Grammar Basics
- The Dreaded FFG (Fails For Grammar)
- Contains an In-Class Exercise
Rewrite Advice
The paragraph is an introduction to the Rebuttal argument. The author argues that fighting in hockey, when it’s retaliatory and conducted by “enforcers” whose job is to dole out justice to bullies who pick fights with star players, actually REDUCES violence and injuries, putting a quick end to the feud by sending the clear message that it will not be tolerated.
The full paragraph is shown below, divided into sentences. Recommended alternatives will be revealed. The replacement sentences, if they’re successful, will:
- Express the author’s convictions in bold, clear language.
- Provide evidence instead of hinting at it.
- Call out the opposition’s flawed conclusions, whatever they are.
No idea comes without a counterargument and this theory remains true in regard to fighting in hockey.
Even the best and truest thesis can be argued, so there are critics of fighting in hockey.
Critics take a surface level look at the violent aspect of the game but fail to appreciate the positivity and safe environment it creates.
They see a drop of blood on the ice, but can’t calculate the carnage that drop of blood prevents.
Without a true deep dive into the understanding of the players’ minds on the ice, the opposition would draw an incorrect impression.
They think the fighter loves the violence, when in fact his role is to prevent it.
Additionally, failing to acknowledge the empirical evidence surrounding fighting is another key flaw in the counterargument.
If they bothered to run the numbers, they’d find that teams with feared enforcers suffer far fewer injuries and lost ice-time than teams that let their players get bullied and pushed around.
While fighting in hockey has advantages both seen and unseen on the ice, critics cite injury, and that hockey glorifies violence leaving a bad example for children and viewers.
They let the hard hits blind them to the benefits of hitting back and retreat to platitudes about teaching kids to misbehave by example.
End-of-Semester Schedule
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- MON DEC 02
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- The first draft of your 3000-word Research Position Paper will be due.
- This is the compilation of your three short 1000-word arguments carefully combined into a single well-reasoned research paper that is the culmination of your semester’s work on a single hypothesis.)
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- MON DEC 02
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- WED DEC 04
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- Your Annotated Bibliography is due.
- We will have reviewed its format and requirements on MON DEC 02.
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- WED DEC 04
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- MON DEC 09
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- Reflective Statements will be due, completing your Portfolio.
- PORTFOLIO DOUBLE-CHECK
- We’ll meet in person at our regular time to Verify your Portfolios for Completion and Compliance. When your Portfolio has been verified, you can schedule your Final Grade Conference.
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- MON DEC 09
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- Grade Conferences by Appointment, on Zoom
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- Conferences will be held on:
WED DEC 11 / THU DEC 12 / MON DEC 16 / TUE DEC 17
- Conferences will be held on:
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- Grade Conferences by Appointment, on Zoom
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- Only 4 classes remain.
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- After today’s.
- Your Drop Dead Portfolio Deadline is just two weeks away.
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- Only 4 classes remain.
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- If you’ve been keeping up.
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- By now you have posted your 3 short arguments (Definition, Causal, and Rebuttal)
- You have a robust Proposal+5 with purposeful summaries of 10-15 mostly academic sources ready to rename as your Annotated Bibliography.
- You’ll have no trouble posting the first draft of your Research Position Paper by MON DEC 02.
- Well, maybe a little trouble, but you’ll manage a decent first draft.
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- If you’ve been keeping up.
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- There are no deadlines for your Short Paper Rewrites.
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- But when your Portfolio is complete and Verified, on MON DEC 09, it will have to include TWO of your THREE short arguments and their Rewrites (Definition/Causal/Rebuttal). You choose which two.
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- There are no deadlines for your Short Paper Rewrites.
Portfolio Tasks
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- Portfolio Task: 3000-word Researched Persuasive Argument
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- DUE MON DEC 02
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- Portfolio Task: 3000-word Researched Persuasive Argument
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- Portfolio Task: Annotated Bibliography
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- DUE DATE WED DEC 04
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- Portfolio Task: Annotated Bibliography
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- Portfolio Task: Self-Reflective Statement
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- DUE DATE MON DEC 09
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- Portfolio Task: Self-Reflective Statement
References
- Advice: Link your titles to the sources
- Technique: Demonstrated
Structure of the Research Paper
- It’s a combination of your 3 Short Arguments, not a new Argument.
- It should not be divided into sections (Definition/Causal/Rebuttal)
- It should not contain 3 introductions (2 internal)
- It should provide References for only those sources actually cited in the 3000-word paper
Annotated Bibliography
- Actual Bibliographic Notations, not just links to your sources.
- Demonstrated.
- Launch the Campbell Library Database
- HOW I WILL USE IT = HOW I USED IT!
Scholarship Revisions
- Grade Levels 2
- An “in reverse” unpacking of dense, content-rich statements into their component parts: backwards advice.
- Stephen Hawking Was Wrong
- Revision advice on how to grab reader attention with bold claims you can actually support.
- A Good Model for Citation and References
- BeezKneez has updated the in-text citations and References section to meet our class standards (even gone beyond our class standards for linking text to the sources).
- Building Refutation Language into your Refutations
- This links to the same post by BeezKneez as the Citation model above. Read the feedback chain for examples of “refuting while reporting” on the claims made by your “opponent.”
Counterintuitive Fall 2024 
Class Notes 11/25/2024
Grammar Rules
Periods and commas go inside the quotes
Than – comparisons
Then- consequence, time
Affect- The verb (The cold does not affect me.)
