I believe that
this is one of the most moving speeches every given by a president because
Roosevelt speaks to human nature and human rights, while still trying to
convince the country to join in a war half way across the world. When it comes
to my ability to evaluate Roosevelt’s speech, I think I did a very good job of
listening to the speech and picking out the different parts of the speech that
related to a-c. Considering the length of this speech it made it slightly more
difficult to find and remember specific quotes that relate to each area of
evaluation, I just had to go ad re-listen to certain parts after I finished the
speech. My biggest issue with listening to and evaluating this speech can be
summed up by the first line of the New York Times article, “Walking and texting
can save time, but studies show the brain has difficulty switching between more
complex tasks” (Tugend). This was my biggest problem at first, I tried to
listen to the speech and write down different things that I was going to use
for my paper at the same time, it just was not working. So instead I restarted
the speech and timed it and anytime I heard something I wanted to use, I would
mark down what time in the speech it was said so that afterwards I could go
back and find the specific line. The definition of listen is to pay attention to
someone or something in order to hear what is being said, sung, played, etc.
This definition rings especially true when it comes to speeches because
speeches are not always record so if you stray your attention away from the
speaker for a mere second you might miss a very important part of what they are
trying to say to you.
I looked
up the process of listening and came up with these parts: receiving, attending,
and understanding. The site I found uses an analogy between the listening
process and the E-mail system which I think very effectively explains each
stage. Receiving is when a message is sent and is on its way to the recipient,
if the recipient is interested and engaged they will get the E-mail, however if
the sender fails to turn the recipients computer on the message will never be
opened. When it comes to receiving in the listening process self-interruption
can be extremely detrimental in that if you do not pay attention to what is
being said there is no way that you can become engaged and actually receive any
of the information. Next there is attending, using the computer analogy, once
your computer is turned on you will receive the message, but if other
influences force you to delay reading the message you might forget about it and
then never actually read it. This is huge with self-interruption since the only
way to be attending or give your full attention is if you are completely
focused and engaged in what is being said otherwise just like with receiving
the message the speaker has may not be conveyed. Third we have understanding, even
if you “open” the E-mail and read it, if the message is not communicated
effectively then you will not understand what the sender is trying to say.
Self-interruption does not affect understanding as directly as it does with
receiving or attending, however if you do not properly receive the message or
give it the necessary attention it is next to impossible to fully understand
it. Even though I was initially disappointed that I was going to have to do the
final, I am now glad that I went through this process. As someone who has dealt
with ADHD my entire life, being attentive has always been difficult. Through
the process of listening to the speech by FDR and writing this paper I have
realized something’s that I can work on to improve my listening abilities for
the future. The main one is that even if someone is speaking about something
that may not be of great interest to me it is very important to give them your
full attention because you would want that for yourself. Also if you are fully
attentive in listening you might hear them say something that will peak your
interest and therefor make you fully engaged. Overall I have found this whole
process very helpful and informative.
Wednesday, October 29, 2014
Tuesday, October 28, 2014
Turnitin Ticket Response
Here's what turnitin says about their lengthy grading process:
If you access the GradeMark page in the document viewer (open the student's work in the document viewer and then ensure that you click on the word 'gradebook' towards the top left of the screen.) Insert the relevant grade in the top right of the screen for the student's work. This grade will automatically transfer to the GradeBook without the need for you to make a note of the grades.
If you access the GradeMark page in the document viewer (open the student's work in the document viewer and then ensure that you click on the word 'gradebook' towards the top left of the screen.) Insert the relevant grade in the top right of the screen for the student's work. This grade will automatically transfer to the GradeBook without the need for you to make a note of the grades.
Monday, October 27, 2014
Business Communication 122
Mon., Oct. 27:
We will correct the midterm exams in class.
The instructor will distribute the assignment sheet for the week of Oct. 27.
We will correct the midterm exams in class.
The instructor will distribute the assignment sheet for the week of Oct. 27.
Writing101, MWF
Mon., Oct. 27:
We will work on finishing the midterm exam.
The instructor will pass out the assignment sheet for the analysis essay.
We will work on finishing the midterm exam.
The instructor will pass out the assignment sheet for the analysis essay.
