Final Grades for Section 8107: English 26, 9:00am class

Student ID	FD1 (15%)		FD2 (15%)		FD3 (20%)		FD4 (20%)		FD5 (30%)				Final Grade
884928570	0.79	118.5	0.86	129	0.71	142	0.7	140	0.96	288	817.5	81.75	B
883313078	0.89	133.5	0.83	124.5	0.71	142	0.78	156	0.84	252	808	80.8	B
888233675	0.69	103.5	0.84	126	0.7	140	0.86	172	0.97	291	832.5	83.25	B
881852868	0.78	117	0.82	123	0.78	156	0.82	164	0.95	285	845	84.5	B
884411390	0.79	118.5	0.93	139.5	0.76	152	V	V	0.96	288	872.5	87.25	B
881978117	0.89	133.5	0.76	114	0.78	156	0.76	152	0.72	216	771.5	77.15	C
883582094	0.7	105	0.78	117	0.72	144	0.72	144	0.8	240	750	75	C
885053877	0.77	115.5	0	0	0.67	134	0.78	156	???	300	705.5	70.55	C
888682922	0.76	114	0.84	126	0.76	152	0.68	136	0.78	234	762	76.2	C
881852999	0.72	108	0.83	124.5	0.7	140	0.78	156	0.68	204	732.5	73.5	C
886725260	0.7	105	0.75	112.5	0.7	140	0.74	148	0.75	225	730.5	73.05	C
889863207	0.75	112.5	0.81	121.5	0.6	120	0.7	140	0.72	216	710	71	C
884305408	0.62	93	0.6	90	0.62	124	0.7	140	0.9	270	717	71.7	C
880055242	0.71	106.5	0.81	121.5	0.64	128	0.66	132	0.74	222	710	71	C
885658146	0.85	127.5	0.71	106.5	0.65	130	0.64	128	0.9	270	762	76.2	C
889722145	0.69	103.5	0.78	117	0	0	0.6	120	0.95	285	625.5	62.55	D
881420341	0.3	45	0.67	100.5	0.59	118	0.5	100	0.8	240	603.5	60.35	D
886048821	0.58	87	0.3	45	0.66	132	0.46	92	0.94	282	638	63.8	D
880699191	0.68	102	0.76	114	0.58	116	0.64	128	0.78	234	694	69.4	D
882180324	0.72	108	0.79	118.5	0.57	114	0.62	124	0.68	204	668.5	66.85	D
887212072	0.4	60	0.65	97.5	0.65	130	0.58	116	0.74	222	625.5	62.55	D
885826391	0.77	115.5	0.74	111	0.73	146	0	0	0.65	195	567.5	56.75	F
881337510	0.76	114	0.78	117	0.66	132	0	0	0.65	195	558	55.8	F
883705416	0.74	111	0.69	103.5	0	0	0.52	104	0.68	204	522.5	52.25	F
884849970	0.75	112.5	0.54	81	0.62	124	0	0	0.68	204	521.5	52.15	F
885952726	0.67	100.5	0.71	106.5	0	0	0	0	0.74	222	429	42.9	F
880118485	0.5	75	0	0	0.5	100	0	0	0.72	216	391	39.1	F
887130320	0.85	127.5	0.86	129	0	0	0	0	0	0	256.5	25.65	F
887043777	0.81	121.5	0	0	0.63	126	0	0	0	0	247.5	24.75	F
887687163	0.78	117	0.81	121.5	0	0	0	0	0	0	238.5	23.85	F
889041768	0	0	0	0	0	0	0	0	0	0	0	0	F
886138988	0	0	0	0	0	0	0	0	0	0	0	0	F
888691641	0	0	0	0	0	0	0	0	0	0	0	0	F
885762932	0	0	0	0	0	0	0	0	0	0	0	0	F
885983675	0	0	0	0	0	0	0	0	0	0	0	0	F
882473104	0	0	0	0	0	0	0	0	0	0	0	0	F
885054237	0	0	0	0	0	0	0	0	0	0	0	0	F

Assignment for your Final Essay (FD5): Argumentation

FD5:  Argumentation

Make a convincing argument as to why one of the following cliché’s is FALSE and ultimately makes for BAD ADVICE.