Effect- The noun (The cold has no effect on me.)
When dealing with plurals
Class Notes: 25 November 2024
Class Notes: 25 November 2024
11/25/24
What Happened:
What I Got:
What I still have Questions about:
Class notes- figure8clementine 11/25/24
Class Notes: 11/25/24
Grammar basics:
-there are 12 rules that David has for his writing, so when our grammar is wrong he will hold us accountable and tell us.
-If confused, refer back to grammar basics. There are many rules that are common knowledge, but also some that many people get wrong.
-Grammar isn’t a set of rules, it’s a description of how we write.
End-of-Semester Schedule:
Grade Conference Appointment:
-allows us to dispute our grade, if we miss this appointment then we can’t dispute it.
-the sooner the conference, the sooner Hodges will have our final grade we can argue. Do not make a conference right away if you want to improve anything or ask for more feedback/ a regrade.
Class Notes-phoenixxxx23
-It’s considered socially insensitive to automatically use male pronouns where a person’s gender is not known.
-Periods and commas go inside the quotes
-When you don’t know what to use, use a simpler version of the word: whom->who, affect->effect
-We always use double quotes, except for the single quote inside double quotes
-We still have some choices to make or Hodges’ rule!
-Subjects must agree in number with their verbs
-Plural pronouns do not have gender
-Plural pronouns is useful while in doubt about gender
–Avoid the gender pronoun, use plural instead
-My thesis is the best and truest, but even this thesis cas critics
It is not possible to make a grammar mistake when it comes to the words there/their/they’re when it comes to a contraction or possessive.
“The reason is because” is repetitive, and repeatedly redundant to state the cause and effect.
Count vs noncount nouns
Use the word number, and not the word amount, to refer or state things that can be counted. Use the word less, not the word fewer to refer to things that cannot be counted.
Always put periods and commas go inside the quotes.
For using affect or effect. mostly you know want to use effect. Affect is a verb while effect is a noun.
When quoting from sources, you single quote in a double quote.
The use of plural of apostrophe s depends on how you want your readers to read.
11/25
Class Notes 11.25.24
Grammar
Monday Dec 02
Wednesday Dec 04
Monday Dec 09
WED DEC 11 / THU DEC 12 / MON DEC 16 / TUE DEC 17
Notes – 11/25/2024
11.25.24
Grammar
11/25/24 class notes
Notes 11/25
College Comp Notes:
Grammar Basics
DUE DATES:
Grade Conferences held WED DEC 11 / THU DEC 12 / MON DEC 16 / TUE DEC 17
Class Notes 11/25/24
Class notes 11/25
Class Notes 11/25
Grammar Basics- Might potentially be failed for grammar. Just know the basics such as they’re/there/their or its/it’s. It and it’s can be confusing because an apostrophe typical mean possessive but not with pronouns.
-Sticking with plural writing can be useful when talking about a person with unknown gender. -Use the word number for things that can be counted and amount for things that cannot be counted.
-Fewer should be used for things that can be counted and less for things that cannot. Periods and commas always go inside the quotes.
-First make the plural, then add ’s, then, if it looks stupid, drop the second “s.” If you need the reader to say the “s” on a name then write it, if not then don’t.
-Affect is a verb while effect is a noun.
-Double Quotes are always used except when a quote is inside another quote we use single. The single quotes look like 6 and 9.
-Subjects must agree in number with their verbs.
-Words such as everybody, anything, someone, and nobody are all singular pronouns but are often believed to be plural.
-We fixed the paragraph together in class which was extremely helpful.
BECAUSE WE’RE ALL LOSING OUR COLLECTIVE MINDS
Class Notes – 11/25/24
Class notes:
Class Notes 11/25/24
Pay attention to basic grammar rules. They do matter even if you probably won’t be failed for them in later life.
Number is for things that can be counted like people in the classroom. Use amount for things you cannot count. This follows the same rule as much and many.
11/25 Class Notes
Class Notes 11/25
Grammar Basics- Can be failed for grammar, The Hodges Rules, 1) First make it plural 2) Then add ‘s to it 3) Then if it looks stupid remove the second “s.”
Assignments:
The Calendar above
11/25
We started by reviewing several people’s grammar assignments, specifically focusing on simplifying and correcting paragraphs. We worked on a paragraph that discussed a rise in heroin-related crimes in Vancouver. The task was to identify unnecessary explanations and remove excessive pronouns that cluttered the topic. We also reviewed a peer’s submission, which was well-written overall, but needed to simplify some of the revisions to clarify their ideas and streamline the argument.
After that, we studied dependent and independent clauses understanding how some sentences rely on others to convey their meaning, while others can stand alone. We discussed how dependent clauses provide a more specific focus, often highlighting a secondary idea that supports the main claim. This helps the writer emphasize the importance of the secondary idea over the primary subject.
Next, we examined the usage of the word “you” in writing. We agreed that using “you” can be problematic in certain contexts, as it can isolate the reader and create an accusatory tone. This can inadvertently place blame on the audience for something they may or may not have done. We were encouraged to avoid using “you” in this way and instead use inclusive terms like “we,” “our,” or “ours.” This approach fosters a sense of unity and shared responsibility, which makes the writing more engaging and collaborative.
Class Notes – 11/25/24
Once upon a time…
We went over all the concepts in the “Grammer Basics” tab.
Theeee-end.