Instructions: Repeat each sentence after the teacher.
01) The bandage was wound around the wound.
02) The farm was used to produce produce.
03) The dump was so full that it had to refuse more refuse.
04) We must polish the Polish furniture.
05) He could lead if he would get the lead out.
06) The soldier decided to desert his dessert in the desert.
07) Since there is no time like the present, he thought it was time to present the present.
08) A bass was painted on the head of the bass drum.
09) When shot at, the dove dove into the bushes.
10) I did not object to the object.
11) The insurance was invalid for the invalid.
12) There was a row among the oarsmen about how to row.
13) They were too close to the door to close it.
14) The buck does funny things when the does are present.
15) A seamstress and a sewer fell down into a sewer line.
16) To help with planting, the farmer taught his sow to sow.
17) The wind was too strong to wind the sail.
18) Upon seeing the tear in the painting, I shed a tear.
19) I had to subject the subject to a series of tests.
20) How can I intimate this to my most intimate friend?
Wednesday, February 25, 2009
Prepositions Reading
Instructions: With a partner, read the following passage out loud. Each partner should take turns reading sentences. Be sure to identify all of the prepositions! You might want to copy and paste it into a Word document and underline all of the prepositions you can find.
You can sit before the desk (or in front of the desk). The professor can sit on the desk (when he's being informal) or behind the desk, and then his feet are under the desk or beneath the desk. He can stand beside the desk (meaning next to the desk), before the desk, between the desk and you, or even on the desk (if he's really strange). If he's clumsy, he can bump into the desk or try to walk through the desk (and stuff would fall off the desk). Passing his hands over the desk or resting his elbows upon the desk, he often looks across the desk and speaks of the desk or concerning the desk as if there were nothing else like the desk. Because he thinks of nothing except the desk, sometimes you wonder about the desk, what's in the desk, what he paid for the desk, and if he could live without the desk. You can walk toward the desk, to the desk, around the desk, by the desk, and even past the desk while he sits at the desk or leans against the desk.
All of this happens, of course, in time: during the class, before the class, until the class, throughout the class, after the class, etc. And the professor can sit there in a bad mood.
You can sit before the desk (or in front of the desk). The professor can sit on the desk (when he's being informal) or behind the desk, and then his feet are under the desk or beneath the desk. He can stand beside the desk (meaning next to the desk), before the desk, between the desk and you, or even on the desk (if he's really strange). If he's clumsy, he can bump into the desk or try to walk through the desk (and stuff would fall off the desk). Passing his hands over the desk or resting his elbows upon the desk, he often looks across the desk and speaks of the desk or concerning the desk as if there were nothing else like the desk. Because he thinks of nothing except the desk, sometimes you wonder about the desk, what's in the desk, what he paid for the desk, and if he could live without the desk. You can walk toward the desk, to the desk, around the desk, by the desk, and even past the desk while he sits at the desk or leans against the desk.
All of this happens, of course, in time: during the class, before the class, until the class, throughout the class, after the class, etc. And the professor can sit there in a bad mood.
English Prepositions
Sources: http://owl.english.purdue.edu/owl/resource/594/01/
http://www.eslcafe.com/grammar.html
English Prepositions
See http://en.wikipedia.org/wiki/List_of_English_prepositions for a list of English Prepositions. There are a lot! Click on each word to see the wikipedia page about each particular word.
Definition: Any member of a class of words found in many languages that are used before nouns or pronouns to form phrases functioning as modifiers of verbs, nouns or adjectives, and that typically express a spatial, temporal, or other relationship.
PREPOSITIONS FOR TIME:
• On is followed by noun phrases that show a specific calendar time:
o I will see you on Monday.
o The week begins on Sunday.
o He went there on the 15th of January.
• In is used with general periods of time including: parts of the day, with months, with years, with seasons
o I’ll see you in the morning.
o He lived there in 1996.
o U.S. Independence Day is celebrated in July.
• At is used with time phrases and is followed by noun phrases that show a specific clock time. It is always used with noon, midnight, and with the time of day:
o My plane leaves at noon.
o The movie starts at 6 p.m.
o He stopped studying at midnight.
• Extended time uses: To express extended time, English uses the following prepositions: since, by, from – to, from—until, during, (with)in
o She has been gone since yesterday.
o I’m going to Paris for two weeks.
o The movie showed from August to October.
o The doctorations were up from spring until fall.
o I will watch TV during the evening.
o We must finish the project within a year.
• By is used to mean “no later than.”
o The meeting will start at 9, so please be here by 8:55.
o I expect to finish my report by Friday.
• Some General DO NOTs:
o Do not use in with specific clock or calendar times
o Do not use on with general clock or calendar times.
o Do not use at with calendar times
o Do not use at with most non-specific calendar times
PREPOSITIONS FOR PLACE:
• In is followed by noun phrases that show the meaning “inside” or “within” a place. The place can be small, specific, or general.
o What do you have in your hand?
o There is a wasp in the room.
• On is used to mean “on top of” or “on the surface of the place. It also refers to a location that is alongside the street.
o What’s the cat doing on the table?
o He lives on 79th Avenue, doesn’t he?
• At is used for exact addresses and general locations
o Her favorite flower shop is at 1423 Main Street.
o The conference will be at the hotel.
o He’s at the mall playing video games.
• Inside is used to indicate something contained
o Put the present inside the box.
• Over and above are used to describe an object higher than a point
o He threw the ball over the roof.
o Hang that picture above the couch.
• Under, underneath, beneath, and below are used to describe an object lower than a point.
o The rabbit burrowed under the ground.
o The child hid underneath the blanket.
o We relaxed in the shade beneath the branches.
o The valley is below sea-level.
• Near, by, next to, between, among, and opposite are used to describe an object being close to a point.
o She lives near the school.
o There is an ice cream shop by the store.
o An oak tree grows next to my house
o The house is between Elm Street and Maple Street
• Into and onto are used with verbs showing movement. They show both the direction and result of the movement.
o Bob dove into the lake
o He threw his keys onto the table.
