Order 665898: asnwering some questions that were given by my teacher about Malala.

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Section A.

Reading Activities

Article Annotation Guide: Before&you&read,&scan&the&article&and&make&a&prediction&about&what&this&article&is&going&to&be&

about.&Write&your&prediction&here&at&the&top&of&the&page. & &

Read%the%article%& • At&the&top&of&the&page,&write&out&the&5Ws&and&H&—who,&what,&when&where,&why,&and&how.&

As&you&read,&write&the&answers&to&the&5Ws&next&to&the&questions.&&

• Underline&sentences&or&details&that&you&feel&are&important&and&put&a&question&mark&in&the& margin&next&to&anything&you&have&a&question&about.&If&relevant,&highlight&(or&mark)&

arguments&supporting&an&issue&in&one&color&and&the&arguments&against&the&issue&in&

another&color.&

After%Reading%& ANNOTATE&the&text.&This&means&that&you&will&divide&the&text&into&sections&based&on&the&author’s&

main&idea&and&supporting&points.&You&will&also&mark&comments&and&questions&that&you&have&

about&each&of&those&sections.&&

• Find&and&define&vocabulary&words&that&you&are&not&familiar&with.&Write&a&short&definition& above&the&word&in&the&article&or&in&the&margins.&&

• Draw&a&line&where&the&introduction&ends.&(Note:&It&may&be&after&the&first&paragraph,&or& there&may&be&several&introductory&paragraphs.)&&

• Underline&or&highlight&the&sentence(s)&that&seems&to&be&the&author’s&main&point.&Write& “main&idea”&in&the&margin.&&

• Underline,&highlight,&or&draw&a&star&next&to&each&of&the&author’s&most&important&points.& Does&the&author&explain&any&key&terms?&Make&sure&to&mark&those&sections&too.&&

• For&many&of&those&main&ideas,&write&a&summary&of&the&information&in&the&margin&by&using& only&2T8&words.&&

• Draw&a&line&where&the&conclusion&begins.&Write&“conclusion”&in&the&margin&next&to&the& conclusion.&&

Write&your&reaction&to&one&of&the&author’s&main&points.&Do&you&agree&with&his/her&argument,&

opinion,&or&analysis&of&the&details&or&examples?&Here&are&a&few&ways&to&begin&your&response:&&

o I&agree/disagree&with&the&author&because…&& o I&agree/disagree&with&the&person&quoted&in&the&article&who&said,&“…”&because…&& o The&part&that&really&stood&out&to&me&was…&& o One&thing&I&learned&from&the&article&was…&& o One&question&I&still&have&about&this&topic&is…&& o The&article&was&relevant&to&me&because…&& o I&feel&that&this&topic&is&important/not&important&because…&& o While&reading,&I&was&reminded&of…&&

Steps to Writing an Effective Summary Step%1&Highlight&the&most&important&points&in& the&article.&&&

Step%2%Without&looking&at&the&article,&make&a& brief&outline&of&the&most&important&points.&

Once&you&have&written&those&main&ideas&in&

your&own&words,&you&can&refer&to&the&article&to&

make&sure&that&the&information&that&you&

wrote&down&is&accurate.&

Step%3&Mention&the&author,&the&specific&genre& (book,&article,&etc.),&and&the&title&of&the&article&

in&your&first&sentence.&&

Step%4%State&the&topic&of&the&article&and&the& main&idea&in&the&first&sentence&of&your&

summary.&&

Step%5&Include&only&the&most&important&points& and&supporting&details.&&&

Step%6&Paraphrase&the&author’s&ideas&rather& than&copying&sentences,&but&be&sure&to&include&

some&of&the&key&vocabulary&used&in&the&article.&&&&&

Step%7%Don’t&include&your&personal&opinions&or& experiences.&&

Step%8%Present&the&ideas&in&the&order&in&which& they&were&discussed&in&the&reading&selection.&&

Step%9%Introduce&the&author’s&key&points&with& citation&verbs&using&the&present&tense&(e.g.,&

the$author$points$out,$the$writer$mentions,$ Gable$emphasizes).&&

Step%10%Use&transitional&expressions&to&make& connections&between&ideas&(e.g.&first,$also,$in$ addition,$furthermore,$finally).&&&&

Summary Writing Activity %

Compare%Notes%& With&a&partner,%compare&your&annotations.&Did&you& draw&your&lines&in&the&same&place?&Discuss&any&

differences&you&have&(it’s&ok&if&they’re&slightly&

different)&and&make&any&changes&that&might&need&

to&be&made&based&on&your&discussion.&Do&this&

directly&onto&the&article.&& &

Summarize%& &Write&a&oneTparagraph&summary&(3T5&sentences)&of&

the&article&using&the&instructions&from&your&

textbook&and&notes.&& &

• Include&the&author,&title,&and&main&idea&of&the& article&in&the&first&sentence&of&your&summary.&&

• Use&the&5Ws&to&present&the&main&ideas&of&the& text.&Do&not&include&all&of&the&details.&&

• Paraphrase&the&author’s&words&rather&than& copying&them.&If&you&use&any&exact&wording&

from&the&article,&be&sure&to&put&those&words&in&

quotation&marks.&&

• Do&not&include&your&own&opinion&in&the&summary.&&

&&Transition Words first%>%next%>%then%>%finally% first%>%another%>%finally% first%of%all%>%besides%>%in%addition% first%of%all%>%in%addition%>%another%>%finally% one%>%another%>%finally% one%>%one%other%>%along%with%>%last% to%begin%>%at%the%same%time%>%finally% Helpful Verbs for Summaries acknowledges%% discusses& advises% explains& asserts% explores& compares%% identifies& contrasts%% investigates& critiques%% illustrates& defines%% presents& demonstrates%% recommends& describes%% suggests&

Summary Template: !

In!the!article!/!essay!“______________________________”!the!author!_____________________!

(title(of(article(or(essay)!! ! ! ! !!!!!!!!!(author’s(name)!!!

_______________________([that](___________________________________________________.(

(Choose(a(verb(from(the(list(below)((((((((( (Describe(the(main(point(the(writer(makes.(Be(sure(to(include(some(of(the(5Ws.(DO(NOT(

include(your(opinion(or(specific(examples(from(the(text.)(

(

Good Verbs for Summaries: (

explores! explains! proposes! demonstrates! recommends!

identifies! discusses! suggests! illustrates!! presents!

defines! describes! argues! compares! advises!

acknowledges! contrasts! critiques! asserts! investigates!

Peer Review Survey: !

Work$with$a$partner$to$revise$your$summaries.$$Read$through$your$partner’s$summary$carefully.$Then,$ write$“yes”$or$“no”$for$each$of$the$following$questions.$

1. Does&the&writer&include&the&author’s&name&in&the&first&sentence&of&the&summary?& 2. Does&the&writer&include&the&title&of&the&essay&in&the&first&sentence&of&the&summary?& 3. Is&the&title&in&quotation&marks?& 4. Does&the&first&sentence&clearly&state&the&main&idea&of&the&article?& 5. Does&the&writer&include&all&of&the&important&ideas&or&supporting&points&from&the&essay?& 6. Does&the&writer&use&his/her&own&words?&&& 7. Does&the&writer&keep&his/her&own&opinions&out&of&the&summary& 8. Does&the&writer&use&clear&grammar&and&punctuation&in&the&summary?&(Please&help&your&

partner&edit&if&you&see&errors)&&

9. Make&a&list&of&TO&DOs&for&your&writer&based&on&anything&he/she&needs&to&revise&from&above:

Poetry in Motion by Elisha Shapiro ! !

I had been on the treadmill at Bally’s Fitness for about ten minutes when hip hop exercise class started. As I jogged, I watched. The students in the class looked so great and were having a lot of fun. The music was exciting and sexy. The dance steps looked so cool, complicated and fast. I wanted to be able to do what the people in the class did, but I am not a dancer by any stretch of the imagination. I had taken a modern dance class in high school, so I knew how bad I was. I had no sense of rhythm, poor coordination, and poor spatial awareness. This was 1994.

My job was to teach basic composition to people at a community college

who have weak writing skills. Over the years, I have observed that most of my students struggled to understand the rules of language. I could explain a rule every day of the semester, show how to correct an error twenty times in different ways, help the students apply these rules to their own writing, and some of my students still left the class confused. Now many of these students seemed bright enough, and some tried pretty hard. And this is how I was with dancing. My conclusion was that we all have different abilities. Some of us are great at math, talking to people, making friends, or fixing cars, but cannot write a sentence. Others may be able to write well, but cannot dance, or draw, or make friends.

I tell my students that learning the rules of language may be difficult for

them, but that just means it will take a little longer to learn than it does with some other students, and they will have to work harder. But eventually their skills will improve. !

Because I spent time thinking about how students can improve skills they have no natural ability for, I applied this theory to myself. I thought if these students, who had struggled with written English through primary and secondary schools, could keep on trying, maybe I should give that hip hop class a try. Maybe after a while, I would get better. Even if I was never very good, I could at least make some improvement over my pathetic starting level.

So I started taking the hip hop class at the gym, and I’ve been doing so

ever since--ten years dancing. I’m usually the oldest, and always the most

awkward person in the class. I think I have improved, but not so anyone else would notice. But over the course of the last ten years, I’ve noticed some interesting things. !

First, after repeating a complicated dance routine for two hours, I can kind- of do it. Repetition is very helpful, though the other students in the class require much less of it than I. But while I get the steps, usually in the right order, I still look pretty stupid. I’ve decided that is because I don’t have the “style”. I try to watch the other dancers and copy the cool way they do certain steps, but I remain pretty weak. Not being a “movement-person,” it’s hard for me to understand style, let alone explain it to anyone else. The best I can do is make an analogy to language. Some language is cool, or sexual or tough. The people in my class manage to make their hip hop movements all of those things. Slight exaggerations in the right places, sophisticated rhythmic changes, and playful attitudes seem to figure into style somehow. But that’s as close as I can come to describing it. !

Second, teachers are different. My teacher now is Daniel. I drive forty minutes from my home to take his class. I’ve taken class from eight or nine teachers over the past ten years. Some teachers emphasize exercise more, and I haven’t stuck with them. The others are about dance, but they also differ. Some teach routines that might look good when the teacher does them, but feel awkward and strange when the students do them. The good ones teach routines that seem to make sense to the body, and so are easier to learn and do. I’m not sure I can explain what that means in words. Perhaps it’s like how some sentences seem so clear, and others jangle in the ear. The teachers who teach routines like this develop a following, like Daniel. Four nights a week, students crowd the classroom at the gym to learn Daniel’s latest routine.

Since the class is the most difficult class at the gym, kinesthetically, most

of the people in the class are really strong in that area. That’s why they have style when they dance, and I don’t.

People who are good in this area treat movement like I treat language. I

enjoy playing with words, delight in a cleverly turned phrase, smile at a perfect word choice, or cringe at an awkward phrase. Well, the people in my class do the

same with movement. When they “get” a particular phrase of movement, they might break into applause. Sometimes they make movement jokes, turning an undulating arm into a “come-hither” gesture, prompting laughter from those around. One step involved bouncing while slapping one’s butt. This turned into an uproarious exaggerated humorous sexual thing.!

I am not fluent enough with movement, even after ten years of these

classes, to make movement jokes myself, but at least I’m able to get the jokes of others.

My experience as a bad hip hop dancer has taught me a few things. First,

one does not have to be good at something in order to enjoy it. Second, looking stupid is not so bad. Third, improvement does happen. It may be slow, but it is a pleasure at any speed. And finally, I appreciate my students more for having the courage and persistence to keep working at a skill which is difficult for them

! ! ! !

(“Poetry(In(Motion”(by(Elisha(Shapiro( Glossary&

! !

Vocabulary(Word! Paragraph!! Definition!

! Spatial'awareness!!! 1! n.!L!The!ability!to!perceive!space!around!you.!

! Theory!! 4! n.!–!one’s!belief!or!policy!proposed!or!followed!as!a!basis!of! action.!

! Pathetic!! 4! Adj.!–pitifully!inferior!or!inadequate!

! Analogy!! 6! n.!–!a!comparison!of!two!different!things!that!are!similar!

! Exaggerations! 6! n.!–!something!that!is!overstated!beyond!truth!or!necessity!

! Sophisticated! 6! Adj.L!refined,!complex!

! Emphasize! 7! v.!–!to!place!emphasis!on!or!stress!the!importance!of! something!

! Jangle!! 7! v.!–!to!make!a!harsh!discordant,!ringing!sound!

! Kinesthetically!! 8! Adv.!–!having!to!do!with!body!movement!

! Cringe!! 9! v.!!–!to!shrink,!bend,!or!crouch,!especially!in!fear;!to!cower!

! Undulating!! 9! Adj.!–!rising!and!falling!like!a!wave,!or!alternate!motion!from! side!to!side!smoothly!

! Uproarious!! 9! Adj.!–!extremely!funny!

! Persistence! 11! n.!–!the!act!of!persisting!or!enduring,!continuance!

Sample Summary for “Poetry in Motion” There are different kinds of summaries you will need to learn to write. There are short summaries and longer summaries. There are summaries of essays or articles and summaries of narrative writings like stories. A novel is more of a narrative, and if you wrote a short summary of a novel, you would have to include the important things that happened and leave out the less important details. You might want to include a statement of the theme of the story or the point. Poetry in Motion Main events 1. Elisha joins a hip hop dance class 2. Elisha realizes he is not a good dancer 3. He understands that his writing students feel the same way about writing as he feels about

dancing. 4. He learns the persistence and repetition help him improve 5. He decides he can enjoy dancing even if he is not as good as some of the other dancing

students. What is the theme/thesis/main idea of this story Write one sentence stating the main idea Sample summary The story, Poetry In Motion, by Elisha Shapiro, is about the writer taking a Hip Hop dance class at his gym. Elisha realizes he not a good dancer, but he enjoys the class anyway. He learns that persistence and repetition help him improve, but he is still not as good as the other students in the class. Through this experience, he comes to understand that his writing students feel the same way about writing as he feels about dancing. This experience helped him appreciate his students’ efforts.

Journal Pages

“Poetry in Motion”

Free Write

“Poetry!in'Motion”'shows!the!value!of!having!an!attitude!of!persistence!toward!getting!better!at! something.!How!have!you!personally!experienced!the!value!of!persistence?!!

Grammar Challenge

Answer!one!of!the!following!prompts!based!on!the!essay!“Poetry!in!Motion.”!Incorporate!at!least!one! vocabulary!word!in!your!response,!and!choose!one!sentence!to!label!all!of!the!nouns!and!verbs.!!

1. The!author!of!the!article,!“Poetry!in!Motion,”!learned!three!things!during!his!experience!as!a! “bad!hip!hop!dancer.”!What!did!he!learn!and!how!did!he!use!this!newfound!knowledge!to! improve!his!performance!as!a!teacher?!

2. Why!is!the!concept!of!repetition!emphasized!in!the!article,!“Poetry!in!Motion?”!Think!about!a! time!when!you!had!to!exercise!repetition.!!What!were!you!doing?!How!did!repetition!help! you!meet!your!goal?!!Please!include!support!from!your!annotations!as!well!as!personal! experience!in!your!answer.!!!!

! ! !

Connected, But Alone? by Sherry Turkle, psychologist and author of Alone Together (abridged from a TED talk presentation) Over the past 15 years, I've studied technologies of mobile communication and I've interviewed hundreds and hundreds of people, young and old, about their plugged-in lives. And what I've found is that our little devices, those little devices in our pockets, are so psychologically powerful that they don't only change what we do, they change who we are. Some of the things we do now with our devices are things that, only a few years ago, we would have found odd or disturbing, but they've quickly come to seem familiar, just how we do things.

So just to take some quick examples: People text or do email during corporate board meetings. They text and shop and go on Facebook during classes, during presentations, actually during all meetings. People talk to me about the important new skill of making eye contact while you're texting. People explain to me that it's hard, but that it can be done. Parents text and do email at breakfast and at dinner while their children complain about not having their parents' full attention. But then these same children deny each other their full attention. This is a recent shot of my daughter and her friends being together while not being together. And we even text at funerals. I study this. We remove ourselves from our grief or from our revery and we go into our phones.

Why does this matter? It matters to me because I think we're setting ourselves up for trouble -- trouble certainly in how we relate to each other, but also trouble in how we relate to ourselves and our capacity for self-reflection. We're getting used to a new way of being alone together. People want to be with each other, but also elsewhere -- connected to all the different places they want to be. People want to customize their lives. They want to go in and out of all the places they are because the thing that matters most to them is control over where they put their attention. So you want to go to that board meeting, but you only want to pay attention to the bits that interest you. And some people think that's a good thing. But you can end up hiding from each other, even as we're all constantly connected to each other.

A 50-year-old businessman lamented to me that he feels he doesn't have colleagues anymore at work. When he goes to work, he doesn't stop by to talk to

anybody, he doesn't call. And he says he doesn't want to interrupt his colleagues because, he says, "They're too busy on their email." But then he stops himself and he says, "You know, I'm not telling you the truth. I'm the one who doesn't want to be interrupted. I think I should want to, but actually I'd rather just do things on my Blackberry."

Across the generations, I see that people can't get enough of each other, if and only if they can have each other at a distance, in amounts they can control. I call it the Goldilocks effect: not too close, not too far, just right. But what might feel just right for that middle-aged executive can be a problem for an adolescent who needs to develop face-to-face relationships. An 18-year-old boy who uses texting for almost everything says to me wistfully, "Someday, someday, but certainly not now, I'd like to learn how to have a conversation."

