Summer Reading...Writing...Dreaming

Dear Writing and Composition III students,                                                                                                                         

You all have done very well this year and made much progress in writing. In order to be well prepared for classes next year, it is so important to continue reading, writing, and thinking throughout the summer. Reading and writing are the best ways to maintain your English reading skills as well as improve in grammar, fluency, comprehension, etc. For your classes next Fall, you will have assigned summer reading to complete, but I urge you to also read for pleasure in English and read for information in English as much as you can.  And it is so crucial to keep your writing skills in good shape too!

A few suggestions to help you stretch and grow this summer:

1)      Read news in English online (if you can access npr.org or nytimes.org or other news websites, you can read and often watch video or listen to broadcasts – listening to spoken English over the summer is a good practice to keep up also).

2)      Watch movies or TV shows in English!

3)      Read blog posts about anything you are interested in (in English).

4)      Don’t leave your summer reading to the week before school. Read (and take notes!) on your books throughout the summer.

5)      Write reviews of the books you read and movies you watch.

6)      Write letters and emails to your friends from CA that you don’t see over the summer.

7)      Write poetry! Write songs! Write a love letter to a secret crush (even an imaginary one)!

8)      Keep up your blog and write about what you’re doing over the summer.

9)      Start a new blog about something else.

10)   Choose a new 30-Day challenge and write about that!

11)   Keep a paper journal to reflect on your life in writing.

12)   Keep a journal with a list of inspirational quotes and write a little about them each day.

13)   Make a family tree and write a little about what you know about each family member’s history, personality, and any other interesting facts or memories.

14)   Take photos or draw pictures and write captions, articles, or stories to go with them.

15)   Keep a dream journal that records the dreams you have (while asleep or awake).

16)   Send me emails over the summer, share what you are working on, and I will be sure to respond.

Lastly, I leave you with this quote from William Faulkner, an American writer:

“Always dream and shoot higher than you know you can do. Do not bother just to be better than your contemporaries or predecessors. Try to be better than yourself.” 

Have a great summer: read, relax, enjoy, and be ready to come back in the Fall and work!  --Ms. Guarino

30-Day Challenges

Many of you are writing or talking about how difficult it is to blog about your 30-Day Challenges, and my response (of course) is "Yes! That is good! It is supposed to be a challenge." But -- my second response is that for many of you, this is certainly the best writing you have produced all year: interesting, reflective, engaging with your audience, telling a story, doing a lot of personal examination. I am very much enjoying reading about your progress (and failures), and I think you will learn a lot about 1) the topic of your challenge, 2) writing, and 3) yourself through this project. Keep up the good work!

Also, these Challenge Writing Portfolios will be excellent writing samples to link to for your college admissions process -- so think of those future admissions officers as other potential readers.

Newspaper Article Using Sources

Review the following sources and take notes:

1. http://www.cheshireacademy.org/page/News-Detail?pk=973582&fromId=206150

2. http://www.myrecordjournal.com/news/latestnews/7199843-129/ben-jerrys-official-to-give-commencement-for-cheshire-academy.html

3. http://benandjerrysfoundation.org/who-we-are.html

Find one other source on your own. Also find a few good images for your post.

Write a short article about the upcoming speaker at CA (brief biography, details of the event such as date, location). Gear your article to teenagers -- make sure you have an engaging hook that will appeal to them. 500 words. Post on blog. Use at least 2 good quotations and 2 good paraphrases in your article. Also include a works cited list.

Final Portfolio

Final Portfolio Assignment for Writing and Composition

1.      In assembling a final portfolio for this class, you will choose 5 pieces of writing that represent your “best” work this year; choose pieces that show how you challenged yourself as a writer, not just pieces that are the most grammatically correct.  

2.      Then, you will significantly revise these 5 pieces. Revision does not simply mean editing and fixing grammar mistakes. To truly show that these represent your best writing, you need to address higher order level of revision as well as sentence level revision: revise for thesis, structure, organization, interesting language, creativity, critical thinking, a catchy opening hook, a strong conclusion, etc. as well as grammar, spelling, and clarity of ideas.

3.      To show that you have significantly revised your work, please identify all additions and changes you made in a different color, bolded, or underlined. I expect that you will have at least ¼ of your writing identified as revised in some way.