• From and away are used to describe verbs that show movement with verbs that do not. From is also used with “non-movement” verbs to show origin or citizenship.
o Joe walked away from the store.
o Chris is from California.
• Some DO NOTS:
o Do not use in with exact addresses (addresses with house or building numbers)
o Do not use on with general locations that have boundaries
o Do not use at for addresses without house or building numbers.
o Do not use at for general locations that have boundaries.
PREPOSITIONS THAT INTRODUCE THE OBJECTS OF VERBS:
• At is used with verbs like glance, laugh, look, rejoice, smile, stare
o She took a quick glance at her reflection
o You didn’t laugh at his joke.
o Stop staring at me.
• Of is used with verbs like approve, consist, smell
o I don’t approve of his speech.
o He came home smelling of alcohol.
• Of (or about) is also used with verbs like dream, think.
o I dream of finishing college in four years.
o Can you think of a number between 1 and 10?
• For is used with verbs like call, hope, look, wait, watch, wish
o Did someone call for a taxi?
o I’m looking for my keys.
o If you wish for an A in this class, you must work hard.
PREPOSITIONS OF DIRECTION:
• To and toward are used with a verb to show movement. To usually shows the result of the movement. Toward shows the direction of the movement
o She walks to work every day.
o When I saw her, she was walking toward her office.
o We flew from New York to Paris.
• Onto and Into are compounds formed by adding to to in or to. Onto indicates movement toward a surface. Into indicates movement toward the interior of something. These compounds signify the completion of the action.
o The frog jumped onto the lilypad.
o She poured the milk into the glass.
• Onto can often be replaced by on. Some verbs will take either, and some will only take on.
o She jumped on(to) the mat.
o He fell on(to) the floor.
o The plane landed on the runway.
OTHER USES OF PREPOSITIONS:
• By can also be used when writing or talking about transportation. By + a singular count noun shows the manner of transportation: how someone or something moves from one place to another
o Heather goes to school by car.
o I plan to travel to Canada by plane.
o You can’t travel to an island by land.
• By is also used to show the method of doing something
o He paid for dinner by credit card.
o Do you normally pay your bills by check.
o Admission to the reception is by invitation only.
o Today, people like to keep in touch by email.
COMMON IDIOMS USING PREPOSITIONS
• Jump to it
• Cut to the chase
• Take something to heart
• Out of thin air
• Have a heart of gold
• A ray of sunshine
• Take something for granted
• Be a recipe for disaster
• Be in the market for something
Quiz 1: http://funeasyenglish.com/american-english-grammar-preposition.htm
Quiz 2: http://grammar.ccc.commnet.edu/grammar/quizzes/preposition_quiz1.htm
http://www.eslcafe.com/grammar.html
English Prepositions
See http://en.wikipedia.org/wiki/List_of_English_prepositions for a list of English Prepositions. There are a lot! Click on each word to see the wikipedia page about each particular word.
Definition: Any member of a class of words found in many languages that are used before nouns or pronouns to form phrases functioning as modifiers of verbs, nouns or adjectives, and that typically express a spatial, temporal, or other relationship.
PREPOSITIONS FOR TIME:
• On is followed by noun phrases that show a specific calendar time:
o I will see you on Monday.
o The week begins on Sunday.
o He went there on the 15th of January.
• In is used with general periods of time including: parts of the day, with months, with years, with seasons
o I’ll see you in the morning.
o He lived there in 1996.
o U.S. Independence Day is celebrated in July.
• At is used with time phrases and is followed by noun phrases that show a specific clock time. It is always used with noon, midnight, and with the time of day:
o My plane leaves at noon.
o The movie starts at 6 p.m.
o He stopped studying at midnight.
• Extended time uses: To express extended time, English uses the following prepositions: since, by, from – to, from—until, during, (with)in
o She has been gone since yesterday.
o I’m going to Paris for two weeks.
o The movie showed from August to October.
o The doctorations were up from spring until fall.
o I will watch TV during the evening.
o We must finish the project within a year.
• By is used to mean “no later than.”
o The meeting will start at 9, so please be here by 8:55.
o I expect to finish my report by Friday.
• Some General DO NOTs:
o Do not use in with specific clock or calendar times
o Do not use on with general clock or calendar times.
o Do not use at with calendar times
o Do not use at with most non-specific calendar times
PREPOSITIONS FOR PLACE:
• In is followed by noun phrases that show the meaning “inside” or “within” a place. The place can be small, specific, or general.
o What do you have in your hand?
o There is a wasp in the room.
• On is used to mean “on top of” or “on the surface of the place. It also refers to a location that is alongside the street.
o What’s the cat doing on the table?
o He lives on 79th Avenue, doesn’t he?
• At is used for exact addresses and general locations
o Her favorite flower shop is at 1423 Main Street.
o The conference will be at the hotel.
o He’s at the mall playing video games.
• Inside is used to indicate something contained
o Put the present inside the box.
• Over and above are used to describe an object higher than a point
o He threw the ball over the roof.
o Hang that picture above the couch.
• Under, underneath, beneath, and below are used to describe an object lower than a point.
o The rabbit burrowed under the ground.
o The child hid underneath the blanket.
o We relaxed in the shade beneath the branches.
o The valley is below sea-level.
• Near, by, next to, between, among, and opposite are used to describe an object being close to a point.
o She lives near the school.
o There is an ice cream shop by the store.
o An oak tree grows next to my house
o The house is between Elm Street and Maple Street
• Into and onto are used with verbs showing movement. They show both the direction and result of the movement.
o Bob dove into the lake
o He threw his keys onto the table.
• From and away are used to describe verbs that show movement with verbs that do not. From is also used with “non-movement” verbs to show origin or citizenship.
o Joe walked away from the store.
o Chris is from California.