When I ask people "What's wrong with having a conversation?" People say, "I'll tell you what's wrong with having a conversation. It takes place in real time and you can't control what you're going to say." So that's the bottom line. Texting, email, posting, all of these things let us present the self as we want to be. We get to edit, and that means we get to delete, and that means we get to retouch, the face, the voice, the flesh, the body -- not too little, not too much, just right.

Human relationships are rich and they're messy and they're demanding. And we clean them up with technology. And when we do, one of the things that can happen is that we sacrifice conversation for mere connection. We short-change ourselves. And over time, we seem to forget this, or we seem to stop caring.

I was caught off guard when Stephen Colbert asked me a profound question, a profound question. He said, "Don't all those little tweets, don't all those little sips of online communication, add up to one big gulp of real conversation?" My answer was no, they don't add up. Connecting in sips may work for gathering discreet bits of information, they may work for saying, "I'm thinking about you," or even for saying, "I love you," -- I mean, look at how I felt when I got that text from my daughter -- but they don't really work for learning about each other, for really coming to know and understand each other. And we use conversations with each other to learn how to have conversations with ourselves. So a flight from conversation can really matter because it can compromise our capacity for self- reflection. For kids growing up, that skill is the bedrock of development.

Over and over I hear, "I would rather text than talk." And what I'm seeing is that people get so used to being short-changed out of real conversation, so used to getting by with less, that they've become almost willing to dispense with people altogether. So for example, many people share with me this wish, that someday a more advanced version of Siri, the digital assistant on Apple's iPhone, will be more like a best friend, someone who will listen when others won't. I believe this wish reflects a painful truth that I've learned in the past 15 years. That feeling that no one is listening to me is very important in our relationships with technology. That's why it's so appealing to have a Facebook page or a Twitter feed -- so many automatic listeners. And the feeling that no one is listening to me make us want to spend time with machines that seem to care about us.

We expect more from technology and less from each other. And I ask myself, "Why have things come to this?" And I believe it's because technology appeals to us most where we are most vulnerable. And we are vulnerable. We're lonely, but we're afraid of intimacy. And so from social networks to sociable robots, we're designing technologies that will give us the illusion of companionship without the demands of friendship. We turn to technology to help us feel connected in ways we can comfortably control. But we're not so comfortable. We are not so much in control.

These days, those phones in our pockets are changing our minds and hearts because they offer us three gratifying fantasies. One, that we can put our attention wherever we want it to be; two, that we will always be heard; and three, that we will never have to be alone. And that third idea, that we will never have to be alone, is central to changing our psyches. Because the moment that people are alone, even for a few seconds, they become anxious, they panic, they fidget, they reach for a device. Just think of people at a checkout line or at a red light. Being alone feels like a problem that needs to be solved. And so people try to solve it by connecting. But here, connection is more like a symptom than a cure. It expresses, but it doesn't solve, an underlying problem. But more than a symptom, constant connection is changing the way people think of themselves. It's shaping a new way of being.

The best way to describe it is, I share therefore I am. We use technology to define ourselves by sharing our thoughts and feelings even as we're having them. So before it was: I have a feeling, I want to make a call. Now it's: I want to have a

feeling, I need to send a text. The problem with this new regime of "I share therefore I am" is that, if we don't have connection, we don't feel like ourselves. We almost don't feel ourselves. So what do we do? We connect more and more. But in the process, we set ourselves up to be isolated.

How do you get from connection to isolation? You end up isolated if you don't cultivate the capacity for solitude, the ability to be separate, to gather yourself. Solitude is where you find yourself so that you can reach out to other people and form real attachments. When we don't have the capacity for solitude, we turn to other people in order to feel less anxious or in order to feel alive. When this happens, we're not able to appreciate who they are. It's as though we're using them as spare parts to support our fragile sense of self. We slip into thinking that always being connected is going to make us feel less alone. But we're at risk, because actually it's the opposite that's true. If we're not able to be alone, we're going to be more lonely. And if we don't teach our children to be alone, they're only going to know how to be lonely.

When I spoke at TED in 1996, reporting on my studies of the early virtual communities, I said, "Those who make the most of their lives on the screen come to it in a spirit of self-reflection." And that's what I'm calling for here, now: reflection and, more than that, a conversation about where our current use of technology may be taking us, what it might be costing us. We're smitten with technology. And we're afraid, like young lovers, that too much talking might spoil the romance. But it's time to talk. We grew up with digital technology and so we see it as all grown up. But it's not, it's early days. There's plenty of time for us to reconsider how we use it, how we build it. I'm not suggesting that we turn away from our devices, just that we develop a more self-aware relationship with them, with each other and with ourselves.

QUICK&WRITE&RESPONSE&

Directions:&This&Quick&Write&Response&form&will&help&you&better&understand&your&reading& assignment&and&prepare&for&class&discussions.&Please&read&the&assigned&reading&selection& and&respond.&

Title&of&selection:&______________________________________________&Pages&read&_______________&

Summarize&in&your&own&words&what&the&selection&was&about.&&

What&were&some&words&that&you&felt&were&important&or&significant?&Explain&why.&& & & & & & & & & & &

Response:&What&was&interesting&about&this&reading&selection?& What&did&this& selection&cause&you&to&consider,&wonder,&appreciate,&or&dispute?& Write&three&ideas& as&questions&or&statements.&

& & 1.&

& & & & &

2.& &

& & & & &

3. &

QUICK&WRITE&RESPONSE&

Directions:&This&Quick&Write&Response&form&will&help&you&better&understand&your&reading& assignment&and&prepare&for&class&discussions.&Please&read&the&assigned&reading&selection& and&respond.&

Title&of&selection:&______________________________________________&Pages&read&_______________&

Summarize:&In&your&own&words&what&the&selection&was&about.&

What&were&some&words&that&you&felt&were&important&or&significant?&Explain&why.& & & & & & & & & & &

Response:&What&was&interesting&about&this&reading&selection?& What&did&this& selection&cause&you&to&consider,&wonder,&appreciate,&or&dispute?& Write&three&ideas& as&questions&or&statements.&

& & 1.&

& & & & &

2.& &

& & & & &

ANNOTATION GUIDE:

“Connected, But Alone?”

DIRECTIONS: As you read the article mentioned above, make annotations and underline key concepts which answer the following questions.

1.!How!does!our!interaction!with!technology!change!us?! ! 2.!Why!does!she!say!that!“making!eye!contact”!is!a!new!skill?! ! 3.!What!kind!of!trouble!does!she!think!we!are!“setting!ourselves!up”!for?!! ! 4.!Why!does!the!50Lyear!old!businessman!“lament”!that!he!doesn’t!have!colleagues!at!work! anymore?!! ! 5.!Why!does!the!18Lyear!old!say!that!someday!he’d!like!to!have!a!“conversation?”! ! 6.!Why!would!people!say!that!texting,!emailing,!posting,!are!easier!than!having!faceLtoLface! conversation?! ! 7.!How!do!you!think!human!relationships!are!more!demanding!than!using!texts!or!emails?! ! 8.!When!she!mentions!a!“flight!from!conversation,”!she!talks!about!our!inability!for!selfL reflection,!saying!that!that!is!a!skill!kids!need!to!develop.!What!do!you!think!she!means!by! that?! ! 9.!She!says!at!the!end!of!this!section!that!machines!seem!to!care!more!than!people.!Why!do! people!like!these!“automatic!listeners?”! ! 10.!She!describes!companionship!without!the!demands!of!friendship.!Why!might!some!people! feel!this!is!a!good!thing?! ! 11.!She!describes!three!fantasies!in!this!paragraph.!How!would!you!interpret!this!in!terms!of! your!own!experience?! ! 12.!She!says!that!the!more!we!connect!through!technology,!the!more!we!are!isolated.!What! do!you!think?! ! 13.!What!is!“solitude”!and!why!does!she!feel!it!is!important?! ! 14.!What!is!it!that!she!is!suggesting!at!the!end!of!her!presentation?!!

Journal Pages

“Connected, But Alone?”

Free Write ! In!“Connected,!But!Alone,”'Sherry!Turkle!argues!that!technology!has!made!us!so!dependent!on! continual!interaction!with!people!that!we!feel!even!lonelier!when!we!are!by!ourselves.!!She!says,!"If! we're!not!able!to!be!alone![without!using!technology],!we're!going!to!be!more!lonely."!What!kind!of! technology!and!apps!do!you!use!to!communicate!with!others?!Do!you!think!that!you!have!become! lonelier!or!less!lonely!since!you!began!to!use!this!technology?!

Grammar Challenge

! Answer(one(of(the(following(prompts(based(on(the(article(“Connected,(But(Alone”.((Underline(all(of( the(subjects(and(doubleYunderline(all(of(the(verbs(in(each(sentence.((Then(draw(an(arrow(from(your( subjects(to(your(verbs.((If(the(verbs(do(not(match(the(subjects,(then(correct(the(sentences(so(that( they(do.( !

1.!!!!Sherry!Turkle!states,!"People!want!to!be!with!each!other,!but!also!elsewhere!LL!connected!to!all!the! different!places!they!want!to!be."!Many!students!tend!to!do!this!by!texting!and!checking!their!emails! during!class.!!Do!you!think!that!it!is!possible!to!learn!the!material!from!your!class!sessions!well!and!be! “elsewhere”!at!the!same!time?! !!

2.!!!!In!“Connected,!But!Alone,”!the!author!believes!that!people!prefer!to!text!and!email!rather!than!have! live!conversations!because!it!is!easier!to!edit!what!they!say!to!each!other!and!can!make!themselves! sound!better.!!Do!you!think!that!there!any!drawbacks!to!communicating!in!this!way?!!How!do!you! prefer!to!communicate?!!Why?!!Use!examples!from!your!personal!experiences!and/or!the!article.!

The Opinion Pages |

Where Anonymity Breeds Contempt

By JULIE ZHUO November 29, 2010 from nytimes.com

THERE you are, peacefully reading an article or watching a video on the Internet. You finish, find it thought-provoking, and scroll down to the comments section to see what other people thought. And there, lurking among dozens of well- intentioned opinions, is a troll. “How much longer is the media going to milk this beyond tired story?” “These guys are frauds.” “Your idiocy is disturbing.” “We’re just trying to make the world a better place one brainwashed, ignorant idiot at a time.” These are the trollish comments, all from anonymous sources, that you could have found after reading a CNN article on the rescue of the Chilean miners. Trolling, defined as the act of posting inflammatory, derogatory or provocative messages in public forums, is a problem as old as the Internet itself, although its roots go much farther back. Even in the fourth century B.C., Plato touched upon the subject of anonymity and morality in his parable of the ring of Gyges. That mythical ring gave its owner the power of invisibility, and Plato observed that even a habitually just man who possessed such a ring would become a thief, knowing that he couldn’t be caught. Morality, Plato argues, comes from full disclosure; without accountability for our actions we would all behave unjustly. This certainly seems to be true for the anonymous trolls today. After Alexis Pilkington, a 17-year-old Long Island girl, committed suicide earlier this year, trolls descended on her online tribute page to post pictures of nooses, references to hangings and other hateful comments. A better-known example involves Nicole Catsouras, an 18-year-old who died in a car crash in California in 2006. Photographs of her badly disfigured body were posted on the Internet, where anonymous trolls set up fake tribute pages and in some cases e-mailed the photos to her parents with subject lines like “Hey, Daddy, I’m still alive.” Psychological research has proven again and again that anonymity increases unethical behavior. Road rage bubbles up in the relative anonymity of one’s car. And in the online world, which can offer total anonymity, the effect is even more pronounced. People — even ordinary, good people — often change their behavior in radical ways. There’s even a term for it: the online disinhibition effect.

Many forums and online communities are looking for ways to strike back. Back in February, Engadget, a popular technology review blog, shut down its commenting system for a few days after it received a barrage of trollish comments on its iPad coverage. Many victims are turning to legislation. All 50 states now have stalking, bullying or harassment laws that explicitly include electronic forms of communication. Last year, Liskula Cohen, a former model, persuaded a New York judge to require Google to reveal the identity of an anonymous blogger who she felt had defamed her, and she has now filed a suit against the blogger. Last month, another former model, Carla Franklin, persuaded a judge to force YouTube to reveal the identity of a troll who made a disparaging comment about her on the video- sharing site. But the law by itself cannot do enough to disarm the Internet’s trolls. Content providers, social networking platforms and community sites must also do their part by rethinking the systems they have in place for user commentary so as to discourage — or disallow — anonymity. Reuters, for example, announced that it would start to block anonymous comments and require users to register with their names and e-mail addresses in an effort to curb “uncivil behavior.” Some may argue that denying Internet users the ability to post anonymously is a breach of their privacy and freedom of expression. But until the age of the Internet, anonymity was a rare thing. When someone spoke in public, his audience would naturally be able to see who was talking. Others point out that there’s no way to truly rid the Internet of anonymity. After all, names and e-mail addresses can be faked. And in any case many commenters write things that are rude or inflammatory under their real names. But raising barriers to posting bad comments is still a smart first step. Well- designed commenting systems should also aim to highlight thoughtful and valuable opinions while letting trollish ones sink into oblivion. The technology blog Gizmodo is trying an audition system for new commenters, under which their first few comments would be approved by a moderator or a trusted commenter to ensure quality before anybody else could see them. After a successful audition, commenters can freely post. If over time they impress other trusted commenters with their contributions, they’d be promoted to trusted commenters, too, and their comments would henceforth be featured. Disqus, a comments platform for bloggers, has experimented with allowing users to rate one another’s comments and feed those ratings into a global reputation system called Clout. Moderators can use a commenter’s Clout score to “help separate top commenters from trolls.”

At Facebook, where I’ve worked on the design of the public commenting widget, the approach is to try to replicate real-world social norms by emphasizing the human qualities of conversation. People’s faces, real names and brief biographies (“John Doe from Lexington”) are placed next to their public comments, to establish a baseline of responsibility. Facebook also encourages you to share your comments with your friends. Though you’re free to opt out, the knowledge that what you say may be seen by the people you know is a big deterrent to trollish behavior. This kind of social pressure works because, at the end of the day, most trolls wouldn’t have the gall to say to another person’s face half the things they anonymously post on the Internet. Instead of waiting around for human nature to change, let’s start to rein in bad behavior by promoting accountability. Content providers, stop allowing anonymous comments. Moderate your comments and forums. Look into using comment services to improve the quality of engagement on your site. Ask your users to report trolls and call them out for polluting the conversation. In slowly lifting the veil of anonymity, perhaps we can see the troll not as the frightening monster of lore, but as what we all really are: human. Julie Zhuo is a product design manager at Facebook.

Journal Pages

“Where Anonymity Breeds Contempt”

(

Free Write

The!author!of!“Where!Anonymity!Breeds!Contempt”!points!out!that!“psychological!research!has! proven!again!and!again!that!anonymity!increases!unethical!behavior.”!!What!personal!experiences!do! you!have!that!support!that!point?!!Do!you!have!any!experience!that!contradict!the!research?!

Grammar Challenge

(

Answer(one(of(the(following(prompts(based(on(the(essay(“Where(Anonymity(Breeds(Contempt.”((As(

you(are(writing,(use(at(least(three(vocabulary(words(from(the(article(in(your(response.(

(

1. In!“Where!Anonymity!Breeds!Contempt,”!Julie!Zhuo!provides!a!variety!of!solutions!that!she! thinks!would!be!effective!in!reducing!internet!trolling.!Which!of!her!ideas!do!you!think!would! be!most!effective!and!why?!!What!other!ideas!do!you!have!about!how!to!tackle!this!problem?!

2. What!kinds!of!problems!do!you!think!that!internet!trolling!causes?!!Please!use!evidence!from! the!article!as!well!as!personal!examples!to!support!your!answer.!!!

(

! ! !

“Where(Anonymity(Breeds(Contempt”(by(Julie(Zhuo( Glossary&

! Vocabulary(Word! paragraph! Definition!

! Lurking! 1! v.!–!!existing!unnoticed!or!unsuspected!

! Inflammatory! 3! adj.!–!tending!to!arouse!anger,!hostility,!passion,!etc.!

! Derogatory'! 3! Adj.!–!tending!to!lessen!the!merit!or!reputation!of!a!person!or! thing!

! Provocative! 3! adj.!–!!causing!annoyance,!anger,!or!stimulation!

! Parable! 3! n.!–!a!!moral!lesson!

! Disclosure! 4! n.L!exposure,!being!revealed!!

! Tribute! 5! n.!–!!a!gift!or!compliment!

! Unethical! 6! adj.!–!!lacking!moral!principles!

! Radical! 6! Adj.!–!extreme!or!favoring!drastic!change!!

! Disinhibition! 6! n.!!–!temporary!removal!of!behavioral!restraint!(not!holding! back)!

! Barrage! 7! n.!–!an!overwhelming!quantity!or!explosion!!

! Disarm! 9! v.!–!to!deprive!of!the!means!of!attack!or!defense!

! Oblivion! 12! n.!–!the!state!of!being!completely!forgotten!or!unknown!

ANNOTATION GUIDE:

“Where Anonymity Breeds Contempt”

DIRECTIONS: As you read the article mentioned above, make annotations and underline key concepts which answer the following questions.

1. What kinds of comments does the author consider “trollish”?

2. What does trolling mean?

3. Why does the author think that people are more likely to make trollish comments when they are anonymous?

4. What evidence does the author provide that anonymity causes people to be willing to change their behavior in negative ways?

5. According to paragraph 7, what are some online forums and communities doing to prevent trolling?

6. According to paragraph 8, what are victims doing to prevent trolling?

7. According to paragraph 10, what is the problem with trying to limit Internet users’ anonymity?

8. What are some ways that technology can be used to reduce trolling?

9. How does social pressure help to reduce trolling?

Cameras Watching Students, Especially in Biloxi

Sam Dillon.&&New&&&&York&&&&Times&&&&Sep 24, 2003.& !

