parallelism

Peers Educating To End Rape has some corrections that would make the flier appear more balanced.
Through volunteering you could:

• receive service
• learning credit

Schedule a presentation with us for:

• your class
• your conference
  
• your group

Crocker Science House has more balance to the structure than the other handout, primarily through the use of the Harvard comma.

• Beautiful architecture, classic interiors, and fully furnished, quiet, comfortable living space.

This next structure is balanced in two parts.

• More than 125 high-achieving students live in the ten homes on Officer's Circle.The student residential living complex ranks among the nation's finest.

An example found would be, Fred likes to swim and candy. this is incorrect since it has an infinitive on one side and a noun on the other. More correct structures would be:

• Fred likes to swim and to eat candy.
• Fred likes swimming and candy.

Previous Methods of Research

Thinking in Print

This particular area really stood out to me as I have written many times, giving myself ideas and thoughts that provoked while I wrote. There are many times I have reviewed my papers and asked myself, where did this come from? I have been able to reiterate ideas and information that I have struggled with while writing as well. I think that any time we are using more than one sensory input it helps to reinforce the idea or topic that we are discussing.

Making a claim and Supporting it.

This has always been an area I have been aware of as an amateur writer. There are to many times we see people push their beliefs off on others as facts when the really have no concrete evidence. This can be particularly evident in the political climate that is a part of our lives in the US. Too many times we accept what others tell us and regard it as true rather than take the time to research and prove the idea incorrect.

Preparing to Draft, Drafting, and Revising

I have always written the papers for the most part from the cuff, as I have always been told to get the ideas and words down on paper, then go back and modify them. Finalize the process with a final editing of the paper before submitting it. It wasn’t until around a year ago that I started to create crude outlines to guide me through the process of the paper. This began while I was writing Critical Analysis Arguments that required research and evidence to support my claims. I learned that it was a lot easier to write the paper if I was prepared with the evidence in advance. I always take the time to go over my papers and writings multiple times before I submit them for review, it can be a painful process to read a paper that has grammatical errors, or sways off topic, not following a format from A to Z.

Possessive Practice Questions

Possessives

1. Homes of my sons’ in laws.
2. rivers’ of Arkansas
3. house of Jim and Joan’s
4. Research of the PhD’s
5. Advertising’s of McGraw-Hill, Inc.
6. estimates’ of Fred the electrician
7. idea’s of anyone else
8. depositions’ of the witnesses
9. The upper level’s of the airport
10. The daughter of one of my best friend’s

Apostrophe or apostrophe’s with an S

1. The tree surgeon could not save the white spruce’s limb.
2. The user’s manual for the new software package was so confusing that most consumers returned it to the company.
3. Windows’ initiative commands make it easy for users’ to move from one application to another.
4. I will be in Hawaii on Mother’s day, in New Mexico on April Fool’s day, and in California on Veteran’s day.
5. Grover Cleveland was the peoples’ choice.
6. Each participant filled out the Reader’s Comment Form.
7. Now that he has his bachelor’s degree, he plans to get his master’s, and possibly his doctorate.
8. For appearance sake, the feuding vice presidents’ kept their differences to themselves during the monthly staff meeting.
9. The National Secretaries’ Conference will be held in Houston this year.
10. My brother’s in law idea was to have the family reunion at the spa.
11. We have been invited to a holiday party at the Roth’s
12. The telephone company’s president’s idea was to offer discount rates to seniors

Craft of Research

Research, researchers and readers

This is an area that I found rather interesting, especially the area regarding Thinking in Print. When we write it creates a method of interpretation that solidifies our thoughts and ideas in order to formulate an idea for further research. The part of Chapter 1 I really found interesting is when it discusses the reasons we write.

1. We write to remember.
2. We write to understand
3. We write to Gain Perspective

It is important that we have the ability top connect with the reader and be able to recreate who we are as a writer. We do this through creating role and relationships with the readers. When we write as groups it is important we understand they can be more critical of collective work than individuals. Groups also have a greater ability to bring research to the table if all the members bring their information to the table. The book discusses three things that are critical to working together successfully.

1. Talk a Lot
2. Agree to Disagree
3. Organize and Plan

Making a claim and supporting it

This are is of particular importance as having the ability to make sure your claim are legitimate and true are the basis of any argument, otherwise it is nothing more than a personal rant. In the chapter making good arguments there is a list of items that make particular sense to me. They are:

1. What do you claim?
2. What reasons support your claim?
3. What evidence supports your reasons?
4. Do you acknowledge this alternative / complication / objection, and how do you respond?
5. What principal (warrant) justifies connecting your reasons to make the claim?

Preparing to Draft, Drafting, and Revising

The process of creating a draft for a project seems to be no specific procedure that every person needs to develop as they become comfortable in the writing. There are no set points or methods that work for all people. As a writer there are some basic preparations though that may be useful when preparing to create a draft.

1. Create a noun based outline of statements that can be used to guide the outline process and put ideas down in a brief format that will be expendable as ideas mature. This is a series of topics that highlight the main stages.
2. The draft is a series of points that highlight your main reasons. This is the process where you start to test your argument, giving yourself a medium you can use to see your ideas. These ideas are more complete than the outline and specify more accurately the direction of your argument.

Hyphens

The first part of the real world examples is of the 2 bedroom special, this one would be improper to use bed-room as 2 separate words tied together with a hyphen, although they are followed with a noun. The second example is proper as this brings 2 words together as a single adjective before a noun.