• Some DO NOTS:
o Do not use in with exact addresses (addresses with house or building numbers)
o Do not use on with general locations that have boundaries
o Do not use at for addresses without house or building numbers.
o Do not use at for general locations that have boundaries.
PREPOSITIONS THAT INTRODUCE THE OBJECTS OF VERBS:
• At is used with verbs like glance, laugh, look, rejoice, smile, stare
o She took a quick glance at her reflection
o You didn’t laugh at his joke.
o Stop staring at me.
• Of is used with verbs like approve, consist, smell
o I don’t approve of his speech.
o He came home smelling of alcohol.
• Of (or about) is also used with verbs like dream, think.
o I dream of finishing college in four years.
o Can you think of a number between 1 and 10?
• For is used with verbs like call, hope, look, wait, watch, wish
o Did someone call for a taxi?
o I’m looking for my keys.
o If you wish for an A in this class, you must work hard.
PREPOSITIONS OF DIRECTION:
• To and toward are used with a verb to show movement. To usually shows the result of the movement. Toward shows the direction of the movement
o She walks to work every day.
o When I saw her, she was walking toward her office.
o We flew from New York to Paris.
• Onto and Into are compounds formed by adding to to in or to. Onto indicates movement toward a surface. Into indicates movement toward the interior of something. These compounds signify the completion of the action.
o The frog jumped onto the lilypad.
o She poured the milk into the glass.
• Onto can often be replaced by on. Some verbs will take either, and some will only take on.
o She jumped on(to) the mat.
o He fell on(to) the floor.
o The plane landed on the runway.
OTHER USES OF PREPOSITIONS:
• By can also be used when writing or talking about transportation. By + a singular count noun shows the manner of transportation: how someone or something moves from one place to another
o Heather goes to school by car.
o I plan to travel to Canada by plane.
o You can’t travel to an island by land.
• By is also used to show the method of doing something
o He paid for dinner by credit card.
o Do you normally pay your bills by check.
o Admission to the reception is by invitation only.
o Today, people like to keep in touch by email.
COMMON IDIOMS USING PREPOSITIONS
• Jump to it
• Cut to the chase
• Take something to heart
• Out of thin air
• Have a heart of gold
• A ray of sunshine
• Take something for granted
• Be a recipe for disaster
• Be in the market for something
Quiz 1: http://funeasyenglish.com/american-english-grammar-preposition.htm
Quiz 2: http://grammar.ccc.commnet.edu/grammar/quizzes/preposition_quiz1.htm
Thursday, February 19, 2009
English Article Usage
English Article Usage
2 Types:
Definite (the): The definite article is used before singular and plural nouns when the noun is particular or specific. The signals that the noun refers to something in particular.
Example: The dog ate the bone. (Refers to a specific dog).
• The is also used when a noun refers to something unique.
Example: The White House.
The theory of relativity.
The 2009 state budget.
• The is always used with noncount (mass) mouns.
Example: I swam in the water.
I drank the milk.
• The is used with count nouns that are specific.
Example: I stepped into the puddle (refering to a specific puddle).
Indefinite (a/an): A and an are used with indefinite nouns. These are nouns that are nonspecific and can refer to any member of that group. They are used with singular nouns with the noun is general. Some is used when the general noun is plural.
• A is used when the following noun begins with a consonant and an is used when the following noun begins with a vowel.
Example: A boy went to the fair today. (nonspecific, refers to any boy).
An apple fell from the tree. (nonspecific, refers to any apple).
Some kids rode their bikes down the street. (nonspecific, refers to any group of kids).
• A/an is also used to indicate membership in a profession, nation, or religion.
Example: I am a teacher.
My mother is a Catholic.
She is a Korean.
• A/an is used with count nouns that are nonspecific.
Example: I saw an apple tree.
Count versus noncount nouns: Which article you use also depends on the type of noun it preceeds.
• Count nouns are those that can be counted. (For example: 1 puddle, 2 puddles, 3 puddles, etc.).
• Noncount nouns (mass nouns) are those that cannot be counted. (for example: water, milk, sand, etc.).
Other Uses:
• A/an is used to introduce a noun when it is mentioned for the first time in a piece of writing. The is used afterward each time you mention that same noun.
Example: A football game is not normally that interesting to watch, but when it was announced that the president would attend, interest in the game went up.
When to NOT use articles:
The following nouns never take an article:
• Names of languages and nationalities (American, Chinese, English, Russian, etc.)
• Names of sports (volleyball, hockey, baseball, etc.)
• Names of academic subjects (math, biology, history, etc.)
2 Types:
Definite (the): The definite article is used before singular and plural nouns when the noun is particular or specific. The signals that the noun refers to something in particular.
Example: The dog ate the bone. (Refers to a specific dog).
• The is also used when a noun refers to something unique.
Example: The White House.
The theory of relativity.
The 2009 state budget.
• The is always used with noncount (mass) mouns.
Example: I swam in the water.
I drank the milk.
• The is used with count nouns that are specific.
Example: I stepped into the puddle (refering to a specific puddle).
Indefinite (a/an): A and an are used with indefinite nouns. These are nouns that are nonspecific and can refer to any member of that group. They are used with singular nouns with the noun is general. Some is used when the general noun is plural.
• A is used when the following noun begins with a consonant and an is used when the following noun begins with a vowel.
Example: A boy went to the fair today. (nonspecific, refers to any boy).
An apple fell from the tree. (nonspecific, refers to any apple).
Some kids rode their bikes down the street. (nonspecific, refers to any group of kids).
• A/an is also used to indicate membership in a profession, nation, or religion.
Example: I am a teacher.
My mother is a Catholic.
She is a Korean.
• A/an is used with count nouns that are nonspecific.
Example: I saw an apple tree.
Count versus noncount nouns: Which article you use also depends on the type of noun it preceeds.
• Count nouns are those that can be counted. (For example: 1 puddle, 2 puddles, 3 puddles, etc.).