A digital camera hangs over every classroom here, silently recording students' and teachers' every move. The surveillance system is at the leading edge of a trend to outfit public schools with the same cameras used in Wal-Marts to catch thieves. Fearful of violence, particularly in light of the nation's experience with schoolhouse shootings, educators across the country are rushing to install ceiling-mounted cameras in hallways, libraries and cafeterias. But no other district has gone as far as this Gulf Coast community, which, flush with casino revenue, has hung the cameras not only in corridors and other common areas but also in all of its 500 classrooms. That has made virtually everything that happens at any of Biloxi's 11 public schools subject to instant replay, though so far, principals report, they have used such replays to confront only humdrum problems like clarifying the disappearance of a child's ice cream money or ensuring that students do not sleep in class. ''It's like truth serum,'' said Dr. Laurie A. Pitre, principal of North Bay Elementary, who frequently peeks in on her classrooms from a computer monitor in her office. ''When we have a he-said, she-said situation, 9 times out of 10 all we have to do is ask children if they want us to go back and look at the camera, and they fess up.'' Dr. Pitre and other administrators said the classroom cameras, which Biloxi started phasing in two years ago, had helped improve discipline and, as a result, raise test scores, a view also voiced by some teachers, parents and students. But teachers' unions and civil libertarians have expressed dismay over Biloxi's surveillance system, calling it an Orwellian intrusion on the sanctity of the classroom. ''Putting cameras on children trains them to believe that being watched every minute of the day is O.K., that Big Brother is O.K.,'' said Steve Lilienthal, a director at the conservative Free Congress Foundation, based in Washington. ''They should be teaching them to behave not because a camera is on them, but because it's the right thing to do.''

Biloxi's school district is not the only one where surveillance cameras are provoking controversy. In January, cameras at a school in Livingston, Tenn., recorded 10- to 14-year-old boys and girls undressing in adjacent changing areas in preparation for basketball, and stored the images on a computer accessible through the Internet, according to a federal lawsuit filed by parents. William L. Needham, the director of schools in Livingston, said in an interview that the camera system had been installed in a utility room that was later converted to a locker area, and that after the incident he removed it and delivered the images to law enforcement authorities. But the plaintiffs accuse school officials of ''callous indifference'' to the children's privacy. In many towns, though, cameras are becoming a routine schoolhouse fixture, installed above drinking fountains and laboratory tables with little or no public notice. No laws appear to specifically regulate their use in schools, some of which, as in Canton, Miss., are financing their purchase with federal money. When officials are drawing up plans for schools, ''there's not a one that doesn't want cameras,'' said Todd Walker, chief financial officer of the CameraWatch Corporation, which has installed surveillance equipment in schools from North Carolina to California. About 950 new public schools opened across America in 2002, and school architects estimate that three-quarters were equipped with surveillance cameras. In the last month alone, schools in or near San Diego; Syracuse; West Milford, N.J.; Rockbridge County, Va.; and Owings Mills, Md., have announced the installation of surveillance systems. In New York City, Margie Feinberg, a spokeswoman for the Department of Education, said there were cameras in 150 of its schools. Dominic Recchia, a New York councilman who led a drive appropriating $1 million over two years to install cameras in the stairwells and hallways of Lafayette, Lincoln and John Dewey High Schools, said, ''This is definitely the movement we're headed to.'' School administrators are enthusiastic because digital technology makes the cameras far easier to use than the analog cameras that recorded images to videotape when educators first began experimenting with schoolhouse surveillance a decade ago. Today's digital cameras record to a computer hard drive, allowing school principals to conduct an instant replay of a cafeteria food fight at the click of a mouse. Most districts install cameras only in hallways, other interior common areas and parking lots, said Greg Chase, technology director for SHW, a Dallas-based architectural firm that specializes in schools. Many districts deem cameras too invasive for classrooms, he said, and in any case the costs can be prohibitive.

But Biloxi is different: nine casinos pay a gambling tax that has helped finance a $70 million school construction program, including $2 million to install 800 cameras in four new schools and seven existing ones. ''Our whole purpose was to make our schools safer,'' Dr. Larry Drawdy, the superintendent of schools here, said in an interview. Biloxi has never had acute difficulty with violent or unruly students, however, and it appears that the most serious problems resolved through use of the cameras concerned infractions by custodians. In one case, Dr. Drawdy said, a camera recorded images of a night janitor stealing a school television set. He was arrested and charged. The other case involved reports from teachers at North Bay Elementary last year that on some mornings, they arrived to find their classrooms in disarray, although the floors were clean. Reviewing nighttime images, Dr. Pitre discovered a custodian ''sweeping'' the floors with a garden leaf blower, leaving a tornado of papers in his wake. Mostly, though, the cameras are solving problems that teachers previously handled on their own. The other day a little girl denied slapping a classmate on the arm, so Dr. Pitre went to a computer monitor and caught the girl in a lie. Pamela Manners, principal at the Michel Seventh Grade School, says the cameras allow her to manage ticklish problems with more discretion. Last year a science teacher suspected a boy of cheating on a test. Ms. Manners did an instant replay and caught him red-handed. Armed with the images, she was able to confront him in private, avoiding a messy classroom scene. At Biloxi High School, Twyla B. Moore, who teaches English and journalism, said she and many other teachers regarded the cameras ''not as an invasion but as a protection.'' ''There's an acceptance,'' Ms. Moore said, ''because we're all used to being watched by cameras anyway, whenever we go to the grocery store or to pump gas or visit an A.T.M.'' Though no union has bargaining rights for Biloxi teachers, some of them belong to the American Federation of Teachers. Maryann L. Graczyk, who heads the union's Mississippi local, said that at a recent meeting, she heard Biloxi teachers express concerns about the cameras' effects on children and about how the cameras might be used in evaluating teachers' work. Dr. Drawdy said the cameras were not used to evaluate teachers, and would not be.

Lauren Taylor, a fifth grader at North Bay Elementary, said she had grown used to the classroom cameras and would most likely forget about them entirely, except that a substitute teacher frequently gestures to them and reminds pupils that they are being watched. ''Be good,'' Lauren quoted the substitute as saying, 'or Dr. Pitre will see you.'' Civil libertarians and many educators express outrage over Biloxi's surveillance experiment. ''I shuddered,'' said Paul Abramson, a school design consultant in Larchmont, N.Y. ''Kids are kids. What are we telling them when we put them under surveillance?'' Lee Tien, a lawyer for the Electronic Frontier Foundation, which monitors legal issues related to technology, called the Biloxi experiment ''a Kafkaesque civil liberties nightmare.'' Allison Buchanan, the PTA president at North Bay Elementary, called such criticism ''silly.'' ''They're just inventing a problem that's not there,'' she said. ''In my two years on the PTA, I've not heard one parent say anything bad about the cameras.''

! !

“Cameras(Watching(Students,(Especially(in(Biloxi”(( by!Sam!Dillon!New!York!Times!Sep.!24,!2003

Vocabulary(Word PP Definition

Surveillance 1 Adj.L!the!act!of!watching!or!observing

Confront 3 V.!–!to!face!in!a!challenge;!oppose;!to!meet!faceLtoLface

Humdrum 3 Adj.L!monotonous;!dull;!everyday!or!ordinary

Serum 4 n.!–!watery!fluid!often!used!as!an!antitoxin

Libertarians 5 n.!–!someone!who!upholds!principles!of!free!individual!liberty

Dismay 5 n.!–!discontent!

Orwellian 5 adj.!–!describes!a!situation,!idea,!or!social!condition!the!author!George! Orwell!identifies!as!being!destructive!to!the!welfare!of!a!free!society.!!

Intrusion 5 n.L!overstepping!a!boundary;!going!where!one!has!not!been!invited.

sanctity 5 n.!–!sacredness!or!holiness

Provoking 7 v.!L!to!stir!up

Controversy 7 nL!dispute!between!two!opposing!views

Plaintiffs 8 n!L!the!party!that!brings!a!lawsuit!to!court

Callous 8 adj.!L!having!calluses;!toughened

Indifference 8 n!L!the!state!of!having!no!opinion!either!way

Fixture 9 n!L!something!permanent!and!securely!fixed

appropriating 12 n!L!setting!apart!for!a!specific!use

Deem 14 v.!L!to!judge

Invasive 14 adj!L!tending!to!intrude!on!privacy

Prohibitive 14 adj!L!forbidding

Acute 17 adj!L!having!a!sharp!point

Unruly 17 adj!L!difficult!to!control

Infractions 17 n!L!the!act!of!violating

disarray 19 n!L!a!state!of!disorder

Ticklish 21 adj!L!delicate!or!touchy;!tricky

Kafkaesque 29 adj!L!relating!to!the!writer!Franz!Kafka;!characterized!by!a!sense!of! distortion!or!impending!danger

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ANNOTATION GUIDE:

“Cameras Watching Students, Especially in Biloxi”

DIRECTIONS: As you read the article mentioned above, make annotations and underline key concepts which answer the following questions.

10. After reading the first two paragraphs, make a note of why there is such an emphasis on surveillance these days?

11. After reading the third paragraph, make a note as to how the cameras are used?

12. Why did Dr. Laurie A. Pitre say that the cameras are “like truth serum?”

13. According to Dr. Pitre, what has been the result of camera use?

14. According to the Free Congress Foundation, what should schools be doing?

15. According to paragraph 7, why are cameras creating controversy?

16. After reading paragraph 9, why might there be little notice of the cameras?

17. Why do you think Paul Abramson said, “What do you think we are telling them when we put them under surveillance?”

18. What makes the digital cameras easier to use than the analog cameras?

19. How does Dr. Larry Drawdy justify the use of cameras in the schools in Biloxi, Mississippi?

20. What do you think about using cameras to watch students?

Journal Pages

“Cameras Watching Students, Especially in Biloxi”

(

Free Write

Respond!to!one!of!the!following!prompts!in!the!space!provided!below:!1)!Does!knowing!that!cameras! are!watching!you!change!your!behavior?!How?!!Or!why!not?!2)!Comment!on!how!your!expectation!of! privacy!has!changed!in!this!technological!age.!

Grammar Challenge

Answer(one(of(the(following(prompts(prompt(using(conjunctions(to(combine(some(of(your(

sentences.(Label(your(compound(and(complex(sentences.(

(

1. In!the!article,!“Cameras!Watching!Students,!Especially!in!Biloxi,”!the!author!highlights!the! privacy!concerns!of!using!cameras!to!ensure!student!safety.!!!Write!a!response!answering!the! question:!Is!privacy!a!right!or!privilege?!Should!students!give!up!their!privacy!at!school!to! ensure!their!safety?!Provide!evidence!from!the!article!and!personal!examples!to!support!your! answer.!!

2. Imagine!yourself!as!the!sole!decision!maker!for!your!entire!school!district.!!Would!you!agree!to! install!cameras!in!schools!to!monitor!student!safety?!How!would!you!handle!concerns!from! parents!who!are!for/against!using!cameras?!!Would!the!type!of!school!(i.e.!preLschool,! elementary,!middle!school,!high!school)!influence!your!decision?!Provide!evidence!from!the! article!as!well!as!personal!examples!to!support!your!answer.!!

! !

My Cuban Body by Carolina Hospital ! !

“Hot pants” is what we called the very tight shorts we used to wear in the ‘70s. One hot Friday night when I was fifteen years old, I sneaked out of the house wearing a shiny blue plastic raincoat over my hot pants and my spandex tube top. It was Mami’s idea to put on the raincoat over the hot pants. She wanted to avoid Pap’s anger when he saw my clothes, or lack of them. My petite older sister (by two years), two inches shorter and thirty pounds lighter, dressed the same way. So what was the problem? The problem was that I was younger but I had developed sooner. Plus, the fashion in the 70’s only helped to attract attention to my early development. It was impossible to hide the curves and protrusions within miniscule pieces of cloth or skintight polyester blouses and pants. In Papi’s eyes, I was flaunting my womanhood, yet I didn’t have the maturity to deal with its consequences. His instincts were right, but his volatile approach was not.

That night I eagerly went to my classmate’s party. My sister and I walked into the screened patio in the back of the house where the stereo had been set up. I removed the raincoat. Immediately, all eyes were on me. I felt self-conscious, yet as I danced slowly with different boys-for us, success was measured in slow dance- I discovered the power of the flesh.

I felt exhilarated by my ability to attract the opposite sex. However, I also felt the fear of unleashing a power I had little control over. In addition, my father’s anger and my mother’s collusion sent me mixed messages. Was there something wrong with my emerging womanhood? Instead of enjoying my new curves, I began to feel shame and embarrassment.

I also had to deal with the fact that I was different from most of my petite blonde classmates. Being rounder, shorter, and hairier than they was a great source of anguish. My solution was to diet, straighten my hair, and wear platform shoes, the highest I could tolerate. But the damage was done. I grew up unhappy with my physical appearance, always self-conscious of my looks.

My mother didn’t help. It wasn’t that she disliked my looks. The opposite: she constantly noticed and complimented the very things I wanted to forget. For instance, she always told me I was lucky to have thighs and calves which were beautifully endowed, not thin and scrawny like her. She believed that I had inherited their thickness from my father’s Catalan side. That was the last thing I wanted to hear, that I looked like my short, overweight, bear-like hairy father (by Anglo standards) with whom I did not get along during my teen

years. Ironically, my mother also suffered growing up because of her physical

appearance. She was often called a tomboy and was fed thick mango and papaya shakes in the hopes that she would put on more fat on her bones. You see, for the Havana of the 1930s and 40s, she was too thin and too tall at five feet seven. Plus she lacked the thick, long, wavy hair I so detested in myself. This is why as she watched me diet, exercise, and straighten my hair, day in and day out, she would say, perplexed, how growing up, she would have given anything to have had the physical traits I so rejected in myself. I didn’t understand or care. I wasn’t living in Havana. I was living in the land of Twiggy.

Back then no one talked about being anorexic, but that is exactly what Twiggy looked like-a beautiful anorexic gazelle with long, blond, perfectly straight hair that probably weighed more than she did. Soon all the models became Twiggy lookalikes, and she became the standard for us to aim for, an impossible goal for a Cubanita with already emerging curves and protrusions- but what did I know?

I wish I had known that beauty comes in all sizes and shapes and that the media promotes artificial standards of beauty. It would have helped me to understand that people’s perceptions of beauty are shaped by the culture and the times they belong to. For instance, what was undesirable in the Havana of my mother’s youth was longed for in mine. I have tried to explain these things to my own daughter, now a teenager.

Just the other day, she pointed out to me how Marilyn Monroe weighed 160 pounds when she was America’s most admired sex symbol. Of course, that was before the age of Twiggy. But perhaps her awareness, especially growing up in a city like Miami full of cultural diversity, will help her and her peers become more tolerant of themselves and their appearances. Perhaps being different will be easier for them than it was for me.

One rainy afternoon, I sat in the back of Sister Helen’s class, sleepily listening to her read classic love poems. I soon grew tired of hearing about angelic ladies with alabaster skin, hazel eyes, and golden hair. Suddenly, a sonnet by Shakespeare shook me from my stupor.

! My Mistress’ Eyes Are Nothing Like the Sun

My mistress' eyes are nothing like the sun; Coral is far more red than her lips' red;

If snow be white, why then her breasts are dun; If hairs be wires, black wires grow on her head. I have seen roses damask'd, red and white, But no such roses see I in her cheeks; And in some perfumes is there more delight Than in the breath that from my mistress reeks. I love to hear her speak, yet well I know That music hath a far more pleasing sound; I grant I never saw a goddess go; My mistress, when she walks, treads on the ground:

And yet, by heaven, I think my love as rare As any she belied with false compare.

! ! That afternoon, Shakespeare’s verses filled me with hope, I felt redeemed. Perhaps out there existed a young Shakespeare who would find beauty in my own brown wired and raspy voice, who didn’t mind my heavy treads and olive flesh. Shakespeare’s words taught me an unforgettable lesson about the force of words while validating my own reality. That sonnet planted a seed. Yet, it took many more years, marriage, and motherhood for me to finally be pleased with my Cuban body. It shouldn’t have to take that long. ! !

(“My(Cuban(Body”(by!Carolina!Hospital!

! Vocabulary(Word! PP! Definition!

! Spandex! 1! Adj.!–!synthetic!elastic!material!

Protrusions! 1! n.!–!things!that!swell!or!stick!out!

Miniscule! 1! Adj.!–!very!small!

Polyester! 1! Adj.!–!synthetic!(human!made)!material!used!in!textiles!

Flaunting! 1! v.!–!showing!off!

Volatile! 1! Adj.!–!explosive,!easy!to!anger!

Screened! 2! Adj.!–!meshed!(wall!material)!

SelfLconscious! 2! Adj.!–!uncomfortable!about!oneself!

Exhilarated! 3! Adj.!–!extremely!happy!

Collusion! 3! n.!–!secret!agreement!

Emerging! 3! Adj.!–!newly!formed!

Anguish! 4! n.!–!extreme!sadness!or!mental!pain!

Platform! 4! Adj.!–!thickly!heeled!

Complimented! 5! v.!–!showed!praise!or!respect!for!

Endowed! 5! Adj.!–!supplied,!equipped!!

Scrawny! 5! Adj.!–!too!skinny!or!bony!

Inherited! 5! v.!–!received!from!family!!

! Ironically! 6! Adv.!–!contrary!to!what!was!expected!

Tomboy! 6! n.!–!a!girl!who!acts!rough!like!a!boy!

Detested! 6! v.!–!hated!

Perplexed! 6! Adj.!–!with!confusion!

Twiggy! 6! n.!–!a!very!thin!model!from!the!1960’s!