4.       Write a 600-800 word introduction to the portfolio that reflects on what you have accomplished this year and what the portfolio of your work shows about your growth and progress. For example, you might discuss your strengths and weaknesses at the beginning of the year and how those have changed – be sure to show specifically where you see those changes in the pieces you have included in the portfolio. You are making an argument about your own writing and using that writing as evidence to prove that argument. Be honest about how you have progressed and where you need more work.

5.      This introduction is the last piece of revised writing you will complete for this class, so make it your very best! Be sure to have an original title, strong thesis, detailed body paragraphs, and a conclusion that leaves readers with something interesting to take away from reading your piece. Because this is a personal reflection, this piece should also showcase your own ideas and your unique writing voice. Finally, make sure you proofread carefully for sentence level errors.

6.      Print out and assemble all of your writing into a portfolio. Include a title page and table of contents. The introduction should come first followed by the 5 revised pieces. This work counts as your final exam and is due on the last day of classes.

** For Ms Guarino’s Writing and Composition class, you need to choose 5 entries from the 30-Day Challenge posts. One must be the first entry, one must be the last, and choose any other 3 pieces in between. Make sure you include any photos as well citations from the blogs. You will need to also put these 6 revised pieces on your blog in the same order as in the physical portfolio.  

Paraphrase vs. Quotation

Original:

CA is a college-preparatory school that challenges its students.

Quotation:

CA is academically rigorous; the homepage describes it as "a college-preparatory school that challenges its students" (cheshireacademy.org).

Paraphrase:

According to the homepage, students at CA take courses that are designed to push them academically and ensure their future success in college (cheshireacademy.org).

**Note that both of these versions need to include the citation so that they acknowledge where the ideas came from. Neither of these could stand alone without citation or else it would be plagiarism of ideas.

Which Versions are Correctly Cited?

Original:

There is little evidence to suggest that people are refusing to learn English. According to a 1985 study by the Rand Corporation, 95 percent of the children of Mexican immigrants can speak English. By the second generation more than half can speak only English. There is after all a huge inducement in terms of convenience, culture, and income to learn the prevailing language. (Bill Bryson, The Mother Tongue: English & How It Got That Way. New York: Avon, 1990, page 241)

Version 1:

It is clear that immigrants want to learn English. As Bill Bryson notes in his book The Mother Tongue, there is after all a huge inducement in terms of convenience, culture, and income to learn the prevailing language (241).

Version 2: It is clear that immigrants want to learn English. There is a large advantage to learning the dominant language due to jobs, ease of living, and adapting to society (Bryson 241).

Version 3: It is clear that immigrants want to learn English. As Bill Bryson notes, “There is after all a huge inducement in terms of convenience, culture, and income to learn the prevailing language” (241).

Version 4: It is clear that immigrants want to learn English. After all, there is a huge inducement in terms of convenience, culture, and income to learn the prevailing language.

Version 5: It is clear that immigrants want to learn English. As Bill Bryson notes, people who come to another country will have an easier time finding work and getting along with others if they learn to speak the same language as everyone else is speaking (241).

Version 6: It is clear that immigrants want to learn English. People who come to another country will have an easier time finding work and getting along with others if they learn to speak the same language as everyone else is speaking.

Correctly Documenting Source Material

1. The following worksheet was adapted from materials created by the Writing Center at The University of Delaware:

Practice Spotting Plagiarism

Directions: Read the source material below. Then compare each of the versions written by student writers to the original source. How many of these writers are guilty of plagiarism? Why?

Below is a quotation from J. M. Roberts, History of the World (New York: Knopf, 1976). Compare this original quotation with the three other paragraphs.

How many of these writers are guilty of plagiarism? Why?

Source paragraph

The joker in the European pack was Italy. For a time hopes were entertained of her as a force against Germany, but these disappeared under Mussolini. In 1935 Italy made a belated attempt to participate in the scramble for Africa by invading Ethiopia. It was clearly a breach of the covenant of the League of Nations for one of its members to attack another. France and Great Britain, as great powers, Mediterranean powers, and African colonial powers, were bound to take the lead against Italy at the leag ue. But they did so feebly and half-heartedly because they did not want to alienate a possible ally against Germany. The result was the worst possible: the league failed to check aggression, Ethiopia lost her independence, and Italy was alienated after all.