• Noncount nouns (mass nouns) are those that cannot be counted. (for example: water, milk, sand, etc.).
Other Uses:
• A/an is used to introduce a noun when it is mentioned for the first time in a piece of writing. The is used afterward each time you mention that same noun.
Example: A football game is not normally that interesting to watch, but when it was announced that the president would attend, interest in the game went up.
When to NOT use articles:
The following nouns never take an article:
• Names of languages and nationalities (American, Chinese, English, Russian, etc.)
• Names of sports (volleyball, hockey, baseball, etc.)
• Names of academic subjects (math, biology, history, etc.)
English Comma Usage
Source: http://owl.english.purdue.edu/handouts/grammar/g_comma.html
Rules for using commas in English:
1. Use commas to separate independent clauses when they are joined by a coordinating conjunction: and, but, for, or, nor, so, yet.
Example: The game was over, but the crowd refused to leave.
Yesterday was her brother’s birthday, so she took him out to dinner.
2. Use commas after introductory clauses, phrases, or words that come before the main clause.
Common introductory clauses begin with: after, although, as, because, if, since, when, while
Examples: While I was eating, the cat scratched at the door.
Because her alarm clock was broken, she was late for class.
If you are ill, you should see a doctor.
When the snow stops falling, we’ll shovel the driveway.
Common introductory words that should be followed with a comma: well, yes, however
Example: Well, I guess I should study for the test.
Yes, the package should arrive tomorrow.
However, you may not be satisfied with the results.
3. Use commas to separate clauses, phrases, and words that are not essential to the meaning of the sentence. Use one comma before to indicate the beginning of the pause and one at the end to indicate the end of the pause.
Ask these questions to determine if the clause is essential:
• If you leave out the clause, phrase, or word, does the sentence still make sense?
• Does the clause, phrase, or word interrupt the flow of words in the original sentence?
• If you move the element to a different position in the sentence, does the sentence still make sense?
Examples:
That Tuesday, which happens to be my birthday, is the only day when I’m available to meet.
The service at this restaurant is great. The food, on the other hand, is terrible.
I appreciate your help. In this case, however, I think you helped too much.
4. Use commas to separate three or more words, phrases, or clauses in a series.
Example: At the store I bought eggs, bread, milk, chicken, and crackers.
When you have a list within a list, you use semicolons.
Example: At the store I bought eggs; bread, wheat, rye, and white; milk; chicken; and crakcers.
5. Use commas to separate two or more adjectives that describe the same noun.
As a test you can ask yourself these questions:
• Does the sentence make sense if the adjectives are written in reverse order?
• Does the sentence make sense if the adjectives are written with and between them?
Example:
He was a difficult, stubborn child.
Your cousin has a pretty, happy smile.
6. Use commas to separate contrastive elements in a sentence or to indicate a distinct pause or shift.
Example: He was only ignorant, not stupid.
You’re one of the senator’s close friends, aren’t you?
7. Use commas at the end of a sentence that refer back to the beginning or middle of the sentence. Such phrases can be placed anywhere in the sentence without causing confusion.
Example: Nancy waved enthusiastically at the docking ship, laughing joyously.
Laughing joyously, Lisa waved at Nancy.
Lisa waved at Nancy, who was laughing joyously.
8. Use commas to set off all geographical names, items in dates (except the month and day), addresses (except the street number and name), and titles in names.
Example: Davis, California
January 16, 2009
1600 Pennsylvania Avenue, Washington D.C.
Rachel B. Lake, MD.
9. Use commas with quotations.
Example: John said, “I’ll see you tomorrow.”
“I was able,” she answered, “to complete the assignment.”
In 1848, Marx wrote, “Workers of the world, unite!”
Rules for using commas in English:
1. Use commas to separate independent clauses when they are joined by a coordinating conjunction: and, but, for, or, nor, so, yet.
Example: The game was over, but the crowd refused to leave.
Yesterday was her brother’s birthday, so she took him out to dinner.
2. Use commas after introductory clauses, phrases, or words that come before the main clause.
Common introductory clauses begin with: after, although, as, because, if, since, when, while
Examples: While I was eating, the cat scratched at the door.
Because her alarm clock was broken, she was late for class.
If you are ill, you should see a doctor.
When the snow stops falling, we’ll shovel the driveway.
Common introductory words that should be followed with a comma: well, yes, however
Example: Well, I guess I should study for the test.
Yes, the package should arrive tomorrow.
However, you may not be satisfied with the results.
3. Use commas to separate clauses, phrases, and words that are not essential to the meaning of the sentence. Use one comma before to indicate the beginning of the pause and one at the end to indicate the end of the pause.
Ask these questions to determine if the clause is essential:
• If you leave out the clause, phrase, or word, does the sentence still make sense?
• Does the clause, phrase, or word interrupt the flow of words in the original sentence?
• If you move the element to a different position in the sentence, does the sentence still make sense?
Examples:
That Tuesday, which happens to be my birthday, is the only day when I’m available to meet.
The service at this restaurant is great. The food, on the other hand, is terrible.
I appreciate your help. In this case, however, I think you helped too much.
4. Use commas to separate three or more words, phrases, or clauses in a series.
Example: At the store I bought eggs, bread, milk, chicken, and crackers.
When you have a list within a list, you use semicolons.
Example: At the store I bought eggs; bread, wheat, rye, and white; milk; chicken; and crakcers.
5. Use commas to separate two or more adjectives that describe the same noun.
As a test you can ask yourself these questions:
• Does the sentence make sense if the adjectives are written in reverse order?
• Does the sentence make sense if the adjectives are written with and between them?
Example:
He was a difficult, stubborn child.
Your cousin has a pretty, happy smile.
6. Use commas to separate contrastive elements in a sentence or to indicate a distinct pause or shift.
Example: He was only ignorant, not stupid.
You’re one of the senator’s close friends, aren’t you?