Thursday, October 23, 2014
What Happens When Police Plagiarize
This is an interesting article on how police officers are cutting and pasting on reports. While the system does not call it plagiarizing, it clearly is:
http://www.contracostatimes.com/ci_7810362
Recent Pittsburg case brings issue of standard computer program shortcut to forefront again
Anyone with a computer probably has cut and pasted sentences or paragraphs while using a word-processing program. The shortcut can save time and simplify a tedious project.
http://www.contracostatimes.com/ci_7810362
Cut and paste in police files draws critics
By Matthias Gafni
STAFF WRITER
POSTED: 12/26/2007 02:58:27 AM PST | UPDATED: 7 YEARS AGO
However, when a police officer uses the same technique on a report, it can get messy. Or worse, illegal.
Critics of the practice call cutting and pasting police reports "dangerous" and say it puts the integrity of law enforcement at risk. Others say the technique can be used effectively in certain situations, such as using one report as a template for another and maintaining accuracy.
The issue resurfaced in East Contra Costa earlier this month when a Pittsburg police officer testified in court that he cut and pasted one portion of a witness account onto another in a felony hit-and-run case.
The revelation came three years after two former Pittsburg police officers were convicted of intentionally falsifying drug arrest reports dozens of times in a similar manner. After their termination and six-month home detention, and an internal and independent review, the police chief instituted a new report-writing program that includes software preventing officers from using some cut-and-paste techniques.
"It's a shortcut and I shouldn't have done it," Officer Daniel Pratt said in his recent testimony, before apologizing on the stand.
When asked by defense attorney Mary Carey why police officers aren't supposed to cut and paste, he responded: "For the obvious reasons of mistakes and every statement is individual."
Carey said, "I'm absolutely appalled that the person who we trust to be honest would present evidence in an official document that was false. "The fact that there's history in that department presenting falsified police reports makes me extremely worried of the propriety of any reports coming out of that department."
"It's impossible to know whether it's one bad apple or a culture of fraud and deceit," she said.
Instructor note: I do not believe it's impossible to know. I'm pretty sure police departments everywhere are taking these shortcuts. For one thing, no software writing business would write a program like this police department had to buy if there was no indication there was a need for it. That's just a basic law of business: market-->demand.
Pittsburg police Lt. Brian Addington said Pratt's actions were done within police department policy and resulted in an honest typographical mistake, not intentional falsification. He said the improved software still allows for cutting and pasting within one case, just not between multiple cases.
Contra Costa public defender David Coleman, a vocal critic of Pittsburg police during the 2004 scandal, said whether mistakes are made intentionally or not, cutting and pasting is dangerous.
"The problem is whether people are being prosecuted on accurate information," the county's head public defender said. "(The 2004 case) was not all about intentional falsification. It was about taking shortcuts and not caring about accuracy when people are accused of crimes."
The issue first came to the public's attention in March 2004 when two county prosecutors noticed suspiciously similar drug arrest reports by Pittsburg police Officer Jim Hartley. A departmentwide investigation found 39 suspicious reports by Hartley and Officer Javier Salgado. The officers cut and pasted one computerized report onto a new one, changing only basic information.
As a result, the district attorney's office dropped charges against more than 10 individuals whose cases had suspicious arrest reports. (boldface added by instructor)
"You are not going to find a more complete review of (drug arrest) reports anywhere in the county," Chief Aaron Baker said at the time.
The chief, who referred calls to Addington, set up reforms that were lauded in an independent review by an outside consultant.
"Whatever software program they put in place didn't work because they're still doing it," said Carey, a former public defender. She coined the term "cut-and-paste injustice," saying Pratt should be prosecuted for his actions.
Deputy district attorney Kate Wharton, the prosecuting attorney in the hit-and-run case, said the officer will not be charged, calling it a "typo."
Pratt was the investigating officer in the case of Rashied Ahmadi, 21, of Antioch, accused of intentionally striking a man with his car while he left a party on Sept. 24, 2005. Ahmadi faced as many as 10 years in state prison before a jury acquitted him of all charges Dec. 19.
When asked why he cut and pasted, Pratt testified: "To the best of my ability, I wanted to keep the statements in line. I didn't want to jump around and say one person said this thing and the other person said this thing."
Addington said the "honest mistake" was blown out of proportion by a "defense strategy."
"We write hundreds of pages of reports and sometimes errors and typos appear, but we make every effort to correct them," Addington said.
After the 2004 scandal in Pittsburg's department, Antioch Police Department commanders issued a department wide memo prohibiting cutting and pasting.
Officers are taught at the police academy level not to cut and paste reports, Antioch police Lt. Pat Welch said. Even cutting and pasting reports to use as a template or format is a "dangerous practice," he said.