Writer 1

Italy, one might say, was the joker in the European deck. When she invaded Ethiopia, it was clearly a breach of the covenant of the League of Nations; yet the efforts of England and France to take the lead against her were feeble and half-hearted. It a ppears that those great powers had no wish to alienate a possible ally against Hitler's rearmed Germany.

Writer 2

Italy was the joker in the European deck. Under Mussolini in 1935, she made a belated attempt to participate in the scramble for Africa by invading Ethiopia. As J. M. Roberts points out, this violated the covenant of the League of Nations (Roberts 845). But France and Britain, not wanting to alienate a possible ally against Germany, put up only feeble and half-hearted opposition to the Ethiopian adventure. The outcome, as Roberts observes, was "the worst possible: the league failed to check aggression, Ethiopia lost her independence, and Italy was alienated after all" (Roberts 845).

Writer 3

Much has been written about German rearmament and militarism in the period 1933-39. But Germany's dominance in Europe was by no means a foregone conclusion. The fact is that the balance of power might have been tipped against Hitler if one or two thing s had turned out differently. Take Italy's gravitation toward an alliance with Germany, for example. That alliance seemed so very far from inevitable that Britain and France actually muted their criticism of the Ethiopian invasion in the hope of remaini ng friends with Italy. They opposed the Italians in the League of Nations, as J. M. Roberts observes, "feebly and half-heartedly because they did not want to alienate a possible ally against Germany" (Roberts 845). Suppose Italy, France, and Britain had retained a c ertain common interest. Would Hitler have been able to get away with his remarkable bluffing and bullying in the later Thirties?

2. https://writing.wisc.edu/Handbook/QPA_paraphrase.html 

Spring Outdoor A-to-Z Part of Speech Scavenger Hunt

                                                      D -- daisies (noun)

Here are the guidelines for this activity:

1. Choose a partner to work with.

2. Go outside on CA's campus.

3. Find 26 items that begin with the letters of the alphabet, from A to Z, one item for each letter.

4. 13 must be nouns and 13 must be adjectives.

5. Take a photo of each one, and label it with its corresponding noun or adjective (put the word plus note if it is a noun or adjective). No repeat words or photos allowed.

6. List them in alphabetical order.

7. Post on your blog (only one partner's blog needs to be updated; just be sure both names are on the post).

8. Try to get all 26 before class is over.

9. You will be graded on how many you complete successfully.

10. Have fun!

Signs with Incorrect Grammar

Spot the mistakes in the following signs:

