------------------------------------------- 
ENG 101 -- Class Notes  
Session 4 
Thu. 9/22 
------------------------------------------- 
 
TO DOs 
1) ESSAY #1 given out and explained.... 
 
3 STEP ESSAY -- Write a paragraph on one of the essays from the Course Pack, another paragraph on a personal experience, plus an ‘analysis’ / discussion paragraph. 
 
DRAFT DUE TUE. 10/11 -- FOR PEER EDITING

Please try to print out your draft because it’s easier for a peer editor to edit your draft.

REVISED DRAFT DUE TUE. 10/20 – FOR A GRADE
Submit your all Formal Essays to submit101.lagcconline.com
We will go over how to do this before this deadline!
2)	Combining Sentences -- Fight RUN ONs and COMMA SPLICES 
3)	Taneisha Grant's "To Speak Patois” -- Reading + Discussion Quesitons

 

Grammar Help: 
 
Online Writing Lab (Purdue) 
 
http://owl.english.purdue.edu/owl/section/1/5/ 
 
Review of grammar topics (verbs, fragments, run-ons, singular/plurals -- s/pl) 

 
Online Grammar Exercises 
 
http://www.chompchomp.com/

 

 

2 GRAMMAR HOTSPOTS 
 
RUN ONS - RO 
 
Two sentences joined / fused together. 
 
The train was late I was late for class. 

COMMA SPLICES - CS 
 
Two sentences joined together by a comma. 
 
The train was late, I was late for class. 

 
HOW TO FIX? 

Use 2 sentences. Use a period	 (not a comma, capitalize and start a new sentence for the 2nd sentence). 

The train was late. I was late for class. 
 
Use a special connecting word called a coordinating conjunction with a comma. These connecting words create a logical and grammatical relationship between the 2 sentences. 
 
, and 
, but 
, yet 
, so 
 
The train was late, soI was late for class. 

 
3) Use another type of connecting word called a connecting adverbs but keep the two sentences. These connecting words create a logical relationship between the 2 sentences BUT THEY’RE STILL 2 SENTENCES!  
 
. However, . As a result, . Consequently, . In fact, . 
Secondly, 
 
These kind of connecting words are more ‘formal’ and make your writing sound more like college writing. (We don’t normally use there words when we talk.) Also, you need to know that if you use them like the coordinating conjunctions (#1), you will be creating comma splices. They aren’t as grammatical powerful as those kind of connecting words. 

The train was late. As a result, I was late for class.	 

 
3) JOIN TWO SENTENCES USING CAUSE AND EFFECT 
 
The train was late, so I was late for class. 
 
[Cause], so [effect].  As a result, 
 
The train was late. As a result, I was late for class. 
 
[CS] 
The train was late, as a result, I was late for class. 

The train was late. Therefore, I was late for class. 

4) SHOW A CONTRAST 
 
, yet 
 
The train was late, yet I was on time for class. 
 
However, 
 
The train was late. However, I was on time for class. 
 
                                    [CS] 
The train was late, however, I was on time for class. 
 
The train was late; however, I was on time for class. 

SHOW A CONTRAST 
 
,  but 
 
However, 

SHOW CAUSE / EFFECT 
 
, so 
 
As a result, 

ESSAY ONE PLANNING ‘ESSAY MAP’ 
 
STEP 1 => Readings -- CHOOSE 1 Amy Tan 
Shirley Lim 
Taneisha Grant

STEP 1 = ONE OF OUR ESSAYS FROM CLASS USE  
2 - 3 SHORT QUOTES AND QUOTE SANDWICHES WITH CITATIONS e.g., (Tan 10).
 
DON'T USE ‘I.’
This is not a personal essay here.
 
STEP 2 = YOUR STORY OR A FRIEND/RELATIVE'S 
STORY  
'I' IS OKAY -- JUST FOR THIS PARAGRAPH.

STEP 3 = ANALYZE WHAT THESE TWO STORIES 
MEAN. WHAT DO THEY TELL US ABOUT PERSONAL 
EXPERIENCE AS A WAY TO UNDERSTAND THE WORLD?  ARE PERSONAL NARRATIVES MORE OR LESS RELIABLE OR APPEALING OR CONVINCING? WHY?

BACK TO THE 'FORMAL' VOICE -- DON'T USE 'I.'

-----------------------------------------------------
Taneiha Grant’s “To Speak Patois”
-----------------------------------------------------
1) Describe Grant as a character. Is she confident?
*Happy person, keeps going despite obstacles....
*Admits she was a little overconfident
*She was good at school and relationships

2) How Taneisha Grant she describe life in her native Jamaica?  Do you think she is ‘idealizing’ or ‘romanticizing’ life in Jamaica? Why? 
*Growing up in Jamaica was very beautiful...
*Just a kid... Perception was based on her child's perspective
*Island was nice -- "crystal clear waters, reggae, etc."
*Fishing for crabs -- community!!! 
*Idealize something?  She does point out the best things / memories...
**Paradise / UTOPIA   

3) What details about life in New York City are different and ‘challenging’ to the author? What emotion does she feel at leaving her home country? 
*Weather changes -- She mentions the "drastic temperature change" (Grant 20).
*Society is more violent vs. friendly -- loss of community and trust

*She continues to speak Patois with Jamaican communities (Grant 21).

culture shock -- 

She says, "I feel a deep-rooted guilt for leaving Jamaica" (Grant 21).

patois with a dialect -- hybrid language

Grant continues to be connected with Jamaica by speaking Patois....
Connecting through language.

She is optimistic -- she feels connected to home culture -- two identities....

To reconcile = to bring together / to resolve

4) How does Grant 'reconcile' ‘living between two cultures’ at the end of the essay? 
On balance, is she successful or not at this? Is she ‘optimistic’ or ‘pessimistic’ about 'reconciling' her two cultures and why? 
*Like Amy Tan, this essay ends on a positive note.
*Grant does reconcile her two cultures through speaking Patois. 
**At the end of the essay, she admits she is still growing and changing.

------------------------------------
 
 NEXT TIME -- THU. 9/29***

***There are no classes at LaGuardia on Tue. 9/27 (Rosh Hashanah) so we don’t meet on 9/27
 
------------------------------------
 
1)	Start thinking about on your Essay #1 -- Prelim. Draft is due on THU. 10/11 for Peer Editing.

FOLLOW THE STEPS! 

2)	Read Robert Moses, “The Saga of Flushing Meadows” 
COURSE PACK, pp. 72-83