* Remember that in your introduction, you need to articulate to your reader how you INTERPRET this cliche saying.  What life advice is the cliche actually trying to offer?  What kind of circumstances is the cliche painting?  How to succeed in love?  in life?  in a competition?  with money?  with friendship?  with the self?

1. Opposites attract
2. All is fair in love and war
3. Every cloud has a silver lining
4. Haste makes waste
5. Time heals all wounds
6. What goes around comes around
7. Laughter is the best medicine
8. All that glitters is not gold
9. Tis better to have loved and lost, than to have never loved at all
10. Absence makes the heart grow fonder
11. Absolute power corrupts absolutely
12. The acorn doesn’t fall far from the tree
13. Actions speak louder than words
14. Ignorance is bliss
15. An idle mind is the devil’s playground
16. An ounce of prevention is worth a pound of cure
17. You reap what you sow
18. Beauty is in the eye of the beholder
19. You can’t judge a book by its cover
20. Beggars can’t be choosers
21. Better safe than sorry
22. The bigger they are, the harder they fall
23. Don’t bite off more than you can chew
24. Blood is thicker than water
25. Boys will be boys
26. You can’t have your cake and eat it too.
27. You can’t learn to swim without getting in the water
28. You can’t teach an old dog new tricks.
29. The chain is only as strong as its weakest link
30. The early bird gets the worm
31. The ends justifies the means
32. Eye for an eye, tooth for a tooth
33. A fool and his money are soon parted.
34. Give an inch, and they’ll take a mile
35. A good woman/man is hard to find
36. Good things come to he who waits
37. A house divided against itself cannot stand
38. Don’t piss in your own backyard
39. You can’t serve two masters
40. If it walks like a duck, quacks like a duck, it’s a duck
41. If you don’t have something nice to say, don’t way anything at all
42. It takes two to tango
43. There’s no use crying over spilled milk
44. It’s what’s on the inside that counts
45. Justice is blind
46. Leave no stone unturned
47. Let bygones be bygones
48. Let sleeping dogs lie
49. Money is the root of all evil
50. The more, the merrier
51. Too many cooks in the kitchen ruin the broth
52. No man is an island
53. No pain, no gain
54. Sticks and stones might break my bones, but words will never hurt me
55. One man’s garbage is another man’s treasure
56. Opportunity doesn’t knock twice
57. Don’t throw pearls to swine
58. Perception is reality
59. There are always more fish in the sea
60. There’s no need to reinvent the wheel
61. The road to hell is paved with good intentions
62. Silence is golden
63. Slow and steady wins the race
64. Spare the rod, spoil the child
65. Variety is the spice of life
66. The way to a man’s heart is through his stomach
67. There are plenty of fish in the sea
68. You don’t know a wo/man until you’ve walked a mile in her/his shoes
69. You can’t make a silk purse out of a pig’s ear
70. You snooze, you lose

Themes to choose for your Contrast Essay….

The difference between being good and being great.

The difference between being good and being moral.

The difference between getting good grades and being smart.

The difference between being bad and being evil.

The difference between being strong and being mean.

The difference between being a child and being an adult.

The difference between being bored and being angry.

The difference between a bad breakup and a good breakup.

The difference between a lot of effort and getting an A.

The difference between hating a person and not respecting a person.

The difference between hating others and hating one’s self.

The difference between loving others and loving one’s self.

The difference between caring for someone versus controlling someone.

The difference between freedom and no responsibilities.

The difference between imprisonment and having responsibilities.

The difference between fighting and silence.

The difference between institutional education and self-learning.

The difference between being spiritual and being religious.

The difference between wisdom and education.

The difference between hearing and listening.

The difference between looking and watching.

The difference between family and friends.

The difference between a friend and a best friend.

The difference between a friend and a lover.

The difference between discipline and abuse.

The difference between being too indulgent with children and being compassionate with them.

The difference between snacking and eating a meal.

The difference between being Mexican and being Caucasian.

The difference between suicidal and homicidal.

The difference between fit and healthy.

The difference between love and lust.

The difference between wanting and needing.

The difference between being caring and controlling.

The difference between a strong woman and a bitch.

The difference between a strong man and an asshole.

The difference between a skeptic and a cynic.

The difference between being pessimistic and being untrusting.

The difference between dark humor and being mean.

The difference between hipster racism and racism.

The difference between religion and faith.

The difference between bigotry and racism.

The difference between atheism and agnosticism.

The difference between generosity and sincerity.