Since -- Until -- For

1. I've lived in America ___ I was five years old.
   a. until
   b. since
   c. for
   
   
2. He said he would be away ___ Monday.
   a. until
   b. since
   c. for
   
   
3. I've been married ___ five years now.
   a. until
   b. since
   c. for
   
   
4. Mom and Dad have gone away ___ a few days.
   a. until
   b. since
   c. for
   
   
5. Wait here ___ I come back.
   a. until
   b. since
   c. for
   
   
6. I stayed up ___ three in the morning.
   a. until
   b. since
   c. for
   
   
7. It has been raining ___ he arrived.
   a. until
   b. since
   c. for
   
   
8. I have been studying ___ half an hour.
   a. until
   b. since
   c. for
   
   
9. I have been away ___ five p.m.
   a. until
   b. since
   c. for
   
   
10. I am going on a holiday ___ three weeks. Can you feed my cat?
    a. until
    b. since
    c. for
    

Preposition Practice

1. My best friend lives ______ Boretz Road. 

a. in

b. on

c. at

2. I'll be ready to leave ____ about twenty minutes. 

a. in

b. on

c. at

3. Since he met his new girlfriend, Juan never seems to be ______ home. 

a. on

b. in

c. at

4. The child responded to his mother's demands ______ throwing a tantrum. 

a. with

b. by

c. from

5. I think she spent the entire afternoon ______ the phone. 

a. on

b. in

c. at

6. I will wait ______ 6:30, but then I'm going home. 

a. from

b. at

c. until

7. The police caught the thief _____ the corner of Cascade and Plum Streets. 

a. in

b. at

c. from

8. My fingers were injured so my sister had to write the note _____ me. 

a. for

b. with

c. to

9. I am not interested _____ buying a new car now. 

a. to

b. for

c. in

10. What are the main ingredients ______ this casserole? 

a. about

b. to

c. of

11. My best friend, John, is named ______ his great-grandfather. 

a. after

b. to

c. about

12. Grandpa stayed up ______ two in the morning. 

a. since

b. for

c. until

13. My parents have been married ______ forty-nine years. 

a. since

b. for

c. until

14. He usually travels to Philadelphia _______ train. 

a. by

b. at

c. with

15. You frequently see this kind of violence ____ television. 

a. with

b. in

c. on

16. I told Mom we'd be home ______ an hour or so. 

a. to

b. in

c. at

17. I was visiting my best friend _____ the hospital. 

a. of

b. at

c. in

18. The professor _______ South Africa amazed the American students with her stories. 

a. from

b. of

c. in

19. I'll see you ____ home when I get there. 

a. in

b. by

c. at

20. It's been snowing ________ Christmas morning. 

a. since

b. for

c. until

Persuasive Essay

Choose one of the following topics for your persuasive essay. The essay must have a clear thesis (position) with detailed evidence to support the argument and convince the reader of the validity of the thesis. 800-1000 words.


1. the use of video surveillance cameras on Cheshire Academy's campus in order to promote safety and security

2. the requirement at Cheshire Academy that students participate in three seasons of afternoon activities

3. the expectation at Cheshire Academy that students receive about 15 hours of homework per week in order to adequately prepare for college

Writing Music

Wow! Here are all the songs we wrote (and set to music and recorded) in class!

Group 1: Sophia, Sera, Zen

"The Perfect Match": http://youtu.be/tpqB8jxW36o


Group 2: Leo, Cherrie, Amanda, Gordon

"The brightest star in the sky"

http://youtu.be/UuIt2hKgXEc

Group 3: Nina, Jennifer, Nancy

http://youtu.be/mAYZe1QDzG0http://youtu.be/mAYZe1QDzG0

Timed Writing Task

Write a detailed and persuasive essay in response to the following prompt. Be sure to have a clear thesis and specific examples to help prove your argument. Also, you should have a minimum of 4 paragraphs with an introduction, at least 2 body paragraphs, and a conclusion. You have the entire period to write your essay, so use any extra time to check for grammar errors and sentence fluidity. The essay will be graded using the TOEFL scoring rubric used previously on timed writing.

Prompt:

In order to save money and lower tuition fees, Cheshire Academy has proposed canceling all field trips for the remainder of the year. Do you agree or disagree with this plan? Write an essay that either: 1) persuades the administration to allow students to continue attending field trips or 2) argues for why CA should implement this plan to save money. Use specific reasons and examples to support your response.

Language Replacement Activity 2

Gregory, the Cat


Gregory is my nice gray Persian cat. He has pride and grace; when he is walking,he slowly lifts and lowers each paw like he is a dancer. His pride, however, is not in his appearance, for most of the time he is inside watching television and getting fat. He likes TV commercials, especially the ones for for Meow Mix and 9 Lives. After his done watching cat food commercials, he does not like some kinds of cat food; he only wants the most expensive things. Gregory is as picky about visitors as he is about what he eats. He is friends with some people, but he doesn't like others. He may snuggle up against your ankle, begging to be petted, or he may be mean and bite you. Gregory does not do this to establish his territory, as many cat experts think, but to humiliate me because he is jealous of my friends. After my guests have left, I look at the cute old fleabag snoozing and smiling to himself in front of the TV, and I am always forgiving him for the obnoxious, but cute, things he does.

A Friendly Clown: 3 Revised Versions

1. Cherrie, Sophia, Gordon

On one little space of my dresser, a funny toy clown sits on a tiny unicycle which I received from my friend last Christmas. The clown's short yellow hair is made of yarn, which covers its ears. The black surrounds the blue eyes make it a lake and slender eyelashes around it act as trees. Cherry-red cheeks, nose, lips and a sweet smile constructed the clown's face. He wears red and blue costume with a white scarf covering its neck. The light blue on the left side and the red on right side, which forms a line separates the whole costume in to two, makes it more vivid. The white spokes on the wheel of the unicycle sit in the center and spread to the black tire so that the wheel transfers to the inner half of a grapefruit. Looking at the clown gives me a visual pleasant. The smiling clown reminds me of the rainbow, as the best gift I received from my friend which I like the most.