Citations

Integrating sources;
Your citation says to a reader: “Here is where I found this idea, these words, or this information. Here you can verify the summary of the idea I am giving you or find the context for the words I have quoted—in case you wish to check on them or pursue the matter yourself.” And it often says, “this person deserves the credit for these thoughts or words; I hereby acknowledge my indebtedness.” But it also says, “this learned scholar has found this to be so; it’s not just my idiosyncratic opinion or blithe assumption.”
Integrating Sources into a Paper;
FIRST PRINCIPLE: Use sources as concisely as possible, so your own thinking isn’t crowded out by your presentation of other people’s thinking, or your own voice by your quoting of other voices. This means that you should mention or summarize your source unless you have a good reason to paraphrase closely or quote more extensively.
SECOND PRINCIPLE: Never leave your reader in doubt as to when you are speaking and when you are using materials from a source. Avoid this ambiguity by citing the source immediately after drawing on it, but also (if discussing the source or quoting it directly) by announcing the source in your own sentence or phrases preceding its appearance, and by following up its appearance with commentary about it or development from it that makes clear where your contribution starts (for example by referring back to the source by name: Compton’s comment is useful in several ways . . .). Although you don’t need to restate the name of your source where it’s obvious—certainly not in every sentence—if your summary of a source continues for many sentences, you should remind your reader that you are still summarizing, not interpreting or developing.
THIRD PRINCIPLE: Always make clear how each source you introduce into your paper relates to your argument. This means indicating to your reader, in the words leading up your summary, paraphrase, or quotation of a source, or in the sentences that follow and reflect on it (or in both), what you want your reader to notice or focus on in the source. Notice how the student writer indicates this in the following excerpt, from a paper analyzing why people engage in self-destructive behaviors like smoking and drinking.
General Principles:
(a) Quote only what you need or is really striking.
(b) Construct your own sentence so the quotation fits smoothly into it.
(c) Usually announce a quotation in the words preceding it.
(d) Choose your announcing verb carefully.
1.2 Rules for Quoting
General Principles
(a) Quote only what you need or is really striking.
(b) Construct your own sentence so the quotation fits smoothly into it.
(c) Usually announce a quotation in the words preceding it.
(d) Choose your announcing verb carefully.
1.3 Quoting Blocks
(a) Indent all lines 10 spaces from the left ma
distinguish it further from the rest of the text, unless your instructor prefers double-spaced blocks (as a few instructors do, and most publications).
(b) Don’t put an indented block in quotation marks.
an indented block where the source author him or herself is quoting or is reporting spoken words (as when Homer reports Achilles’ funeral oration in the Iliad).
(c) Tell your readers in advance who is about to speak a
long stretch of someone else’s words. Notice how the student sets up the block quotation in lines 23–25, telling us beforehand both what we will be listening to and what we should listen for: Diamond’s characterization of the message that human teenagers send by smoking and drinking creates an image of a strutting animal.
(d) Construct your lead-in sentence so that it ends with a colon—pointing the reader ahead) to the quotation itself. Occasionally, clarity or momentum may be better served by having your lead-in sentence run directly into your quotation, in which case you may require a comma or no punctuation at all. But this should be the exception, not the rule.
(e) Follow up a block quotation with commentary that reflects on it and makes clear why you needed to quote it.
(f) When using an in-text parenthetic citation, put your citation of a block quotation outside the period at the end of the last sentence quoted.
When to cite;
(a) Whenever you use factual information or data you found in a source, so your reader knows who gathered the information and where to find its original form. (But see “common knowledge,” section 2.2b.)
(b) Whenever you quote verbatim two or more words in a row, or even a single word or label that’s distinctive or striking, so the reader can verify the accuracy and context of your quotation, and will credit the source for crafting the exact formulation. Words you take verbatim from another person also need to be put in quotation marks, even if you take only two or three words; it’s not enough simply to cite. If you go on to use the quoted word or phrase repeatedly in your paper, however, as part of your analytic vocabulary, you don’t need to cite it each subsequent time—provided you have established the source initially.
(c) Whenever you summarize, paraphrase, or otherwise use ideas, opinions, interpretations, or conclusions arrived at by another person, so your readers know that you are summarizing thoughts formulated by someone else, whose authority your citation invokes, and whose formulations readers can consult and check against your summary.
(d) Whenever you make use of a source passage’s distinctive structure, organizing strategy, or method, such as the way an argument is divided into distinct parts or sections or kinds, or a distinction is made between two aspects of a problem; or such as a particular procedure for studying some phenomenon (in a text, in the laboratory, in the field) that was developed by a certain person or group. Citing tells your readers that the strategy or method isn’t original with you and allows them to consult its original context.
(e) Whenever you mention in passing some aspect of another person’s work, unless that work is very widely known, so readers know where they can follow up on the reference.
2.2 When Not to Cite
(a) When the source and page-location of the relevant passage are obvious
(b) When dealing with “common knowledge,”
(c) When you use phrases that have become part of everyday speech
(d) When you draw on ideas or phrases that arose in conversation with a friend, classmate, instructor, or teaching assistant

3.1 Plagiarism
(a) Uncited information or data from a source:
(b) An uncited idea
(c) A verbatim phrase or passage that isn’t quoted
(d) An uncited structure or organizing strategy.

Seafood Festival

This real world ad that SouperSalad used had some obvious areas that I was able to see, mainly they were there in that fashion as it is used as an advertisement, meaning it needs to be attractive yet, get the point across.
1. Seafood is an excellent source of protein, is low in calories,...
2. Commas seem to be used appropriately i most of the sentences, to show that the information is important.
3. Crabs have 5 pairs of legs, rather five pair of legs would be more appropriate. The em dash after walking legs tells us to read the following sentence, it is important to know that the first set are used for defense.
4.Flamingos are pink because they eat shrimp. Or Flamingos are pink, they eat shrimp. The transition ties the two sentences together as one needs the other to make the statement or reason.