Ms. Carmichael’sWitty, Gritty,

Writing & CitingHANDBOOK

EXTRAODINAIRE

Table of Contents

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3-8……………………..Basics of writing good…er…I mean well…

3-5…………………………Rule # 1: Writing is not scary: Formality and Format

6…………………………Rule # 2: Show and Tell7…………………………Rule # 3: BS8…………………………Rule # 4: To aliens with love

9-22……………………..Called on a technicality 11…………………….. ABC easy as 12312………………………Super Verbs!13………………………The holy matrimony of Subjects to

Verbs15…………………….. First comes love, then comes

antecedents,then comes the pronouns in it…

17………………………... Homophone, homonym, homowhat?

19……………………….. Word labyrinths revealed!21………………………..Parallel isn’t just for math class23………………………..Common Commas

26-29……………………..MLA, Monkeys Learn Alphabets…? 27………………………… Foul!!!! Plagiarism!!! 29…………………………Works Cited &

In-text/Parentheticals

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Basics of writing good…er…I mean well…Basic rule #1: Writing is not scary.

I am not the boogeyman. When I assign you a piece of writing, it shouldn’t be a nightmare to you. Writing and reading are a basic part of the human experience and valuable skills to master. Most professions use reading and writing in some capacity, so perfecting you skills in writing can be practical as well as enjoyable…if you let them. Check it out. Common college majors: Ways writing is usedBusiness – Includes: business administration, management, finance, marketing, and accounting.

Business plans: writing an effective business plan can make or break you; important focus: reducing the wordiness and coming to a clear concise point. Other writings include internal memos, technical reports, letters to clients, colleagues, agencies and supervisors and narratives of financial statements.

Social Sciences and History - Includes anthropology, economics, geography, sociology and political science.

Lab reports, observation notes, speeches, letters. Most science fields live by the cardinal rule: publish or perish; if you aren’t producing work, you’ll not survive long in the field and that requires writing. Your main focus would be on technical writing and reducing the wordiness and coming to a clear concise point.

Education – Includes Elementary and Secondary

Lesson plans, published documents, letters to parents, memos, professional development ideas. This type of writing must be concise, and also must be polite and professional

Psychology - Many psych majors don't work in the psych field, but other related careers such as human resources, public relations, market research and sales.

Psychological reports and analysis are used; observations and clinical reports; most science fields live by the cardinal rule: publish or perish; if you aren’t producing work, you’ll not survive long in the field and that requires writing. Your main focus would be on technical writing and reducing the wordiness and coming to a clear concise point.

Nursing Patient charts, professional articlesCommunications - Includes journalism

Duh—to be able to communicate ideas, you must be able to express them on paper; along with the technical usage, you also need to focusing on reducing the wordiness and coming to a clear concise point.

Biology - Includes research and development (both lab and field work), hospitals, national & state parks, universities, pharmaceutical companies, research firms, aquariums and zoos.

most science fields live by the cardinal rule: publish or perish; if you aren’t producing work, you’ll not survive long in the field and that requires writing. Your main focus would be on technical writing and reducing the wordiness and coming to a clear concise point.

Engineering Technical reports, memos, this will vary widely according to the field.

English – Includes copywriting, editing, gateway to law school

Duh, again.

Computer Science Various articles, reports, memos, financial statements etc. Obviously, the amount and type of writing will vary according to the profession, but the point is clear. Writing is something we all do, so it should not be feared. Follow the cardinal rule and writing gets much easier

Cardinal rule: DON’T GIVE UP! ALWAYS ASK FOR HELP.

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Basics of writing good…er…I mean well…Often, we are asked to write formal papers. These papers are research based papers, essays, in class assignments etc. The question you ask yourself is, how does one achieve the formality that such a task requires.

There are two kinds of papers that students MOST OFTEN turn in.1. There are “Bull” papers. These are the papers that are filled with flowery

words that sound nice but really have little or nothing to do with fact. Sometimes a professor or a teacher will read this, realize that it is bull, but will mark them with a higher grade because it sounds like the writer knows what they are talking about. More often, however, teachers and professors realize that you are just talking to hear yourself talk and your paper will be marked down despite the formality of the paper.

2. There are “Cow” papers. These are the papers that are filled with facts and facts alone. These papers show extensive knowledge of a subject, but are structured in such a way that it is hard to read and difficult to make interesting.

Neither of these papers are great papers. They are fluff.For a really great paper, you need to have a “calf paper.” These papers have a little bit of bull, and a little bit of cow mixed together to create something new and fresh.

SO, how do we achieve “calf papers”? You practice. Sometimes the hardest thing for us to do is write with a formal yet unstilted tone. To make this concept stick more readily and to understand it better, we will participate in

1. Thou shalt not use the word “I” or other personal pronouns (unless the prompt specifically asks for your experiences)

2. Thou shalt not use any informal language or slang.

3. Thou shalt not use conjunctions of any kind.

4. Thou shalt avoid speaking in IM or TEXT.

5. Thou shalt check, double check and triple check all grammatical rules

6. Thou shalt follow all the rules of MLA format7. Thou shalt document

everything & give proper respect to those who thought before you.

8. Thou shalt avoidredundancy and wordy sentences

9. Thou shalt not use any forbidden word.10. THOU SHALT BE SPECIFIC!

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Basics of writing good…er…I mean well…Seek and Destroy: Making your paper better

1. Filler words: in which, centers around, when it came close/comes to2. Words that question your validity or knowledge: may, might, seem, in my

opinion, etc.3. Filler phrases: these examples show, in my opinion, to me it/they, I believe that, I

think etc.4. Forbidden words: nice, very, a lot, stuff, things, really, real, even, plus, just5. Repetition6. Cliché: over used phrases7. Homophones:8. Reduce wordiness!9. Check “commonly misspelled words” list & correct10.Check grammar and conventions11.Remove all personal pronouns (I, you, us, we, me, my, yours, ours etc.)

BASIC FORMAT

Writing is a series of circles, you mature as a writer when the circles are not all trite replicates of each other, but to begin, you must know the structure of the paragraph.

1. Introduction—usually has a transition OF SOME KIND (not always at the beginning). Tells the reader what the paragraph is about.

2. Example—this is where you present your proof. The way you back your self up3. Analysis—YOUR OWN WORDS! You draw conclusions about things.4. Conclusion—ties back to your introduction. You don’t want to leave the reader

hanging off a cliff. You have to tie off those ends so you can move on.

ALWAYS CIRCLE BACK TO THE PROMPT/ESSENTIAL QUESTION!

