• Over the bridge near the general store.
  This has no subject and no verb and no complete thought.

Complete Thoughts

Below are possible revisions to make the previous phrases complete sentences. I haven’t marked the subjects and verbs, but can you find them?

• After my parents departed for vacation, my sisters and I threw an enormous party.
• Before they go to bed at night, the family always lowers their American flag.
• The helicopter is hovering over the roof.
• Over the bridge near the general store,* you will find an historical marker.

*Our closed punctuation style goal asks you to use more punctuation than the open style. The above opening prepositional phrase should have a comma, and Kolln & Gray (along with many other style guides) use commas for opening prepositional phrases when the phrase is 6 or more words (see p. 234…or wait a month until we get there). I tend to use commas for all opening prepositional phrases. The lesson here is that you need to make a choice and be consistent. Also, don’t confuse this standard with the absolutely necessary comma after an opening adverbial clause.

Ch. 5 Exercises

Homework #3 is to do the exercises (#17, #18, and #19) from Ch. 5 in Kolln & Gray. These exercises reinforce what you’re reading. Below I have an example related to Exercise #17 (pp. 83-84):

• When a party ends, what do you do?
  {go home, go to another’s home, find an after hours place, go to jail, etc.}
• Revision: After the party ended at midnight, we went to Waffle House.

If all goes according to plan, I will have shared a Google Doc with you right before class. Let’s open that up and do those exercises together.

Comments and Annotations on Review #1

I finished commenting on all of your Review #1 assignments. It has no grade because it is a an assignment you’ll revise for your final portfolio. Everyone has revision to do, so don’t let the amount of commenting scare you (too much). Re-read the assignment guidelines. Also, and this is VERY important, please notice that I offer summative comments AND annotations. In order to read all my feedback, you might have to scroll right on your Canvas submission. If you don’t see my overall comments AND the annotations, you’re missing my entire feedback.

Please follow my suggests closely. Although you don’t have to incorporate everything, you’ll need to explain why you made the choices you did in your Final Portfolio’s reflective letter.

Next Class

Keep up with the syllabus reading. Notice that your last graded homework, Homework #4, will be due next class (10/11) before 6:00pm. The syllabus claims 11:00pm, but that’s a copy+paste error, which is actually a lesson for you in editing with digital technologies. If all goes according to plan, I’ll try to highlight some stuff from Barrett’s book.

As a heads up, your Review #2 is due in two weeks: Wednesday, 10/18, 6:00pm.