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Academic honesty involves presenting another person's words or ideas as your own, or enabling someone else to do so.
Examples of dishonest behavior
Plagiarism:
1. Copying homework from another student or enabling someone else to do so.
2. Using someone/something else's (whether a classmate, a published author, information off the internet, etc) words in a paper without using quotation marks. Whenever you use a key word or more than two words in a rowfrom another source, you must put those borrowed words in quotation marks and cite your source.
3. Using someone else's (whether a classmate or a published author) ideas in a paper without giving that person credit.
Other dishonest behavior:
4. Looking at another student's paper during a test or quiz.
5. Giving another student answers during a quiz or test.
6. Telling a student who has not yet taken a test or quiz what questions are asked on a test.
Distinction between honest and dishonest collaboration
You are encouraged to work with your classmates on regular assignments. In fact, sometimes you may be required to do so. It almost always helps to talk about assignments with other people, whether parents, peers, tutors, or teachers. When it comes to putting words on paper, however, THE WORDS YOU WRITE MUST BE YOUR OWN. Unless the teacher give explicit instructions for an assignment to be written collaboratively, assume that -- even if you work on it with a friend -- you must do the actual writing yourself. If you are ever in doubt about what the expectation are for a given assignment, ask your teacher -- that's the honest thing to do.
Consequences for dishonest behavior
All incidents of academic dishonesty will incur failure of the assignment and a referral to the dean. In cases of major assignments (ie. research projects, etc.), a zero may result in failure for the term.
Severe Writing Errors
Some writing errors are detailed below with examples to help the writer avoid them. While writing, students can use these examples as a quick reference tool. These Gross Illiteracies are unacceptable in all writings.
Sentence Fragments - SF
SF When Chris served the salad.
We need to know what happened "when Chris served the salad."
SF Which contained lettuce, tomatoes, carrots, and scallions.
We need to know what contained lettuce, tomatoes, carrots, and scallions.
Correct When Chris served the salad, which contained lettuce, tomatoes, carrots, and scallions, he suddenly tripped, spilling it into the surprised customer's lap.
Run-on Sentences - RO
RO I thought the ride would never end my eyes were crossed and my fingers were numb.
Run-on sentences can be corrected by creating two sentences, adding a semi-colon,
or adding a comma and a conjunction.
Correct I thought the ride would never end. My eyes crossed, and my fingers numbed.
Correct I thought the ride would never end; my eyes crossed, and my fingers numbed.
Correct I thought the ride would never end; my eyes crossed; my fingers numbed.
Comma Splices - CS
CS The concert crowd waited in the hot sun for two hours, many began to show their impatience by chanting and clapping.
Comma splices can be corrected by using a semi-colon or rewording the original
sentence.
Correct The concert crowd waited in the hot sun for two hours; many began to show
their impatience by chanting and clapping.
Correct After waiting in the hot sun for two hours, the concert crowd began to show its impatience by chanting and clapping.
Pronoun Use - PN
PN Emily and Nicole cleaned out their messy lockers on the last day of school. She used
an industrial cleaner to scrub the glue residue remaining from her boyfriend's
43 pictures.
Correct Emily and Nicole cleaned out their messy lockers on the last day of school.
Emily used an industrial cleaner to scrub the glue residue remaining from her
boyfriend's 43 pictures.
PN Mosquitoes are not a problem in cool weather because when the temperature drops below sixty degrees, it can't flap its wings.
Correct Mosquitoes are not a problem in cool weather because when the temperature drops below sixty degrees, they can't flap their wings.
Subject - Verb Agreement - SV
SV Not all people in the world considers black to be the color for mourning; in China
and in Moslem countries, mourners wear white.
Correct Not all people in the world consider black to be the color for mourning; in
China and in Moslem countries, mourners wear white.
SV Blue and white is the most popular school colors, but are rock or country the most popular music?
Correct Blue and white are the most popular school colors, but is rock or country the
most popular music?
SV One of the boys are late.
Correct One of the boys is late.
Inconsistent Verb Tense - VT
VT The boy had ran home.
Correct The boy had run home. OR The boy ran home.
When discussing what you have read (i.e. a story of poem) use the present tense consistently.