All your paragraphs will follow this circular pattern. The introduction and conclusion have different kinds of intros and concluding sentences, but follows the pattern to the beat of their own drum

Introductory paragraphs start with a (1) hook, follow with (2) background information, and end with the (3) thesis while concluding paragraphs mirror the introduction by starting with the (3) thesis, following with (2) suggestions, or ideas drawn from the paper, and finally ending with a (1) clincher that most effectively REFERS BACK to the hook from the intro.

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Basics of writing good…er…I mean well…Basic rule #2: Show and Tell

Generally when writing, it is better to SHOW rather than to TELL. Obviously, you’ll do a little of both in GREAT writing, but the more you can SHOW, the better off you’ll be. This helps your reader really SEE and UNDERSTAND what you see and know.

This requires using more INDIRECT CHARACTERIZATION and ACTION VERBS (see page 10).

Telling ShowingGeorge is a monster. George went to the store and shot three

people in cold blood, after which he laughed. The goo dripped off of George’s green face and splattered the sidewalk next to his massive bare feet.

The telling is ambiguous. Okay, George is a monster…why? What did he do? What does he look like? Do you mean a literal monster like Big Foot, or is he just an evil person?

The showing is more precise. It lets the reader infer that George is a monster, but gives them more detail.

Telling examples1. The man is a monster. 2. His skin looks sickly green and purple.     3. His mouth resembles a snout. 4. His teeth appear long and sharp like a wolf's. 5. His ears are on top of his head and are pointed and furry. 6. His eyes seem to be slits of purple light. 7. His nose is an empty hollow. 8. He smells of rotten meat. 9. His skin feels slimy. 10. Truly, the man must have been ugly from birth!

Write a paragraph using action verbs in place of as many linking verbs as possible.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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__________________________________________________________________________________________Basics of writing good…er…I mean well…

Basic rule # 3: BSBe Specific, that is. Often, students make the mistake of not using specifics, thus their points are lost in a shallow sea of filler phrases and the other kind of BS. So, to avoid this, we step it up and add specifics!

EQ: What is faith?

Example: Faith is believing in god no matter what. Yes, god is an example of something that you believe in but you can’t see but it is not specific.

How do you make it specific: --A specific person (Ghandi)--Believes in a specific instance/god (Hindu god—Vishnu, supreme being)--during a specific period of time (Peace marches and persecutions during this that led up to his eventual assassination)

This all goes into your explanation of your example.

Now you try…

EQ: How does bullying affect society?Answer: Bullying has both physical and mental affects on victims.

Event: People with glasses are bullied so they do not wear their glasses, which has physical and mental effects.

--A specific person

--Believes in a specific instance

--during a specific period of time

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Basics of writing good…er…I mean well…Basic rule #4: To an alien with love

Explain. Analyze. Relate. These are the basics. Specific examples are meaningless without explanation. Always, always, always analyze and explain how the example relates to your topic. It should be as though an alien is reading your paper (which, some of you may believe that your teacher is an alien, so this shouldn’t be too difficult for you!).

What would you need to say to make sure that alien understands exactly what you’re saying?

Ask yourself SO WHAT? Why does this matter?

Then answer the question in your writing.

Now you want to break it down:

Yes, Ghandi had peace marches and faced persecution because of his belief in a peaceful society based on his personal belief in Vishnu and other Hindu teachings. So what?

This relates back to believing in something you can’t see because…

-Ghandi knew that he would face the persecution of the world because violence is a part of human history and people balk at anything that is different from themselves. Despite this knowledge, Ghandi continued to preach peace and put faith in Vishnu to protect and guide him even if he knew he was walking into a hateful situation. In this way, Ghandi portrays what it means to believe in something you cannot see and demonstrates what it means to have faith.

Now you try…by looking at your previous example

EQ: How does bullying affect society?Answer: Bullying has both physical and mental affects on victims.

Event: People with glasses are bullied so they do not wear their glasses, which has physical and mental effects.

--A specific person --Believes in a specific instance--during a specific period of time

SO WHAT?!?!

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Called on a technicalityABC easy as 123…Grammar Review:

1. During the whole of a (adj.)____gloomy___, (adj.)____________, and (adj.)____________________ day in the autumn of the year, when the clouds hung oppressively low in the heavens, I had been passing alone, on horseback, through a singularly (adj.)_______________ tract of country, and at length found myself, as the (plural noun)_______________ of evening drew on, within view of the (adj.)___________________ House of Usher.

2. A (noun)_________ stood upon a railroad (noun)_______________ in northern Alabama, looking down into the (adj.)_______________ water twenty feet below.

3. In my younger and more (adj.)____________________ years my (noun)_________________ gave me some (noun)__________________ that I’ve been turning over in my mind ever since.

4. Day had broken (adj.)_________ and (adj.)__________, exceedingly (adj.)__________ and (adj.)__________, when the man turned aside from the main Yukon trail and climbed the high earth-bank, where a (adj.)__________ and little-traveled (noun)___________ led eastward through the (adj.)__________ spruce timberland.

Noun: A noun is a person, place, thing, quality, or act; often preceded by an article.Noun Examples: pencil, girl, supermarket, happinessArticle Examples: the, a, an, this, those

Practice Exercise 1: Circle the noun and underline the article1. the rainbow 2. a butterfly3. those jumping frogs 4. a beautiful girl

Adjective: describes a noun.Adjective Examples: hairy, crazy, wonderful

Practice Exercise 2: Circle the noun(s), underline the article(s), and put a box around the adjective (s).

1. the bright, shiny sun 2. the amazing Michael Phelps3. the busy month 4. the praisworthy champion

Great Beginnings:Read the following opening lines from American literary works. Using context clues and your own intuition, fill in the blanks with an article, adjective or noun as directed in the (parentheses). How close can you come to the authors’ actual words? (the first one is done for you).

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5. Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to (verb)______________ to her as (adverb)______________ as possible the news of her husband’s (noun)______________.

6. I received one morning a (noun)______________ written in (adj.)__________ ink, on glassy, blue-lined notepaper, and bearing the (noun)________________ of a little Nebraska (noun)________________.

7. On the (plural noun)_________________ of a little town upon a (noun)___________ of land that (verb)____________ back from the railway there was a tidy little cottage of white (plural noun)_____________, trimmed (adverb)_____________ with green blinds.

8. It was December—a (adj.)______________ (adj.)_______________ day in the early morning.

9. When she was (adj.)__________, my (noun)_______________ Kathleen asked if I had ever killed anyone.

Verb: usually at the center of a predicate and expresses an act, occurrence, or mode of being. Must agree with the subject, for tense, for voice, for mood, or for aspect.