2. Zen, Leo, Nina

On the right side of my dresser, a waggish toy clown is lying on atiny unicycle – I received this gift last Christmas from a close friend. The clown's short yellow yarn hair covers its ears. Around the blue eyes, are the cute dark eyelashes. Under the cherry-red cheeks, nose, and lips, is a joyful smile. A fancy white necklace is hanging on its neck. The clown also dress a red and blue costume. The left side of the outfit has a color of light blue, and the right side is color red. The light blue left side and the red right side of the outfit make a obvious contract. The two colors form a line that separates the toy clown. The white spokes on the wheel of the unicycle are in the center andgo to the black tire so that the wheel sort of looks like the inner half of a grapefruit. In the center of the unicycle, the white spokes on the wheel attach to the black tire that makes the wheel similar to the inner half of a grapefruit.  I enjoy looking at the clown. Every time Ienter to my room, the colorful figure would smile at me, and it reminds of my best friend. How friendly my toy clown is!

3. Sera, Amanda, Nancy

Located on the top of my dresser, is a unique toy clown on a tiny unicycle -- I received this gift last Christmas from a close friend. The clown's short yellow hair made of yarn overlays its ears. The little dark eyelashes lightened the beauty of the blue eyes. The toy was composed of cherry-red cheeks, nose, and lips, and a delightful smile. It carries an exquisite white necklace on its neck. The clown is also dressed in a red and blue costume. The left side of the outfit looks light blue, and the right side seems red. The two colors mix into a line that meets down the center of the toy. The white spokes on the wheel of the unicycle lie near inside the center and follow the black tire so that the wheel gives an impression of the inner half of a grapefruit. I enjoy looking at the clown. This colorful toy which smiles at me whenever I enter my room is the best gift I've ever received from my special friend. I love it as my favorite treasure. 

Language Replacement Activity

A Friendly Clown

On one part of my dresser, there is a nice toy clown on a small unicycle -- it is a gift I got last Christmas from a good friend. The clown's short yellow hair is made of yarn, and it is covering its ears. The blue eyes have black around them and small, little eyelashes. It has cherry-red cheeks, nose, and lips, and a happy smile. The neck is covered by a pretty white thing. The clown also is wearing a red and blue costume. The left side of the outfit is light blue, and the right side is red. The two colors go into a line that goes down the center of the whole thing. The white spokes on the wheel of the unicycle are in the center and go to the black tire so that the wheel sort of looks like the inner half of a grapefruit. I like looking at the clown. Being a nice thing  that I got from my  good friend, this colorful figure is what I am seeing smiling at me every time I go to my room.  It is my favorite thing. 

Memorizing your writing helps you work on the flow of the language!

Tips for Memorizing:

Read it over many times.

Write it out many times and/or type it.

Chunk it into smaller parts to memorize.

Put the parts in different colors to help your brain remember what comes next.

Record yourself reading it and listen to the recording over and over again like you would listen to a song.

Practice saying it out loud to yourself.

Practice saying it out loud with a partner and have the partner give you lines that you forget.

Keep practicing!

You can do it!

"A Surprise Twist" Story -- 1st draft

Where am 1? I don't recognize the thick, bluish-green liquid swimming around me; everything seems foggy, unclear. I try to sit up but suddenly realize that I am immobilized. Slowly, I begin to understand my predicament.

I blink; I blink again, my eyes stinging from the salt.Water is all around me, and I am trapped beneath an enormous rusty anchor that is chained to my chest. An attempt to yell "Help!" becomes simply a stream on incomprehensible bubbles as my lungs fill with fluid and my mouth is choked with seaweed. A fish floats by curiously as I am consumed by my own fear. If only I could get one breath of air...

Suddenly I cough violently and am propelled into an upright position, scattering layers of blankets and the cat who had been sleeping on my chest. "Time for another Advil," my husband says, "Your fever is raging out of control and you are lying in a pool of your own sweat."

1-Page Stories -- the last sentence in both contains a surprise twist

from www.storybytes.com

Banished to My Room

Ray Van Horn, Jr.

I did absolutely nothing wrong, yet here I lay, staring at the shadow of my swaying foot, pretend-kicking invisible invaders on the wall. Somebody is going to incur my wrath, even if it is an imaginary scapegoat. At least he, she or it can't fight back; that is about the only comfort I take right now. 