For example: In "The Tell-Tale Heart" Poe writes...
Shifting Point of View - PV
PV Friends are not what they always seem to be. You know how that goes.
Correct Friends are not what they always seem to be. Everyone knows how that goes.
MLA PAPER GUIDELINES
These writing assignments must follow MLA format:
Essays
Reports
Margins and Spacing.Except for page numbers, leave margins of one inch at the top, bottom, left and right. (Most word processing programs have these margins set as the default) Do not justify the lines of your paper. Indent paragraphs. The research paper is double-spaced throughout, including heading, quotations, notes and the list of works cited.
Heading and Title.An MLA research paper does not require a title page, but it is optional. Instead, after the initial page number, and beginning one inch from the top of the first page and at the left margin, type your name, instructor's name, course name and period, and due date (day, month, year). Set for double space, center, and use initial capitalization for the title. Avoid using all caps, underlines, or quotation marks for your own title.
Page Numbers.Beginning with the second page, number all pages consecutively throughout the manuscript in the upper right-hand corner, one-half inch from the top and even with the right margin. Type your last name preceding the page number using no punctuation mark or other symbol (such as the abbreviation "p"). Computers have standardized instructions for header
insertion.
A sample research paper follows:
TITLE PAGE
Center the title about a third of the way down
the page
Mrs. Dalloway and the Confounded Work of Virginia Woolf
Center the author information about two-thirds of the way down.
Jennifer L. Gravuer
English Literature--3
Mr. Skeons
22 January 1998
Mrs. Dalloway and the Confounded Work of Virginia Woolf
Thesis: In Woolf's Mrs. Dalloway, the major elements of characterization, imagery, and style help the reader to gain a much clearer view of her slant on life and death.
THES IS AND OUTLINE PAGE
I. The use of characterization
A. Parallels between the two main characters
1. Clarissa Dalloway
2. Septimus Smith
B. Using flashbacks to establish character
1. Clarissa's relationship with Sally Burton
2. Septimus' shaded war experience
C. Descriptions by other characters
1. Clarissa describing Peter Walsh
2. Sir William Bradshaw's car and house
II. Varied imagery as an integral path to understanding
A. Symbolism throughout the novel
2. Shakespeare's quote
2. "Solemn" as a key word
2. The flower stand
A. The lack of chapter headings
2. Emphasis on relationships
Jennifer L. Gravuer
English Literature--3 FIRST PAGE OF TEXT
Mr. Skeons
22 January, 1998
Mrs. Dalloway and the Confounded Work of Virginia Woolf
Virginia Woolf suffered considerable emotional trauma by the time she had reached her teens. Ironically, however, the loss of both of her parents actually proved to have a beneficial influence on her writing. In her unusual novel Mrs. Dalloway, the author shifts back and forth between the title character Clarissa Dalloway, whose acquaintance with people around her has a profound effect on her mental stability, and Septimus Smith, whose wartime memories continue to haunt him. The lives of these two characters tie together, even though they never meet. In Woolf's Mrs. Dalloway, the major elements of characterization, imagery, and style help the reader to gain a much clearer understanding of her slant on life and death.
Characterization is shown as a key factor in several ways. The first of these, and probably the most evident, concerns the close parallels between the two main characters. Clarissa and Septimus share with the reader the same views on a variety of questions. Not least among them is their view of death. Clarissa thinks very seriously about killing herself, and only the advice of her doctor steers her away from the act. In an ironic twist on the same subject, Septimus actually goes through with the suicide as a reaction against his doctor's interference and poor advice (Gorsky 82). When clarissa finds out about Septimus' death at her party, her own close call makes her feel empathy with the man she has never known. His death forces Clarissa to face some hard truths about the importance of life (101).