Action Verb Examples: to run, to jump, to play, to flyAuxiliary/helping/linking Verb Examples: will, shall, may, might, can, could,

must, ought to, should, would, used to, needPractice Exercise 1: Circle the verb then label it Action or Auxiliary

1. The rainbow shines over the school. 2. A butterfly flies toward the rainbow.3. Those frogs jumped toward the pot. 4. A beautiful girl is a vision to behold.

Adverb: Adverbs are words that modify a verb, an adjective, or another adverb.Modify a verb example: He drove slowly. — How did he drive?Modify an adjective example: He drove a very fast car. — How fast was his

car? Modify another adverb example: She moved quite slowly down the aisle. —

Howslowly did she move?

Practice Exercise 2: Circle the adverbs(s), underline the what it is modifying, and put a box around the verb

1. The sun shines brightly. 2. Michael Phelps quickly swims into victory. 3. The amazingly busy month 4. She very hastily ran for the exit.

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10. For the first time since Yolanda had reached the (plural noun)____________, there was a (noun)_______________ on the left side of the (adj.)_____________ road.

Called on a technicalityABC easy as 123…Basics:

Rules for Writing Real Good (http://7-12educators.about.com/blswritegd.htm)RULE Practice Sentence Fixed sentence

1. Don't use no double negatives.

I don’t have no money.

2. Make each pronoun agree with their antecedents. (pg #)

Everyone needs to buy their own ticket.

3. Do not split two complete sentences with a comma, it’s called a comma splice.

I love my mother, she has always been there for me.

4. About them sentence fragments.

On the way to the park.

5. When dangling, watch your participles.

While walking to the park, the bus hit the kitten.

6. Verbs has got to agree with their subjects. (pg #)

She really need to get a new car.

7. Don't write run-on sentences they are hard to read.

I never listen to the teacher that is why I always fail the tests I know I should listen but I don’t.

8. Don't use commas, which aren't necessary.

Let’s meet at the gas station, that is on the corner of 3rd and Elm.

9. Try to not ever split infinitives

I really want to just sit down and relax.

10. Its important to use your apostrophe's correctly.

Venus Williams has won 4 Wimbledon’s.

11. Proofread your writing to see if you any words out.

That is such a grate essay! I am so glad I proofread it before aI turned it in.

12. Correct speling is essential.

I didn’t look over my essay before I turned it in, and I am probly going to get a bad grade.

13. Eschew ostentatious erudition.(pg. #)

The circumstances of the calamity that has befallen me have completely intimidated my previous giddiness about this topic.

14. Avoid cliches like the plague.

I have always marched to the beat of a different drummer.

*Bold denotes rule is addressed later in the handbook

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Called on a technicalityPower Verbs

Linking/Auxiliary verbs are okay—but power verbs make your writing better!Linking Verb List

Forms of "to be" Forms of "to become"

Forms of "to seem"

Common verbs that can exist as either action verbs or linking verbs include:

Am, Is, Is being, Are, Are being, Was, Was being, Were, Has, Has been, Have been, Will have been, Had been, Are being, Might have been,

Become, Becomes, Became, Has become, Have become, Had become, Will become, Will have become,

Seemed, Seeming, Seems, Has seemed, Have seemed, Had seemed, Will seem

Grow, Look, Prove, Remain, Smell, Sound, Taste, Turn, Stay, Get, Appear, Feel,

POWER VERBS!abolishacquireadvocateassimilateauthorizebalanceblockbolsterbrandbroadencalculatecollaboratecommendconveycreatedebatedelegatedifferentiatedisplaydocumenteffectelaborate

engageexamineexpeditefabricatefinishformulatefortifyfulfillgaugegenerategreetgroupguidehalthandle

heldhirehoneigniteillustrateinterveneinvestigate

isolatejoinjudgejustifylectureliftlimitliquidateloadmandatemaneuvermanipulateminimizemotivatenavigatenegotiateneutralizenominatenurtureobserveoperateorchestrateorder

organizeparticipateperceivepersuadepinpointpublicizequadruplequantifyqueryquestionquoterecruitreiteraterepairreplicateretrievesafeguardsalvagesecureseizesketchsurveytackle

terminatetestifytransmittutoruncoverunearthunifyupdateurgevalidateverbalizeverifyvisualizevolunteerwidenwithstandworkwroteyield

List at least 10 more ACTION/POWER verbs below:

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Called on a technicalityThe Holy Matrimony of Verbs & Subjects

The STRONGEST verbs SHOW instead of tell

Weak: I came home and told Mother my crime. Better: I stumbled home and blurted my crime to Mother.

Demonstrate ACTIONSWeak: His work shirt had dark rings where it had been stained with sweat. Better: Dark rings of sweat stained his work shirt.

Are ACTIVE instead of passiveWeak: The truck was loaded with crates of bananas by the workers. Better: The workers loaded the truck with crates of bananas.

Subjects are NOUNS and PRONOUNS that PERFORM the action of the verb

NOUNS: a person, place, thing or idea PRONOUNS: replace nouns (antecedents)

SUBJECTS and VERBS must AGREE A SUBJECT is either SINGULAR (one) or PLURAL (many) The VERB must always AGREE (change form to match) with the SUBJECT SINGLE subject = SINGLE verb; PLURAL subject = PLURAL verb

The parking lot was full. The parking lots were full.

REGULAR verbsHINT: ‘s’ is added to 3rd person singular. Most regular verbs work this way

Singular PluralFirst Person I like bananas. We like bananas. Second Person You like bananas.Third Person He/she/it likes bananas. They like bananas.

IRREGULAR verbsCommon irregular verbs & their verb formsInfinitive form Singular PluralTo do I do. He/she/it does. To have I have. He/she/it has. To go I go. He/she/it goes. To be I am. He/she/it is.

IRREGULAR subjects COLLECTIVE nouns are nouns that SEEM like they are plural, but they are in a group and that

group acts as one UNIT. A swarm of bees = 1 swarm, containing many bees (The swarm attacks my friend. [not attack])A pack of cards = 1 pack, containing many cards (The pack of cards sits on the chair. [not sit])A family of 5 = 1 family, containing multiple members (The family goes on vacation. [not go])

SUBJECTS joined by OR or NOR then the verb takes the form of the CLOSEST subjectEither the actors or the director is at fault.Either the director or the actors are at fault.

SUBJECT is MORE THAN ONE thing/person

List at least 10 more ACTION/POWER verbs below:

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My colleague and manager were promoted. (THEY were promoted)Rupert and Jane are football fans, but Colin prefers shopping. (They are football fans, but he prefers shopping)

PRACTICE TIME!Practice subject/verb agreement1. Almost everybody (has / have) some difficulty with writing.  2. Our team (play / plays) hard every night. 3. Both of us (is / are) voting in the next election.  4. Milo, Phoebe, and I (was / were) offering our help.  5. Neither of you (jump / jumps) to conclusions. 

