Welcome to the Unit 9 Seminar for KU 121! Topic: Polishing and Editing your Autobiography Professor: Ann Meek, PhD

Welcome to the Welcome to the Unit 9 Seminar Unit 9 Seminar

for KU 121!for KU 121!Topic: Polishing and Editing Topic: Polishing and Editing

your Autobiographyyour Autobiography

Professor: Ann Meek, PhD.Professor: Ann Meek, PhD.

Completing the Revision Completing the Revision and Editing Processand Editing Process

In Unit 8, we received feedback from In Unit 8, we received feedback from the Writing Center on our rough the Writing Center on our rough draft of our autobiography project. draft of our autobiography project. This week, we will use that feedback This week, we will use that feedback to make the final changes to our to make the final changes to our project, do a final proofreading, and project, do a final proofreading, and submit our completed autobiography submit our completed autobiography to the Unit 9 Final Project dropbox. to the Unit 9 Final Project dropbox.

Project TimelineProject Timeline Unit 3: Identify your dream job in discussion and Unit 3: Identify your dream job in discussion and

complete and post your Pre-Writing to the dropbox.complete and post your Pre-Writing to the dropbox. Unit 4: Write and post your outline to the dropboxUnit 4: Write and post your outline to the dropbox Unit 5: Write and post your autobiography Unit 5: Write and post your autobiography

introduction to the dropboxintroduction to the dropbox Unit 6: Write and post your 3 autobiography body Unit 6: Write and post your 3 autobiography body

paragraphs to the dropbox paragraphs to the dropbox Unit 7: Submit your completed Rough Draft to the Unit 7: Submit your completed Rough Draft to the

dropbox and send a copy to the Writing Center dropbox and send a copy to the Writing Center Unit 8: Submit Writing Center feedback report to the Unit 8: Submit Writing Center feedback report to the

dropboxdropbox Unit 9: Complete and post Final version of your Unit 9: Complete and post Final version of your

autobiography to the dropboxautobiography to the dropbox

Five Paragraph EssayFive Paragraph Essay

I. Introduction – this is your identification (location, I. Introduction – this is your identification (location, company, job title, etc.) Thesis sentence is the last company, job title, etc.) Thesis sentence is the last sentence of paragraph one.sentence of paragraph one.

II. Body paragraph 1: Personal details (professional level) II. Body paragraph 1: Personal details (professional level) – age, family, hobbies and interests. Remember – do – age, family, hobbies and interests. Remember – do not include any overly personal or inappropriate details.not include any overly personal or inappropriate details.

III. Body paragraph 2: Educational background – include III. Body paragraph 2: Educational background – include program at Kaplan (pretend you already have received program at Kaplan (pretend you already have received your degree)your degree)

IV. Body paragraph 3: Professional experiences and IV. Body paragraph 3: Professional experiences and background – any related work you have done or background – any related work you have done or achievements and awardsachievements and awards

V. Concluding paragraph – the final paragraph in the V. Concluding paragraph – the final paragraph in the essay, wrapping up your overall topic.essay, wrapping up your overall topic.

Making Final RevisionsMaking Final Revisions

The key to successfully The key to successfully polishing your writing – polishing your writing – eliminating grammar errors, eliminating grammar errors, spelling mistakes, typos, etc. spelling mistakes, typos, etc. – is time. Here are some – is time. Here are some helpful techniques to ensure helpful techniques to ensure your editing is complete…your editing is complete…

First, take the time to First, take the time to use the tools at your use the tools at your disposal. Most word disposal. Most word processing programs processing programs

have spelling and have spelling and grammar checks. Set the grammar checks. Set the spelling check to formal spelling check to formal and make corrections as and make corrections as you go. After each edit, you go. After each edit, run the spelling check.run the spelling check.

Second, print a hard copy Second, print a hard copy to review. Double or triple to review. Double or triple

space this copy. Read it space this copy. Read it carefully then put it aside carefully then put it aside

for at least twenty-four for at least twenty-four hours. Move a ruler down hours. Move a ruler down one line of the text at a one line of the text at a

time and read what is on time and read what is on each line. You will be each line. You will be

amazed how many amazed how many additional mistakes you additional mistakes you

find after that time. find after that time.