There is no television in my room, only a stereo with a handful of tapes to listen to. I am not allowed to play them, though. I have been commanded to lie here in subdued silence. For some reason I can't explain, it has been deemed that I am to be punished and confined to my bedroom. My friends are outside, and I know they are laughing and mocking me. They aren't locked up like a caged rat with nothing to do save for quietly reading the same crappy books over and over again. If it is punishment my overseers want, then they've succeeded. This solitude is more like torment. 

What did I do to deserve this? Scream out loud occasionally, use a little profanity that slaps expressions of shock on my benefactors? Big deal! Of course, if they would tend to my needs when I ask for them, I'd be content and as restrained as an altar boy. 

Oh, I'm selfish, you say? Spoiled, even? Try it in my shoes, friends, and tell me how you like being eighty-three and treated like a helpless infant!

The Big Blue Shirt

Lorraine Gregoire

She was not what anyone would call pretty. The face was sad, pixie-like. Blonde curly bits attempted scraggly escapes from beneath the beat up baseball cap. She sat, thin shoulders hunched like she was trying to hide the girlie parts beneath that big blue shirt. I couldn't take my eyes off her. I feared she would disappear into the caverns of the mega-mall where I had first begun to follow her. 

Now, perched across from her at the crowded coffee bar, I sipped my latte---peeking upwards and sideways though wary eyelashes so watching would not be obvious. Had she been warned about not speaking to strangers? Should I risk it? Would she make a scene? How much should I offer her? 

I caught the eye of a matron. She pursed her lips and gave me the squinty-eyed "I don't approve of you pervert types" glare. Then, the girl spoke first, " Mister, can I bum a smoke?" 

My chance. I had to be tactful. "Sure," I mumbled. "But first I have to ask you a question?" I breathed deeply. "That blue shirt you're wearing... did you, ah, get it at the Salvation Army?" 

Her eyes widened. The thin neck snapped back as if smacked by the poverty police. Before she could scream or run away I blurted, "It was mine, a favorite---won it bowling. See, my name, Chuck, on the sleeve. My wife, she accidentally donated it. I would really like to buy it back."

Writing Assessment Rubric (same as TOEFL rubric)

5--

An essay at this level largely accomplishes all of the following:

* effectively addresses the topic and task
* is well organized and well developed, using clearly appropriate explanations, exemplifications, and/or details
* displays unity, progression, and coherence
* displays consistent facility in the use of language, demonstrating syntactic variety, appropriate word choice, and idiomaticity, though it may have minor lexical or grammatical errors

4--

An essay at this level largely accomplishes all of the following:

* addresses the topic and task well, though some points may not be fully elaborated
* is generally well organized and well developed, using appropriate and sufficient explanations, exemplifications, and/or details
* displays unity, progression, and coherence, though it may contain occasional redundancy, digression, or unclear connections
* displays facility in the use of language, demonstrating syntactic variety and range of vocabulary, though it will probably have occasional noticeable minor errors in structure, word form, or use of idiomatic language that do not interfere with meaning

3--

An essay at this level is marked by one or more of the following:

* addresses the topic and task using somewhat developed explanations, exemplifications, and/or details
* displays unity, progression, and coherence, though connection of ideas may be occasionally obscured
* may demonstrate inconsistent facility in sentence formation and word choice that may result in lack of clarity and occasionally obscure meaning
* may display accurate but limited range of syntactic structures and vocabulary

2--

An essay at this level may reveal one or more of the following weaknesses:

* limited development in response to the topic and task
* inadequate organization or connection of ideas
inappropriate or insufficient exemplifications, explanations, or details to support or illustrate generalizations in response to the task
* a noticeably inappropriate choice of words or word forms
an accumulation of errors in sentence structure and/or usage

1--

An essay at this level is seriously flawed by one or more of the following weaknesses:

* serious disorganization or underdevelopment
* little or no detail, or irrelevant specifics, or questionable responsiveness to the task
* serious and frequent errors in sentence structure or usage

0--

An essay at this level merely copies words from the topic, rejects the topic, or is otherwise not connected to the topic, is written in a foreign language, consists of keystroke characters, or is blank.

New Year's Resolutions for My Writing Class

1. Less "To Be" Verbs used in your writing
2. More Vivid Description!
3. More Interesting Vocabulary!
4. More Practice with Correct Article Usage and Subject-Verb Agreement
5. A Research Paper!!