7. Use commas at the end of a sentence that refer back to the beginning or middle of the sentence. Such phrases can be placed anywhere in the sentence without causing confusion.
Example: Nancy waved enthusiastically at the docking ship, laughing joyously.
Laughing joyously, Lisa waved at Nancy.
Lisa waved at Nancy, who was laughing joyously.
8. Use commas to set off all geographical names, items in dates (except the month and day), addresses (except the street number and name), and titles in names.
Example: Davis, California
January 16, 2009
1600 Pennsylvania Avenue, Washington D.C.
Rachel B. Lake, MD.
9. Use commas with quotations.
Example: John said, “I’ll see you tomorrow.”
“I was able,” she answered, “to complete the assignment.”
In 1848, Marx wrote, “Workers of the world, unite!”
Friday, February 13, 2009
Sample Reverse Outline
I) Intro Paragraph
A) Topic Sentence/Hook: Like other struggling states, Massachusetts is looking anywhere it can for jobs and cash- including the virtual world of video game technology with its mix of fantasy and rabid fans.
1) Subtopic 1: There are many successful video game companies already in Massachusetts that provide many jobs.
2) Subtopic 2: Politicians, such as the Massachusetts governer, want to attract more video game companies to the state to increase jobs for its citizens.
3) Subtopic 3: Schools across the country are offering degree programs in video game design.
II) First Supporting Paragraph
A) Restate Subtopic 1: Many successful video game companies are already located in Massachusetts and provide many jobs.
1) The company, Turbine Inc., has raised $40 million dollars last year with their release of the game “Lord of the Rings Online.” They employ a small army of artists, computer programmers, and support staff for their products.
2) Harmonix Music Systems produced “Guitar Hero” and “Rock Band,” two of the most popular video games of all time.
3) 38 Studios employs 67 people and is building its own online video game franchise.
B) Transition: People want new technologies to be made available to them, such as video games, software, animation, music, etc. Massachusetts politicians want to share in some of the future profits of the development of these technologies.
III) Second Supporting Paragraph
A) Subtopic 2: Politicians, such as the Massachusetts governer, want to attract more video game companies to the state to increase jobs for its citizens.
1) Currently, video game companies employ about 2,000 people in Massachusetts, so it is important to lure more companies to the state.
2) Gov. Patrick travels to video game publishers across the country to encourage them to move to Massachusetts.
B) Transition: Besides talking to publishers, politicians have been looking at local colleges.
IV) Third Supporting Paragraph
A) Subtopic 3: Schools across the country are offering degree programs in video game design.
1) MIT, in conjunction with Singapore and other colleges, has a game lab in which students publish prototypes of video games.
2) Noreastern University is starting video game majors this year.
V) Conclusion
A) Since video games are considered to be recession-proof, it is smart for Massachusetts to work to attract video game publishers to their state to increase jobs for its citizens.
B) Many successful video game publishers already exist in Massachusetts
C) Politicians are working to attract video game publishers.
D) Degree programs in video game design are becoming popular.
A) Topic Sentence/Hook: Like other struggling states, Massachusetts is looking anywhere it can for jobs and cash- including the virtual world of video game technology with its mix of fantasy and rabid fans.
1) Subtopic 1: There are many successful video game companies already in Massachusetts that provide many jobs.
2) Subtopic 2: Politicians, such as the Massachusetts governer, want to attract more video game companies to the state to increase jobs for its citizens.
3) Subtopic 3: Schools across the country are offering degree programs in video game design.
II) First Supporting Paragraph
A) Restate Subtopic 1: Many successful video game companies are already located in Massachusetts and provide many jobs.
1) The company, Turbine Inc., has raised $40 million dollars last year with their release of the game “Lord of the Rings Online.” They employ a small army of artists, computer programmers, and support staff for their products.
2) Harmonix Music Systems produced “Guitar Hero” and “Rock Band,” two of the most popular video games of all time.
3) 38 Studios employs 67 people and is building its own online video game franchise.
B) Transition: People want new technologies to be made available to them, such as video games, software, animation, music, etc. Massachusetts politicians want to share in some of the future profits of the development of these technologies.
III) Second Supporting Paragraph
A) Subtopic 2: Politicians, such as the Massachusetts governer, want to attract more video game companies to the state to increase jobs for its citizens.
1) Currently, video game companies employ about 2,000 people in Massachusetts, so it is important to lure more companies to the state.
2) Gov. Patrick travels to video game publishers across the country to encourage them to move to Massachusetts.
B) Transition: Besides talking to publishers, politicians have been looking at local colleges.
IV) Third Supporting Paragraph
A) Subtopic 3: Schools across the country are offering degree programs in video game design.
1) MIT, in conjunction with Singapore and other colleges, has a game lab in which students publish prototypes of video games.
2) Noreastern University is starting video game majors this year.
V) Conclusion
A) Since video games are considered to be recession-proof, it is smart for Massachusetts to work to attract video game publishers to their state to increase jobs for its citizens.
B) Many successful video game publishers already exist in Massachusetts
C) Politicians are working to attract video game publishers.
D) Degree programs in video game design are becoming popular.
Thursday, February 12, 2009
The 5 Ws + How
1. Who: Who is involved (who developed the computer program or Website), who is the intended audience of the program, website, etc.
2. What: What issues surround your topic. Controversy? Comparison to another program and/or Website? People's opinions regarding your topic, etc.
3. When: When was your topic developed? When was your Website developed, when was your program released, when did people start using Internet lingo, etc.
4. Where: Where can one find more information? What is the web address? (this can be answered with your reference's page).
5. Why: Why is this program/Website/issue popular?
6. How: How did it become popular? How will your topic develop in the future? For example, do you think your website will still exist 10 years from now? Will they be releasing a new version of your program?
2. What: What issues surround your topic. Controversy? Comparison to another program and/or Website? People's opinions regarding your topic, etc.
3. When: When was your topic developed? When was your Website developed, when was your program released, when did people start using Internet lingo, etc.
