English 10H Quarter 2: Building Sentences #5 – The Batting Cage
In a batting cage, a hitter
swings at a long series of balls thrown by either a coach or a pitching machine
in order to repeatedly practice learned skills to build automaticity, the
ability to use the skills and content knowledge without consciously thinking
about each and every step. In a batting
cage, a hitter will try to hit some fastballs, some curveballs, and other pitches
while maintaining a focus on good forms and fundamental skills.
Clear Purpose:
(1) After the break, you need to
shake off some of your “rust” as writers, review what you’ve learned so far
this year, and employ the batting cage analogy to practice good forms (e.g.,
sentence structures) and fundamentals (e.g., active voice, conventions).
Clear Targets: (1) Compose 50 sentences using each of the grammatical concepts and
sentence structures covered so far this year.
Each sentence may earn up to four points, 200 points total, for
correctly fulfilling the requirements of this assignment (I will deduct one
point for each basic “be” verb, incorrect punctuation, incorrect construction,
or other errors such as improper capitalization).
Equipment: For this assignment, you will need your brain
activated, handouts on “Basic Sentence Part and Conjunction Definitions,”
“Phrases,” “A Whole Bunch of Active Verbs,” notes, writing prompts, and
“Building Sentences” activities.
Directions:
1.
IDEAS: Review, reread, and reflect on any or all of
the writing prompts, quick-writes, and class discussions since the beginning of
the quarter. You could write sentences about an issue or ethical dilemma, a
piece of literature (or a portion of one), several pieces of literature (or
portions of them), or some combination.
a.
Consider revising
some of the ideas and sentences you’ve already drafted in writing prompts,
quick-writes, and thought exercises, but configure them to meet the
requirements of this assignment.
2.
FORMATTING:
Type this assignment; use MLA style.
Please number your sentences and separate them according to their
organizational pattern.
3.
ACADEMIC VOICE: Active Voice, 3rd
person, present tense – do not use the 8-basic “be” verbs; instead, refer to
the “Active Verbs” handout. Keep your
verbs in present tense (if it appears awkward or inappropriate, please ask
about it). Do not use 2nd person pronouns (you, your, yours,
yourself) at all, and try to avoid the use of 1st person pronouns
(I, me, we, us, our, et. al.) as much as possible (please ask if you have a
question about this).
4.
THE BATTING CAGE:
a.
Sentences 1-7
Pattern 1 – IC, cc IC. Write seven sentences and use each of the seven
coordinating conjunctions (FANBOYS) once each.
Make sure that on both sides of the conjunction you have an independent
clause (subject+verb+complete idea).
Example: People seldom really think for themselves, for
they only echo their programming.
b.
Sentences 8-12
Pattern 2 – IC; IC. Write five sentences
comprised of two independent clauses joined by a semi-colon. Make sure that the ideas have a relationship
close enough to justify the use of a semi-colon. Remember, a semi-colon tells
the reader to consider the ideas simultaneously as opposed to consecutively.
Most people only react to
what happens to them without significant thought;
they do not really exercise any agency.
c.
Sentences 13-17 Pattern 3 – DC, IC.
Write five sentences comprised of an introductory dependent clause
followed by an independent clause. Use five different subordinate
conjunctions. When you begin a sentence
with a dependent clause, use a comma before the main clause.
Even though many claim they make their own choices, they merely obey a combination of
biological imperatives and cultural expectations.
d.
Sentences 18-22
Pattern 4 – IC DC. Write five sentences
comprised of an independent clause followed by a dependent clause. Use five
different subordinate conjunctions.
Do not use a comma after the main clause when you end a sentence with a
dependent clause.
Rebellious individuals think
they defy conventions because they do not conform to typically acceptable cultural
behaviors.
e.
Sentences 23-27 Pattern 5 – CA, IC.
Write five sentences that begin with a conjunctive adverb. Use five
different conjunctive adverbs.
Consequently, you must use a comma after the conjunctive adverb.
However, they too conform to their society’s notions of
rebellion and individualism.
f.
Sentences 28-32
Pattern 6 – IC; CA, IC. Write five
sentences that begin with an independent clause and use a semi-colon and a
conjunctive adverb to join with the second independent clause. Use five
different conjunctive adverbs.
Remember to use a comma after the conjunctive adverb.
They may acquire tattoos or
atypical hairstyles; nevertheless,
these still serve as a marginally acceptable means of protesting the norm.
g.
Sentences 33-37 Pattern 7 – Introductory Prepositional Phrase, IC. Write five sentences that begin with an
introductory prepositional phrase followed by an independent clause. Use five
different prepositions. When
beginning with a prepositional phrase of more than three words, use a comma
after the introductory element and before the main clause. Remember, a prepositional phrase tells the
reader where, when, or how the object of the preposition relates to other
sentence elements.
When behaving in an atypical manner, people take on additional challenges.
h.
Sentences 38-42 Pattern 8 – Introductory Participial Phrase, IC. Write five sentences that begin with an
introductory participial phrase. Use
five different participles (refer to the “Verbs” handout for participle
ideas). Punctuating these phrases
correctly requires the use of a comma after the introductory element and before
the main clause unless the phrase functions as the subject of the sentence
(like this one). Remember, a participial
phrase can act as an adverb (explaining the “how” of a verb) or as an adjective
(modifying the subject of the sentence).
Believing they’ve broken free of their cultural construction, dissenters defy customs and
expectations.
i.
Sentences 43-47 Pattern 9 – Introductory Infinitive Phrase, IC. Write five sentences that begin with an
introductory infinitive phrase. Use five
different infinitives (refer to the “Verbs” handout for infinitive verb
ideas). To punctuate correctly, use a
comma after the introductory element and before the main clause. Remember, an infinitive phrase usually
informs the reader “why” the subject performs its action.
To acquire true agency, people must question both their cultural
construction and their innate desire to rebel.
j.
Sentences 48-50 Pattern 10 – Inserting an appositive. Compose three sentences with an appositive, a
phrase the adds imagery to or redefines the preceding
noun, in the middle. Remember to offset
the appositive with commas.
Only metacognition, an examination of our own ways and
reasons for thinking what we do, enables
people to actually think for themselves and express their agency.
Conformity, Rebellion, Agency
Most people only react to what happens to them without significant thought; they do not
really exercise any agency. Even though many claim they make their own choices, they merely obey a combination of biological imperatives and cultural
expectations. Rebellious individuals think
they defy conventions because they do not conform
to typically acceptable cultural behaviors. However, they too conform to their society’s notions of
rebellion and individualism. They may acquire
tattoos or atypical hairstyles; nevertheless, these still serve as a marginally acceptable means of protesting the norm. When behaving in an atypical manner, people take on
additional challenges. Believing they’ve broken free of their
cultural construction, dissenters defy customs and expectations. To acquire true agency, people must question
both their cultural construction and their innate desire to rebel. Only metacognition,
an examination of our own ways and reasons for thinking what we do, enables
people to actually think for themselves and express
their agency.
Active Verbs: react, exercise, claim, obey, think, defy, conform,
acquire, serve, take, defy, enable, express.