Anorexic! 7! Adj.!–!lacking!appetite!from!fear!of!obesity!

Gazelle! 7! n.!–a!small,,!swift!and!grace!African!or!Asian!antelope!

Lookalike! 7! n.L!one!who!looks!like!someone!else!

Cubanita! 7! n.!L!a!young,!Cuban!woman!

! ! ! !

Artificial! 8! Adj.L!manLmade!version!of!something!that!occurs!naturally,!like!artificial!light! instead!of!sunlight!or!artificial!flavors!instead!of!real!fruit!

Perceptions! 8! N!–!mental!image!or!concept!!

Awareness! 9! n.!–!conscious;!having!knowledge!of!something!!

Tolerant! 9! Adj.!L! a!permissive!attitude!towards!opinions!or!ideas!foreign!to!one’s!own!

Angelic! 10! Adj.!–!like!an!angel!in!beauty!or!virtue!

Alabaster! 10! Adj.!–!smooth!and!white,!like!the!stone!

Stupor! 10! n.!La condition of greatly dulled or completely suspended sense or sensibility!

Mistress! 11! n.!–sweetheart;!a!woman!a!man!has!an!continuing!affair!with!

Dun! Line! 3!

adj.!L! a variable color averaging a nearly neutral slightly brownish dark gray!

! Damask’d! Line! 5!

Adj.!L!a firm lustrous fabric (as of linen, cotton, silk, or rayon) made with flat patterns in a satin weave on a plain-woven ground on jacquard looms!

Reeks! Line! 8!

v.!L! a strong or disagreeable fume or odor!

Grant! Line! 11!

v.!–!to!admit!or!permit!

Goddess! Line! 11!

n.!–!s!female!god;! a woman whose great charm or beauty arouses adoration!

Treads! Line! 12!

v.!–to!step!or!walk!over!

Belied! Line! 14!

v.!L! to give a false impression of; contradict!

Redeemed! 12! Adj.!L! free from consequence of wrong doing; changed for the better; brought back!

Raspy! 12! Adj.!–!harsh;!grating!

Validating! 12! n.!–!to!approve;!to!make!valid;!to!substantiate!or!confirm!

Sonnet! 12! n.!–!a!type!of!poem!made!of!14!lines!

Title&of&selection:&___________________________________________&Pages&read&_____________&

Summarize:&In&your&own&words&what&the&selection&was&about.&

What&were&some&words&that&you&felt&were&important&or&significant?&Explain&why.& & & & & & & & & & &

Response:&What&was&interesting&about&this&reading&selection?& What&did&this& selection&cause&you&to&consider,&wonder,&appreciate,&or&dispute?& Write&three&ideas& as&questions&or&statements.&

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Title&of&selection:&______________________________________________&Pages&read&_______________&

Summarize:&In&your&own&words&what&the&selection&was&about.&

What&were&some&words&that&you&felt&were&important&or&significant?&Explain&why.& & & & & & & & & & &

Response:&What&was&interesting&about&this&reading&selection?& What&did&this& selection&cause&you&to&consider,&wonder,&appreciate,&or&dispute?& Write&three&ideas& as&questions&or&statements.&

& 1.&

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Journal Pages

“My Cuban Body”

Free Write

In!“My!Cuban!Body,”'Carolina!Hospital!complains!that!in!her!youth,!she!felt!as!if!she!had!to!follow! impossible!standards!of!beauty!in!order!to!fit!in!and!feel!attractive.!!What!are!the!current!standards!of! beauty!for!women!and!men?!!You!should!describe!skin,!hair,!clothes,!height,!weight,!age,!and!any! other!relevant!factors.!!Do!you!feel!pressured!to!look!or!dress!in!a!particular!way?!! !

Grammar Challenge

Answer(one(of(the(following(prompts(based(on(the(article(“My(Cuban(Body.”((As(you(write,(use(at( least(five(of(the(homonyms(or(commonly(confused(words(correctly(in(your(response.((In(at(least(one( of(the(sentences,(you(must(quote(someone((it(does(not(have(to(be(an(exact(quote)(to(support(your( point.((State(who(said(the(quote(and(use(commas(correctly(when(you(quote.( !

1.!!!!!In!“My!Cuban!Body,”!Carolina!Hospital!says,! “I!wish!I!had!known!that!beauty!comes!in!all!sizes!and!shapes!and!that!the! media!promotes!artificial!standards!of!beauty.”!!What!do!you!think!can!be!done!in!schools!to!promote! this!message?!!How!do!you!think!the!message!should!be!promoted!and!what!exactly!would!the!lessons! be?!!!!!! !!

2.!!!!Carolina!Hospital!feels!inspired!by!Shakespeare’s!poem!in!which!he!describes!a!woman!that!he!loves! who!does!not!fit!the!traditional!standards!of!beauty.!!Describe!someone!that!you!think!is!beautiful!but! does!not!meet!the!normal!criteria!for!attractiveness.!!What!makes!this!particular!person!beautiful?!

1(Malala(Yousafzai.(Antonio(Olmos) Malala Yousafzai: The Bravest Girl in the World

By Staff Writer @parademagazine – October 5, 2013 – 6:00 PM

In this exclusive excerpt from her autobiography, I Am Malala, young activist Malala Yousafzai recounts the day she was shot by the Taliban.

In a country that’s seen more than its share of violence, the fate of one teenager might not seem to count for much. But somehow Malala Yousafzai of Pakistan has managed to become an international inspiration. She was only 11 when she took on the Taliban, demanding that girls be given full access to school. Her campaign led to a blog for the BBC, a New York Times documentary, and a Pakistani peace prize. But all that was only a prelude to even more extraordinary events. Last October, Taliban assassins attacked Malala, then 15, on her way home from school, shooting her in the head. Here, Malala describes that day and offers her hopes for the future.

Tuesday, Oct. 9, 2012, wasn’t the best of days to start with, as it was the middle of exams— though as a bookish girl I didn’t mind them as much as some of my classmates did. That morning we arrived in the narrow mud lane off Haji Baba Road in our usual procession of brightly painted rickshaws sputtering diesel fumes, each one crammed with five or six girls. Since the time of the Taliban, our school has had no sign and the ornamented brass door in a white wall gives no hint of what lies beyond.

For us girls, that doorway was like a magical entrance to our own special world. As we skipped through, we cast off our head scarves and ran helter-skelter up the steps. At the top of the steps was an open courtyard with doors to all the classrooms. We dumped our backpacks in our rooms, then gathered for assembly under the sky, our backs to the mountains.

The school was founded by my father before I was born, and on the wall above us, “Khushal School” was painted proudly in red and white letters. We went to school six mornings a week, and as I was in Year 9, my classes were spent chanting chemical equations or studying Urdu

grammar, writing stories in English with morals like “Haste makes waste” or drawing diagrams of blood circulation—most of my classmates wanted to be doctors. It’s hard to imagine that anyone would see that as a threat. Yet outside the school lay not only the noise and craziness of Mingora, the main city of the province of Swat, but also those, like the Taliban, who think girls should not go to school.

Because it was exam time, school started at 9 instead of 8 that morning, which was good, as I don’t

like getting up and can sleep through the crows of the roosters and the prayer calls of the muezzin.

2(Malala(as(a(toddler(with(her(brother(Khushal(in(Mingora,(Pakistan.

I slept in the room at the front of our house. The only furniture was a bed and a cabinet that I had bought with the money I’d been given as an award for campaigning for peace in our valley and the right for girls to go to school. On some shelves were the gold-colored plastic cups and trophies I had won for coming first in my class. There were a few times I had not come out on top—both times I was beaten by my class rival, Malka-e-Noor. I was determined it would not happen again.

The school was not far from my home and I used to walk, but since the start of the last year I had been going with other girls in a rickshaw and coming home by bus. It was a journey of five minutes along the stinky stream, past the giant billboard for Dr. Humayun’s Hair Transplant Institute, where we joked that one of our bald male teachers must have gone when he suddenly started to sprout hair. I liked riding the bus because I didn’t get as sweaty as when I walked, and I could chat with my friends and gossip with Usman Ali, the driver, whom we called Bhai Jan, or “brother.” He made us all laugh with his crazy stories.

I had started taking the bus because my mother worried about me walking on my own. We had been getting threats all year. Some were in the newspapers, and some were messages passed on by people. I was more concerned the Taliban would target my father, as he was always speaking out against them. His friend and fellow campaigner Zahid Khan had been shot in the face in August on his way to prayers.

Our street could not be reached by car. I would get off the bus on the road below, go through an iron gate and up a flight of steps. Sometimes I’d imagine that a terrorist might jump out and shoot me on those steps. I wondered what I would do. Maybe I’d take off my shoes and hit him. But then I’d think that if I did that, there would be no difference between me and a terrorist. It would be better to plead, “Okay, shoot me, but first listen to me. What you are doing is wrong. I’m not against you personally. I just want every girl to go to school.”

I wasn’t scared, but I had started making sure the gate was locked at night and asking God what happens when you die. I told my best friend, Moniba, everything. We’d lived on the same street when we were little and had been friends since primary school. We shared Justin Bieber songs and Twilight movies, the best face-lightening creams. Moniba always knew if something was wrong. “Don’t worry,” I told her. “The Taliban have never come for a small girl.”

When our bus was called, we ran down the school steps. The bus was actually a white Toyota truck with three parallel benches. It was cramped with 20 girls and three teachers. I was sitting on the left between Moniba and a girl named Shazia Ramzan, all of us holding our exam folders to our chests.

Inside the bus it was hot and sticky. In the back, where we sat, there were no windows, just plastic sheeting, which was too yellowed to see through. All we could see out the back was a little stamp of open sky and glimpses of the sun, a yellow orb floating in the dust that streamed over everything.

3(In(a(photo(taken(before(the(attack,(Malala(is(reading(a(story(on(the( whiteboard(at(her(school(in(Pakistan.

Then we suddenly stopped. A young bearded man had stepped into the road. “Is this the Khushal School bus?” he asked our driver. Usman Bhai Jan thought this was a stupid question, as the name was painted on the side. “Yes,” he said.

“I need information about some children,” said the man. “You should go to the office,” said Usman Bhai Jan. As he was speaking, another young man approached the back of the van.

“Look, it’s one of those journalists coming to ask for an interview,” said Moniba. Since I’d started speaking at events with my father, journalists often came, though not like this, in the road.

The man was wearing a peaked cap and had a handkerchief over his nose and mouth. Then he swung himself onto the tailboard and leaned in over us. “Who is Malala?” he demanded.

No one said anything, but several of the girls looked at me. I was the only girl with my face uncovered.

That’s when he lifted up a black pistol. Some of the girls screamed. Moniba tells me I squeezed her hand. My friends say he fired three shots. The first went through my left eye socket and out under my left shoulder. I slumped forward onto Moniba, blood coming from my left ear, so the other two bullets hit the girls next to me. One bullet went into Shazia’s left hand. The third went through her left shoulder and into the upper right arm of Kainat Riaz.

My friends later told me the gunman’s hand was shaking as he fired. In the year since that fateful day, Malala has undergone a recovery that is nothing short of

miraculous. The bullet narrowly missed her brain, and doctors at Queen Elizabeth Hospital in Birmingham, England, where she was brought in a medically induced coma six days after the attack, marveled that she was able to stand within a week of her arrival. Malala underwent multiple surgeries and spent nearly three months in the hospital (which specializes in treating wounded soldiers), though mercifully it was found she had suffered no major permanent neurological damage. The ordeal did, however, solidify her will: “It feels like this life is not my life. It’s a second life. People have prayed to God to spare me and I was spared for a reason— to use my life for helping people.” ! !

4(During(her(stay(in(the( hospital,(Malala( received(thousands(of( letters(and(cards,(many( of(them(from(children.( (University(Hospitals( Birmingham(NHS( Foundation(Trust.(Used( with(permission(of(the( Queen(Elizabeth( Hospital(in(Birmingham)

“The(Bravest(Girl(in(the(World”(by(Malala(Yousafzai!

! Vocabulary(Word! PP #! Definition!

! rickshaw! 1! n. - a small hooded vehicle moved by one or more person!

ornamented! 1! adj. - decorated!

cast! 2! v. - threw!

helter-skelter! 2! adj. - disorderly haste !

Urdu! 3! n. - Pakistani language!

muezzin! 5! n. - person who announces prayers in Muslim culture!

! campaigning! 6! v. - doing things to promoting a purpose or cause!

parallel! 10! adj. - going in straight lines in the same direction!

orb! 12! n. - sphere or globe!

! tailboard! 19! n. - back end of a truck!

! fateful! 25! adj. - significant!

! solidify! 25! v. - to strengthen !

Title&of&selection:&___________________________________________&Pages&read&_____________&

Summarize:&In&your&own&words&what&the&selection&was&about.&

What&were&some&words&that&you&felt&were&important&or&significant?&Explain&why.& & & & & & & & & & &

Response:&What&was&interesting&about&this&reading&selection?& What&did&this& selection&cause&you&to&consider,&wonder,&appreciate,&or&dispute?& Write&three&ideas& as&questions&or&statements.&

& 1.&

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Title&of&selection:&______________________________________________&Pages&read&_______________&

Summarize:&In&your&own&words&what&the&selection&was&about.&

What&were&some&words&that&you&felt&were&important&or&significant?&Explain&why.& & & & & & & & & & &

Response:&What&was&interesting&about&this&reading&selection?& What&did&this& selection&cause&you&to&consider,&wonder,&appreciate,&or&dispute?& Write&three&ideas& as&questions&or&statements.&

& 1.&

& & & & &

2.& &

& & & & &

3.& &

ANNOTATING TEXTS: “The Bravest Girl in the World”

DIRECTIONS: As you read the article, write the answers to the following questions on

your article in a short sentence or phrase in the margins. Be sure to follow the instructions in each question.

1. Read the first three paragraphs. Based on the paragraphs, write in the margins of

the text four details that you have learned about the author.

2. Write in the margin a phrase or two to describe the environment where the

school is situated (Paragraph 4).

3. Who is threatening the author and her family and why?

4. Read paragraph 9. The author says that there would be no difference between

her and a terrorist if she is attacked and physically fights back. Why do you think she says that talking to the terrorist would be better?

5. The author uses a lot of small details that give us a picture of a person’s feelings

or personality in a given moment. See the detail in paragraph 21. What does this detail say about the author?

6. See paragraph 24. What can we imagine about the gunman based on this detail?

7. According to the text, why does Malala feel that she did not die in the attack?

8. Why is Malala treated with “hostility” in her own country?

9. Malala mentions in paragraph 3 that most of Malala’s classmates are aspiring doctors. Why do you think the students want to pursue the hard sciences, especially medicine?

Journal Pages

“The Bravest Girl in the World”

Free Write/Discussion

What!is!the!difference!between!misogyny!and!gender!discrimination?!What!are!common!examples!of! misogyny!in!American!culture?!!

For Women, It's Not a Glass Ceiling but a Plugged Pipeline

Gender bias hasn't vanished; it's just gone underground. Stubborn stereotypes about what women can't do are operating in surprising ways. December 26, 2013 By Rosalind C. Barnett and Caryl Rivers

Recent headlines bemoan the fact that, in the city of Los Angeles, only one woman — recently elected to a City Council with 14 men — holds elected office in City Hall. As for L.A. County, with 9.9 million residents, a lone woman sits on its five-member Board of Supervisors.

California is not alone. Across the United States, only 73 women hold statewide elected offices — less than a quarter of available positions. That percentage has been declining for 12 years, according to the Center for American Women and Politics at Rutgers University.

This sorry situation might be cited as an illustration of the glass ceiling, when a woman moves upward until she crashes into an unseen barrier. But new research tells us that a better image for what's happening today is what we call the "plugged pipeline." In the workplace, women are hitting barriers and getting tripped up all along the way, not just as they near the top.

In corporate America, the number of women promoted to board seats in Fortune 500 companies, which had steadily increased in the late 20th century, has dropped over the last three years, according to a major report in 2011 by the consulting firm McKinsey & Co. It found that the proportion of women falls quickly as you look higher in the corporate hierarchy, and overall, "this picture has not improved for years."

Also, women's gains in computer science and engineering have slowed or even shifted into reverse. Women make up a dismal 11% of tech executives. The percentage of women in computer fields has declined from nearly 40% in 1991 to 25% today, according to the U.S. Chamber of Commerce.

Women are doing well in academia, where they now earn the majority of advanced degrees. But it's a different story in the workplace. Women are stalling out, and the higher they go, the harder it gets. Why?

The direct, in-your-face gender discrimination of the past has faded, but bias hasn't vanished. It's just gone underground and is growing. Under a veneer of "progress," what we call the new soft war on women is gaining momentum, based on stubborn stereotypes about what women can't do.

New research finds that stereotypes are now operating in surprising ways. Too often, young men climb the ladder ahead of more seasoned female colleagues. For promising men, potential is enough, whereas women are judged on what they've

actually done, according to research by McKinsey and the think tank Catalyst. As Vikram Malhotra, McKinsey's chairman of the Americas, put it, "Qualified women actually enter the workforce in sufficient numbers, but they begin to drop off … when they are eligible for their very first management positions. And it only gets worse after that."

Women have to keep proving themselves, often fighting the stereotype that they don't have what it takes to be real leaders.

Whoever does the work should get the credit. That's our idea of fair play. But it doesn't always work that way for women. Often, they do the lion's share of the work and achieve success but men get the credit.

Professors Madeline Heilman of New York University and Michelle Haynes, now at the University of Massachusetts Lowell, have found that if it isn't crystal clear which member of a two-member, male-female team is responsible for the team's success, supervisors or boards of directors far more often give credit to the male team member.