The difference between public school and private school.

 

Remember, if none of these inspire you, email me with your own topic idea! 

Team Quizlets for Grammar Games VIII

Here are your team’s 5-question quizlets.  Answer them on your GG8 team tallies and hand them in on Thursday, October 23, at the beginning of class. 

 

English 26, Section 8107, 9:00AM class team quizlets

 

Team:  BLOMS-J

Lesson plan:  Subject-verb and pronouns agreements

Members:  Brenda, Lizbeth, Samuel, Oscar, Melissa, Skyann, Jose

 

1.     Barbara went to the tore and they didn’t buy anything.

        Barbara and Samantha went to the store and they bought chips.

2.     People went to the concert, they went home late.

3.     Sam and Jack went to the concert.  They got home late.

4.     Everything made her blush while she read.

5.     Many people in Europe speak several languages.

 

Team:  The Fantastics

Lesson plan:  Parallelisms in comparison/contrast sentences and lists

Members:  Talia, Crystal, Anna, Daisy, Kenneth, Emmanuel, Leslie

 

1.     Congress needs to either reduce spending or raise taxes.

2.     You need to work quickly and decisively.

3.     The escaped man was wanted dead or alive.

4.     My mom wanted to eat, rest, and reading before the day ended.

5.     I was going to do some read before going to school.

 

Team:  Elf

Lesson plan:  Run-ons and comma splices

Members:  Edwin, Elba, Santa, Eduardo, Karen, Maria, Michelle

 

1.     I had fun this weekend I went to the park.

2.     The theme park was expensive there was a lot of kids running around.

3.     I jumped out of the plane; I almost forgot to put on my parachute.

4.     Todd jumped in front of a train believing he was invincible. 

5.     The Dodgers lost, I cried extremely loudly.

 

Team:  X-Men

Lesson plan:  Fragments such as dependent clauses and describing phrases 

Members:  Gerardo, Hubirasi, Vanessa, Kimberly, Carla, Jose, Yuriana

 

1.     Athough he was sick.  Bob still went to school. 

2.     As I was walking.  I saw the bus pass by.

3.     For dogs that are ill.  The received free shots from the vet.

4.     Since she was a child.  She loved to dance.

5.     But they only accepted cash.  I was going to pay with a credit card.

 

Team:  Fo-Hunnits

Lesson plan:  Prepositions and their phrases

Members:  Karen, Jonathan, Alvaro, Amairani, Joan, Alicia, Yefree, Pedro

 

1.     Karen Lopez was born in 1995 in Los Angeles in the country known as California.

2.     John was injured in a car accident, and Alvaro began to replace him as a teacher.

3.     Jonathan was playing in the front yard with his dog when a stranger appeared above him in the tree.

4.     The couple in the house beside ours fight loudly.

5.     While Dr. Song was playing street football, she threw the football underneath the car.

 

 

English 26, Section 8107, 9:00AM class team quizlets

 

Team:  Wolf Pack

Lesson plan:  Fragments such as dependent clauses and describing phrases 

Members:  Jose, Natalie, Mayra, Hector, Iker, Teresa, Alexandra

 

1.     What are the most common types of fragments?  (4 types)

2.     What are three dependent-words?

3.     After a careless driver hit my motorcycle.  Is this a fragment?  Yes or no?

4.     To express a complete thought and not become a fragment, what do you need?

5.     Underline the dependent-word fragment:  Whenever I spray deodorant, my cat arches her back.  She think she is hearing a hissing enemy.

 

Team:  Lucky 8

Lesson plan:  Subject-verb and pronouns agreements

Members:  Ashley, Angel, Gilberto, Luis, Claribel, Ebony, Marihtza, Jennifer

 

1.     The Prime Minister, together with his wife, (greets, greet) the press cordially.

2.     Mathematics (is, are) John’s favorite subject while Civics (is, are) Andrea’s favorite subject.

3.     There (was, were) fifteen candles in that bag.

4.     Everybody in this class has completed (his or her, their) homework already.

5.     No one on this bus seems to know (their, his or her) way around this part of New York City.

 

Team:  10:35

Lesson plan:  Misplaced modifiers and dangling modifiers

Members:  Paulina, Jose, Joana, Crystal, Felipe, Priscilla, Jandely, Stephan

 

1.     George couldn’t drive to work in his sport car with a broken leg.

2.                                                               are descriptive words that open a sentence but do not describe what the author intended them to describe.