6. Some say the Indians (has / have) been treated unfairly.  7. There (was / were) only two choices on the menu.  8. Rudy as well as his cat (like / likes) milk.  9. He (is / are) my boss and friend.  10. Sunbathing (is / are) my favorite form of exercise. 

Practice choosing strong verbs: A. Rewriting passive voice1. Before the semester was over, the new nursing program had been approved by the Curriculum Committee and the Board of Trustees.__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

2. With five seconds left in the game, an illegal time-out was called by one of the players.__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

3. Later in the day, the employees were informed of their loss of benefits by the boss herself.__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

4. The major points of the lesson were quickly learned by the class, but they were also quickly forgotten by them.__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

5. For several years, Chauncey was raised by his elderly grandmother.__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

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Called on a technicalityFirst comes love, then comes Antecedents,

then comes the Pronouns in it…Pronouns

Replace nouns Should agree with and HAVE an antecedent (a noun that precedes it)

o Suzy loves her new bag. (underline the pronoun and circle the antecedent) Possessive pronouns show ownership

o John’s bag is on the counter = His bag is on the counterCommon Pronouns

It is important to be able to recognize pronouns…these include: He/him She/her It/its They/Their Me/my/IYou/Yours Nobody/one Anybody/one Everybody/one Somebody/oneWhom Whose Who Whoever Whosever *Highlight the possessive pronouns in the chart above. Singular vs. Plural

A singular personal pronoun should be used with 2 or more singular antecedents joined by or or nor

o Neither Tom nor Ken brought his equipment. (circle the pronoun; underline the antecedent)

A plural personal pronoun should be used with 2 or more antecedents joined by and.

o Sue and Stan have chosen their instruments. (circle the pronoun; underline the antecedent)

EXCEPT when distinguishing between joint and individual ownership. Neither Linda nor Maria let me play her guitar (they both have a

guitar) Neither Linda nor Maria let me play their guitar (the guitar

belongs to both of them) Indefinite pronouns anyone, anybody, everyone, everybody, someone, somebody,

no one, and nobody are always singular. Circle the grammatically correct sentence.

o Somebody left his or her bag at the station. o Somebody left their bag at the station.

Compound Pronouns Form should stay the same when something is compounded.

o This bag is for me. o This bag is for Fred and me/I. (circle the correct pronoun)

Who, Whose, Whom To choose correctly among the forms of who, rephrase to choose between he and

him. o Whom/Who do you think is responsible? (Do you think he/him is

responsible?)o Whom/Who should we ask to the club? (Should we ask he/him to the party?)

Use the chart to help you circle the correct pronouns in the sentence above.

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Subject form Possessive Form Object FormSingular He

WhoHisWhose

HimWhom

Plural TheyWho

TheirWhose

ThemWhom

PRACTICE TIME!Choose the correct pronoun in parentheses to complete the sentence. 1. Many People are discovering that (you, they) can enjoy different forms of music, such as the blues. 2. During early rehearsals, an actor may forget (his or her, their) lines3. Men and women who have worked hard all day are finding that (you, they) can unwind by listening to Bessie Smith sing the blues. 4. The Washington team was opportunistic; (it, they) took advantage of every break. 5. Sue likes to listen to Bessie Smith because (you, she) can relate to the feelings expressed. Write the pronoun in the first blank and the antecedent in the second. 1. Sam and I travel together because we are good friends. ___________ __________ 2. Maria is looking for her coat. ___________ __________ 3. The students came for their grades. ___________ __________ 4. The children waited for me to pick them up. ___________ __________ 5. William and Loretta, you have to start arriving on time. ___________ __________ 6. My tennis teacher felt that she had to raise her fee. ___________ __________ 7. Robert brought those books home because they looked interesting. ___________ __________ 8. I saw Tito and gave him the money I owed him. ___________ __________ 9. Tito took his money and thanked me. ___________ __________ 10. Roberto always gets A's because he studies so much. ___________ __________ 11. Where is Dorothy? I can't find her. ___________ __________ 12. She and I have been dating for five years; it's time for us to settle down. ___________ __________ 13. Harvey, have you done your homework? ___________ __________ 14. We drove our car all the way to Miami Beach. ___________ __________ Circle the correct word1. (Who, Whom) will you invite to the party?  2. (Whoever, Whomever) parked this car needs to move it.  3. There is a fifty-dollar reward for (whoever, whomever) finds and returns my dog.  4. (Who, Whom) is Elaine living with?  5. (Who, Whom) is that man at the end of the alley?  6. He is the kind of person (who, whom), my father says, will always be able to multiply his money.  7. There will be a five-minute break for (whoever, whomever) among you needs it.  8. To (who, whom) should I give this letter?  9. The parents of that baby, (whoever, whomever) they are, shouldn’t leave it alone.  10. Can you tell (who, whom) she looks like?

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Called on a technicalityHomophone, Homonym, Homowhat?

Directions: Translate the following sentence by defining what the underlined word means…then write a short statement about what you think a homophone is.

I love my too Ants. They came over to our manner and brought they’re dog. I got too baby-sit the dog scents they were flying on a plain to a mountain peek for a ski trip. I got along well with there dog while it stayed with me, and he had a good time, even though he was scratching and trying two flea from his flees. My mom was angry, though, when he snuck into the desert leaving his knows and pause all read. I let him sleep on a caught at night, and he wagged his tale every mourning when he woke up. He stayed a hole weak, and he didn’t even brake a thing!

Translated:

Homophone Homonym

Bear(to carry a burden; a big animal) Bare (naked)

Bear (to carry a burden; a big animal)

Common HomophonesBored board Paste paced allowed aloud they’re theirPeek peak Manner manor sea see thereSeize sees Plain plane Hear here Too toHere hear Wait weight Red read two

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Ring wring Affect effect Past passed Lose LooseKnot not Accept except Know no Desert DessertsWhere wear

Effect/Affect/Affected Affect—verb; to act upon, to change or to cause a change  Effect—noun; result; consequence Affected—adjective; influenced by an outside force

PRACTICE TIME!Common Homophones1. I have _____________ lunch today. (no, know)2. There is a ________________ in my jeans. (hole, whole)3. I won the game _____________ two points. (by, buy)4. I would like ______________ have cookies with my milk. (to, two)5. Billy _______________ the race. (one, won)6. Please make sure to _______________ a jacket outside. (wear, where)7. My favorite story is the “Tortoise and the _______________”. (hair, hare)8. _______________ sister will walk you home from school. (You’re, Your)9. Maggie will _______________ a story in her notebook. (write, right)10. Can you help me find ________________ shoes? (their, they’re)11. I would like __________ have cookies with my milk. (to, two)12. Billy couldn't decide which ___________ to wear to school. (close, clothes)13. Please make sure to _____________ a jacket outside. (wear, where)

Accept/Except1.  The whole army is out of step ____________ Fred. 2.  I'll ____________ no money from that cheapskate. 3.  Please ____________ this pot of Mama's chicken soup. 4.  It will cure anything ____________ flat feet. 5.  Rip could do anything ____________ make money. 6.  I had to ____________ a nasty insult. 7.  All the girls went to the game ____________ Mary. 8.  Howard could not ____________ the job. 9.  Every student volunteered to take the quiz ____________ Joe. 10.  I will ____________ your gift if you let me pay for my lunch.