Third, take your hard Third, take your hard copy and read it out copy and read it out

loud. You can read to a loud. You can read to a friend, coworker or peer friend, coworker or peer

or just read it to or just read it to yourself. Many times we yourself. Many times we will hear mistakes and will hear mistakes and

logic errors more quickly logic errors more quickly than by reading them than by reading them

silently.silently.

Fourth, print another hard copy Fourth, print another hard copy and have a highlighter in hand. and have a highlighter in hand.

StartingStarting with the last sentence on with the last sentence on the last page, read this sentence the last page, read this sentence

out loud. If it sounds out loud. If it sounds grammatically correct and logical grammatically correct and logical to you, highlight it and move on to to you, highlight it and move on to the sentence just preceding this the sentence just preceding this one. Proceed on until you end up one. Proceed on until you end up at the first sentence on the first at the first sentence on the first page. The goal here is to “break page. The goal here is to “break

up” the sequence of thoughts and up” the sequence of thoughts and focus only on the sentences focus only on the sentences

themselves. Those sentences that themselves. Those sentences that you didn’t highlight are those you you didn’t highlight are those you

need to focus on to improve need to focus on to improve clarity.clarity.

Revising and Editing Revising and Editing Your EssayYour Essay

What to look for…What to look for… Proper topicProper topic A correct thesis sentenceA correct thesis sentence The five paragraph formatThe five paragraph format Clear connection between thesis sentence and three Clear connection between thesis sentence and three

body paragraphs (thesis is the last sentence in 1body paragraphs (thesis is the last sentence in 1stst paragraph)paragraph)

Appropriate word count (500 words for this essay)Appropriate word count (500 words for this essay) Complete paragraphs of no less than five sentences Complete paragraphs of no less than five sentences

eacheach Appropriate transitions between paragraphsAppropriate transitions between paragraphs Third person (no “I” or “you)Third person (no “I” or “you)

More to Look for…More to Look for… Double spacingDouble spacing 12 point black font12 point black font Indent paragraphs 5 spacesIndent paragraphs 5 spaces Run-on sentencesRun-on sentences Sentence fragmentsSentence fragments Subject-verb agreementSubject-verb agreement Clarity of sentencesClarity of sentences Misspelled or misused wordsMisspelled or misused words Correct use of commas and other Correct use of commas and other

punctuationpunctuation

Sentence-Level EditingSentence-Level Editing

Do I have any short, choppy sentences? Do I have any short, choppy sentences? Do I have any excessively long, hard-to-Do I have any excessively long, hard-to-

understand sentences that lose focus? understand sentences that lose focus? Do all my sentences have clear subjects and Do all my sentences have clear subjects and

verbs? verbs? Do all my sentences have capitalized beginning Do all my sentences have capitalized beginning

words? words? Do all my sentences have correct ending Do all my sentences have correct ending

punctuation? punctuation? Do I have any comma splices, fragments or Do I have any comma splices, fragments or

fused (run-on) sentences?fused (run-on) sentences?

Word-Level EditingWord-Level Editing

Do I have any misused words or Do I have any misused words or words with unclear meaning? words with unclear meaning?

Do I have general nouns that I could Do I have general nouns that I could replace with more specific nouns?replace with more specific nouns?

Do I overuse any words or phrases? Do I overuse any words or phrases? Have I run spell check on my essay? Have I run spell check on my essay? Are all proper nouns and names Are all proper nouns and names

capitalized?capitalized?

Editing for FormatEditing for Format Is the entire essay in double spacing format? Is the entire essay in double spacing format? Do I indent all paragraphs 5 spaces? Do I indent all paragraphs 5 spaces? Are my name, my essay title and my class/section Are my name, my essay title and my class/section

clearly identified on the first page? clearly identified on the first page? Did I avoid using bullets, numbered items, lists Did I avoid using bullets, numbered items, lists

and other non-paragraph forms within the essay? and other non-paragraph forms within the essay? Are there no odd spacings, misused italics, or Are there no odd spacings, misused italics, or

other non-standard formattings? other non-standard formattings? Is my font in 12 point in black? Is my font in 12 point in black? Is my essay saved to a Microsoft Word Is my essay saved to a Microsoft Word

document?document?