Brentwood police Chief Mark Evenson said his department emphasizes "100 percent factual accuracy" in report writing but does not have a specific policy regarding cutting and pasting.
"Nowadays, in the electronic age, officers will use old reports as templates and write over them. If they do that, they're at risk of making a mistake," Evenson said. "They're not intentionally trying to fabricate anything, but sometimes cops can be lazy."
Officer Jake Bassett teaches report writing at the Oakland Police Department's academy. His department has written policies for officers to avoid using cliches or boilerplate language, mostly to encourage detailed, accurate report writing.
Bassett said officers often cut and paste on repetitive paperwork, such as filling out search warrant requests, which have standard terminology for certain cases. However, he said cutting and pasting a "narrative" should not be done.
Wharton, as a prosecutor, said she just wants to work with an accurate report.
"However they want to go about doing that, as long as it's the truth, I'm not going to micromanage how to do a report," she said.
Reach Matthias Gafni at 925-779-7174 or mgafni@bayareanewsgroup.com.
Monday, October 20, 2014
Comm. Dynamics 128
Monday, Oct. 20:
We will discuss "I," "you," and "we" language.
Constructive complaint worksheet.
For Wednesday, Oct. 22
Student volunteers will find samples of:
New England or Boston accent: Charles
New York City: William
the deep South: Jaron
northern Midwest (Minnesota): Instructor
See "Fargo" clip on youtube.
West Coast: Yulissa (Arizona)
Hispanic accent: Kathleen
On Wednesday we will view the accents and discuss the stereotypes associated with them.
Friday, Oct. 24:
Grice's cooperative principle (.ppt).
Workbook check-in.
Connotative/denotative language (handout)
We will discuss "I," "you," and "we" language.
Constructive complaint worksheet.
For Wednesday, Oct. 22
Student volunteers will find samples of:
New England or Boston accent: Charles
New York City: William
the deep South: Jaron
northern Midwest (Minnesota): Instructor
See "Fargo" clip on youtube.
West Coast: Yulissa (Arizona)
Hispanic accent: Kathleen
On Wednesday we will view the accents and discuss the stereotypes associated with them.
Friday, Oct. 24:
Grice's cooperative principle (.ppt).
Workbook check-in.
Connotative/denotative language (handout)
Saturday, October 18, 2014
Writing 101, Saturday
Oct. 18
Introductions and name exercises: finish
Midterm catch-up
Common errors
Finish ppt in preparation for midterm for next Sat.
How to do a peermark (handout—group exercise)
Sentences we worked on in class:
Sentences we worked on in class:
There are many ways in which television has changed.
An analysis of how the media portrays the races in America
shows that it has changed significantly in the past twenty years.
In the past twenty years race issues in America have
improved drastically.
The need to aggress and violence is also a delicate
portrayal in advertising just as it was in the past.
There is still the need to appeal to affiliation and nurture
being the main targets of need to capture viewers.
Still, the main targets to capture viewers are the appeal of
affiliation and the need to nurture.
The affiliation and nurture appeals are still the main
target to capture viewers.
People mind’s
People’s minds
An analysis on American television showed that races have
been portrayed different in comparison to twenty years ago.
An analysis of racial roles on American television shows
have changed drastically over twenty years.
An analysis shows increased racial portrayal on TV in the
past twenty years.
Television media portrayals of American racial roles have
changed significantly over twenty years.
American racial roles on television have changed
significantly over twenty years.
An analysis of TV shows an evolution of racial portrayals
over twenty years.
Friday, October 17, 2014
Kitty's OK!
She has asthma, but the vet gave her a shot so she won't cough and wheeze anymore.
I am so happy and relieved she is OK!
Above is a pic I took of her in my garden.
I am so happy and relieved she is OK!
Above is a pic I took of her in my garden.
Tuesday, October 14, 2014
Comm. Dynamics 128
Mon., Oct. 13
We did a worksheet that helped students understand the concept of the "clarifying question." This question precedes the paraphrase in the active listening process.
On Wed., we will finish the worksheet. In addition, we will have an exercise where students have a chance to practice active listening. We will watch a video clip of dysfunctional listening.
The instructor announced that there will be a midterm on Oct. 20. The questions will be similar to those in the self-tests at the end of each chapter of the workbook. If students study these questions through Ch. 6, they will have a good chance of not only passing, but excelling on the exam.
We did a worksheet that helped students understand the concept of the "clarifying question." This question precedes the paraphrase in the active listening process.
On Wed., we will finish the worksheet. In addition, we will have an exercise where students have a chance to practice active listening. We will watch a video clip of dysfunctional listening.