Female members were seen as less competent, less influential and less likely to have played a leadership role in the job at hand. Both men and women fell into the trap of giving higher marks to the male team member.

A woman we interviewed told us: "I coordinated and ran the network depot for a nationwide network … and a young male student was given a monetary and certificate award for the work that we did, and I was not mentioned.... And then he was given the official leadership on the next project."

We heard stories like this often from women around the country. It is an especially disturbing finding because in most cases, it isn't conscious discrimination against women. It's just that the stereotypes we all have in our heads about what men and women can or can't do are incredibly deep-rooted.

Heilman of NYU also found that men who are competent are seen as forceful, worthy of promotion and likely to succeed. It's all on the upside for them.

But women who display competence are too often seen — by both men and women — as unlikable, unfeminine, aggressive, conniving and untrustworthy.

Although some competent women may get credit for their achievements, men who may be less accomplished are seen as likable and are more likely to be hired or promoted. Such perceptions are a major roadblock for women as they try to climb the career ladder.

And what happens when women get stuck in the pipeline? Separate studies conducted by Deloitte Consulting and McKinsey found that companies with significant numbers of women in management have a much higher return on investment than companies that lag on this front.

If women are held back in the plugged pipeline, the United States will lose its competitive edge. That is not good for women's advancement or the pocketbooks of all Americans.

Rosalind C. Barnett and Caryl Rivers are the authors of "The New Soft War on Women: How the Myth of Female Ascendance Is Hurting Women, Men — and Our Economy."

“For(women,(it’s(not(a(glass(ceiling(but(a(plugged(pipeline”(( by!Rosalind!C.!Barnett!and!Caryl!Rivers!

! Vocabulary(Word! PP #! Definition!

! bemoan! 1! v. - to grieve over!

decline! 2! v. - to go down; decrease; fall; drop!

glass ceiling! 3! n. - limit to professional advancement!

pipeline! 3! n - route or pathway to something!

hierarchy! 4! n. - ranking!

dismal! 5! adj. - gloomy!

stalling out! 6! n - sudden stopping as with an engine of a car!

discrimination! 7! n - unfair treatment of a person based on prejudice !

bias! 7! n. - preference of one over another based on prejudice!

veneer! 7! n - an appearance that is only on the surface!

seasoned! 9! adj. - mature or experienced!

colleagues! 9! n - fellow worker!

! lion’s share! 12! n - the majority or bulk of something!

competent! 14! adj. - capable !

conniving! 17! adj.-conspiring!

perceptions! 18! n - ideas or beliefs!

lag! 19! v. - to move too slowly toward a goal!

! !

Title&of&selection:&___________________________________________&Pages&read&_____________&

Summarize:&In&your&own&words&what&the&selection&was&about.&

What&were&some&words&that&you&felt&were&important&or&significant?&Explain&why.& & & & & & & & & & &

Response:&What&was&interesting&about&this&reading&selection?& What&did&this& selection&cause&you&to&consider,&wonder,&appreciate,&or&dispute?& Write&three&ideas& as&questions&or&statements.&

& 1.&

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Title&of&selection:&______________________________________________&Pages&read&_______________&

Summarize:&In&your&own&words&what&the&selection&was&about.&

What&were&some&words&that&you&felt&were&important&or&significant?&Explain&why.& & & & & & & & & & &

Response:&What&was&interesting&about&this&reading&selection?& What&did&this& selection&cause&you&to&consider,&wonder,&appreciate,&or&dispute?& Write&three&ideas& as&questions&or&statements.&

& 1.&

& & & & &

2.& &

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3.& &

ANNOTATION GUIDE:

“For women, it’s not a glass ceiling but a plugged

pipeline”

DIRECTIONS: As you read the article, write the answers to the following questions on your article in a short sentence or phrase in the margins. Be sure to follow the instructions in each

question.

1. Pick a paragraph. Highlight or circle all of the adjectives in the paragraph and draw an arrow to the words they modify.

2. Read the first three paragraphs. After reading these paragraphs, what do you think the authors will explain? Highlight the thesis of this article.

3. What kind of hook or opening does this article use, anecdotal, rhetorical, statistical or a quote?

4. What is the main point in paragraph 4?

5. What is the main point in paragraph 5?

6. Give your own example of the “in-your-face gender discrimination of the past”! that the article mentions?

7. What is the difference between “in-your-face”!discrimination and “bias”?

8. What do the writers mean by “veneer of ‘progress’”?

9. What main point do the writers make in paragraphs 8-11?

10. According to this article, especially in paragraphs 11-14, why do men often get the credit for a job well-done when partnered with women?

11. Compare the anecdotal evidence in paragraph 15 and the statistical evidence in paragraphs 2 and 5. Which type of evidence is more persuasive to you?

12. Talk to the text. Read paragraphs 16-20 and react to the statements in any three of the paragraphs by posing questions or making your own comments or remarks.&! !

‘Forced Busing’ Didn’t Fail. Desegregation Is the Best Way To Improve Our Schools.

Racial achievement gaps were narrowest at the height of school integration. By George Theoharis October 23, 2015 George Theoharis is a professor and a chair in the School of Education at Syracuse University. Two miles from my office in Syracuse, N.Y., Westside Academy Middle School has been in need of repairs for decades. Located in one of the nation’s poorest census tracts, 85 percent of its students are black or Latino, and 86 percent are poor enough to qualify for free or reduced-price lunches. The 400 students have limited creative outlets, with no orchestra or band and just two music teachers. Ten miles away, Wellwood Middle School, in a suburban district, offers students a stately auditorium and well-equipped technology rooms. There, 88 percent of the students are white and only 10 percent qualify for free or reduced-price lunch. The 700 students have at least five music teachers, band, orchestra, choir, musical theater and dozens of other clubs and activities. Fifty percent of Wellwood’s eighth graders passed the state math assessment. At Westwood, none did. The disparate student outcomes are no surprise. Since the Reagan administration’s “A Nation at Risk” report pronounced that schools across the country were failing, every president has touted a new plan to close the racial academic achievement gap: President Obama installed Race to the Top; George W. Bush had No Child Left Behind; and Clinton pushed Goals 2000. The nation has commissioned studies, held conferences and engaged in endless public lamentation over how to get poor students and children of color to achieve at the level of wealthy white students — as if how to close this opportunity gap was a mystery. But we forget that we’ve done it before. Racial achievement gaps were narrowest at the height of school integration. U.S. schools have become more segregated since 1990, and students in major metropolitan areas have been most severely divided by race and income, according to the University of California at Los Angeles’s Civil Rights Project. Racially homogenous neighborhoods that resulted from historic housing practices such as red-lining have driven school segregation. The problem is worst in the Northeast — the region that, in many ways, never desegregated — where students face some of the largest academic achievement gaps: in Connecticut, Maryland, Massachusetts and the District of Columbia. More than 60 years after Brown v. Board of Education, federal education policies still implicitly accept the myth of “separate but equal,” by attempting to improve student outcomes without integrating schools. Policymakers have tried creating national standards, encouraging charter schools, implementing high-stakes teacher evaluations and tying testing to school sanctions and funding. These efforts sought to make separate schools better but not less segregated. Ending achievement and opportunity gaps requires implementing a variety of desegregation methods – busing, magnet schools, or merging school districts, for instance – to create a more just public education system that successfully educates all children. Public radio’s “This American Life” reminded us of this reality in a two-part report this summer, called “The Problem We All Live With.” The program noted that, despite declarations

that busing to desegregate schools failed in the 1970s and 1980s, that era actually saw significant improvement in educational equity. When the National Assessment of Educational Progress began in the early 1970s, there was a 53-point gap in reading scores between black and white 17-year-olds. That chasm narrowed to 20 points by 1988. During that time, every region of the country except the Northeast saw steady gains in school integration. In the South in 1968, 78 percent of black children attended schools with almost exclusively minority students; by 1988, only 24 percent did. In the West during that period, the figure declined from 51 percent to 29 percent. But since 1988, when education policy shifted away from desegregation efforts, the reading test score gap has grown — to 26 points in 2012 — with segregated schooling increasing in every region of the country. In a 2010 research review, Harvard University’s Susan Eaton noted that racial segregation in schools has such a severe impact on the test score-gap that it outweighs the positive effects of a higher family income for minority students. Further, a 2010 study of students’ improvements in math found that the level of integration was the only school characteristic (vs. safety and community commitment to math) that significantly affected students’ learning growth. In an analysis of the landmark 1966 “Coleman Report,” researchers Geoffrey Borman and Maritza Dowling determined that both the racial and socioeconomic makeups of a school are 1¾-times more important in determining a student’s educational outcomes than the student’s own race, ethnicity or social class. But we continue to think about segregation as a problem of the past, ignoring its growing presence in schools today. Desegregating schools has become a political third rail, even though it is an essential solution to one of our nation’s most persistent problems. This month, Education Secretary Arne Duncan announced he would step down in December and his deputy, John King, would replace him. King, during his tenure as New York state’s education commissioner, visited both school districts mentioned above to advance the national Race to the Top agenda, but he never acknowledged the increasing school segregation apparent in the region. In 1989, Syracuse city schools were about 60 percent white, and just 20 percent of black and Latino students attended predominately minority schools. Today, the district is 28 percent white, while 55 percent of Latino students and 75 percent of black students attend predominately minority schools. Racial and economic segregation affects schools in various ways. Federal and state policies that impose sanctions on poor-performing schools — state takeovers and forced replacement of school leaders, for example — often make matters worse. For example, Westside Academy , the Syracuse middle school where no students passed the state eighth- grade math assessment, has has had multiple principals and saw 44-percent teacher turnover in the 2012-2013 school year. [My son has been suspended five times. He’s 3.] About a decade ago, the elementary schools that feed into Westside Academy and Wellwood Middle School adopted the same math curriculum program, touted as one of the best standards-based elementary programs available. As is typical, both districts struggled to implement the new curriculum initially. But a decade later, the schools in Wellwood’s district are still using it, with teachers becoming more skilled and comfortable with the new way to teach math. The schools in Westside’s district, however, changed their math program at least two more times, leaving teachers, students, and families in a constant state of churn and undoubtedly affecting student learning and test scores. In this era of accountability, this instability is not forced upon white, upper-middle class families.

While much has been said about the failure of busing, it’s time to move beyond this myth. In one of the most famous examples of court-ordered desegregation, Boston began busing students between white and black neighborhoods in 1974, sparking violent white protests and boycotts by white students. White families fled to the suburbs. Supporting neighborhood schools and opposing school bus rides became rhetoric to fight desegregation without overtly racist language. But as black activists in Boston noted at the time, “It’s not the bus, it’s us.” Before the court order, nearly 90 percent of high school students rode a bus to school without protest. Today, most children get on a school bus to attend a segregated school. Busing ended because of a combination of white protest, media that overemphasized resistance, and the lack of systematic collection to judge the impact of desegregation. So we need to be sober about our history: Busing didn’t fail; the nation’s resolve and commitment to equal and excellent desegregated schools did. Busing is not the only way to desegregate our schools. We can unify school districts so they encompass racially and economically diverse neighborhoods. The countywide district centered in Raleigh, for instance, has been successful in integrating schools and achieving academic success, in contrast to the 18 schools districts across the metropolitan Syracuse area. Shaping districts like pie pieces, so they cut across urban, suburban and even rural spaces, could have the same effect. Creating more open-enrollment magnet schools would also bring families of various races and incomes into well-funded and themed schools. For existing public schools, we could merge two neighborhood campuses in segregated communities, so they attend one neighborhood school together from kindergarten through second grade and the other from third through fifth grades. Or we can incentivize school districts to take action, imposing segregation and providing financial resources to districts with aggressive desegregation plans. Certainly, none of these approaches is easy or perfect, and desegregation alone is not a magic bullet to end the achievement and opportunity gaps. Even integrated schools face racial gaps. Many black and Latino kids end up in lower academic tracks and white parents protect exclusive opportunities for their kids. Still, knowing the benefits of integrated learning environments, we can’t continue to ignore the growing hold segregation has on our schools. We’ve heard soaring words from Duncan and Obama touting education as the route to a better life, saying it is a moral imperative that we work tirelessly to improve the education of our most vulnerable children. But rhetoric is no match for our failure of will to change the disparate realities of our separate educational systems. It is no match for our failure of courage to call out the persistent segregation of our schools. Some scholars have argued that King will be good for school integration. Time will tell if we are entering a moment that moves beyond rhetoric toward substantial desegregation. In this time of transition for the Education Department — in the last year of the Obama administration — are we going to continue ignoring the moral implications of separate schools? Our history shows that policy cannot focus on improving “failing” schools; it needs to also emphasize desegregating them. No matter how much we seek to improve the back of the education bus, it will always be the back. https://www.washingtonpost.com/posteverything/wp/2015/10/23/forced-busing-didnt-fail- desegregation-is-the-best-way-to-improve-our-schools/ !

! !

School(Busing(( Glossary(

! Vocabulary(Word! Paragraph! Definition!

1 desegregation- integration

5 the combining of an ethnic or racial group with the dominant majority (historically by court order)

2 suburban a neighborhood just outside a city

3 stately (auditorium) 2 Fancy and impressive

4 disparate 3 essentially different

5 touted 4 praised

6 lamentation 4 an expression of sadness or grief

7 homogeneous 5 all of the same kind

8 red-lining 5 discrimination by banks, real estate agencies, etc. to maintain segregation (i.e. separation of races); formerly legal practice, now illegal!

9 sanctions 6 a law requiring a penalty for disobedience

10 sought

6 Try to find To seek

11 separate but equal

6 a legal doctrine in constitutional law according to which racial segregation did not violate the Fourteenth Amendment to the United States Constitution, adopted in 1868, which guaranteed equal protection under the law to all citizens.

12 National Assessment for Educational Progress

7 yearly report card for U.S. education

13 chasm 7 large gap

14 back of the education bus

7 Lesser quality education Relating to when African-Americans were not allowed to sit in the front of a bus

15 insatiability 7 impossible to satisfy.

16 tenure 11 Period of time in office

17 political third rail 11 an electric rail on a train track nobody should touch; in politics, topics so controversial that politicians try to avoid discussing them

18 rhetoric 15 exaggerated or expressive language

19 boycott 15 refusing to participate as a political or economic act

20 incentivize 17 Provide rewards

21 magic bullet 18 A perfect cure for a problem or disease that was considered incurable.

! ! Some Historical Background for the Reading

Prior to 1954, the U.S. was primarily a legally segregated society. The Brown v. The Board of Education of Topeka, Kansas decision changed all that. In 1954, the U.S. Supreme Court ruled that segregation by law was illegal and that the myth of segregation, that separate accommodations like schools could be equal, was  a false, unjust, and destructive practice, especially for minorities. Segregation had created two Americas: one for the haves and one for the have-nots. Integration was mandated to create equity. However, the process of desegregating schools, with practices like busing, was fought by many white communities. While some districts integrated their schools, the tendency to resegregate, due to factors like housing patterns and income, has become the dominant trend in recent years. The result? Continuing inequity in education and failing schools in minority communities. But what was the result of integrating schools in the 1970s and 80s? The answer to that question is the subject of this article, a crucial educational issue of great relevance today.

ANNOTATION GUIDE

Directions: As you read the article, make annotations and underline key concepts which answer the following questions. Paragraph 1: 1. What kinds of problems does Westside Academy Middle School have? Paragraph 2:

2. What kinds of advantages does Wellwood Middle School have?  Paragraph 3: 3. What happened to each school on the state math assessment test?  4. Why do you think there was such a disparity with the test results?  Paragraph 4: 5. The racial academic achievement gap has has been a big problem for many years.

When was the gap the narrowest (i.e. when were white students and minority

students closest in academic achievement)? Paragraph 5: 6. What has happened to U.S. schools since 1990?

7. Where has this been happening most severely?

8. What has driven school segregation recently?

Paragraph 6:

9. Federal education policies are still accepting what myth?

10. What policies have been tried to improve schools without using integration?

11. What desegregation policies are required to end the achievement gap and create a  more equitable education system?

Paragraph 7:

12. While it was argued that busing to desegregate failed in the 1970s and 80s, what actually happened in those integrated schools with minority student reading scores?

Paragraph 8: 13. What has happened to minority reading scores since 1988 when education policies

shifted away from desegregation? Paragraph 9:

14. What has been shown to be the critical factor in narrowing the achievement gap between minority and white students?

15. What was the only school characteristic that significantly improved minority student math scores?

Paragraph 10: 16. According to the “Coleman Report,” what was more important in determining a

student’s educational outcome than the student’s race, ethnicity, or social class? Paragraph 11:

17. What does it mean when desegregation has become a “political third rail.” 18. What is a solution to the persistent problem of educational equity?  Paragraph 13: 19. What problems do racially and economically segregated schools like Westside

Academy currently have? Paragraph 18:

20. What are some ways we can we can bring families of various races and incomes together?

Journal Pages “‘Forced Busing Didn’t Fail. Desegregation is the Best Way to

Improve Our Schools.”

Grammar Challenge

(

Answer(one(of(the(following(prompts.(Incorporate(sentences(that(follow(four(different(comma(rules.((

(

1. Do!you!think!that!students!learn!better!in!a!diverse!school!environment?!!Please!give!examples! from!your!personal!experience!to!support!your!answer.!!!

2. What!are!different!methods!that!can!be!used!to!desegregate!schools?!!Please!use!evidence! from!the!article!to!support!your!answer.!!

Free Write

Now that you have read the article, respond to one of the following prompts.

1.) If research shows that integration of schools using busing has dramatically improved the academic performance of minority students, and if other programs seemed to have failed, why do you think busing is not being used on a large scale to promote equity in education? Explain.