Affect/Effect?1.  Television has its ____________ on public opinion. 2.  Kisses can ____________ my thinking, too. 3.  Soap advertisements don't ____________ Stinky. 4.  Falling on my head had a bad ____________ on my memory. 5.  Smog can ____________ your lungs. 6.  Study the laws of cause and ____________ . 7.  Slim tried to ____________ an escape through the ventilator. 8.  This salary cut may ____________ his living habits. 9.  The supply of a certain item may have an ____________ except on the price. 10.  The ____________ of the speech was visible on the faces of the sleeping audience. 11.  The beauty of the scene will surely ____________ his indifference. 12.  We shall never know the full ____________ of the drink. 13.  The heavy snows will ____________ the first crops this winter.

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14.  What kind of ____________ can this quiz have on your dinner tonight?

Called on a technicalityWord Labyrinths Revealed: Reducing Wordiness

What is wordiness? WORDINESS occurs when students try to fill their paper with FLUFF with the false assumption that FLOWERY and EXCESSIVE, LONG sentences make their paper sound “smarter.” ELIMINATING wordiness helps our writing become CLEAR and CONCISE.

PATTERNS in WordinessEveryone has their own style in writing and their own style of wordiness.

Recognizing your own patterns helps you recognize the best ways to fix your wordiness. Make stronger VERBS

Turn PASSIVE voice into ACTIVE voice. Passive voice reflects the subject of the sentence being acted upon; active constructions have the subject as the actor

Change being and helping verbs (is, was, are, were, have/had + ing word) to action verbs

Replace “-tion” nouns with stronger verbs

Wordy ConciseRain forests are being destroyed by uncontrolled logging.

Uncontrolled logging is destroying rain forests.

A new fire curtain is necessary for the stage. The stage needs a new fire curtain.

The South African government was undergoing significant changes.

The South African government underwent significant changes.

I submitted an application for the job. I applied for the job.

Omitting FILLER phrases Filler phrases at the beginning of sentences delay the true

SUBJECT & VERB, or main POINT of the sentence Changing which and that to “ing” words; omit them whenever

possible Omitting phrases that question your validity and knowledge Replace prepositional phrases with one word modifiers when

possible Remove intensifiers

Wordy ConciseIt is expensive to upgrade computer systems.

Upgrading computer systems is expensive.

Chlorofluorocarbons have been banned from aerosols. This haslessened the ozone layer's depletion

Chlorofluorocarbons have been banned from aerosols, lessening the ozone layer's depletion.

The committee, which meets monthly, oversees accounting procedures and audits.

The committee, meeting monthly, oversees accounting procedures and audits.

Because the fluid, which was brown and poisonous, was dumped into the river, the company that was negligent had to shut down.

Because the brown, poisonous fluid was dumped into the river, the negligent company had to shut down.

The environmental council could see several solutions.

The environmental council saw several solutions.

The President of the Student Senate was in charge of the lobbying against the merger at the Minnesota

The Student Senate President oversaw lobbying the Minnesota Congress against the merger.

Common Filler PhrasesIt is There is There are This This

means that

This is impt. b/c That Which

Given the fact that

Would Could Should

It seems that Prepositions like of, by, fromIntensifiers: very, extremely,

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Congress.Proper planning is very vital to project success. Proper planning is vital to project success

Reduce redundancyCombining sentences and using proper punctuation

Use a colon for explanatory sentences rather than introducing it a second time in a second sentence Combine closely related short sentences with semi-colons or conjunctions

Practice Time!Read and then rewrite the following sentences reducing the wordiness based on the strategies provided.

1. The first person that I met at the party was Cindy. Cindy was a blonde who had bright green eyes.

Examples of Wordinessabsolutely essentialaccording toall ofare connected withas a resultas long asat all timesat this timeclose proximityconsensus of opiniondespite the fact thatdue to the fact thatfew in numberfirst and foremostfor the production offor the purpose offor the reason thathas (or needs) toif…, then …in a givenin accordance within an attempt (effort) toin connection within order forin order to in point of factin reference toin (or with) regard toin the event thatin view of the fact thatinasmuch asis allowed (able or entitled) tois located inis required toit should be noted thatlook intomaking a determination (decision)more often than not needs (or has) tonot allownot differentnot includeon the basis ofowing to the fact thatpast historypayment made toprior to the limitation onsmall in size (number)subsequent to the use ofthat limits (or other verb after “that”)the creation of (or other “-tion” noun)there are (or there is)whether or notwill be able towill depend uponwill have towith reference towith regard towith the exception of

Wordy ConciseThe theater has three main technical areas. These areas are costumes, scenery, and lighting.

The theater has three main technical areas: costumes, scenery, and lighting.

The director is concerned about problems. Typical problems may occur with lighting, sound, and props.

The director is concerned about typical problems with lighting, sound, and props.

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_______________________________________________________________________________2. The woman who was keeping score made a mistake. _______________________________________________________________________________3. The trail that I followed led to a boulder that was perched on the edge of a cliff._______________________________________________________________________________ 4. Aluminium is a metal that is very light in weight. _______________________________________________________________________________5. The office manager wanted all the memos to be typed. She wanted all the memos to be typed so that they would be easy to

read. _______________________________________________________________________________6. I spent two years in Tucson. Tucson is my favorite city. _______________________________________________________________________________7. The license plate that was on the car had a word on it instead of numbers. The word was “rodeo.”

__________________________________________________________8. The book that the library wants me to return is called For Whom The Bell Tolls. __________________________________________________________9. She flew to Hawaii on a 747. The 747 is the biggest airliner in the world. __________________________________________________________10. All the cigars that he smoked made the room smell like it was a tobacco factory.   __________________________________________________________11. It is my opinion that abortion should be outlawed.__________________________________________________________12. I will complete my research paper in a period of a week.