The instructor announced that there will be a midterm on Oct. 20. The questions will be similar to those in the self-tests at the end of each chapter of the workbook. If students study these questions through Ch. 6, they will have a good chance of not only passing, but excelling on the exam.
Business Comm 122, 12:20-1:15
Mon., Oct. 13
We went over the active voice/passive voice worksheet and wrote two paragraphs, one in the active voice, the other in the passive voice. We looked at the paragraphs on the overhead projector. The purpose of the exercise was to show students when the passive voice is appropriate.
We reviewed some of the survey questions. Too many people are writing questions without answer possibilities for the survey respondents.
The instructor showed students a completed survey that was done by a student in a previous class.
She advsed that we will try to get a computer lab for Wed. or Fri. She has also put in for one on Oct. 22.
We went over the dates and requirements for this assignment.
As soon as the request for the lab is answered, it will be posted here. As for now, go to our regular classroom.
We went over the active voice/passive voice worksheet and wrote two paragraphs, one in the active voice, the other in the passive voice. We looked at the paragraphs on the overhead projector. The purpose of the exercise was to show students when the passive voice is appropriate.
We reviewed some of the survey questions. Too many people are writing questions without answer possibilities for the survey respondents.
The instructor showed students a completed survey that was done by a student in a previous class.
She advsed that we will try to get a computer lab for Wed. or Fri. She has also put in for one on Oct. 22.
We went over the dates and requirements for this assignment.
As soon as the request for the lab is answered, it will be posted here. As for now, go to our regular classroom.
Writing 101, MWF
Wed., Oct. 15
We will work on corrections of essays. The instructor will present "common errors" that students are making. The class will consist of going through previous essays and correcting these errors.
Mon., Oct. 13
We worked on the comma exercise that we did in the last computer lab class. One learning tip that emerged from this exercise is that students were mechanically putting in commas where they thought they should go. Instead, the instructor advised to think in terms of thought concepts that each phrase meant.
We will work on corrections of essays. The instructor will present "common errors" that students are making. The class will consist of going through previous essays and correcting these errors.
Mon., Oct. 13
We worked on the comma exercise that we did in the last computer lab class. One learning tip that emerged from this exercise is that students were mechanically putting in commas where they thought they should go. Instead, the instructor advised to think in terms of thought concepts that each phrase meant.
Saturday, October 11, 2014
Writing 102, Sat.
Teacher Learns Lesson She Keeps Trying to Teach to Students
I was reading 102 papers on Saturday morning when all of a sudden, the comments bubbles had a little warning icon on them. Soon the page was telling me it wasn't loading. Next I learned turnitin is down for maintenance work today: it won't be back up until 11 p.m. tonight!!
Time to go to Plan B!
Here's what we'll do today.Introductions and "how to remember names." Why knowing names is important in communication.
Go over assignment sheet for next week. Hard copy distribution, but also posted at this blog.
"Don't do that! Do this!" Instructor will present common errors that have been found in the essays so far.
Go through gramnar Powerpoint in preparation for the midterm.
Do a comma worksheet and arrive at a group grade.
If we have time, read a student essay from the MWF class and mark it with proofreader marks.
------------
Friday, October 10, 2014
Assignment Sheet for Week of Oct. 13
Assignment
Sheet for Week of Monday, Oct. 13, 2014
Writing
101, MWF
Rhetorical
style: All styles since 9/6 (narrative, example,
comparison/contrast, classification/division).
Catch-up and revision week.
Added 10?15:
Writing question for Fowles essay. This will be due Oct. 24/25:
Catch-up and revision week.
Added 10?15:
Writing question for Fowles essay. This will be due Oct. 24/25:
Fowles essay: Due Oct.
24
First, read the essay.
Choose one of Fowles’ 15 appeals of advertising—select the
category you find the most interesting.
Using hard copy magazines and newspapers, find three examples
of this appeal being used in ads. Examine what Fowles has to say about the
appeal and see how it applies to the ads you chose.
In an essay, examine how
your three ads use the appeals that Fowler outlines. If you see emotional
exploitation, say what you think it is.
Tie your results together in your conclusion and make a
statement about what the ads say about the target audience of the advertiser.
Due date: All essays must be revised and completed by
Oct. 19.
Writershelp: Apostrophe: “Apostrophe in possessives” to “Misuse of the
apostrophe.” Do the two exercises.
Quotation marks. Read and do the exercises. “Quick Help Quotation Marks” to “Misuses of quotation marks.”