3.     Boring and silly, I turned the television show off.

4.     Wearing his bathrobe, my grandfather prepared breakfast for his family.

5.                                                              , because of awkward placement, do not describe what the author intended them to describe.

 

Team:  Never Shout Never

Lesson plan:  Prepositions and their phrases

Members:  Vanessa, Norma, Stacy, Carmen, Eduardo, Jasmine, Arthur, Elizabeth

 

1.     The police car chased the robber through the street.

2.     Name eight preposition phrases.

3.     Don’t forget to bring some flowers with you.

4.     You can look up the word in the dictionary.

5.     Carmen was born in 1993.

 

Team:  Freedom Writers

Lesson plan:  Run-ons and comma splices

Members:  Joshua, Enriqueta, Kathia, Angel, Brizell, David, Ana Maria

 

1.     Three ways to correct run-ons are:

2.     It was a beautiful day there was not a could in the sky.

3.     I go to school my brother stays home.

4.     Since I got my smart phone I spend too much time texting my friends I hardly send emails.

5.     What is the most used punctuation that students use to correct a run-on?

 

PCW III: Causal Factors Essay

 

FD2 “Causal factors” packet due Thursday, October 31.

•  No RD1/FD1 packet will be accepted without a RD, a PCW and a FD.  All three components must be included to be accepted on the due date.
• Extra credit is awarded for packets that have officially stamped/signed slips from the Writing Support Center (either with individual tutors or attendance of workshops).

Unity:  What’s your partner’s thesis?  Is it the dominating idea throughout the entire essay?  Are essentially all sentences committed to backing up the thesis?  Read your partner’s introduction paragraph and answer the questions below.

1.  What is your partner’s event?

2.  What is your partner’s thesis statement?  In other words, WHY did your partner choose to investigate this particular event?  Answer in complete and grammatically-correct sentences.  Be as helpful as you can with your input for your partner.

3.  On a scale between 1 to 10, rate how interesting this introduction is.  Circle your choice. 

4.  Offer at least three suggestions (in complete and grammatically-correct sentences) on how to make the introduction more interesting.

 

Support:  What are your partner’s CAUSAL FACTORS?  Are these truly REASONS that lead up to the event?  Make sure they are NOT effects of the event!

5.  What are your partner’s FIVE causal factors (aka supporting reasons, aka topic sentences)?  If you cannot find FIVE causal factors, chat with your partner and write them below in complete and grammatically-correct sentences.

 

Coherence:  Organization.  The more the organized, the clearer the essay becomes.  Two different ways of organizing – time ordering and emphatic ordering. 

6.  Discuss with your partner what her/his THREE strongest causal factors are.  Circle those them above and number from 1 to 3 as to which order they will be written in the final draft.

7.  Did your partner provide convincing examples with adequate details that illustrate her/his supporting reason (aka step)?  Ask your partner for even more details that would make the example stronger.

Reason #            : 

A great example that really demonstrates the cause of the event is: 

Suggestion(s) on how to make this example even better: 

 

GPS:  Grammar, Punctuation, Spelling.  Rate each problematic on a scale of 1 to 10, 10 indicating it to be a big problem and 1 indicating it to be a lesser problem.

                          Sentence fragments

                          Comma splice run-ons

                          Fused sentence run-ons

                          Subject-verb agreement

                          Verb tense usage

                          Transition usage

 

MLA Format:  Which of the formatting guidelines does your partner need to fix before turning the polished FD1?

                          One-inch margins for the top, bottom, left and right margins.

                          Your Name, Class / Assignment / Date (see below) at the top left corner.

                          EVERYTHING MUST BE DOUBLE-SPACED.

                          All text must be in Times New Roman and in 12-point font.

                          Give your essay a title and center it.

                          Page numbers must be located ½” from top and 1” from right edge.

 

Metacommentary:  Now that you have read someone else’s essay on causal factors, what did your partner do successfully that you did not?  Mention at least three things that you learned from the process of peer critiquing your classmate’s essay.    

 

 

Reading: Process Analysis essays by “Nobody in Particular”

Bottom’s Up

“Beer here! Get your ice-cold beer here!” You probably heard that shouted the last time you were at the ball park. At a ball game, a party, a barbecue, or a fishing trip, people enjoy an ice-cold beer. Throughout the world, people drink 22 billion gallons of beer annually. Americans alone consume 24 gallons of beer per person every year. Few people know how beer is produced, however. The basic brewing process has five steps.