Unit 9 Project GradingUnit 9 Project Grading

This project is the final version This project is the final version of your essay. It is worth 250 of your essay. It is worth 250 points, which is 25% of the total points, which is 25% of the total number of points available in the number of points available in the course. course.

From the Unit 9 Project From the Unit 9 Project Grading Rubric:Grading Rubric:

Content: Worth 100 pointsContent: Worth 100 points These are the “A” level requirements for These are the “A” level requirements for

Content:Content:

Includes 5 well-developed paragraphs of 5-7 Includes 5 well-developed paragraphs of 5-7 sentences each (introduction, body and sentences each (introduction, body and conclusion); paragraphs have appropriate conclusion); paragraphs have appropriate topic sentences, transitions, and supporting topic sentences, transitions, and supporting details; paragraph topics and order adhere to details; paragraph topics and order adhere to the project description; length totals at least the project description; length totals at least 500 words.500 words.


Organization and Formatting: Worth 100 Organization and Formatting: Worth 100 pointspoints

These are the “A” level requirements for These are the “A” level requirements for Organization and Formatting:Organization and Formatting:

Should be very well-ordered and logical; Should be very well-ordered and logical; main concepts are easy to understand; main concepts are easy to understand; included a title page; double-spaced text, included a title page; double-spaced text, Arial or Times New Roman font, and 12 Arial or Times New Roman font, and 12 point font size.point font size.


Mechanics: Worth 50 pointsMechanics: Worth 50 points These are the “A” level requirements These are the “A” level requirements

for Mechanics:for Mechanics:

Final Draft is free of errors; grammar, Final Draft is free of errors; grammar, punctuation and spelling helped to punctuation and spelling helped to clarify the meaning; student’s meaning clarify the meaning; student’s meaning is clearly communicated; slang, text is clearly communicated; slang, text language, and other non-standard language, and other non-standard language is avoided. language is avoided.

Common Grammatical Common Grammatical ErrorsErrors

Commonly Confused Commonly Confused WordsWords

Then/ThanThen/Than Accept/ExceptAccept/Except Now/KnowNow/Know Knew/NewKnew/New To/Too/TwoTo/Too/Two There/Their/They’reThere/Their/They’re Your/You’reYour/You’re Threw/ThroughThrew/Through Sit/SetSit/Set Affect/EffectAffect/Effect Who/WhomWho/Whom

Find the Correct WordFind the Correct Word

1.1. Roses are prettier (than, then) weeds.Roses are prettier (than, then) weeds.

2.2. I (accept, except) your proposal.I (accept, except) your proposal.

3.3. I (now, know) you will be with me.I (now, know) you will be with me.

4.4. Nick said Mary will be going (to, two, too).Nick said Mary will be going (to, two, too).

5.5. (They’re, Their, There) not telling the story.(They’re, Their, There) not telling the story.

6.6. We are having a party for (your, you’re) birthday.We are having a party for (your, you’re) birthday.

7.7. I have something for you when you get (threw, I have something for you when you get (threw, through).through).

8.8. Please (sit, set) the vase on the table.Please (sit, set) the vase on the table.

9.9. The final (affect, effect) of the drug was positive.The final (affect, effect) of the drug was positive.

10.10. (Who, Whom) told you we were coming?(Who, Whom) told you we were coming?

More Commonly Confused More Commonly Confused WordsWords

Seen/saw: these verbs are often used Seen/saw: these verbs are often used incorrectly. Incorrect: “I seen him last incorrectly. Incorrect: “I seen him last night.” Correct: “I saw him last night.”night.” Correct: “I saw him last night.”

A lot/alot: “a lot” is not one word, it is A lot/alot: “a lot” is not one word, it is two separate words.two separate words.

Use/used: it should be written as “We Use/used: it should be written as “We used to have fun”, not “We use to have used to have fun”, not “We use to have fun.”fun.”