Another way in which character is established is through frequent flashbacks involving each character. Such a device of revealing the complexity of relationships past and present produces important subtleties of thought in both Clarissa and Septimus (Leaska 48). For example, Clarissa often refers to her relationship with Sally Burton, describing the times they had and the extraordinary person that Sally Burton is. At one point in her memory, Clarissa notes, "Then came the most exquisite moment of her whole life . . . Sally stopped, picked up a flower . . . . The whole
world might have turned upside down . . ." (Woolf 52). Septimus, too, has his remembrances, most of them penetrating to the war and death. Several times the author delievers his thoughts of action in the field, and one particular episode shows his sense of loss when his commanding officer is shot dead in front of him: "He looked away at once, and then back at the ground, and then at the sky. Gravuer 2
Nowhere was there to be any escape from this. He couldn't walk past this corpse" (130). This and other incidents keep clouding the mind of Septimus until he can no longer keep a firm grasp on the reality of the present. The war never ends, and the reluctant soldier never comes home.
The last use of characterization which Woolf . . . .
SECOND PAGE OF TEXT
Works Cited
Bloom, Harold. "The Symbolic Keyboard: Mrs. Dalloway." Virginia Woolf's Mrs.
Dalloway. New York: Chelsea House Publishing Company, 1988.
Carpenter, William T. "The Myth and Method of Virginia Woolf." Newspeak Magazine
April 1994: 28-32.
Dowling, David. "Importance of the Work." Mrs. Dalloway: Mapping Streams of
Consciousness. Boston: Twayne Publishing Company, 1991.
Gorsky, Susan. "Image and Symbol." Virginia Woolf. Boston: Twayne Publishing
Company, 1978.
Johnson, Martin. "Taking Woolf to the Door." Cyber-Journal International 7.4 (26
May 1990): 4 pp. On-line. Internet. 14 March 1996. Available: http://www.
cbrjnlintl.edu/univ.html. 23 May 1997.
Leaska, Mitchell. "From Mrs. Dalloway." The Virginia Woolf Reader. San Diego:
Harcourt Brace Jovanovich Publishing Company, 1984.
Woolf, Virginia. Mrs. Dalloway. New York: Harcourt Brace and World Incorporated,
1953.
WORKS CITED PAGE:
CONSULT YOUR TEACHER
FOR OTHER EXAMPLES.
Bibliographic Entries: Books
One Author
Angell, David. The Internet Business Companion: Growing Your Business in the Electronic Age.
Chicago: Addison-Wesley, 1995.
Two Or Three Authors
Bystydzienski, Jill M., and Estelle P. Resnik. Women in Cross-cultural Transitions.
London: Phi Delta Kappa Educational Foundation, 1994.
More than Three Authors
Marine, April, et al. Internet: Getting Started. New York: PTR Prentice Hall,
1994.
Two or More Books by the Same Author
List the books alphabetically according to title. After the first entry, substitute three hyphens for the author's name.
Laurence, Peter J. The Peter Pyramid. New York: William Morrow, 1986.
---. Why Things Go Wrong. New York: William Morrow, 1985.
One Volume of a Multivolume Work
Ziegler, Alan. The Writing Workshop. Vol. 2. New York: Teachers and Writers, 1984.
Reference Book on CD-Rom
If you use an encyclopedia or other reference book recorded on CD-ROM, use the form below.
The Oxford English Dictionary. 2nd ed. CD-ROM. Oxford: Oxford UP, 1992.
Bibliographic Entries: Periodicals
Signed Article in a Magazine
Tully, Shawn. "The Universal Teenager." Fortune 4 Apr. 1994: 14-16.
Unsigned Article in a Magazine
"Crafts Fair Showcases Women." Entrepreneur May 1995: 23.
Signed Newspaper Article
Bleakley, Fred R. "Companies' Profits Grew 48% Despite Economy." Wall Street Journal
1 May 1995, midwest ed.: 1.
Unsigned Newspaper Article
"African Roots of American Music Traced at Westchester College." Amsterdam News (New
York) 29 Jan. 1994. sec. 1: 21.
Bibliographic Entries: Other Print and Non print Sources
Periodically Published Database on CD-ROM
The entry begins with original publication information and ends with the title of the database (underlined), the publication medium (CD-ROM), the vendor's name (producer of the CD-ROM), and the electronic publication date.
Ackley, Patricia. "Jobs of the Twenty-First Century." New Rochelle Informer 15 Apr. 1994:
A4. New Rochelle Informer Ondisc. CD-ROM. Info-Line Oct. 1994.
Film
Trading Places. Dir. John Landis. Perf. Dan Akroyd, Eddie Murphy, Ralph Bellamy, and
Jamie Lee Curtis. Paramount, 1983.