Better Phrases or Words essentialperall (or each)relate tothusifalwaysnow (or currently)proximityconsensuseven thoughsince (or because)fewfirstto producefor (or to)since (or because)must (or should)if…, …eachaccording totoaboutfortoin factaboutregarding (or about)ifsince (or because)since (or because)canis inmust (or should)

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__________________________________________________________13. William Jefferson Clinton, who was formerly the President of the United States, now has a job with a private company.__________________________________________________________14. Susan is the teacher who teaches Chemistry at her High School.__________________________________________________________15. John was employed and now works for the company Levis Strauss.__________________________________________________________16. The student is writing a writing assignment for his English Composition class.__________________________________________________________17. She was in deep thought and contemplation about what happened.__________________________________________________________18. Julius ran with the other runners in the 10,000 meter track event and finished third overall.__________________________________________________________19. In my opinion, I think that he should have been sentenced to death.__________________________________________________________20. Her purse, which was manufactured in Italy, was stolen yesterday.__________________________________________________________

Called on a technicalityParallelism isn’t just

for Math ClassConsider the definition of parallelism (repeating grammatical structures). The sentence below exhibits FAULTY parallelism. Decide why and explain your response (even if you are not sure—at least TRY—say something. IDK is not acceptable). Then, answer the questions below.

A police officer must uphold the law by patrolling the streets, controlling traffic, catch criminals, and arresting law-breakers.

1. How does the sentence above display FAULTY parallel structure?______________________________________________________________________________________________________________________________________________________________________________2. Why is this sentence different than just saying?

A police officer has many duties.____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2. How does parallelism help improve your writing?____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3.Why is having correct parallelism (or even just correct grammar) so important in good writing?

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____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Notice the parallel structure in each example below: Parallel words: He has called together legislative bodies at places, unusual,

uncomfortable, and distant from the depository of their public records. (parallel words are:______________)

Parallel phrases: He has constrained our fellow citizens taken captive on the high seas to bear arms against their country, to become the executioners of their friends and brethren, or to fall themselves by their hands. (Parallel phrases are: ______________)

Parallel clauses: The harder the conflict, the more glorious the triumph. (understood verb:___)

Correct the parallel structure in the following sentences1. The national park’s prohibitions include the following: no pets, no alcohol, no hiking

off designated paths, and don’t feed the bears.2. The hiker stopped and focused more on the sunset than the river.3. Yesterday we cleaned our rooms, washed the kitchen floor, dusted the furniture,

and we mowed the lawn.4. Banana splits are colorful, yummy, and they can make you fat.5. The room was furnished with sofas, chairs, flowering plants, and oriental rugs were

on the floor.

There are 5 sentences that are not parallel in each paragraph. Correct these. Passage A

For the 10 percent of the American population that is left-handed, life is not easy. Using a pair of scissors or to write in a spiral notebook can be very difficult. The scissors and the notebook are two items designed for right-handers. Also, have you ever seen a “southpaw” take notes or writing an exam at one of those right-handed half-desks? The poor “lefty” has to twist like a yoga devotee or in the style of a circus acrobat in order to reach the paper. But a recent study proves that being left-handed can be psychologically damaging as well as tax a person physically. A survey of 2,300 people showed that 20 percent more left-handers than right-handers smoked. Could lefties smoke to relieve the tension or forgetting the problems of living in a right-handed world? Passage B

Some people today are “survivalists.” These people, because they fear some great disaster in the near future (like economic collapse or nuclear war), are preparing for a catastrophe. Hoarding food, stockpiling weapons, and the achievement of self-sufficiency are some of the activities of survivalists. In Arkansas, for example, one group has built a mountain fortress to defend its supplies and staying safe. Arkansas, the group feels, is the best place to be for several reasons: it is an unlikely target for nuclear attack; it offers plentiful supplies of food and water; a good climate. Some Americans feel that the attitude of survivalists is selfish and greed. These people say that such a philosophy turns society into a “dog-eat-dog” race for life. Other people believe that

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after a nuclear war, the world, with radiation and where there would be disease, wouldn’t be worth living in.

Remember: THESIS STATEMENTS for RESEARCH PAPERS should also contain parallel structure. Correct the parallel structure in the following thesis statements.

1. Our forty second president, William Jefferson Clinton, is a complex man who demonstrates great authority and is organized as a leader, but his disrespect for the feminine population and being arrogant are unorthodox qualities at best and personal vices at worst.

2. Known as the “father of the atomic bomb,” Robert J. Oppenheimer’s being curios and lack of prudent actions led to the death of millions of Japan’s citizens, but doubting over his own work and trust in the American public led to a lobby for atomic control as he learned from his mistakes.

3. Conrad Hilton was a man of many talents and through his curiosity, being perseverant, and organizing he was able to found a successful hotel chain, but his arrogance was a vice that he would struggle with throughout his life.

Called on a technicalityIt’s All About the Commas, Baby.

1. Use commas to separate independent clauses when they are joined by any of these seven coordinating conjunctions: and, but, for, or, nor, so, yet.

Lorraine Hansberry is one modern dramatist but Arthur Miller is more famous.

2. Use commas after introductory a) clauses, b) phrases, or c) words that come before the main clause. a. Common starter words for introductory clauses that should be followed by a comma include after, although, as, because, if, since, when, while. However, don't put a comma after the main clause when a dependent (subordinate) clause follows it (except for cases of extreme contrast).

Incorrect: She was late for class, because her alarm clock was broken.Incorrect: The cat scratched at the door, while I was eating.Correct: She was still quite upset, although she had won the Oscar.

(This comma use is correct because it is an example of extreme contrast)

b. Common introductory phrases that should be followed by a comma include participial and infinitive phrases, absolute phrases, nonessential appositive phrases, and long prepositional phrases (over four words).c. Common introductory words that should be followed by a comma include yes, however, well

Clearly The Crucible can teach us many lessons.

3. Use a pair of commas in the middle of a sentence to set off 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.

Here are some clues to help you decide whether the sentence element 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?

If you answer "yes" to one or more of these questions, then the element in question is nonessential and should be set off with commas.

Arthur Miller author of The Crucible wrote during the 1950s.

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4. Do not use commas to set off essential elements of the sentence, such as clauses beginning with that (relative clauses). That clauses after nouns are always essential. That clauses following a verb expressing mental action are always essential.

Examples of other essential elements (no commas):Students who cheat only harm themselves.The baby wearing a yellow jumpsuit is my niece.The candidate who had the least money lost the election.

Examples of nonessential elements (set off by commas):Fred, who often cheats, is just harming himself.My niece, wearing a yellow jumpsuit, is playing in the living room.The Green party candidate, who had the least money, lost the election.Tom, the captain of the team, was injured in the game.