Nowadays/now and days: the correct Nowadays/now and days: the correct term is “nowadays”.term is “nowadays”.


Don’t/doesn’t: use “don’t” with plural Don’t/doesn’t: use “don’t” with plural nouns and “doesn’t” with singular nouns and “doesn’t” with singular nouns. “I don’t; he doesn’t.”nouns. “I don’t; he doesn’t.”

May/can: may expresses permission, May/can: may expresses permission, can expresses ability. “May I have a can expresses ability. “May I have a cookie?” “She can bake cookies.”cookie?” “She can bake cookies.”

Good/well: good is an adjective telling Good/well: good is an adjective telling “what kind”; well is an adverb telling “what kind”; well is an adverb telling “how”. “She is a good cook.” “She “how”. “She is a good cook.” “She bakes well.”bakes well.”


Bad/badly: bad is an adjective used with Bad/badly: bad is an adjective used with linking verbs; badly is an adverb used with linking verbs; badly is an adverb used with action verbs. “That apple is bad.” “We action verbs. “That apple is bad.” “We played badly.”played badly.”

Beside/besides: beside means “by the side Beside/besides: beside means “by the side of”; besides means “in addition to”. “The of”; besides means “in addition to”. “The car is parked beside the house.” “Besides car is parked beside the house.” “Besides the car, she owns the house, too.”the car, she owns the house, too.”

Try to/try and: “try to” is correct, “try and” Try to/try and: “try to” is correct, “try and” is incorrect. “I will try to take care of it.”is incorrect. “I will try to take care of it.”

Types of SentenceTypes of Sentence

1.1. Declarative sentences make a statement Declarative sentences make a statement and are followed by a period.and are followed by a period.

2.2. Interrogative sentences ask a question Interrogative sentences ask a question and are followed by a question mark.and are followed by a question mark.

3.3. Imperative sentences express a Imperative sentences express a command or request and are followed by command or request and are followed by a period.a period.

4.4. Exclamatory sentences express strong Exclamatory sentences express strong emotion and are followed by and emotion and are followed by and exclamation point. exclamation point.

What Type of Sentence?What Type of Sentence? For each sentence below, indicate For each sentence below, indicate

whether it is declarative, interrogative, whether it is declarative, interrogative, imperative, or exclamatory.imperative, or exclamatory.

1.1. What do you consider a fair priceWhat do you consider a fair price2.2. Do not leave books lying on the floorDo not leave books lying on the floor3.3. What a cold day it isWhat a cold day it is4.4. Roger, where have you beenRoger, where have you been5.5. I bought this shirt in FloridaI bought this shirt in Florida6.6. How did I manage to reach this goalHow did I manage to reach this goal7.7. My desk is always clutteredMy desk is always cluttered8.8. Would you please call me backWould you please call me back

Parallel ConstructionParallel Construction In correct parallel construction, related ideas are In correct parallel construction, related ideas are

presented in a similar, balanced, or parallel way. presented in a similar, balanced, or parallel way. Ideas that are parallel should be expressed in the Ideas that are parallel should be expressed in the same grammatical form.same grammatical form.

Correct: I like swimming and playing tennis.Correct: I like swimming and playing tennis.Incorrect: I like to swim and playing tennis.Incorrect: I like to swim and playing tennis. When comparing or contrasting, make sure that When comparing or contrasting, make sure that

your comparison is clear and don’t leave out your comparison is clear and don’t leave out words.words.

Correct: Some people think that drinking alcohol is Correct: Some people think that drinking alcohol is worse than taking drugs.worse than taking drugs.

Incorrect: Some people think that drinking alcohol Incorrect: Some people think that drinking alcohol is worse than drugs.is worse than drugs.

How would you correct How would you correct these?these?

1.1. We like eating, dancing, and to go We like eating, dancing, and to go places.places.

2.2. I got the job because of my ability, I got the job because of my ability, experience, and I could be assertive.experience, and I could be assertive.

3.3. I like walking better than to run.I like walking better than to run.

4.4. Yesterday I went shopping and rode a Yesterday I went shopping and rode a bicycle.bicycle.

5.5. I would rather live in the mountains I would rather live in the mountains than living at the beach.than living at the beach.