Television or Radio Program
"The Ultimate Road Trip: Traveling in Cyberspace." 48 Hours. CBS. WBBM, Chicago. 13 Apr.
1995.
Personal Interview
Brooks, Sarah. Personal interview. 15 Oct. 1993.
Bibliographic Entries: Computer Network Sources
Elements of On-Line Entry (No print version)
When citing on-line sources, record the necessary information in the following format. If certain items do not apply or are not available, simply skip those and go on to the next.
Author's surname, first name. "Title of article or document." volume number.issue number /
or other identifying number (year or date of publication): number of pages or
paragraphs if given / or n.pag. On-line. Name of computer network. Date of access.
Available: specify electronic address
Daniel, Ralph Thomas. "The History of Western Music." Britannica Online: Macropaedia.
1995. Online. Encyclopedia Britannica. Available: http"//www.eb.com:180/cgi-bin/
g"DocF=macro/5004/45/0.html.14 June 1995.
Electronic File on the World Wide Web (No print version)
Bowker, Samuel T. "Cyberspace: Debate on Research Use." 12 Sept. 1996: n.pag. On-line.
Internet. 5 Oct. 1996. Available WWW: http://www.ppc.new.edu/home/stb/com
Article from On-Line Computer Service (also in print)
Stempel, Douglas. Loving Our Heritage." Annapolis Reporter 3 July 1992: 12. History Index.
On-line. Comptell. 13 Nov. 1995.
Book in Electronic Text Repository (Also in print)
Austen, Jane. Sense and Sensibility. Ed. Roald Nielsen. Harmondsworth: Penguin, 1962.
On-line. Cambridge Text Archive. Internet. 16 Feb. 1996. Available FTP:
etext.cam.ac.uk.au
Galenet
**NOTE** Because technology is moving faster than any print source can keep up with, it is recommended that students consult the on-line address: thewritesource.com. for updates.
Parenthetical Referencing
In writing any paper that requires you to find information from another source, you must give credit to that source. Anything that you borrow - a word, a phrase, a sentence or an idea - must be cited. The most practical way to document sources is to insert a brief acknowledgement in parenthesis into the text whenever you use another's words or information.
ONE AUTHOR: CITING PART OF A WORK
List the necessary author and/or page numbers in parentheses if you borrow words or ideas from a particular work.
With author in text
Include the name of the author in the sentence that has been borrowed. In the following example, the information comes from page 115 of a book by Robert H. Loeb.
Loeb concludes that capital punishment has been applied to "a few outcast pariah" (115).
The next example is a direct quotation but has more than four keyed lines. A colon introduces the quote. The quote is set off from your text by beginning a new line, indenting one inch from the left margin, without adding quotation marks. The final period in this case precedes the parenthetical reference.
As stated in a Beacon News article written by Bill McAllister:
Gathered by the concrete remains of the Murrah Federal Building, survivors of the
explosion that killed 168 people two years ago erupted into a lusty cheer Friday
afternoon as word of the death sentence was relayed from a Denver courtroom. Some of
the survivors and their families unfurled an American flag that had flown over the
Murrah site the day McVeigh's trial began and burst into a chorus of God Bless
America. (5)
Without author in text (Sentence)
The following example shows how to display a direct quotation that takes four keyed lines or less. The author's name Loeb is not included in the text. Instead, it is included with the page number in the parenthetical reference.
"Criminals such as Lee Harvey Oswald and James Earl Ray have done more than inflict an injury on an isolated individual; they have violated the foundations of trust and friendship" (Loeb 71).
TWO OR THREE AUTHORS
Give the last names of every author in the same order that they appear on the title page of the book and page number.
Today capital punishment in the United States pertains only to the crime of murder (Hook and Kahn 33).
TWO OR MORE WORKS BY THE SAME AUTHOR
If you cite more than one work by the same author, place the author's name, title of article, and page number, if available, in parenthesis. Or, include that author's name and title of article in the text, leaving the page number for the parenthesis.
In response to critics that use the argument that capital punishment deters crime, statistics show that traits developed during adolescence are more important (Zimring, "Capital Punishment" 85).