5. Use commas to separate three or more words, phrases, or clauses written in a series.

Communism politics and Salem are all used to make purposeful meaning in The Crucible

6. Use commas to separate two or more coordinate adjectives that describe the same noun. Be sure never to add an extra comma between the final adjective and the noun itself or to use commas with non-coordinate adjectives.

Coordinate adjectives are adjectives with equal ("co"-ordinate) status in describing the noun; neither adjective is subordinate to the other. You can decide if two adjectives in a row are coordinate by asking the following 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?

If you answer yes to these questions, then the adjectives are coordinate and should be separated by a comma. Here are some examples of coordinate and non-coordinate adjectives:

He was a difficult, stubborn child. (coordinate)They lived in a white frame house. (non-coordinate)She often wore a gray wool shawl. (non-coordinate)Your cousin has an easy, happy smile. (coordinate)

7. Use a comma near the end of a sentence to separate contrasted coordinate elements or to indicate a distinct pause or shift.8. Use commas to set off phrases at the end of the sentence that refer back to the beginning or middle of the sentence. Such phrases are free modifiers that can be placed anywhere in the sentence without causing confusion.

Nancy waved enthusiastically at the docking ship, laughing joyously. (correct)Incorrect:Lisa waved at Nancy, laughing joyously. (Who is laughing, Lisa or Nancy?)Laughing joyously, Lisa waved at Nancy. (correct)Lisa waved at Nancy, who was laughing joyously. (correct)

9. 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.10. Use a comma to shift between the main discourse and a quotation.

John said without emotion, "I'll see you tomorrow.""I was able," she answered, "to complete the assignment."In 1848, Marx wrote, "Workers of the world, unite!"

11. Use commas wherever necessary to prevent possible confusion or misreading.

Comma AbuseCommas in the wrong places can break a sentence into illogical segments or confuse readers with unnecessary and unexpected pauses.12. Don't use a comma to separate the subject from the verb.

Incorrect: An eighteen-year old in California, is now considered an adult.

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Incorrect: The most important attribute of a ball player, is quick reflex actions.13. Don't put a comma between the two verbs or verb phrases in a compound predicate.

Incorrect: We laid out our music and snacks, and began to study.Incorrect: I turned the corner, and ran smack into a patrol car.

14. Don't put a comma between the two nouns, noun phrases, or noun clauses in a compound subject or compound object.

Incorrect (compound subject): The music teacher from your high school, and the football coach from mine are married.Incorrect (compound object): Jeff told me that the job was still available, and that the manager wanted to interview me.

15. Don't put a comma after the main clause when a dependent (subordinate) clause follows it (except for cases of extreme contrast).

Incorrect (extreme contrast):She was late for class, because her alarm clock was broken.Incorrect: The cat scratched at the door, while I was eating. Correct: She was still quite upset, although she had won the Oscar.(This comma use is correct because it is an example of extreme contrast)

Exercise: write the word the comma should following the blank providedEXAMPLE: This recipe is a delicious creative treat! delicious

1. The walkers maintained a brisk steady pace.

2. Lauren cannot afford the tuition so she is applying for financial aid.

3. Ali wanted an active playful pet.

4. Several boisterous hecklers interrupted the speech but the crowd was still able to enjoy it.

5. The cake was trimmed with tiny colored chocolate curds.

6. I had hoped to see Linda but she wasn't at the party.

7. We had hoped to go shopping and sightseeing but we planned too much for one day.

8. Few things are worse than tough overcooked meat.

9. Grandma received a bouquet of beautiful petite yellow roses.

10.

Please drop these letters at the post office and then you can go to the library.

The following letter has been altered to include no punctuation. Correct the letter adding in commas, semicolons, periods, etc. Remember, punctuation can change the meaning of certain phrases.

My Dear Child I arrived here on Sunday last and without meeting with any accident worth noticing except losing ourselves when we left Baltimore and going eight or nine miles on the Frederick road by which means we were obliged to go the other eight through woods where we wandered two hours without finding a guide or the path fortunately a straggling black came up with us and we engaged him as a guide to extricate us out of our difficulty but woods are all you see from Baltimore until you reach the city which is only so in name here and there is a small cot without a glass window interspersed amongst the forests through which you travel miles without seeing any human being in the city there are buildings enough if they were compact and finished to accommodate Congress and those attached to it but as they are and scattered as they are I see no great comfort for them the river which runs up to Alexandria is in full view of my

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window and I see the vessels as they pass and repass the house is upon a grand and superb scale requiring about thirty servants to attend and keep the apartments in proper order and perform the ordinary business of the house and stables an establishment very well proportioned to the President’s salary[…]

Since I sat down to write I have been called down to a servant from Mount Vernon with a billet from Major Custis and a haunch of venison and a kind congratulatory letter from Mrs. Lewis upon my arrival in the city with Mrs. Washington’s love inviting me to Mount Vernon where health permitting I will go before I leave this place

Affectionately your mother Abigail Adams

MLA FormatMonkeys Learn Alphabet…? No, of course not.

MLA stands for Modern Language Association founded in 1833 by teachers and scholars to promote literature and language teaching and learning. MLA format refers to a STANDARDIZED way to set up and document papers and sources for students, teachers, and scholars. When you are asked to write a paper in MLA format, you are asked to set it up in the way shown below. Follow these step by step instructions to ensure your objective format points don’t disappear. Getting Started

1.2. Open a word processor blank document.3. Make sure the FONT is Times New Roman4. Make sure the type is 12 point

5. DON”T CHANGE IT FROM THIS TYPE AND SIZE FOR ANY REASON

ALL MARGINS SHOULD BE AT ONE INCH6.7. Click on File 8. Click on page set up 9. In the box that pops up make sure that

the margins tab is up

10. set bottom, top, left and right margins at 111. click OK

THE DOCUMENT SHOULD BE DOUBLE SPACED THROUGHOUT12.13. Click on Format14. Click on paragraph15. In the box that pops up make sure the

lines and spacing tab is up

16. under the spacing section, click the down arrow and highlight double

17. Click OK

THE HEADER18.19. click on View20. click on header and footer21. In the header at the top of the page hit

the RIGHT alignment button

22. type your last name23. hit space bar once24. click on insert page number ( # ) 25. close header footer

MLA HEADING SHOULD BE ONE INCH FROM THE EDGE OF THE PAGE26.

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27. On the first line of the document (NOT IN THE HEADER) on the LEFT side of the page you should type your first and last name

28. hit enter29. Type your teacher’s name30. hit enter

31. type the class/period32. hit enter33. type the DUE date in this format ( 1

January 2008 ) make sure you type out the month. Abbreviations are not acceptable

TITLE SHOULD BE CENTERED34. After the date make sure you hit the enter ONLY once then hit the center alignment and type your

title DO NOT bold it, change the size, underline, italicize or anything.35. Hit enter then fix the alignment back to the left and you are ready to type your paper.