Quotation marks. Read and do the exercises. “Quick Help Quotation Marks” to “Misuses of quotation marks.”
Due date: Fri., Oct. 17
Writing
101, Sat.
Same as 101-MWF, except due date is Oct. 18
Same as 101-MWF, except due date is Oct. 18
Assignment
for Business Communication 122
All businesses want additional sales, so think of a business
you would like to help. Design and write five questions, the answers to which
will help you design a persuasive e-mail, ad, or brochure. The objective is to
obtain new business. Your questions will have been reviewed at the Oct. 10
class.
Once the questions are approved by the instructor, post them
at surveymonkey.com. Using your
Facebook, Twitter, or Instagram accounts, ask people to take the survey. Deadline
for posting: Oct. 17. Obtain answers for
your survey from the 17th-21st.
On the evening of the 21st,
close out your survey and tabulate the results for class the following day.
At the Oct. 22
class, we will be in a lab and make charts and graphs from the survey data. We
will be using Excel. Please note:
practice with Excel will be required. It is recommended that you spend
time each day exploring the program.
Writershelp: Apostrophe: “Apostrophe in possessives” to “Misuse of the
apostrophe.” Do the two exercises.
Quotation marks. Read and do the exercises. “Quick Help Quotation Marks” to “Misuses of quotation marks.”
Quotation marks. Read and do the exercises. “Quick Help Quotation Marks” to “Misuses of quotation marks.”
Assignment
for Communication Dynamics, 128
Read Ch. 6, “Communicating Verbally,” and do the accompanying
workbook chapter.
Thursday, October 9, 2014
Reading/Grading Status as of 10/9/14
All 101 MWF comparison contrast essays read, comments made as of Oct. 9, 9 p.m.
Comm Dynamics 128
Fri. Oct. 10:
Fri., Oct. 10
Workbooks were checked in for Ch. 5 and for those missing last week, Ch. 4.
The instructor used a .ppt to explain the four types of listening. We then viewed another .ppt. which led us through how to write open-ended questions
Wed., Oct. 8
We worked on material from Ch. 4, and did a worksheet called "How Would You Feel."
Mon., Oct 6
The instructor discussed the four emotional strategies. We watched video clips that illustrated the concepts/
Fri., Oct. 10
Workbooks were checked in for Ch. 5 and for those missing last week, Ch. 4.
The instructor used a .ppt to explain the four types of listening. We then viewed another .ppt. which led us through how to write open-ended questions
Wed., Oct. 8
We worked on material from Ch. 4, and did a worksheet called "How Would You Feel."
Mon., Oct 6
The instructor discussed the four emotional strategies. We watched video clips that illustrated the concepts/
Wednesday, October 8, 2014
Business & Technical Writing 122
Fri., Oct. 10:
The instructor handed out the written assignment sheet (posted on this blog). She showed students where the writershelp questions are.
We went over questions students wrote in preparation for the market research survey.
We went back over the first part of the semicolon .ppt. We attempted to write comma in a series with other punctuation in the sentence.
Wed., Oct. 8
We discussed the next assignment, which involves the content from Ch. 3. The instructor showed students surveymonkey.com and asked them to write five questions for a market research survey. She showed them Microsoft Office software that will be used to create the charts and diagrams. We watched:
Death by Powerpoint
Mon., Oct. 6
We did a comma worksheet that was graded as a class. Students are not doing well with commas; in fact, the entire class scored only in the 60s. Two students scored in the 80s.
The instructor handed out the written assignment sheet (posted on this blog). She showed students where the writershelp questions are.
We went over questions students wrote in preparation for the market research survey.
We went back over the first part of the semicolon .ppt. We attempted to write comma in a series with other punctuation in the sentence.
Wed., Oct. 8
We discussed the next assignment, which involves the content from Ch. 3. The instructor showed students surveymonkey.com and asked them to write five questions for a market research survey. She showed them Microsoft Office software that will be used to create the charts and diagrams. We watched:
Death by Powerpoint
Mon., Oct. 6
We did a comma worksheet that was graded as a class. Students are not doing well with commas; in fact, the entire class scored only in the 60s. Two students scored in the 80s.
Writing101, MWF
Fri., Oct. 10
We went over the next week's assignment sheet.
We did not have a chance to correct the comma work that we did in the computer lab.
The instructor showed her comments on a few student essays that were posted at turnitin. The purpose was to discuss how to develop an essay from its first draft.