Zimring in The Death Trap concludes the death penalty as a deterrent for crime cannot be proven scientifically (49).
WORK WITH NO AUTHOR
If a work has no author, list in full (if brief) the article's title and page number, if available, in parenthesis.
According to a recent article in Time, prisons in America are no longer institutions where a criminal can be rehabilitated ("Choosing the Death Penalty" 16).
INDIRECT OR SECONDARY SOURCE
Whenever possible, take material from the original source. If what you quote or borrow is itself a quotation, follow this next sample.
According to Professor Kilman Shin, "I believe there is no complex pattern that indicates deterrence" (qtd. in Feller 44).
WORK BY A CORPORATE AUTHOR/GOVERNMENT AGENCY
When work is not attributed to one author but rather to an organization, cite internally with parenthetical
page number.
The Commission on the Humanities has concluded that "The death penalty is cruel and unusual punishment and is carried out so rarely that it has the quality of being freakish, a sort of death lottery" (34).
WORK TAKEN FROM INTERVIEW, TELEVISION SHOW, MOVIE,
VIDEO RECORDING
If the information being used is from an interview, a television show, a movie, or video recording, include the reference in the text, not in parenthesis.
In an interview O.J. Simpson states, "Texas as a leader of executions reflects a Western macho thing, the justice of the Marlboro man."
The emotional struggles of a man on death row are clear in the film Dead Man Walking.
As Marcia Clark said on the Oprah Winfrey show, "Men who plot to degrade, torture and kill human life, however insignificant in their eyes that life may be, just learn that their own life is no more valuable."
WORK TAKEN FROM MULTI-VOLUME SOURCES
Include author of multi-volume work, volume number, and page numbers.
As a painter Andrea was "faultless" (Freedberg 1:98).
WORK TAKEN FROM CD-ROM
"Among the 37 states with the death penalty, Texas has been the undisputed leader in executions, putting 92 people to death since the United States Supreme Court allowed capital punishment to resume in 1976" (Rymer 37).
WORK TAKEN FROM AN ONLINE SOURCE
Attitudes in Illinois have historically varied regarding the death penalty (Number of Prisoners).
Bibliographic Entries: Books
One Author
Angell, David. The Internet Business Companion: Growing Your Business in the Electronic Age.
Chicago: Addison-Wesley, 1995.
Two Or Three Authors
Bystydzienski, Jill M., and Estelle P. Resnik. Women in Cross-cultural Transitions.
London: Phi Delta Kappa Educational Foundation, 1994.
More than Three Authors
Marine, April, et al. Internet: Getting Started. New York: PTR Prentice Hall, 1994.
Two or More Books by the Same Author
List the books alphabetically according to title. After the first entry, substitute three hyphens for the author's name.
Laurence, Peter J. The Peter Pyramid. New York: William Morrow, 1986.
---. Why Things Go Wrong. New York: William Morrow, 1985.
One Volume of a Multivolume Work
Ziegler, Alan. The Writing Workshop. Vol. 2. New York: Teachers and Writers, 1984.
Reference Book on CD-Rom
If you use an encyclopedia or other reference book recorded on CD-ROM, use the form below.
The Oxford English Dictionary. 2nd ed. CD-ROM. Oxford: Oxford UP, 1992.
Bibliographic Entries: Periodicals
Signed Article in a Magazine
Tully, Shawn. "The Universal Teenager." Fortune 4 Apr. 1994: 14-16.
Unsigned Article in a Magazine
"Crafts Fair Showcases Women." Entrepreneur May 1995: 23.
Signed Newspaper Article
Bleakley, Fred R. "Companies' Profits Grew 48% Despite Economy." Wall Street Journal
1 May 1995, midwest ed.: 1.
Unsigned Newspaper Article
"African Roots of American Music Traced at Westchester College." Amsterdam News (New
York) 29 Jan. 1994. sec. 1: 21.
Bibliographic Entries: Other Print and Non print Sources
Periodically Published Database on CD-ROM
The entry begins with original publication information and ends with the title of the database (underlined), the publication medium (CD-ROM), the vendor's name (producer of the CD-ROM), and the electronic publication date.