2.) Due to housing patterns and income levels of minority groups, many Los Angeles schools are highly segregated. How would you feel about your child being bussed to a school outside your neighborhood for integration purposes if your local school was underperforming? Explain.

! !

Section B

Grammar Activities

1. Identifying Nouns

The Noun A noun may be a person, place, thing or idea. In a sentence, it will be used as a subject or an object.

Noun as the subject of the verb The boy ran away. BOY is the subject of the verb RAN.

Noun as the object of the verb. He threw the ball. BALL is the object of the verb THREW.

Noun as object of a preposition. We went to the store. STORE is the object of the preposition TO. *Note: If a word is describing or modifying another word, it is NOT a noun. That is John's car. John's is telling about the car, so it is an adjective, not a noun.

LOCATING&NOUNS&

Exercise 1: Circle the nouns.

1. My sister and brother argue over toys, television shows, and video games.

2. Allen and Maxine walk and swim each day for health and fitness.

3. The flowers, trees, and shrubs grow beautifully after a rainy winter in the

L.A. area.

4. Rents are very high in Santa Monica, West Los Angeles and Westwood.

5. Cookie and Ginger bark at the neighbors, dig up the flowers and chew the

fence for fun.

6. Mary likes riding her bike to the mall, the beach and the park every week.

7. Weeds grew over the roses, tulips, and daisies.

8. Susie washed her red socks with her white t-shirts, white pants, and white

blouses by mistake.

9. Rosie bought books, paper, pens and pencils for her geology class.

10. The driver honked his horn, changed lanes, and hit the car ahead of him.

11. The advertisement said that boys and girls, men and women would enjoy the

new movie about space aliens.

12. Physics, calculus/trigonometry were the hardest classes I took in high

school.

NOUNS

Exercise 2: Circle the noun/nouns in each sentence.

1. A small child can easily tire a mother; therefore, regular naps are

essential for both parties.

2. Cosmetic surgery offers anyone the possibility of a change in physical

appearance.

3. With the bulk of the work for the party behind her, Marti could relax

and enjoy the weekend.

4. Trees should be pruned carefully because they can be damaged with

improper trimmed.

5. The union members met in special assembly to vote on the new profit-

sharing plan.

6. Wedding customs change to some degree with each generation.

7. Simple solutions to complex problems are rarely possible.

8. If you want to go, you should speak to George.

9. Most good cooks perfect their skills over years of trial and error.

10. That family should have saved some money for emergencies.

NOUNS Exercise 3: Circle the noun/nouns in each sentence.

1. Ancient Egypt has been the subject of many films.

2. A visitor to the Louvre in Paris will find its size quite staggering.

3. Blackjack tables, keno rooms, and slot machines are customary features in

the gambling casino.

4. People of all ages tend to wear jeans.

5. Attendance in the air-conditioned movie theater quadrupled as soon as the

temperature outside reached 100 degrees.

6. A rather distinguished looking man stepped to the lectern and spoke.

7. Technology has transformed our lives.

8. During the performance, one of the violinists sneezed.

9. Sharp-eyed television viewers can occasionally discover slip ups or bloopers

which escaped the eyes of the directors, firm editors, and actors.

10. The average supermarket provides a shopper with an enormous array of

choices in all areas of food and supplies.

11. Team work can make or break any organized group.

12. I shut my eyes, for the sun was entirely too bright.

NOUNS

Exercise 4: Circle the noun/nouns in each sentence.

1. The best approach to the problem of truancy is co-operation between

teachers, parents, and administrators.

2. I had such a wonderful time at the gathering on Tuesday and even met the

chief executive of the company.

3. At the present time of year, the issue of terrorism dominates the media.

4. The team of explorers will begin its journey up the Amazon River at the end

of summer.

5. Our society is characterized by an incessant use of computers in areas of

medicine and business.

6. The lecturer used a creative digression to help his students understand the

principles of the complicated theory.

7. Joe's early environment was not good, but he was able to overcome the

negative influences.

8. An occasional break in one's daily schedule is a good idea.

9. Gridlock has become a terrible reality in certain parts of our city.

10. Rivalry between siblings is a relatively common occurrence in family life.

LOCATING&NOUNS Exercise 5: Circle the noun/nouns in each sentence.

1. The actor's opening-night performance was remarkably uninspired.

2. Patricia considered all options before she decided which course of action she

would take.

3. Despite a lengthy surgery, the patient's condition deteriorated.

4. For many voters, a candidate's character can weigh more heavily than

national security or the economy.

5. The war veteran's relationship with his family suffered as a result of his

inability to confront the horrors of his experience.

6. The senator's constituents believe his policies regarding the environment

have been very ineffective.

7. Reporters pressed the athlete for answers to the lingering questions about his

involvement in a recent drug scandal.

8. Pursuit of one's ambition can require a great deal of sacrifice.

9. One problem that continues to plague mankind is racism.

10. Studiousness is a quality every student must have in order to succeed in

school.

11. The residents on my block plan to have a block party with music and food

on the 4th of July.

12. During the rehearsal the violin section was plagued with trouble from broken

strings and squeaky chairs.

13. Thanks to his weird sense of humor his joke went entirely over my head.

LOCATING&NOUNS Exercise 6:

__tion __ism __ity _ment _ness _age _ance/ence _ship _acy

Circle the noun/nouns in each sentence.

1. A healthy marriage requires patience, tolerance, and commitment.

2. The respectfulness with which the dignitary was greeted impressed her

political competitors.

3. There is a possibility that many students will have to retake the class.

4. Ideally, citizens within a democracy are entitled to speak and associate

freely.

5. Diane was saddened to learn her favorite professor had decided to terminate

his employment at the university and to pursue a career as a rodeo clown.

6. Religious fundamentalism seems to have replaced Communism as western

leaders' latest issue.

7. The basketball team's center maneuvered for position as he waited for the

guard to dish the ball to him.

8. The richness of the soil in Anita's front yard made it ideal for creating the

garden of her dreams.

LOCATING&NOUNS&OF&ALL&TYPES Exercise 7: Circle the noun/nouns in each sentence.

1. The flowers lasted for days before their fragrance faded.

2. Helen flew to San Francisco to visit her friend.

3. Typing feverishly, Connie completed her term paper on Thursday.

4. Depression is a difficult emotion to overcome.

5. Some people actually enjoy being in the hospital.

6. Computers have profoundly changed our society and its institutions.

7. Many students prefer to shop for their textbooks online.

8. A sense of humor can diffuse a great deal of tension.

9. A CD player adds to the enjoyment of music.

10. The pain in my temples worsened as I tried to listen to the lecture on the

nihilist movement.

11. The actor's Hollywood upbringing fired his interest in filmmaking.

12. The businessman invested his savings in the stock market and made a

killing.

13. Many writers fail to adapt novels into successful films.

14. With the help of two friends, Cory was able to carve a racecar out of a block

of pine the size of a brick.

15. The ambitious advertising agent tried but failed to come up with a campaign

that would entice a younger demographic.

2. Identifying Pronouns

Pronouns Pronouns take the place of nouns, or refer to nouns. There are three kinds of pronouns: personal pronouns, relative pronouns and indefinite pronouns.

Personal Pronouns Just like nouns, personal pronouns can be used as the subject of a verb, or as the object of a verb or preposition. But there are different pronouns subjective and objective uses. Subjects I, you, he, she, it, they, we, who Objects Me, you, him, her, it, them, us, whom I ran the race. He gave me a dollar. You should give it to her.

Relative Pronoun There are only four of these pronouns. Who/Whom, Which and That These pronouns refer to a noun earlier in the same sentence. They are used to join two ideas into one sentence without repeating a noun. The man is standing by the door. The man is my father. The man who is standing at the door is my father. The school burned down. The school was the first in the state. The school, which burned down, was the first in the state. Note: If that is used this way, it is a relative pronoun. But if it precedes a noun, it is being used as an adjective. That car is sick. Here, that is telling you which car we're talking about, so it is an adjective. The car that I drove is in the garage. Here that is a relative pronoun.

INDEFINITE&PRONOUNS& Indefinite Pronouns some, someone, somebody every, everyone, everybody any, anyone, anybody many, each, all Someone stole my car. Give candy to everybody. Some of my friends are at home. Note: Some of these words can be adjectives in some sentence if they are next to a noun. Some people travel many places. Some describes how many people, and many describes how many places.

IDENTIFYING&PERSONAL&PRONOUNS! Just like a noun, a pronoun can be used as the subject of a verb, or as the object of a verb or a preposition.

Personal Pronouns Subjects

I you they he she we it

Objects

me you it us him her them

Exercise 1: Circle the personal pronoun/pronouns in each sentence.

1. Anne told her to stop talking in class.

2. I held the hot potato for a second before I let it drop.

3. Do you think they will accept this late invitation, or are we too

presumptuous?

4. To leave them lying around is not very smart.

5. For two competitive people, they certainly get along very well.

6. I want that book because it has been on the New York Times bestseller list.

7. He handed it to me, but I refused to take it.

8. The guests made a mess of the living room carpet, for they had dropped not

only the food on it but drinks as well.

9. I told them never to return, but they did the very next day.

10. If you prefer quiet when you study, consider the library, for it is relatively

free of distractions.

IDENTIFYING&PERSONAL&PRONOUNS! Exercise 2: Circle the personal pronoun/pronouns in each sentence.

1. She always cries at sad movies, but I am pretty tough, so they don't affect

me.

2. You must be very careful with certain chemicals because they can be

harmful.

3. The student seated next to me in class borrowed my lecture notes yesterday

and still hasn't returned them to me.

4. This game is difficult because it requires so many rules.

5. Edgar lost his temper, but he apologized later.

6. Swimming is a wonderful exercise, for it works out all muscles of the body.

7. The horse injured its leg; it happened during the morning workout.

Write three sentences that contain personal pronouns. ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________

IDENTIFYING&RELATIVE&PRONOUNS! Note: There are only four relative pronouns. These pronouns refer to a noun earlier in the same sentence. They are used to join two ideas into one sentence without repeating a noun.

Relative Pronouns who whom which that

Exercise 3: Circle the relative pronoun/pronouns in each sentence. 1. My living room chair, which is an antique, fell apart.

2. The girl who is my lab partner did well on the test.

3. The sands which flowed through the hourglass suggested the passage of time.

4. Will the person who fits this description please stand up?

5. A day that begins on a happy note often ends the same way.

6. I bought a turkey which weighed twenty-five pounds.

7. I enjoy traveling which is so exciting.

IDENTIFYING&RELATIVE&PRONOUNS! Exercise 4: The pairs of sentences feature choppy and repetitious sentences. Convert them into one sentence, using the appropriate relative pronoun (who, whom, which, that) to replace the underlined noun.

1. Next summer, I am taking economics. Economics is a pertinent and valuable course.

___________________________________________________________ ___________________________________________________________

2. Last summer, Harold took up jogging. Jogging now seems to dominate his life.

___________________________________________________________ ___________________________________________________________

3. I deliberately tried to avoid Vanessa. Vanessa was such a confirmed gossip. ___________________________________________________________ ___________________________________________________________

4. I beat my friend at tennis. Tennis is an easy game for me. ___________________________________________________________ ___________________________________________________________

5. When I glanced in the shrubbery, I could see my son, Joey. Joey tried to hide from me.

___________________________________________________________ ___________________________________________________________

6. George spotted a friend. The friend was in a bright red Mercedes. ___________________________________________________________ ___________________________________________________________

RELATIVE&PRONOUN&CLAUSE&AND&VERB&AGREEMENT! Exercise 5: Choose the correct verb form by matching it with the noun closest to the relative pronoun in each sentence. 1. A flock of birds, which (is, are) flying south, is a sight to behold.

2. Each of the flowers that (bloom, blooms) nearby is a wonder of nature.

3. Many people get bogged down in details which (cause, causes) them to lose

sight of the overall goal.

4. Astrology, which (is, are) the ancient study of the stars and planets, fascinates

many modern people.

5. One of my goals, which (relates, relate) to writing, is to work for a top

magazine.

6. Some of our bad habits that (leads, lead) to health problems should be broken.

7. His laugh, which (pierces, pierce) our eardrums, is shrill enough to make a

person leave the room.

8. This plane has one of those designs which (is, are) quite unusual.

9. The drive, which (pushes, push) many into acting, is the desire for approval

and recognition.

10. I love to converse with people who (is, are) well educated and humanely

oriented.

IDENTIFYING&INDEFINITE&PRONOUNS!

Examples of Indefinite Pronouns some someone somebody most both every everyone everybody nobody neither any anyone anybody either one many each all several

Exercise 6: Directions: Circle the indefinite pronoun/pronouns in each sentence. 1. Some of my buddies went out on the town.

2. The police have not arrested anyone just yet.

3. The teacher found that many of the students had not done their work.

4. Everyone at the concert seemed pleased by the group which entertained that

evening.

5. Both got terribly ill that weekend.

6. All of my time and energy went into that project.

7. Several of the employees decided to sue that company.

8. Any of these animals can be adopted immediately.

9. Most arrived quietly.

10. Do you know anyone who is a gourmet cook?

11. Some left early.

12. Either of these dresses would suit the occasion.

13. I spoke to everybody at the party.

IDENTIFYING&INDEFINITE&PRONOUNS! Exercise 7: Circle the indefinite pronoun/pronouns in each sentence. 1. Anyone who wants to do well in this class had better be prepared to study hard.

2. There might be someone lurking around the next corner.

3. Somebody keeps calling my voice mail but fails to leave a message.

4. Are any of these keys yours?

5. At the end of the novel, only one of the protagonists survived.

6. Each of your new blouses matches the skirt suit you bought last weekend.

7. Randy sought advice from many of his favorite counselors before he chose his

major.

8. There is nobody left who is authorized to proctor the exam.

9. One must consider the consequences before one decides which course of

action to take.

10. All of the presidential candidates agreed to follow the rules set by the debate

committee.

IDENTIFYING&PRONOUNS&OF&ALL&TYPES! Exercise 8: Circle the pronoun/pronouns in each sentence. 1. I thanked all of the staff for the beautiful present.

2. Listening is a skill which every one of us could develop.

3. Both of the men on the basketball team experienced problems in the playoffs.

4. Can you imagine the effect when we ran down the field and tore down the goal

posts?

5. Some of the symptoms disappeared as soon as I entered the hospital.

6. The mechanic gave the pipe a tap with the wrench, and it promptly fell apart.

7. Each of the women donated a special dessert.

8. She flung a plate of spaghetti, not realizing the mess it would make.

9. The man whom I love is a wonderful companion.

10. The culture that values education often reaps great rewards.

IDENTIFYING&PRONOUNS&OF&ALL&TYPES! Exercise 9: Circle the pronoun/pronouns in each sentence. 1. Alex is a person who enjoys gourmet cooking.

2. It is not clear why he wishes to speak to me.

3. Which of these candies do you prefer?

4. When the neighbors invited us, we were delighted to accept.

5. Most of us need a word of encouragement now and then.

6. One of those hats which you own is stunning.

7. The fish that gets away is always the prize winner.

8. In any of these closets you will probably find a mess.

9. This is no laughing matter, so why are you laughing?

10. These are not the shoes which I ordered.

11. Neither of the cars was able to pass the safety inspection.

12. She was a person who possessed great courage and strength.

13. The heckler who interrupted the speech was ushered out of the auditorium by two special guards.

14. Just between you and me, I think Jack's story is suspicious.

IDENTIFYING&PRONOUNS&OF&ALL&TYPES! Exercise 10: Circle all pronouns in the paragraph below. Dave brought me a chart clipped from the evening newspaper. It showed the

responses of American executives to the question: "How many hours should there

be in an average work day?" The majority of the executives interviewed favored

the status quo; 57 percent of them voted for the eight-hour day. However, Dave

was excited because some favored a seven-hour day. That was enough to make

him fantasize about how fifty years from now everyone will consider the eight-

hour day a violation of human rights. But when I asked him to add up the numbers

that were at the bottom of the chart, he stopped gloating. Many of the executives -

eleven percent, in fact - thought everyone should buckle down to nine- and ten-

hour workdays. Dave and I decided not to pay attention to the vote of anyone who

could show such ignorance of human nature.

3. Identifying Verbs

The Verb There are two kinds of verbs—the action verb and the linking verb.

The Action Verb The Action Verb expresses action, as the name suggests. The verb must have a tense (like present, past or future). It also must have a subject, which is the person or thing that does the action. The boy threw the ball. THREW is the past tense verb. THE BOY is the subject who does the action, THREW.

The Linking Verb The Linking Verb links a subject to an adjective or a noun. The boy looks smart. LOOKS links the subject BOY with the adjective SMART. John is my brother. IS links the subject JOHN with the noun BROTHER. The most important Linking Verb is the verb to be (is, are, was, were, am) Other Linking Verbs include: seems, smells, looks, *Note; If a word does not have a subject, and does not have a tense, it cannot be a verb. Swimming is good exercise. SWIMMING does not have a subject. No one is doing the action of SWIMMING in this sentence. The shrinking population is a problem for employers. SHRINKING cannot be a verb because it does not have a subject or a tense.

Multi-word verbs Past and present tense verbs are one word. Other tenses use helping verbs. Helping verbs are forms of the verbs DO, BE and HAVE. I will write my paper tonight. I might have turned in my paper already. I will have taken my test by that time. She is writing her paper now. Do you think you'll pass?

HELPING&VERBS&

Helping verbs are used to complete the verb. They enable us to construct complex verb tenses. Examples: We opened the store yesterday. (Simple verb tense, no helping verbs needed.) We could have opened the store yesterday if you had been on time. (Complex verb tense, helping verbs required.) When you are asked to locate and label the verb in a sentence, you must include helping verbs. It would be a good idea to memorize them.