The first step is mashing. Cereal grains, usually barley and hops, are mixed with water. The mixture, called “wort,” is heated to about 150 degrees and stirred constantly. When the mixture is allowed to settle, the solids settle and the liquid passes through it.

Then comes boiling and hopping. During these steps, dried flowers from the hop vine are added, about three quarters of a pound of hops for every 31 gallons of wort. The hops prevent spoiling and give the beverage flavor. The mixture is boiled for about two hours.

Next comes the fermenting stage in the process. The brewer uses yeast to cause fermenting, adding about one pound per 31 gallons of wort. Alcohol and carbon dioxide form during fermentation. The mixture is kept at 38 degrees Fahrenheit and completes fermentation in about a week or two.

The final step is called “finishing.” Here, the brewer compresses and stores carbon dioxide from the beer wort. Stored in huge metal vats for three to six weeks, the beer continues to settle and clear. Then the beer is carbonated and passes through a pressure filter to be packaged.

Perhaps the next time you have a beer, you’ll appreciate it more. Even if you’re not a beer drinker, you’ll realize the work that went into producing one of the world’s best-selling products.

Post below your responses to this essay for extra credit towards your FD2 packet.  Note that not all answers will be credited.  You can be awarded anywhere from 0 to 10 points per response. 

1. Why did I title this essay as written by “Nobody in Particular” when it must have been written by somebody?

2. What makes this essay so bland?  What is the key component mentioned in class that is missing from this essay?

3. How could I make this essay a better one?

4. What are some features of this essay that are actually really good?

 

Reading: Process Analysis essays by Richard Selzer

An accomplished surgeon and a professor of surgery, Richard Selzer is also one of America’s most celebrated essayists. “When I put down the scalpel and picked up a pen,” he once wrote, “I reveled in letting go.”

The following paragraphs from “The Knife,” an essay in Selzer’s first collection, Mortal Lessons: Notes on the Art of Surgery, vividly describe the process of “the laying open of the body of a human being.”

from “The Knife”*

by Richard Selzer

A stillness settles in my heart and is carried to my hand. It is the quietude of resolve layered over fear. And it is this resolve that lowers us, my knife and me, deeper and deeper into the person beneath. It is an entry into the body that is nothing like a caress; still, it is among the gentlest of acts. Then stroke and stroke again, and we are joined by other instruments, hemostats and forceps, until the wound blooms with strange flowers whose looped handles fall to the sides in steely array.

There is sound, the tight click of clamps fixing teeth into severed blood vessels, the snuffle and gargle of the suction machine clearing the field of blood for the next stroke, the litany of monosyllables with which one prays his way down and in: clamp, sponge, suture, tie, cut. And there is color. The green of the cloth, the white of the sponges, the red and yellow of the body. Beneath the fat lies the fascia, the tough fibrous sheet encasing the muscles. It must be sliced and the red beef of the muscles separated. Now there are retractors to hold apart the wound. Hands move together, part, weave. We are fully engaged, like children absorbed in a game or the craftsmen of some place like Damascus.

Deeper still. The peritoneum, pink and gleaming and membranous, bulges into the wound. It is grasped with forceps, and opened. For the first time we can see into the cavity of the abdomen. Such a primitive place. One expects to find drawings of buffalo on the walls. The sense of trespassing is keener now, heightened by the world’s light illuminating the organs, their secret colors revealed–maroon and salmon and yellow. The vista is sweetly vulnerable at this moment, a kind of welcoming. An arc of the liver shines high and on the right, like a dark sun. It laps over the pink sweep of the stomach, from whose lower border the gauzy omentum is draped, and through which veil one sees, sinuous, slow as just-fed snakes, the indolent coils of the intestine.

You turn aside to wash your gloves. It is a ritual cleansing. One enters this temple doubly washed. Here is man as microcosm, representing in all his parts the earth, perhaps the universe.

* “The Knife,” by Richard Selzer, appears in the essay collection Mortal Lessons: Notes on the Art of Surgery, originally published by Simon & Schuster in 1976, reprinted by Harcourt in 1996.