Ackley, Patricia. "Jobs of the Twenty-First Century." New Rochelle Informer 15 Apr. 1994:
A4. New Rochelle Informer Ondisc. CD-ROM. Info-Line Oct. 1994.
Film
Trading Places. Dir. John Landis. Perf. Dan Akroyd, Eddie Murphy, Ralph Bellamy, and
Jamie Lee Curtis. Paramount, 1983.
Television or Radio Program
"The Ultimate Road Trip: Traveling in Cyberspace." 48 Hours. CBS. WBBM, Chicago. 13 Apr.
1995.
Personal Interview
Brooks, Sarah. Personal interview. 15 Oct. 1993.
Bibliographic Entries: Computer Network Sources
Elements of On-Line Entry (No print version)
When citing on-line sources, record the necessary information in the following format. If certain items do not apply or are not available, simply skip those and go on to the next.
Author's surname, first name. "Title of article or document." volume number.issue number /
or other identifying number (year or date of publication): number of pages or
paragraphs if given / or n.pag. On-line. Name of computer network. Date of access.
Available: specify electronic address
Daniel, Ralph Thomas. "The History of Western Music." Britannica Online: Macropaedia. 1995. Online. Encyclopedia Britannica. 14 June 1995. Available: http"//www.eb.com:180/cgi-bin/g"DocF=macro/5004/45/0.html.
Electronic File on the World Wide Web (No print version)
Bowker, Samuel T. "Cyberspace: Debate on Research Use." 12 Sept. 1996: n.pag. On-line. Internet. 5 Oct. 1996. Available WWW: http://www.ppc.new.edu/home/stb/com
Article from On-Line Computer Service (also in print)
Stempel, Douglas. Loving Our Heritage." Annapolis Reporter 3 July 1992: 12. History Index.
On-line. Comptell. 13 Nov. 1995.
Hansen, Chadwick. "The Character of Jim and the Ending of Huckleberry Finn." The
Massachusetts Review 12 Sep. 1993: 45. DISCovering Authors Modules. On-line.
The Gale Group. 10 May 1999.
Book in Electronic Text Repository (Also in print)
Austen, Jane. Sense and Sensibility. Ed. Roald Nielsen. Harmondsworth: Penguin, 1962.
On-line. Cambridge Text Archive. Internet. 16 Feb. 1996. Available FTP:
etext.cam.ac.uk.au
**NOTE** Because technology is moving faster than any print source can keep up with, it is recommended that students consult the on-line address: thewritesource.com. for updates.
SPELLING: FREQUENTLY MISUSED WORDS
accept (v.t.) willingly receive; consent to take
Example: Please accept the gift.
except (prep.) leaving out
Example: Everyone except Harry went to the concert.
advice (n.) recommendation as to what is to be done
Example: Jerry asked for my advice about the repair work.
advise (v.) to give counsel to
Example: Please advise Jerry about the repair work.
affect (v.t.) act on; influence or change
Example: Linda's comments did not affect my decision.
effect (n.) result
Example: Linda's comments had no effect on my decision.
(v.) to put into effect
Example: The governor's signature effected the law.
a lot many (colloq., not acceptable for formal usage, often incorrectly written alot.)
all ready (adj. phrase) completely prepared
Example: Are you all ready for the test?
already (adv.) before this time; by this time
Example: By the time Joe arrived, the class had already finished.
all right mistakenly written alright
almost / Avoid using "most" for "almost"
most Example: Almost anyone would like that music.
Example: Most would like that music.
amount (n.) quantity; applies to that which is referred to by bulk, weight or sum
Example: Jim consumes an astonishing amount of food.
number (n.) total of two or more persons or items
Example: Jim consumes an astonishing number of calories.
anyway adverb meaning "in any case"; mistakenly written anyways
as (adv.) to the same degree or extent
Example: Harry is as young as Teddy.
as (conj.) in the same manner. As is the preferred form to introduce clauses.
Example: As the latest data shows, the rain will continue for days.
like (prep.) resembling something or someone. Like is not a conjunction.