Helping!Verbs( is! be! !

been! am! are! was! were! ! ! ! !

has! have! had! ! ! !

do! does! did! ! ! !

may! can! might! could! must! ! shall! will! ! should! would! !

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LOCATING&ONE:WORD&VERBS Exercise 1: Double underline the one-word verb(s) in each sentence. 1. I mailed the anniversary card yesterday.

2. One of my students left class early.

3. Two brothers fell from the top of a steep cliff.

4. Word problems in math sometimes give me trouble.

5. Those actors arrived late for rehearsal.

6. At the back of the room sat a lonely young girl.

7. Everybody applauded Harry's performance.

8. Nicky and I visited friends in Napa Valley last weekend.

9. The hostess extended her hand in greeting.

10. The right blend of spices adds so much to food.

11. That horror movie gave me the chills.

12. Nora slammed the door as she stormed out of the room.

13. The annoying child talked through the entire movie and kicked the seat in front of him.

Write two sentences that contain one-word verbs. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

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LOCATING&TWO:WORD&VERBS Exercise 2: Double underline the two-word verb(s) in each sentence. 1. My boss has left for the day.

2. Someone in the market has taken my cart by mistake.

3. Two dapper gentlemen were standing near the bus stop.

4. I was listening intently to the lecture for the entire hour.

5. Will you go with me?

6. Book prices have risen dramatically in the past ten years.

7. Did you see the look in his eyes?

8. I could barely hear his voice above the din in the room.

9. The army is experimenting with a new weapons system.

10. The salesman will make a final presentation to the buyers.

11. I really should go to the market this morning.

12. She did not grasp the full meaning of his words.

Write two sentences that contain two-word verbs. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

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LOCATING&THREE&AND&FOUR:WORD&VERBS! Exercise 3: Double underline the three-word verb(s) in each sentence. 1. I have been waiting here too long.

2. The fragrant dough has been rising in the oven.

3. Each of the travelers has been given a passport, but they should have gotten

these earlier.

4. I suppose I could have been kinder when I declined Raymond's invitation to

the concert last weekend.

5. He must have missed the announcement about the registration deadlines for

next semester.

Exercise 4: Double underline the four-word verb(s) in each sentence. 1. Jan will have been studying piano for ten years by the end of this month.

2. In March, we will have been working together for four years.

3. I must have been sleeping soundly to have missed the earthquake.

4. I should have been reviewing my vocabulary words for Spanish class.

5. Rachel must have been working late at her new position as manager.

Write one sentence that contains a three-word verb and one that contains a four- word verb. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

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LOCATING&VERBS Exercise 5: Double underline the complete verb(s) in each sentence. Complete verbs may be one, two, three, or four words. 1. The construction worker hammered the nail into the two-by-four.

2. The students wrote in their journals after they completed the exercises in their

textbooks.

3. By January, I will have devoted six years of my life to this job.

4. I needed to go to the bank, but I could not find the time.

5. Do you believe that incredible story?

6. You can stretch your arm out farther than that.

7. They have been neighbors for a long time.

8. We have been driving for hours.

9. The prize was found on the bottom of the box.

10. Time is flying, and I must use it wisely.

11. The secretary is taking his break, so no one is answering the phone.

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LOCATING&LINKING&VERBS Exercise 6: Double underline the linking verb in each sentence. A linking verb links a subject to an adjective or noun. 1. Shawn became an astronaut.

2. With his ability as a blocker, John is a complete football player.

3. She is a good actress.

4. The broken dish was a family heirloom.

5. The girl with the red hair is my cousin.

6. CDs and tapes are expensive.

7. Most teachers are enthusiastic.

8. That coffee tastes bitter.

9. Last summer, the weather was hot and humid.

10. She is the star of our class.

11. The marathon runner became an Olympic hero.

12. The student was sick yesterday.

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LOCATING&VERBS Exercise 7: Double underline the complete verb(s) in each sentence. 1. Kerri and Misty laughed when they saw the waiter who tripped over a patron's

extended foot.

2. Monica longed for peace and quiet.

3. At least consider your options before you make a decision.

4. After they caught botulism, Jai and her husband swore they would never again

patronize their neighborhood seafood restaurant.

5. The airplane taxied along the runway for an hour before it finally took flight.

6. I am just miserable about this mistake.

7. Because he slipped on the pavement, he broke his leg.

8. Have you seen Gary today?

9. Four people witnessed the crime, but only two of them are willing to talk about

it.

10. We ate our food with enthusiasm.

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LOCATING&VERBS Exercise 8: Double underline the complete verb(s) in each sentence. 1. That student has been given a week's extension for his paper which was a key

part of his final grade.

2. Will you need any help with this project, or can you do it by yourself?

3. We had been using the project for several years when we learned that it had

been recalled by the government.

4. I could be wrong, but I think that you are lying.

5. I am disappointed that you chose to ignore the message that I e-mailed to you.

6. You seem a bit distracted today.

7. Today is a perfect day for lounging around the house.

8. Traffic on the freeway was slower than usual this morning.

9. Being a leader does not entitle a person to ride roughshod over another

whenever the mood strikes.

10. It looks like it is going to be another hot day.

11. Christina should have been the one to win the prize.

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LOCATING&THE&VERB Exercise 9: Double underline the complete verb(s) in each sentence. 1. Tomorrow I will see my doctor because I have been suffering from sciatica.

2. Can you locate the verb in this sentence?

3. A recluse is a person who prefers a life of solitude.

4. I should have taken my friend's advice, but I stupidly ignored it.

5. When are you going to the movie?

6. I have not had an easy time in my math class, but I am tenacious and will

succeed.

7. A sadistic person derives a great deal of pleasure if he causes others to suffer.

8. The semester neared an end, and I was happy to witness this.

9. We will have been meeting as a group for three months next week.

10. When some people drive, they take unnecessary chances and often cause

terrible accidents on the roads.

11. Do you suppose this marriage is a good one?

12. My oldest son left all of his belongings behind when he went to college out of

state.

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THE&":ING"&WORD:&VERB,&GERUND&OR&PARTICIPLE? Words that end in -ing can be: a verb EX: I am sleeping eight hours every night. a gerund (noun) EX: Sleeping every night is necessary for one's health. a participle (adjective) EX: You should never wake a sleeping dog or baby. In the space beside each sentence, identify the italicized word as a participle (P), a gerund (G), or a verb (V). 1. ___Starting a new business can be risky.

2. ___After my graduation, I am starting my own company.

3. ___The little girl loved her new gleaming patent leather shoes.

4. ___The snoring dog was running in his sleep.

5. ___I was listening to the professor's lecture.

6. ___The manager was working on his yearly tax return.

7. __Listening to music helps me concentrate on my homework.

8. ___The mechanic was not done/rang my car.

9. ___Are you really going to the party without me?

10. ___By jogging three miles a day, you can get yourself in shape.

11. __The jogging outfit was too expensive for me.

12. ___Studying grammar wears me out.

Form three sentences of your own, using an -ing word as a gerund, participle and verb. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________

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IRREGULAR&VERBS Write the correct form of the verb in the space provided. Teach 1. When I was little, my parents____________me how to swim.

See 2. Last week I_________the scariest movie in our local theater.

Write 3. I have read every novel Donna Leon___________________.

Study 4. I_______________in the library when the earthquake struck.

Build 5. It took many years before the house was finally____________.

Wear 6. Last night I_____________my prettiest dress to the prom.

Fall 7. The little boy cried loudly after he_________from the roof.

Sleep 8. I am very tired because I didn't_______more than two hours.

Know 9. I_________him when he was only a little kid.

Eat 10. I couldn't believe that I_________the whole pizza.

Drive 11. Diana had_____________the car for twenty years before it broke.

Lose 12. The student__________her key at the party last night.

Sing 13. The girl________louder than anyone else during rehearsal.

Send 14. I know I___________the letter last week.

Draw 15. The robber____________his gun to scare the bank teller.

Give 16. I already___________at the office.

Catch 17. The fan___________the ball during last night's game.

Take 18. Who__________my drink from the fridge?

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EDITING&PRACTICE&

Locate all the verbs and underline them. Change the verbs from present tense to simple past tense. Be aware of infinitives (to plus a verb) i.e. to go, to spend. Infinitives never change their tense. Then, rewrite the paragraph in past tense. My son likes to go to the local park after school. It is his favorite place to spend time with his friends from school. They play baseball, basketball or soccer. Playing soccer is his favorite sport. Sometimes, when there are not enough players, he picks up strangers to make a team complete. It is a good way to spend the afternoon. He gets his exercise, is outdoors, and makes new friends. He never wants to come home to do his homework or eat dinner. Often he and his friends stay until it gets dark and it becomes difficult to see. I often worry about his safety, but, naturally, he thinks I am too protective. Sometimes I go to the park to watch him, but I am always careful that he doesn't see me. When the weather gets too hot, he prefers to go to the beach and surf. Then I pack up the car with six kids and their long surfboards. Since he is not old enough to drive, he needs someone to take him, and I am always glad that I can watch over him. After all, he is only ten years old. __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

111

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4. Identifying Adjectives

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114

The Adjective and Articles The adjective describes nouns and pronouns. It can describe things like size, number, appearance or other qualities. Not all nouns will have an adjective, but many do, and a noun can have more than one adjective. The big house is expensive. The, big and expensive all describe the house. Many good students buy coffee before class. Many and good describe students. Note: A word might look like a verb, or another part of speech, but it may be used as an adjective. The swimming pool is in the back yard. Swimming describes what kind of pool it is. It may look like a verb, but it has no subject or tense, and it is describing a noun, so it is an adjective. His car crashed through the store. His tells us which car we 're talking about. It looks like a pronoun, but it is used as an adjective. Note: a, an, and the are identified as articles but they function as adjectives.

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LOCATING&ADJECTIVES&!

Exercise 1: Circle each adjective. 1. Every family has a black sheep.

2. I need a hot cup of fresh coffee to get up on a cold Monday morning.

3. The marathon runners took long strides with their powerful legs.

4. The river otters played in the cold, swift water.

5. The oil painting was bold and powerful.

6. I tired of her long and constant complaints.

7. The gypsy astrologer predicted my friend would meet a tall man.

8. Italian shoes are narrow, fashionable, and expensive.

9. Many naïve people believe in flying saucers.

10. The constant sound of the surf was comforting to me.

11. My running shoes are old and dirty.

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LOCATING&ADJECTIVES&! Exercise 2: Circle each adjective. 1. Cheers was a very popular television program in the 1990's.

2. The mad scientist injected the vile green fluid into the mangled corpse that lay on the operating table.

3. The hand-knit sweater is too bulky for me.

4. Many American adolescents hold part-time jobs during the school year.

5. She was so frustrated by the supervisor's bad temper.

6. The nurse was agitated but alert when the patient went into cardiac arrest.

7. The defense attorney argued that anyone would become forgetful under those particular circumstances.

8. The huge crowd was orderly and attentive.

9. An optimistic person is likely to live longer than a pessimistic person.

10. Students who are dedicated and persistent are often successful in school.

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LOCATING&ADJECTIVES&! Exercise 3: Study each underlined word. If the word is an adjective, write ADJ over the word. If the word is a noun, write N over the word. 1. I stood in the supermarket line for thirty long minutes.

2. Many people will be sending holiday greeting cards this year.

3. The holiday was an occasion for joy and festivity.

4. The bookstore line was full of impatient students.

5. The line at the bookstore was long and discouraging.

6. In some primitive societies, a bachelor is considered a useless member of society.

7. George's buddies gave him a wild bachelor party yesterday.

8. The beautiful crystal candy dish fell to the floor.

9. The candy scattered everywhere.

10. My friends had season tickets to the Dodger home games.

11. Joe went home early because he was ill.

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LOCATING&ADJECTIVES&! Exercise 4: Circle each adjective. 1. Parades can be very inspirational and invigorating.

2. Many home gardeners complain because they lack a green thumb.

3. The directions on the label were too confusing and technical for the average person.

4. The sharp, piercing pain in my tooth was agonizing.

5. Laurel and Hardy made many comedy classics.

6. Tempers grew short as the long, drawn-out meeting ended.

7. People should be selective when choosing marriage partners.

8. She was dedicated and tireless in her pursuit of new clients.

9. The fragrant aroma of baking bread filled my grandmother's house every Saturday morning.

10. I got that old croquet mallet at Phil's garage sale.

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LOCATING&ADJECTIVES&! Exercise 5: Circle each adjective. 1. The secretary's desk was incredibly messy and cluttered with papers, old phone

messages, and bent paper clips.

2. Art can be a sound investment if a person has solid judgment, adequate funds, and good luck.

3. She was kind and generous to a fault; therefore, some people took unfair advantage.

4. The weather forecast was gloomy, but I maintained a positive outlook.

5. Many exotic areas of the planet beckon the fearless traveler to new and greater thrills.

6. The physics class started at an inopportune time for me.

7. The upcoming Christmas season is marked by many activities, including festive parties and shopping trips.

8. The smartest physics student did not get a high mark on yesterday's quiz.

9. The pineapple-upside-down cake was a little too caloric for me to eat.

10. I had been feeling frustrated and anxious about the prospects of a promotion to district manager of the field office.

11. You are the nicest, kindest human being I have ever met.

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LOCATING&ADJECTIVES&! Exercise 6: Circle the adjective/adjectives in each sentence. Note: Possessive and demonstrative pronouns also serve as adjectives. Possessive pronouns show ownership. Demonstrative pronouns point to or single out a person or a thing. 1. Those slacks are not as fancy as hers.

2. This satchel belongs to my classmate.

3. I went to their home at the beach.

4. The government issued its recommendation.

5. Your hat is blocking my view.

6. Those shoes make your feet look larger than they are.

7. Our physics instructor seemed to have some difficulty answering my questions.

8. Which of these postcards from your nephew have you decided to keep?

9. Those friends of yours are rude and obnoxious.

10. Our apartment is positioned directly opposite theirs.

11. Denise's sister, my best friend, bought her car from the same dealer as my cousin Ricky.

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LOCATING&ADJECTIVES&! Exercise 7: Circle 50 adjectives in the paragraph below. For me, the most essential appliance in my humble kitchen is the food processor.

This marvelous time-saving machine was a wedding gift, and it has proven

invaluable on many occasions. At first, I was reluctant to use it, but a good friend

gave me a few pointers, and off I went. I have since found it especially useful

when we give large parties. A person seldom realizes the valuable tune and energy

wasted in chopping, mincing, and so on. In seconds, this speedy device can chop

an onion or nuts. I found that I could blend the tastiest and smoothest pates by

throwing all the different ingredients into the processor bowl and pressing the "on"

button. Magic! The machine even chops meat for use in special hors d'oeuvres and

other party dishes. Because the machine does the hard part, I have some energy to

spare. Instead of guests finding a weary, exhausted soul greeting them at the door,

they see a wide-awake, energetic hostess.

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ADDING&ADJECTIVES&

Exercise 8: Complete the following sentences by adding an adjective in the blank. The following adjectives come before the noun or pronoun they modify. Example: The red car was parked in front of the tiny house. 1. My________friend met me at the movies.

2. The________cat walked along the high beam.

3. The________quarterback led his team to victory in the last minute of the game.

4. Our________walk on the beach was interrupted by a light rain.

5. The________house contained five bedrooms, an outdoor patio and billiard room.

6. The________property had a large guesthouse, a pool and an ocean view.

7. The________river was overflowing.

8. She wore the prettiest________dress.

9. ________lights filled the street.

10. San Diego has a________zoo.

11. France has many________museums.

12. I like________food.

13. ________book has colorful pictures of the English countryside.

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ADDING&ADJECTIVES&

Exercise 9: The following adjectives modify the subject and follow the linking verb. Example: That English class was full. 1. My mom is smart, but my dad is_______.

2. The teacher was well-intentioned, but he was________.

3. My summer vacation was________.

4. She acts very talkative, but she seems________.

5. We were________after shopping all afternoon.

6. The movie was________, but I enjoyed it nevertheless.

7. These apples are________.

8. Her shoes are________.

9. I am________.

10. The movie was________.

11. His singing is________.

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ADJECTIVES&

Exercise: 10 Adjectives make your writing more colorful and interesting. The more adjectives you use, the more intriguing the writing will be to the reader! Fill in the blanks with adjectives.

EX: She always wears colorful designer clothes to school.

1. I met my___________ friend in high school. We found that we had a lot in

common. Like me, she is______________and________________.

2. Yesterday, I went to the mall and bought a______________

_______________dress. It was_____________, but I purchased it anyway.

3. This summer I am planning on going to Hawaii for summer vacation. I

heard that the weather in Hawaii is_____________and_____________. I

hope to see the___________vegetation and the____________ocean.

4. On Saturday, I went out with the most___________and____________ jerk

I had ever met. A friend had set me up with a_____________date. His hair

looked____________and his nails were ______________. First of all, he

was____________; then he didn't want to pay for the___________ dinner.

To top it off, he made me walk home in my_________ shoes and

_________dress. That was one of the________experiences in my

_____________life! No more____________dates for me!

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5. One of my______________hobbies is playing volleyball. It is a

__________and___________sport. I get to be outside in the_______ air

and spend ___________time with my friends. Once a week we play

at_________ beach, so I can get a__________tan and even

lose____________pounds. It is a____________to stay in

__________shape.

6. As soon as I walked into the__________room, I knew something was

wrong. The shades were___________and the air smelled___________. I

could make out a___________shadow on the__________couch, but it

didn't move. What was going on? I felt____________and____________.