MLA FormatFoul!!! Plagiarism!!!

Plagiarism is simply the act of taking someone else’s idea, verbal or written, and passing it off as your own. It is a form of piracy and

thievery.Plagiarism comes in many different forms and is often innocently done when someone forgets to cite properly, thought it is innocent, it is still inexcusable. It will be considered plagiarism if you:

Copy from published sources without adequate documentation. o Not using quotation marks to identify a direct quote from your source. o Not citing the source of your information when using ideas and information

taken from the texto Not paraphrasing correctly

Purchase a pre-written paper (either by mail or electronically). Let someone else write a paper for you. Pay someone else to write a paper for you. Allow someone else to copy your paper Submit as your own someone else’s unpublished work, either with or without

permission. Using any amount of sentences from someone else’s paper. Copy someone else’s homework Allow someone to copy your homework

If you fall behind and feel tempted to plagiarize, it is best if you go to your teacher and openly explain your procrastination. It is better to turn in a paper late than to plagiarize. The penalties are far less dire.

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Quotation: (http://www.esc.edu/htmlpages/writerold/menusp.htm)

"Empire State College has a policy describing the conditions under which students may be warned or withdrawn from the College for such unethical academic behavior as plagiarism, forgery, misrepresentation, or other dishonest or deceptive acts which constitute grounds for warning or administrative withdrawal" (CDL Student Handbook 5).

Decide which is the summary, which is the paraphrase, and which is the plagiarized sentence.

1. The Student Handbook states that the College may dismiss students who in any way present others' work as their own (5). [MLA format]

2. According to policy in the Student Handbook, Empire State College may take punitive action (including dismissal) against students who act fraudulently. Fraudulent action includes using the words or ideas of others without proper attribution, falsifying documents, or depicting the words of others as one's own (1992, p. 5). [APA format]

3. The Student Handbook states that the College has a policy that describes the different instances under which students may be withdrawn from the College. These instances include plagiarism, forgery, misrepresentation, and other instances that show dishonest or deceptive practice (1992, p. 5). [APA format

ESPN.com: College Football Tuesday, December 18, 2007

Twenty or more FSU players might be pulled from bowlBy Mark Schlabach ESPN.com

At least 20 Florida State football players will be suspended from playing against Kentucky in the Dec. 31 Gaylord Hotels Music City Bowl, as well as the first three games of the 2008 season, for their roles in an academic cheating scandal involving an Internet-based course, a source with knowledge of the situation said Tuesday morning.

Florida State officials are expected to announce the results of the investigation this week. The source said university officials determined Monday night the exact number of football players who will be suspended. Federal privacy laws prohibit the school from releasing names.

"We have some players not traveling for one reason and some for another, including those who are ineligible for the bowl because of academic issues," coach Bobby Bowden said in a statement released by the university Tuesday.

Including walk-ons, the number of players facing suspension could approach 25. The source said student-athletes in several other sports also were implicated in the cheating scandal. Federal privacy laws prohibit the school from releasing names.

"We don't know what that number is going to end up being exactly, but we know that's a rough figure," assistant athletic director Rob Wilson said Tuesday. "It's an issue where we're being extra cautious."

The investigation already has led to the resignations of two academic assistance employees, one of which was full-time academic adviser Brenda Monk, who worked with FSU student-athletes. The school

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revealed in September that as many as 23 student-athletes were given answers before taking exams over the Internet.

Further investigations revealed additional student-athletes were involved in the cheating, according to the source.

"If the players fight the suspensions, they'll risk losing all of their eligibility," a source with knowledge of the situation said Tuesday morning.

The school's investigation found that a tutor gave students answers while they were taking tests and filled in answers on quizzes and typed papers for students.

Florida State president T.K. Wetherell, a former Seminoles football player, reported the initial findings in a letter to the NCAA in September.

At least two Seminole football players already have been penalized for their involvement. Defensive end Kevin McNeil missed the season and wide receiver Joslin Shaw missed the first four games.

"[Bowl opponent] Kentucky would be a tough opponent when we are at full strength, so clearly this will make things more difficult," Bowden said. "Our staff is in the process of determining what adjustments we must make for the game."

Wetherell ordered an investigation by the university's Office of Audit Services in May after receiving information an athletics department tutor had directed one athlete to take an online quiz for another athlete and then provided the answers.

The tutor implicated in the audit told investigators he had been providing students with answers for the test since the fall of 2006, according to a university report.

Wisconsin was the last football program to suspend as many as 20 players. Days before the start of the 2000 regular season, 26 Badgers were given three- or one-game suspensions for getting unadvertised price breaks at a shoe store. […]

©2009 ESPN Internet Ventures. Terms of Use and Privacy Policy and Safety Information/Your California Privacy Rights are applicable to you. All rights reserved.

MLA FormatWorks Cited and Parentheticals…Avoiding plagiarism by documenting sources

Works Cited Checklist:Do I have the minimum number of sources?

Are all my sources cited in my paper? Is everything double spaced? Is my header my last name with a space and the page number? Is everything in Times New Roman 12 point? Are the sources in alphabetical order? Did I make sure each one is a hanging indention?

Darcy 7Works Cited

Begley, Sharon, et al. "Mapping the Brain." Newsweek 20 Apr. 1992: 66-70.

Damasio, Antonio R. "Aphasia." The New England Journal of Medicine 326 (1992): 531-39. Diagram Group.

The Brain: A User’s Manual. New York: Putnam’s, 1982.

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"Nurturing Development of the Brain." Editorial. New York Times 28 Apr. 1997,late ed.: A14. New York

Times Ondisc. CD–ROM. UMI. 1997.

PARENTHETICAL CITATIONS: Usually a citation is composed of the author’s last name and the page or paragraph number. However, you do not have to use the author’s last name if you’ve used it in your sentence already.

Olivier creates Richard III’s “central device of coherence” by using a cyclical theme of the crown (Brown 133).

Constance Brown argues that Olivier uses a cyclical theme of the crown to create “the central device of coherence” (133).

If you cite a source with more than one author, be sure to credit both authors. If you cite an anonymous or unsigned text, use a shortened version of the title in place of a name.

If you cite a multivolume work, include the volume number (followed by a colon and a space) before the page number.

As Katherine Raine has argued, “true poetry begins where human personality ends” (2: 247).

(Ask if you are unsure how to cite other types. You can always consult a style guide in the media center or even online! Ignorance is no excuse.)

Ex. (Begley 67) Ex (Damasio par. 6) Ex. (“Nurturing” 80)