Example: Beth's taste in music is like Pete's
bad The adjective bad modifies nouns and pronouns ("bad cold", "bad idea"), and the badly adverb badly modifies verbs ("sang badly", "played badly").
bring (v.) come with or carry (a thing or a person) from another place
take (v.) carry away; remove
Example: Bring your check from home; then take it to the bookkeeper.
capital/ Always use capital unless you mean Capitol Hill in Washington, D.C., the building capitol in Washington, D.C., or the building (small c usually) where a state legislature
assembles.
Example: Springfield is the capital city of Illinois, and the state legislature meets in the capitol building.
conscience (n.) sense of right or wrong
Example: His conscience kept him from stealing the unlocked car.
conscious (adj.) aware
Example: He was conscious of his responsibility to be honest.
farther (adj.) additional; at a greater distance
Example: It is farther to St. Paul than to St. Louis
further (adj.) Although farther and further are similar in meaning, farther usually
refers to physical distance and further to abstract relations.
Example: I need no further advice on that subject.
fewer (adj.) small number (refers to items which can be counted).
Example: Who has fewer records?
less (adj.) smaller in size or degree (refers to amounts or qualities).
Example: Using less sugar will cut the number of calories in the dessert.
hopefully (adv.) mistakenly used for "I hope"
Example: Hopefully, the winners will be announced today. (INCORRECT)
imply (v.) to suggest
Example: His remark seemed to imply that he will take the job.
infer (v.) to draw a conclusion
Example: From his haggard appearance, I infer that he is tired.
its (possessive pronoun)
Example: We gave the poodle its weekly bath.
it's (contraction)
It's always means it is or it has.
Example: Here is your soup. It's hot.
lay (v.t.) lay, laying, laid, laid
Any form of lay indicates to place.
Example: Lay the book on the desk.
Example: He is laying the papers on the table right now.
Example: Yesterday he laid his coat on the bench.
Example: He had often laid his umbrella there.
lie (v.i.) lie, lying, lay, lain
Any form of lie indicates to recline.
Example: Mother told me, "Just lie in bed; I'll make breakfast."
Example: While I was lying there, I fell asleep again.
Example: Yesterday I lay in bed all day.
Example: Because I have been quite ill this year, I have often lain in bed
all day.
lose (v.) to fail to keep; to fail to win
Example: She tried not to lose her patience with the spoiled child.
loose (adj.) not attached; not tight
Example: Unless you tie the ribbon carefully, the bow may become loose.
may be Distinguish between "may be" (a verb phrase suggesting possibility) and maybe "maybe: (an adverb used in conversation to mean perhaps):
Example: It may be better to take the train than to try to drive.
Maybe meaning perhaps is appropriate in conversation. In formal writing, use perhaps.
Example: Perhaps the member of the committee would prefer to remain anonymous.
of mistakenly use for 've in contractions such as would've (See would've)
precede (v.) to go before
Example: The majorette will precede the band onto the field.
proceed (v.) to continue
Example: With the majorette leading them, the band will proceed onto the field.
prejudicePrejudice usually is a noun referring to an opinion based on insufficient
evidence.
Example: Because of the prejudice of the jurors, the man did not receive a
fair trail.
principal (n., adj.) the chief or head
Example: Mr. Wever was the principal of the school.
Example: Basketball is Jim's principal interest.
principle (n.) rule
Example: Mr. Heller bases his conduct on the principle that all people
deserve respect.
raise (v.t.) raise, raising, raised
Use raise when something or someone lifts an object.
Example: The mechanic raised the hood of the car to check the engine.
rise (v.i.) rise, rising, rose, risen
Use rise when someone or something appears to lift itself.
Example: The audience rose to salute the flag.
Example: The soldiers were awake before the sun had risen.
regardless Using irregardless is never correct.
Example: Regardless of the dangers, Kurt was willing to go on the rafting expedition.
set (v.i.) set, setting, set, sets
Any form of set indicates placing (an object).
Example: Set the vase on the desk.
Example: Sandy is setting her books on her desk.
Example: Yesterday we set the chairs in new arrangements.
sit (v.t.) sit, sitting, sat, sat
Any form of sit indicates occupying a place or remaining inactive.
Example: Please sit in the first row.
Example: The vase is sitting on the counter.
Example: Harry sat in the third row last week.