Double NegativesDouble Negatives

These words: no, not, hardly, scarcely, These words: no, not, hardly, scarcely, seldom, non, and nothing – are seldom, non, and nothing – are negatives. If you use two negatives, negatives. If you use two negatives, you make a double negative.you make a double negative.

Example:Example: Correct: There wasn’t anything left for us.Correct: There wasn’t anything left for us. Incorrect: There wasn’t nothing left for us.Incorrect: There wasn’t nothing left for us.

Which is Correct?Which is Correct?

1.1. We couldn’t see (nothing/anything) We couldn’t see (nothing/anything) there.there.

2.2. We didn’t have (no/any) supper.We didn’t have (no/any) supper.

3.3. There weren’t (no/any) clouds that day.There weren’t (no/any) clouds that day.

4.4. Wasn’t (anybody/nobody) home?Wasn’t (anybody/nobody) home?

5.5. I haven’t done (any/none) of my work.I haven’t done (any/none) of my work.

6.6. Hardly (nothing/anything) pleases her.Hardly (nothing/anything) pleases her.

Grammar Practice: Grammar Practice: Possessive PronounsPossessive Pronouns

The following pronouns indicate The following pronouns indicate possession or ownership. You do not use possession or ownership. You do not use an apostrophe with them.an apostrophe with them.

My, mineMy, mine His, her, hersHis, her, hers Their, theirsTheir, theirs WhoseWhose Your, yoursYour, yours Our, oursOur, ours ItsIts

Rules for UsingRules for UsingPossessive PronounsPossessive Pronouns

Use a possessive pronoun before a Use a possessive pronoun before a verb ending in verb ending in ing ing which is used as a which is used as a noun in a sentence. For example “I noun in a sentence. For example “I don’t object to his coming to the don’t object to his coming to the party.”party.”

Use mine, yours, his, hers, ours, or Use mine, yours, his, hers, ours, or theirs when the possessive pronoun theirs when the possessive pronoun is used as a noun. For example is used as a noun. For example “Mine is vanilla.”“Mine is vanilla.”

Which is Correct?Which is Correct?

1.1. (Him/His) swimming of the English (Him/His) swimming of the English Channel won him a good bit of Channel won him a good bit of money.money.

2.2. (Who’s/Whose) turn is it to wash (Who’s/Whose) turn is it to wash the dishes?the dishes?

3.3. They disagreed with (me/my) They disagreed with (me/my) telling the full story.telling the full story.

4.4. Will you review (mine/mines)?Will you review (mine/mines)?

Object PronounsObject Pronouns

These pronouns – me, us, it, you, them, These pronouns – me, us, it, you, them, whom, and him – are used as objects. whom, and him – are used as objects. They usually follow a verb or preposition They usually follow a verb or preposition in a sentence. For example “The club in a sentence. For example “The club asked her to join.”asked her to join.”

Don’t use an object pronoun after the Don’t use an object pronoun after the verb “to be” in any of its forms (be, is, verb “to be” in any of its forms (be, is, are):are):

Correct – “The victim could be he.”Correct – “The victim could be he.” Incorrect – “The victim could be him.”Incorrect – “The victim could be him.”

Object Pronoun PracticeObject Pronoun Practice

1.1. The teacher greeted (me/I).The teacher greeted (me/I).

2.2. The winning team could be The winning team could be (them/they).(them/they).

3.3. Mary went to the store with (me/I).Mary went to the store with (me/I).

4.4. Are you as happy as (she/her)?Are you as happy as (she/her)?

5.5. The new supervisors are John and The new supervisors are John and (me/I).(me/I).

6.6. It is (me/I).It is (me/I).

Thank you for coming, Thank you for coming, and thanks for your hard and thanks for your hard

work and effort work and effort throughout the course!throughout the course!

Good luck to all!Good luck to all!

Documents

Welcome to the Unit 9 Seminar for KU 121! Topic: Polishing and Editing your Autobiography Professor: Ann Meek, PhD