Wed., Oct. 8:
Go to this link and replace the commas.
Students worked on replacing the commas in the computer lab. The instructor worked with each student to help in understanding where commas should go. One phenomena became apparent: students are attempting to put commas in sentences without fully comprehending what the sentence means. The instructor asked students to read the sentence aloud and understand what it means. This seemed to help in many cases.
A few students are still not getting corrections from turnitin. One class member, reported her corrections are now coming in.
We went over the next week's assignment sheet.
We did not have a chance to correct the comma work that we did in the computer lab.
The instructor showed her comments on a few student essays that were posted at turnitin. The purpose was to discuss how to develop an essay from its first draft.
Wed., Oct. 8:
Go to this link and replace the commas.
Students worked on replacing the commas in the computer lab. The instructor worked with each student to help in understanding where commas should go. One phenomena became apparent: students are attempting to put commas in sentences without fully comprehending what the sentence means. The instructor asked students to read the sentence aloud and understand what it means. This seemed to help in many cases.
A few students are still not getting corrections from turnitin. One class member, reported her corrections are now coming in.
Sunday, October 5, 2014
For students in 122 and 101 who are having difficulty with writershelp
You may purchase the following text:
College Writing Skills with Readings by John Langan
7th edition OK
Instead of writershelp exercises, you may do all the exercises in this book as a replacement.
It is not an expensive book. Amazon has it for as little as $6.98. Be sure to order a copy that is not written in. I will ask to see it when it arrives to assure that it is a clean copy.
College Writing Skills with Readings by John Langan
7th edition OK
Instead of writershelp exercises, you may do all the exercises in this book as a replacement.
It is not an expensive book. Amazon has it for as little as $6.98. Be sure to order a copy that is not written in. I will ask to see it when it arrives to assure that it is a clean copy.
Saturday, October 4, 2014
Writing 101, MWF and Sat.
Classification Division Essay
Our essayist this week is Jib Fowles, a professor of communication and media, at the University of Houston.
Fowles' famous essay, "Advertising's Fifteen Basic Appeals," is an example of how classification and division can help us understand how something as elusive and complex as the human subconscious works when exposed to persuasion.
Our essayist this week is Jib Fowles, a professor of communication and media, at the University of Houston.
Fowles' famous essay, "Advertising's Fifteen Basic Appeals," is an example of how classification and division can help us understand how something as elusive and complex as the human subconscious works when exposed to persuasion.
Thursday, October 2, 2014
Assignment Sheet for Week of Oct 6
Assignment
Sheet for Week of Monday, Oct. 6, 2014
Writing
101, MWF & Sat.
Rhetorical
style: Classification
Division, Essay is Fowles, p. 73, new edition, 54-55.
Writing question is student’s choice of group discussion question or writing suggestion. Specify which question you chose in the title.
Commas must be correct in the first draft of this essay. In addition, two semicolons must again be used (commas separating to independent clauses and comma in a series). Person consistency (no “you”) must also be observed. Two-three pages.
Writing question is student’s choice of group discussion question or writing suggestion. Specify which question you chose in the title.
Commas must be correct in the first draft of this essay. In addition, two semicolons must again be used (commas separating to independent clauses and comma in a series). Person consistency (no “you”) must also be observed. Two-three pages.
Due date: Oct. 10 and for Sat. class, Oct. 11
Writershelp: PunctuationàThe semicolon. Everything from “Quick help: Semicolons to Unnecessary semicolons.”
Do the semicolon exercises: The semicolon and the comma 1 and 2, and the colon, the semicolon, and the comma.
Do the semicolon exercises: The semicolon and the comma 1 and 2, and the colon, the semicolon, and the comma.
Read the rules for apostrophe. Exercise will be next week.
Due date: Oct. 10 and for Sat. class, Oct. 11
Assignment
for Business Communication 122
Read Ch. 3
Writershelp: PunctuationàThe semicolon. Everything from “Quick help: Semicolons to Unnecessary semicolons.”
Do the semicolon exercises: The semicolon and the comma 1 and 2, and the colon, the semicolon, and the comma.
Do the semicolon exercises: The semicolon and the comma 1 and 2, and the colon, the semicolon, and the comma.
Read the rules for apostrophe. Exercise will be next week.
Due date: Oct. 10
Assignment
for Communication Dynamics, 128
Read Ch., “5,” and do the accompanying workbook Chapter 5
Register at turnitin.com. This information will be needed:
Class ID: 8809955 Password:
Reflect
Wednesday, October 1, 2014
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