4. Where: Where can one find more information? What is the web address? (this can be answered with your reference's page).
5. Why: Why is this program/Website/issue popular?
6. How: How did it become popular? How will your topic develop in the future? For example, do you think your website will still exist 10 years from now? Will they be releasing a new version of your program?
Video Game Article for Reverse Outline Activity
Citation: LeBlanc, Steve. “Video Game Technology Could Fuel Mass. Recovery.” Examiner.com. Feb 9, 2009. http://www.examiner.com/a-1841522~Video_game_technology_could_fuel_Mass__recovery.html
BOSTON (Map, News) - Like other struggling states, Massachusetts is looking anywhere it can for jobs and cash- including the virtual world of video game technology with its mix of fantasy and rabid fans.
While Boston is home to top gaming companies like the developers of the hugely popular "Rock Band," "BioShock" and "The Lord of the Rings Online" it's just fourth or fifth on the list of top video gaming clusters behind locations like San Francisco, Los Angeles, Seattle and Austin.
Political leaders like Gov. Deval Patrick are hoping to move the state up in the ranks, by coaxing more companies to Massachusetts.
The lure is understandable. While other sectors of the economy are slashing jobs, video gaming companies are thriving as eager investors pump in millions to help develop the next generation of games.
If you're thinking "Pong" or "Space Invaders," think again.
Today's games, especially the so-called massively multiplayer online games, can take a company years to create with development costs topping $100 million - an endeavor akin to the production of a major Hollywood movie.
One company with expertise in the labyrinthine online games is the 15-year-old Westwood, Mass.-based Turbine Inc.
During the past year the company has added almost 50 employees and raised $40 million in new venture capital after the success of "Lord of the Rings Online," a massively multiplayer online game allowing players around the globe to enter into a fantastical world inspired by J.R.R. Tolkien's The Lord of the Rings.
Creating and maintaining the game's online environment requires a small army of artists, computer programmers and support staff, according to company spokesman Adam Mersky, who said video game technology is a growing industry, and a fiercely competitive one.
"We see potential, but it is a tough business," Mersky said.
The business can also be phenomenally lucrative if a company hits on just the right mix of technology, interactivity and playfulness.
In nearby Cambridge, Mass., Harmonix Music Systems struck gold when it invented a game that struck the right note by combining the hyperactivity of old-fashioned arcade games with the age-old pastime of would-be rockers: air guitar. The result - Guitar Hero and Rock Band - are two of the most popular video games of all time.
Building the company in the Boston/Cambridge area, home to MIT, Harvard and other colleges, ensures a deep well of talent, according to Harmonix co-founder and Chief Executive Alex Rigopulos. The Boston area had another big plus - a thriving music scene centered on local clubs and the Berklee College of Music.
"Massachusetts is a natural fit for video game technology," Rigopulos said.
Red Sox pitcher Curt Schilling, an avid online gamer, is also getting into the game, creating one of the area's newest companies - 38 Studios based in Maynard, Mass. The company has been open two years and employs 67 people, including Todd McFarlane, creator of the popular comic book franchise Spawn.
Brett Close, president and CEO of 38 Studios said the company is building its own massively multiplayer online game, code-named Copernicus.
Close said the rise of video games is due in part to their ability to take advantage of new mobile and Web technologies - technologies that demand expertise in software, design, animation, audio and music. Successful games can also be branched out into ring tones, toys and other forms of merchandising.
"You want to give the audience as many platforms of technology as possible to touch this world and interact in this world and be the hero in their fantasy fiction world," Close said.
States are taking notice.
In Massachusetts, video gaming companies are a bright light in an otherwise gloomy economic landscape. The 60 to 65 companies here employ about 2,000, with up to 100 jobs open at any given time. To lure even more businesses, a bill coming up before lawmakers this session would extend existing moviemaking tax credits to video gaming companies.
All of which explains why Gov. Patrick, who confesses to being not much of a gamer, was on the West Coast last week pitching Massachusetts as an East Coast gaming mecca. The trip included a visit with executives from Redwood City, Calif.-based video game publisher Electronic Arts Inc.
"Publishers know we have this depth among the developers," Patrick said.
Local colleges are jumping into the game.
Worcester Polytechnic was one of the first to offer an undergraduate major in interactive media and game development, according to Robert Lindeman, an assistant professor of computer science.
While the idea of a college degree in video games may seem odd to some, Lindeman points to the range of skills needed to develop a successful game.
"Any kid who goes to college is going to be sitting around playing video games," Lindeman said. "The hard part is building them."
At MIT, video gaming innovators reached halfway across the globe to form a partnership with the government of Singapore.
Philip Tan, U.S. executive director of the Singapore-MIT GAMBIT Game Lab, said his lab is like any other research laboratory, but instead of papers, his students publish prototypes of video games.
The lab started in 2007 and has drawn students from MIT, Singapore and nearby colleges including the Massachusetts College of Art and the Rhode Island School of Design.
Terrence Masson, director of game design for Northeastern University, which is starting dual video game majors this year, said technology developed through video games can be applied in other contexts - like creating "medical avatars" to help patients being discharged from hospitals.
Mike Cavaretta, who helps run the MIT Enterprise Forum-Interactive Entertainment Special Interest Group - a kind of trade organization for the gaming community, said gamers can trace their routes in Massachusetts back to a primitive Dungeons & Dragons game developed at MIT in the 1960s.
He also said video games are proving largely recession-proof.
"It's a relatively inexpensive form of entertainment and in times like these people tend to spend more time at home," he said.
Copyright 2008 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.
BOSTON (Map, News) - Like other struggling states, Massachusetts is looking anywhere it can for jobs and cash- including the virtual world of video game technology with its mix of fantasy and rabid fans.
While Boston is home to top gaming companies like the developers of the hugely popular "Rock Band," "BioShock" and "The Lord of the Rings Online" it's just fourth or fifth on the list of top video gaming clusters behind locations like San Francisco, Los Angeles, Seattle and Austin.