Example: He had sat there many times before.
than (conj.) in comparison with
Example: Mia is younger than Sarah.
then (adv.) at that time; soon after
Example: Then she left for Florida.
to (inf.) to eat; to sing
(prep.) in the direction of; toward
too (adv.) also; more than enough
two (adj., n.) one more than one
Example: He is too young to understand that he may not have two cookies at bedtime.
their (pro.) possessive of they
there (adv.) in that place
they're contraction for they are
Example: They're taking their CD's over there for Julie's party.
unique (adj.) one of a kind (sometimes mistakenly used to mean unusual)
Example: The scientist examined the cell to find its unique properties.
Since unique means one of a kind, phrases such as most unique are illogical. Do not qualify unique.
TRANSITIONS
To show location:
above away from beyond near throughout
across behind by off to the right
against below down on top of
along beneath in back of onto
among beside in front of outside
around between inside into over
To show time:
about before later soon tomorrow
after during meanwhile then until
afterward finally next third when
as soon as first next week till yesterday
at immediately second today
To compare (show similarities):
also in the same way likewise
as like similarly
To contrast (show difference):
although even though on the other hand still
but however otherwise yet
To emphasize a point:
again in fact to repeat
for this reason to emphasize truly
To conclude or summarize:
all in all finally in summary therefore
as a result in conclusion last to sum up
To add information:
additionally and equally important in addition
again another finally likewise
along with as well for example moreover
also besides for instance next
To clarify:
for instance in other words put another way that is
SOME GUIDELINES FOR JUDGMENT & EVALUATION
Strong Papers:
1. will state the topic and thesis of the paper in an interesting introduction.
2. will develop the thesis thoroughly, will contain only information that is accurate and appropriate to the thesis
3. will present facts and ideas in logical order, will demonstrate coherence by using transitional words, phrases, and paragraphs
4. will contain a conclusion that introduces no new ideas and summarizes the thesis
5. will use and credit a variety of sources
6. will demonstrate correct use of parenthetical documentation
7. may contain only a few minor errors in grammar, usage, and mechanics
Average Papers:
1. may not have an interesting introduction
2. may not fully develop the thesis
3. may contain one or two errors in paragraphing and organization
4. may contain a weak conclusion
5. may not use, credit, or document sources correctly
6. may display several errors in spelling, grammar, usage, and mechanics
Weak Papers:
1. may not have a clear thesis
2. may inadequately develop the thesis
3. may have no order or coherence
4. may lack a conclusion
5. may improperly credit and document sources
6. may have numerous errors in spelling, grammar, usage, and mechanics
Unacceptable Papers
This type of paper is illegible, provides no documentation, and/or contains an insufficient amount of writing to evaluate.
BIBLIOGRAPHY OF SOURCES CITED
Grammar and usage textbooks are available through English classes and teachers.
Business Grammar & Usage for Professionals. Overland Park: National Seminar Group, 1991.
Corbett, Edward P.J. The Little English Handbook. Fifth ed. New York: Harper Collins, 1987.
Dawson, Judith. Assessment Handbook. Springfield: Illinois State Board of Education, 1995.
Deernick, Phyllis, and Charmaine Stilnovich. Writing in Style. Third ed. LaGrange: Lyons
Township High School, 1987.
English Department. Lake Park High School District 108. Roselle: Lake Park High School,
1997.
English Department. Style Manual for Research Papers. Fourth ed. Winnetka: New Trier High School, 1994.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. Fourth ed. New York: Modern Language Assn. of America, 1995.
A Guide for Written Work. Third ed. Lombard: Glenbard High School District 87, 1993.
Lester, James D. Writing Research Papers. Seventh ed. New York: Harper Collins, 1993.
Lester, James D. Sr., and James D. Lester, Jr. Writing Style and Grammar. Glenview: Good Year, 1994.
Sebranek, Patrick, Verne Meyer and Dave Kemper. Writers Inc: Write for College. New York: Heath, 1996.
Township High School 214. A Guide for Written Work. Arlington Heights: THSD 214, 1995.
Trimmer, Joseph. A Guide to MLA Documentation. Fourth ed. Boston:Houghton Mifflin, 1996.
Writing Across the Curriculum: Grades 6-12. Oswego: Oswego
Community Unit School District #308, 1997.
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