Post below your responses to this essay for extra credit towards your FD2 packet.  Note that not all answers will be credited.  You can be awarded anywhere from 0 to 10 points per response. 

1. What makes this essay a good example of a process analysis essay – particularly regarding what I have lectured in class about needing to be original, personal and evocative?  What was the most original aspect of this essay for you?
   

2. Selzer uses beautifully metaphoric language for such a gruesome process.  Why do you think he does this?
   

3. What are some clear statements that are obvious “instructive how to” sentences?  Be sure to copy them down accurately.
   

4. What are some additional features of this essay that caught your attention?  Why did you like this essay?

Reading: Process Analysis essays by Wendell Berry

One of America’s foremost essayists and social critics, Wendell Berry is a farmer in northeastern Kentucky and an agrarian writer in the tradition of Henry David Thoreau and Edward Abbey. In a recent interview with Thomas P. Healy (in Counterpunch, April 15/16, 2006), Berry described the “very serious cultural and economic failure” of the industrial world:

We’re living at the expense of basic or primary workers, primary producers. We’re living off the backs of small farmers and Central American and Mexican migrants. And all the while we’re congratulating ourselves for getting over slavery. And that hasn’t happened.

In the following excerpt from his essay “A Few Words for Motherhood,” Berry describes the process of assisting at the birth of a calf–an experience that leaves the author “feeling instructed and awed and pleased.” Berry’s paratactic style, characterized by straightforward diction, is deceptively simple.

from A Few Words for Motherhood*

by Wendell Berry

My wife and son and I find the heifer in a far corner of the field. In maybe two hours of labor she has managed to give birth to one small foot. We know how it has been with her. Time and again she has lain down and heaved at her burden, and got up and turned and smelled the ground. She is a heifer–how does she know that something is supposed to be there?

It takes some doing even for the three of us to get her into the barn. Her orders are to be alone, and she does all in her power to obey. But finally we shut the door behind her and get her into a stall. She isn’t wild; once she is confined it isn’t even necessary to tie her. I wash in a bucket of icy water and soap my right hand and forearm. She is quiet now. And so are we humans–worried, and excited, too, for if there is a chance for failure here, there is also a chance for success.

I loop a bale string onto the calf’s exposed foot, knot the string short around a stick which my son then holds. I press my hand gently into the birth canal until I find the second foot and then, a little further on, a nose. I loop a string around the second foot, fasten on another stick for a handhold. And then we pull. The heifer stands and pulls against us for a few seconds, then gives up and goes down. We brace ourselves the best we can into our work, pulling as the heifer pushes. Finally the head comes, and then, more easily, the rest.

We clear the calf’s nose, help him to breathe, and then, because the heifer has not yet stood up, we lay him on the bedding in front of her. And what always seems to me the miracle of it begins. She has never calved before. If she ever saw another cow calve, she paid little attention. She has, as we humans say, no education and no experience. And yet she recognizes the calf as her own, and knows what to do for it. Some heifers don’t, but most do, as this one does. Even before she gets up, she begins to lick it about the nose and face with loud, vigorous swipes of her tongue. And all the while she utters a kind of moan, meant to comfort, encourage, and reassure–or so I understand it.

Selected Works of Nonfiction by Wendell Berry

• A Continuous Harmony: Essays Cultural and Agricultural (1971, reprinted by Shoemaker & Hoard, 2003)
• Recollected Essays, 1965-1980 (North Point Press, 1981)
• The Gift of Good Land: Further Essays Cultural and Agricultural (North Point Press, 1982)
• The Art Of The Commonplace: The Agrarian Essays Of Wendell Berry, Norman Wirzba (Counterpoint Press, 2002)
• The Way of Ignorance: And Other Essays (2005)

* “A Few Words for Motherhood” appears in the collection The Gift of Good Land: Further Essays Cultural and Agricultural, published by North Point Press, 1982.

 

Post below your responses to this essay for extra credit towards your FD2 packet.  Note that not all answers will be credited.  You can be awarded anywhere from 0 to 10 points per response. 

1. How is Berry’s essay NOT what I want you to write for this class?  (In other words, how does his essay deviate from my “formula”?)
   

2. Why would I have chosen this essay as a good example of a process analysis essay then?
   

3. What are some clear statements that are obvious “instructive how to” sentences?  Be sure to copy them down accurately.
   

4. What is a paratactic style and why should you NOT use it in your essays?