All of a sudden, the_________shadow started to make a___________

sound, and I ran out of the__________room as fast as I could. I think my

____________friends were just playing a_________joke on me.

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5. Identifying Adverbs

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128

Adverbs Adverbs describe or modify verbs, adjective and other adverbs. Some students find adverbs confusing because of this. But only adjectives and adverbs describe other words, and adjectives are simple because they describe only nouns and pronouns, so if a word is describing a word which is not a noun or pronoun, you can assume it is an adverb.

Adverbs and Verbs An adverb will show how or when something happens. I run slowly. He sang loudly. Yesterday, John bought a beer.

Adverbs and Adjectives The house is very big. Big is an adjective because it describes the house, and very is an adverb because it says how big. My totally brilliant teacher entered the room. Brilliant is an adjective because it describes teacher, and totally is an adverb because it says how brilliant.

Adverbs and other Adverbs Ruth runs very quickly. Quickly is an adverb because it says how she ran, and very is an adverb because it says how quickly. They sang extremely well. Well describes how they sang, and extremely says how well. Note: Some adverbs end with "ly," but not all do, and not all words that end with "ly" are adverbs.

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LOCATING&ADVERBS&

Exercise 1: Directions: Circle each adverb in the sentences below. 1. I really wanted to tell him that he had been too generous.

2. The bell rang so loudly; we all jumped suddenly in our seats.

3. The business deal weighed heavily on George's mind because it was very important to the life of his company.

4. Tomorrow is the first day of the rest of your life; use it well.

5. Janet liked to study early in the day while Janine preferred studying later.

6. I could barely hear him because his voice was extremely low.

7. The car narrowly escaped being hit by a large truck yesterday on the 101.

8. The students were quite annoyed when the professor gleefully announced a surprise quiz.

9. The farmers were outside in the fields when a terrible storm suddenly arose.

10. If I really wanted to be a part of the deal, I had to invest now.

11. Television programming is usually based on extensive viewer surveys.

12. He did so well on the test because he had studied thoroughly.

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LOCATING&ADVERBS&

Exercise 2: Directions: Circle each adverb below. 1. I am often confused during Professor Jordan's lectures because he speaks so

rapidly.

2. Tomorrow, I only need you at work for two hours.

3. She was lonely but would rarely try to make new friends.

4. I made a very ghastly mistake when I introduced Roger to my best friend.

5. Sonya almost screamed when the nurse ripped violently at the bandage on her severely burned right arm.

6. She was quite different than initially expected.

7. Dramatically worded passages can profoundly affect a reader.

8. What an unbelievably grisly tale he told of his recent brush with death.

9. I could easily see that she was obviously mistaken about who was in the office earlier that day.

10. Susie unknowingly left the door open, and her kitten happily ran outside to play in the yard.

11. My boss begrudgingly gave me a raise for working excessively long hours on the very profitable program.

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LOCATING&ADVERBS&

Exercise 3: Directions: Circle each adverb in the sentences below. 1. The witness only gave a very vague description of the person who robbed her

yesterday.

2. I really wanted to speak to him directly, but his secretary abruptly took the message and rudely said he would call me later.

3. Today, I had so many errands that I was completely exhausted by the end of the day.

4. People often do not truly realize the importance of courtesy in everyday life.

5. Sometimes I become so tense that I must stop my usual routine to deliberately and thoroughly relax.

6. This dessert is too fattening for me, but I will exercise diligently early tomorrow morning.

7. It was a very lovely party which everyone truly enjoyed.

8. The little boy's mother bravely told the story of the heartbreakingly tragic accident to hopefully prevent other children from being seriously injured.

9. The ballerina gracefully leaped into the air and skillfully landed on only one foot.

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LOCATING&ADVERBS&

Exercise 4: Directions: Circle each adverb in the paragraph below. There are 20 adverbs. With respect to taking medicine or getting treatment, different people have some

very different ideas. I, for one, have always fainted when I have gotten an

injection. Once I actually thought I was going to "make it" after getting a tetanus

shot. I marched proudly through the hospital doors, but as I neared the car, I

suddenly felt dizzy and fainted, falling limply into the thorny bushes. I would be

incredibly happy to learn that all medication could be given orally. But, there are

those people who cannot swallow a pill in any form and would much rather have

an injection. This is hard for me to comprehend because pills simply never bother

me. Medical research has greatly improved the way that medication is given for

some ailments. Astronauts, for example, can now receive a continuous supply of

medication for motion sickness from a small, specially treated bandage which

adheres to the skin. I just wish researchers would dispose of needles completely! I

would certainly prefer a simple bandage to a nasty shot.

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ADVERBS&

Exercise 5: Complete the following sentences by adding an adverb in the blank. The following adverbs modify verbs. Example: Bob runs fast. 1. I can dance__________.

2. The sun sets____________.

3. Our vacation ended____________.

4. The evening progressed____________.

5. The mystery unfolded____________.

6. My plans unraveled____________.

7. The cat ran up the stairs____________.

8. The sun shone____________.

9. The salesperson banged____________ at the door.

10. The teacher spoke____________to the class.

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MORE&ADVERBS&

Exercise 6: Complete the following sentences by adding a adverb in the blank. The following adverbs modify other adverbs: Example: Bob runs very fast. 1. My brother fights_____well that he beat the champ.

2. She surfs ________well.

3. He plays football________incredibly.

4. The hurricane arrived________violently.

5. The Broadway play opened________extravagantly.

6. The crowds in the stadium cheered________energetically.

7. Her brother was________late for the game.

8. Elisha drove________carefully to work.

9. Barbara danced________beautifully to the song.

10. The owner spoke________often about the incident.

11. Janice draws________on a canvas.

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MORE&ADVERBS&

Exercise 7: Complete the following sentences by adding an adverb in the blank. The following adverbs modify adjectives: Example: My mom is very smart. 1. The_____fast car crashed into the lake.

2. My boyfriend is________hard-working.

3. The________difficult test made me anxious.

4. The________beautiful dancer received a lot of attention.

5. Sheila's____new car rides comfortably.

6. His mother wrote a______lovely letter to the president.

7. The____fast motorcycle slid into the fence.

8. Time is____short when you're having fun.

9. He was sad and_____lonely on the island.

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6. Identifying Prepositions

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Prepositions

Prepositions are words that form phrases with nouns and pronouns. They show relationships in space and time with their object noun or pronoun and in some other parts of the sentence. There are many prepositions. Some common examples are: on, in, under, around, to, around, over, behind, after, before, through, from, with, (see following list for more examples) After dinner, we took a nap. We went around the corner to find the store. Over the mountains and through the woods, to grandmother's house we go. Each prepositional phrase starts with the preposition and ends with the first noun (or pronoun) you see after each preposition. This is the object of the preposition. Note: The subject of the sentence cannot be the object of the preposition.

Infinitives

The preposition to is different from all the other prepositions. The word to makes prepositional phrases when it is followed by a noun or pronoun, but it forms a different kind of phrase when it is followed by a verb. This is called an Infinitive Verb, which expresses the idea of the action of the verb without being the actual verb of the sentence. I was waiting to eat until my mom came. The infinitive verb is to eat. The verb of the sentence is was waiting, not eat. I went to the store for milk. To the store is a prepositional phrase because it is followed by the noun store, not by a verb.

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PREPOSITIONS! This list contains most of the prepositions used in English.

Prepositions about behind during of till above below ere off to across beneath except on toward after beside excepting out under against besides for outside underneath along between from over until alongside beyond in past unto amid but inside per up among by into save upon around concerning like since with at despite near regarding within before down notwithstanding through without throughout

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PREPOSITIONS Exercise 1: Directions: Put parentheses around each (prepositional phrase). Put brackets around each [infinitive phrase] in the sentences below. 1. On Sunday, my family will drive to San Francisco to visit my sister.

2. After class, I have to meet my counselor in the library.

3. Can you see through this fog?

4. A number of people worked in the vicinity of that factory on the edge of town.

5. Let's keep this secret between us.

6. I did not object to his idea about the new project.

7. During the intermission, everyone dashed to the refreshment stand at the front

of the theater.

8. Inflation causes economic hardship for many people in all parts of the world.

9. In the middle of my recital someone burst into tears.

10. To me, a drive by car is very enjoyable.

11. He accepted the award on behalf of his friend.

12. The campgrounds swelled with tourists from every city in the surrounding

area.

13. One way to succeed is through hard work.

14. She tried to laugh but couldn't.

15. The professor tried to explain the complicated graph for his students.

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PREPOSITIONS Exercise 2: Directions: Put parentheses around each (prepositional phrase). Put brackets around each [infinitive phrase] in the sentences below. 1. I have always wanted a real make-over by a professional make-up artist.

2. Lean meats are healthy for a person to eat on a regular basis.

3. A good sense of humor is helpful for your general outlook on life.

4. The homeless man near our home was starting to bother us.

5. With a solid foundation in mathematics, I found the chemistry and physics

readings easier to comprehend.

6. The tree in our backyard began to lose its leaves early in the fall.

7. I have had nothing to eat since breakfast, and I am starting to feel faint.

8. One should not eat before swimming.

9. Besides English, I am taking four classes at SMC.

10. We divided the profit among us.

11. During spring break, I will take a trip to my home country, Japan.

12. My friend loves to have eggs and toast for breakfast.

13. The flowers along the fence started to wilt.

14. English grammar is difficult to understand for me because I am from another

country.

15. The detective had to track the suspect through three states to catch him.

16. I finally found my shoes from last year's sale on the shelf in my mother's

closet.

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PREPOSITIONAL&PHRASES! Exercise 3: Directions: Put parentheses around each (prepositional phrase). Put brackets around each [infinitive phrase] in the sentences below. 1. One of my sons is taking his exams for entrance to USC.

2. I wanted to hear the lecture, so I asked him to drive me to the lecture hall.

3. If you walk through that door and stop at the end of the hall, you will reach

your destination.

4. During the rehearsal, the violin section was plagued with trouble from broken

strings and squeaky chairs.

5. When my children went to Disneyland on Saturday, they had a wonderful time

in the Magic Kingdom.

6. Joseph went beyond the bounds of acceptable behavior at the party.

7. The ball rolled underneath the table where I was unable to get it.

8. I had to ask him to talk louder because his voice was very weak.

9. One of the most controversial issues in the U.S. media today is free expression.

10. As I studied late on Monday, I heard voices in the alley under my window.

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PREPOSITIONAL&PHRASES! Exercise 4: Direction: Put parentheses around each (prepositional phrase). Put brackets around each [infinitive phrase] in the sentences below. 1. Several of his friends from work gave a party in his honor on Friday.

2. With no warning, Horace left his job of twenty years for a the life of a standup comic.

3. It was so crowded in the elevator that it was impossible to breathe.

4. In order to pass a class with a decent grade, a student needs to be diligent and hardworking throughout the semester.

5. Thanks to his weird sense of humor, his joke went entirely over my head.

6. One of my dearest friends from high school is coming to visit me for two weeks.

7. The Beatles took the country by storm in the early 1960's.

8. "Over the river and through the woods to grandmother's house we go" is the first line of a popular holiday song.

9. Humor can be a source of release and pleasure for many people who are tense and burdened with problems.

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PREPOSITIONAL&PHRASES! Exercise 5: Directions: Put parentheses around each (prepositional phrase). Put brackets around each [infinitive phrase] in the sentences below. 1. Several of my friends and family gave a party for me, and I was delighted to be

the guest of honor.

2. I heard a very strange noise coming from the back of the house, so I decided to investigate the source of the sound.

3. During the course of the lecture, several of the students began to yawn; in fact, a few of them actually slept.

4. Is it possible for you to go with me to the doctor because I hate to go alone?

5. More students are in attendance at SMC during the fall semester, so the campus tends to be more crowded.

6. At the end of the day, I was so tired that I fell asleep on the bed by 7 pm.

7. On some days the traffic on the freeway moves smoothly; however, on other days it is impossible to make any progress.

8. Currently, continuing students are in the process of registering for the summer session which will start on June 19th.

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PREPOSITIONAL&PHRASES! Exercise 6:

Directions: Put parentheses around each (prepositional phrase). Put brackets around each [infinitive phrase]. 1. One of my sisters is getting married at the end of the week.

2. Do you want to go to the dance with me?

3. She placed her book bag under the table near her feet so that it would not cause anyone to trip.

4. At the turn of the century, American life was much different than it is today.

5. I slipped out during the intermission because I wanted to get something to drink at the snack bar in the lobby of the theater.

6. I needed to talk to a counselor about transferring to UCLA in the spring.

7. A set routine is an important part of an efficient lifestyle for students because it allows them to meet their obligations in school.

8. The hubcap had fallen off the car and dropped by the side of the road, but the driver was not aware of this situation.

9. The book included many facts in its appendix at the end of the text.

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PREPOSITIONAL&PHRASES&IN&A&TEXT! Exercise 7: There are 20 prepositions in the paragraph below. Sixteen of them form prepositional phrases. Put parentheses around each (prepositional phrase). Four of the prepositions form infinitive phrases. Put brackets around each [infinitive phrase].

A burgoo is a type of thick stew which was once quite popular in America. In fact,

the burgoo was served for many years during the late 19th century in Kentucky for

the Kentucky Derby. Basically, a burgoo consists of an enormous variety of

ingredients. It would not have been unusual for a cook to put chicken, lamb, veal,

beef, pork, and even squirrels in the stew. To add to the meats were tomatoes,

butter beans, carrots, corn, okra, celery, onions, and potatoes. All of these

ingredients were cooked slowly to enhance the wonderful medley of flavors. By

the time it was ready to serve, the burgoo was thick and hearty and a definite hit

with the Derby goers.

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INFINITIVE&VERBS

Exercise 8: Directions: locate and circle all infinitive phrases. 1. I have to get gas and drop off my daughter before I go to work.

2. It is not necessary to sign up for this class.

3. Do you know how to speak or read Chinese?

4. Tell me what you want me to do this afternoon.

5. My sister knows how to play piano and how to play tennis.

6. This is too much work to do for one person.

7. Don't forget to call me after you are done with your paper.

8. The student wanted to enroll in your class, but it was closed.

9. "To be or not to be" is a famous quote.

10. My daughter hates to do laundry but loves to shop.

Now fill in the blank with your own infinitive phrases.

1. After this class, I need__________________my mother.

2. Do you know how________________ Spanish?

3. It is too late_____________ dinner.

4. Some of my chores at home are to clean my room and__________ the dog.

5. I forgot_____________my bills on time.

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PREPOSITIONAL&PHRASES! Exercise 9: Fill in prepositional phrases. EX: Last night we went to the mall and had a delicious dinner at an Italian restaurant. 1. The police offered a reward_______________________.

2. The warm sunshine felt good_________________________.

3. The sports announcer talked non-stop_____________________.

4. Yesterday evening____________we went__________to play football.

5. I left my sneakers__________________ ____________________.

6. The children ran________________to catch the ball.

7. The books_______________belong_________________.

8. It is important to drink water____________________.

9. The student left his work___________and had to stay______________.

10. The jewelry store________________closed_____________________.

11. Sheila reads____________________every night__________________.

12. My watch is either___________________or____________________.

13. I have to shampoo my dog___________________.

14. When the students arrived _____________, they were told to report

15. Susan told her brother she needed to go_________________ and would be late___________________.

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7. Identifying

Subjects and Verbs

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Identifying the Subject and Verb The subject of the sentence is the noun or pronoun that is doing or being something. It is the thing that completes the action of the verb. The verb of the sentence is the action or linking verb which goes with the subject. The verb must have a tense (like past or present).

Action Verbs John ran a race. John is the subject, and ran is the action he is doing. Note ran is past tense.

I will buy drinks for everyone. I is the subject, and will buy is the action I will be doing. Note will buy is future tense.

Verbs can be one word (present and past tense), or two or more words (like future tense, progressive tense or perfect tense).

Linking Verbs Paul is my brother.

Paul is the subject of the linking verb is. The linking verb connects Paul with the other noun brother.

Chris seemed happy to be home.

Chris is the subject of the linking verb seemed. The linking verb connects Chris to the adjective happy.

Note: The subject cannot be in a prepositional phrase. Some students find it useful to cross out all prepositional phrases to check the grammar on a sentence.

One of the students took my book.

The subject is the pronoun one, not students, which is the object of the preposition of.

When a sentence starts with there, the subject will be after the verb. There is not the subject.

There are three students in the lab.

Who are in the lab? The subject is students, not there. Three students are in the lab.

Questions look a little different.

Did you do your homework?

Notice that the subject you is in between the helping verb (did) and the main verb (do).

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IDENTIFYING&THE&SUBJECT&AND&THE&VERB! Exercise 1: Underline the Subject once and the Verb twice. Put parentheses ( ) around Prepositional Phrases and brackets [ ] around Infinitives. 1. I boycott all movies about gremlins and chain saws.

2. My brother practices piano every day for an hour and hates every minute of it.

3. Yesterday, I promised to buy lunch at Johnny Rockets for my best friend.

4. Last Saturday, Sarah and her sister decided to stay up all night to watch the sunrise on Sunday morning.

5. The springs in the front seat of my old VW Bug are beginning to poke through the upholstery.

6. My dog was sick last night and would not eat any of her dog food.

7. The members of the Anthropology Club invited a prominent Egyptian scholar to their next meeting.

8. Many people donated money and medical supplies to help the victims of the recent tsunami disaster.

9. Every day, I see two Golden Retrievers wandering without their owner down the sidewalk near my home.

10. Originally, I was going to leave work early in the afternoon after my second class.

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IDENTIFYING&THE&SUBJECT&AND&THE&VERB! Exercise 2: In the first blank write the subject/subjects and in the second blank write the complete verb/verbs. 1. The doctors were speaking gently to the parents of the little girl.

Subj.____________________ Verb____________________

2. A rumor has been spreading about the possible closing of the plant.