Political leaders like Gov. Deval Patrick are hoping to move the state up in the ranks, by coaxing more companies to Massachusetts.
The lure is understandable. While other sectors of the economy are slashing jobs, video gaming companies are thriving as eager investors pump in millions to help develop the next generation of games.
If you're thinking "Pong" or "Space Invaders," think again.
Today's games, especially the so-called massively multiplayer online games, can take a company years to create with development costs topping $100 million - an endeavor akin to the production of a major Hollywood movie.
One company with expertise in the labyrinthine online games is the 15-year-old Westwood, Mass.-based Turbine Inc.
During the past year the company has added almost 50 employees and raised $40 million in new venture capital after the success of "Lord of the Rings Online," a massively multiplayer online game allowing players around the globe to enter into a fantastical world inspired by J.R.R. Tolkien's The Lord of the Rings.
Creating and maintaining the game's online environment requires a small army of artists, computer programmers and support staff, according to company spokesman Adam Mersky, who said video game technology is a growing industry, and a fiercely competitive one.
"We see potential, but it is a tough business," Mersky said.
The business can also be phenomenally lucrative if a company hits on just the right mix of technology, interactivity and playfulness.
In nearby Cambridge, Mass., Harmonix Music Systems struck gold when it invented a game that struck the right note by combining the hyperactivity of old-fashioned arcade games with the age-old pastime of would-be rockers: air guitar. The result - Guitar Hero and Rock Band - are two of the most popular video games of all time.
Building the company in the Boston/Cambridge area, home to MIT, Harvard and other colleges, ensures a deep well of talent, according to Harmonix co-founder and Chief Executive Alex Rigopulos. The Boston area had another big plus - a thriving music scene centered on local clubs and the Berklee College of Music.
"Massachusetts is a natural fit for video game technology," Rigopulos said.
Red Sox pitcher Curt Schilling, an avid online gamer, is also getting into the game, creating one of the area's newest companies - 38 Studios based in Maynard, Mass. The company has been open two years and employs 67 people, including Todd McFarlane, creator of the popular comic book franchise Spawn.
Brett Close, president and CEO of 38 Studios said the company is building its own massively multiplayer online game, code-named Copernicus.
Close said the rise of video games is due in part to their ability to take advantage of new mobile and Web technologies - technologies that demand expertise in software, design, animation, audio and music. Successful games can also be branched out into ring tones, toys and other forms of merchandising.
"You want to give the audience as many platforms of technology as possible to touch this world and interact in this world and be the hero in their fantasy fiction world," Close said.
States are taking notice.
In Massachusetts, video gaming companies are a bright light in an otherwise gloomy economic landscape. The 60 to 65 companies here employ about 2,000, with up to 100 jobs open at any given time. To lure even more businesses, a bill coming up before lawmakers this session would extend existing moviemaking tax credits to video gaming companies.
All of which explains why Gov. Patrick, who confesses to being not much of a gamer, was on the West Coast last week pitching Massachusetts as an East Coast gaming mecca. The trip included a visit with executives from Redwood City, Calif.-based video game publisher Electronic Arts Inc.
"Publishers know we have this depth among the developers," Patrick said.
Local colleges are jumping into the game.
Worcester Polytechnic was one of the first to offer an undergraduate major in interactive media and game development, according to Robert Lindeman, an assistant professor of computer science.
While the idea of a college degree in video games may seem odd to some, Lindeman points to the range of skills needed to develop a successful game.
"Any kid who goes to college is going to be sitting around playing video games," Lindeman said. "The hard part is building them."
At MIT, video gaming innovators reached halfway across the globe to form a partnership with the government of Singapore.
Philip Tan, U.S. executive director of the Singapore-MIT GAMBIT Game Lab, said his lab is like any other research laboratory, but instead of papers, his students publish prototypes of video games.
The lab started in 2007 and has drawn students from MIT, Singapore and nearby colleges including the Massachusetts College of Art and the Rhode Island School of Design.
Terrence Masson, director of game design for Northeastern University, which is starting dual video game majors this year, said technology developed through video games can be applied in other contexts - like creating "medical avatars" to help patients being discharged from hospitals.
Mike Cavaretta, who helps run the MIT Enterprise Forum-Interactive Entertainment Special Interest Group - a kind of trade organization for the gaming community, said gamers can trace their routes in Massachusetts back to a primitive Dungeons & Dragons game developed at MIT in the 1960s.
He also said video games are proving largely recession-proof.
"It's a relatively inexpensive form of entertainment and in times like these people tend to spend more time at home," he said.
Copyright 2008 The Associated Press. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.
Thursday, February 5, 2009
MLA Citation Format
Source:
http://www.lesley.edu/library/guides/citation/mla.html
For In-text citations:
Example A
"There are two basic types of sociodramatic play training: outside intervention and inside intervention" (Christie 29).
By putting the author's last name, Christie, and the page number, 29, in parentheses after your quotation about play training, you are telling the reader where you found this information.
Example B
Christie states that "there are two basic types of sociodramatic play training: outside intervention and inside intervention" (29).
Because you have mentioned the author's name in your sentence, you do not have to repeat it in the parentheses.
Example C
Margaret Sanger was thought to be primarily responsible for the introduction of birth control in this country (Kennedy 251).
or
David Kennedy says that Margaret Sanger was primarily responsible for the introduction of birth control in this country (251).
Sentences in your own words about the idea(s) of an author are treated in much the same way. Here there are no quotation marks because you are describing an author's idea, not quoting word-for-word. This is called "paraphrasing" and is as important to cite correctly as if it were a direct quote.
For a Works Cited Page:
Citations should be arranged in alphabetical order by the first element of the citation, usually the author's last name.
Printed book with one author
Kennedy, David. Birth Control in America: The Career of Margaret Sanger. New Haven: Yale UP, 1970.
Printed book with two or more authors (Cite authors as they appear on title page, not necessarily in alphabetical order.)
Wellek, Rene, and Austin Warren. Theory of Literature. 3rd ed. New York: Harcourt, 1962.
Online book
(When citing an online resource, follow the basic format for a print source, and then add online retrieval information. If the URL, or Web address, is more than one line, don’t break at a hyphen; only break after a slash.)
Pinson, Linda, and Jerry Jinnett. Steps to Small Business Start-up: Everything You Need to Know to Turn Your Idea Into a Successful Business. Chicago: Dearborn, A Kaplan Professional Company, 2000. NetLibrary, Lesley University Libraries, Cambridge, MA. March 31, 2003.
Chapter, short story, or poem from a book or a work in a collection (an anthology, a casebook, or a group of essays)
O’Connor, Flannery. “Everything That Rises Must Converge.” Mirrors: An Introduction to Literature. Ed. John R. Knott, Jr. and Christopher R. Reaske. San Francisco: Canfield, 1975. 58-67.
Print or PDF article in a scholarly journal
Christie, James F. “Sociodramatic Play Training.” Young Children 37 (1982): 25-32.
Scholarly journal article on the Web
MacLean, A. Peter, and Peters, Ray Dev. “Graduate Student Couples: Dyadic Satisfaction in Relation to Type of Partnership and Demographic Characteristics.” Canadian Journal of Behavioral Science 17.1 (1995): 13 pars. 22 April 2004
.
Online encyclopedia article with no author
“Western Painting.” Encyclopaedia Brittanica. 2004. Encyclopedia Brittanica
Online. Lesley University Libraries, Cambridge, MA. 7 April 2004.
Web page
Vandergrift, Kay E. “Social History of Children’s Literature.” Kay E. Vandergrift’s Special Interest Page. September 1995. SCILS, Rutgers U. 1 April, 2004
< http://www.scils.rutgers.edu/~kvander/HistoryofChildLit/index.html>.
Personal E-mail
Kennedy, Edward. “Budget Preparation Meeting.” E-mail to John Kerry. 10 March 1996.
http://www.lesley.edu/library/guides/citation/mla.html
For In-text citations:
Example A
"There are two basic types of sociodramatic play training: outside intervention and inside intervention" (Christie 29).
By putting the author's last name, Christie, and the page number, 29, in parentheses after your quotation about play training, you are telling the reader where you found this information.
Example B
Christie states that "there are two basic types of sociodramatic play training: outside intervention and inside intervention" (29).
Because you have mentioned the author's name in your sentence, you do not have to repeat it in the parentheses.
Example C
Margaret Sanger was thought to be primarily responsible for the introduction of birth control in this country (Kennedy 251).
or
David Kennedy says that Margaret Sanger was primarily responsible for the introduction of birth control in this country (251).
Sentences in your own words about the idea(s) of an author are treated in much the same way. Here there are no quotation marks because you are describing an author's idea, not quoting word-for-word. This is called "paraphrasing" and is as important to cite correctly as if it were a direct quote.
For a Works Cited Page:
Citations should be arranged in alphabetical order by the first element of the citation, usually the author's last name.
Printed book with one author
Kennedy, David. Birth Control in America: The Career of Margaret Sanger. New Haven: Yale UP, 1970.
Printed book with two or more authors (Cite authors as they appear on title page, not necessarily in alphabetical order.)
Wellek, Rene, and Austin Warren. Theory of Literature. 3rd ed. New York: Harcourt, 1962.
Online book
(When citing an online resource, follow the basic format for a print source, and then add online retrieval information. If the URL, or Web address, is more than one line, don’t break at a hyphen; only break after a slash.)
Pinson, Linda, and Jerry Jinnett. Steps to Small Business Start-up: Everything You Need to Know to Turn Your Idea Into a Successful Business. Chicago: Dearborn, A Kaplan Professional Company, 2000. NetLibrary, Lesley University Libraries, Cambridge, MA. March 31, 2003
Chapter, short story, or poem from a book or a work in a collection (an anthology, a casebook, or a group of essays)
O’Connor, Flannery. “Everything That Rises Must Converge.” Mirrors: An Introduction to Literature. Ed. John R. Knott, Jr. and Christopher R. Reaske. San Francisco: Canfield, 1975. 58-67.
Print or PDF article in a scholarly journal
Christie, James F. “Sociodramatic Play Training.” Young Children 37 (1982): 25-32.
Scholarly journal article on the Web
MacLean, A. Peter, and Peters, Ray Dev. “Graduate Student Couples: Dyadic Satisfaction in Relation to Type of Partnership and Demographic Characteristics.” Canadian Journal of Behavioral Science 17.1 (1995): 13 pars. 22 April 2004
Online encyclopedia article with no author
“Western Painting.” Encyclopaedia Brittanica. 2004. Encyclopedia Brittanica
Online. Lesley University Libraries, Cambridge, MA. 7 April 2004
Web page
Vandergrift, Kay E. “Social History of Children’s Literature.” Kay E. Vandergrift’s Special Interest Page. September 1995. SCILS, Rutgers U. 1 April, 2004
< http://www.scils.rutgers.edu/~kvander/HistoryofChildLit/index.html>.
Personal E-mail
Kennedy, Edward. “Budget Preparation Meeting.” E-mail to John Kerry. 10 March 1996.
Outline Peer Feedback Form
1. Does this outline give you a clear idea of the topic of this term paper?
if yes: what is the topic of this paper and how it is it organized?
if no: what can the author do to improve the organization of their paper?
2. Give 1 or 2 suggestions for improvement or things you'd like to see in this term paper.
Write these answers right below your peer's outline.
if yes: what is the topic of this paper and how it is it organized?
if no: what can the author do to improve the organization of their paper?
2. Give 1 or 2 suggestions for improvement or things you'd like to see in this term paper.
Write these answers right below your peer's outline.
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