Common Student Errors
One. Many commit food stamp fraud. Although, there are many who come from needy homes and make good use of it.
Corrected
Many commit food stamp fraud although there are many who come from needy homes and make good use of this service.
Corrected in Another Way
Many commit food stamp fraud; however, there are many who come from needy homes and make good use of this service.
Two. People tend to stick to "their own kind." Even though sometimes it's humbling to know what different types of people think about politics, culture, and art.
Corrected
People tend to stick to "their own kind" even though sometimes it's humbling to know what different types of people think about politics, culture, and art.
Three. People don't need food stamps they need self-esteem.
Corrected
People don't need food stamps; they need self-esteem.
Four. People need to be drug tested to qualify for food stamps. Even single mothers with children.
Corrected
People need to be drug tested to qualify for food stamps, even single mothers with children.
Essay 3 for 1,400 words typed options and 3 sources: Due October 20
One. Support, refute, or complicate the argument that “Against School” and “Preparing Minds for Markets” persuasively evidence that American education is more about protecting private business interests, maintaining class bias, and asserting mass control than it is about promoting real empowerment such as critical thinking, independence, and freedom.
Two. Develop an analytical thesis that compares the themes of learned helplessness and the vicious downward spiral of poverty as they are evident in “The Consequences: Undoing Sanity” and “How the Poor Are Made to Pay for Their Poverty.” Is this downward spiral convincing or an “excuse for the poverty that poor people choose”? Explain.
Three. Support, refute, or complicate Alfie Kohn’s assertion from “Degrading to De-grading” that grading is an inferior education tool that all conscientious teachers should abandon.
Four. Support, refute, or complicate the inferred lesson from bell hooks’ essay, “Learning in the Shadow of Race and Class” that upward mobility requires a betrayal of one’s economic class and even family.
Five. In the context of “Unspeakable Conversations,” defend, refute, or complicate Peter Singer’s position that there are moral grounds for infanticide or “mercy killings.”
Six. In the context of “Our Baby, Her Womb,” support, defend, or complicate the argument that surrogate motherhood is a moral abomination.
Seven. In the context of Kristina Rizga’s “Everything You’ve Heard About Failing Schools Is Wrong,” support, refute, or complicate the assertion that standardized testing is a money-making canard sodden with incompetence, moral bankruptcy, and the very accountability it claims to exact upon teachers and students.
Eight. In the context of John Taylor Gatto’s “Against School,” support, refute, or complicate the argument that that American education is more about protecting private business interests, maintaining class bias, and asserting mass control than it is about promoting real empowerment such as critical thinking, independence, and freedom.
“From Degrading to De-grading” by Alfie Kohn 238-250
One. Kohn asserts that good teachers de-emphasize grades and that bad teachers, who even lack a conscience, emphasize grades. How compelling is his argument?
Some would accuse him of an over simplification and an either/or fallacy. “Either you drink my Kool-Aid and stop using grades, or you are proving to be a horrible, immoral teacher."
This extreme position, many would say, is an oversimplification and a form of bullying, evidence of a false prophet.
Furthermore, the “three effects of grading” that Kohn refers to could be disputed.
For example, we read, “Grades tend to reduce students’ interest in the learning itself.” What’s the baseline of interest that Kohn assumes will deteriorate if we push grades on students? Is there a baseline? If there is, he doesn't define it in any way.
He also claims that students will shy away from challenging tasks and suffer the reduction of “quality” thinking.
Again, Kohn is throwing an either/or fallacy in our face: Either hold students accountable with grades and suck the creativity out of their learning or cut out grades altogether and inject creativity into their learning. Why can’t there be a balance of both?
Two. What Are Some Possible Refutations of Kohn? (A Defense of Grading)
1. Competition from grading prepares students for real world.
2. Not all students try and perform equally. Those who are superior, as a result of their hard work, should enjoy seeing their hard work rewarded with higher grades.
3. It’s human nature to be motivated by the carrot and the stick. Kohn is living in a candy-coated dream world that ignores the realities of human nature.
4. Grades are not perfect, but they are an important motivational tool.
5. Grades are not perfect, but they do help show the “cream rising to the top,” an important process in any meritocracy. A meritocracy is a society that rewards the people based on merits.
6. It turns out that Kohn also is against homework. Thus, it appears he subscribes to the Cult of Academic Relaxation, a form of “creative laxity,” which I oppose.
7. Kohn's argument contradicts empirical evidence: In my 30 years of teaching, A students tend to be responsible; C and D students tend to be less responsible.
Three. What does Kohn mean when he says grades "spoil relationships with students"?
He uses an anecdote of a teacher whose instruction has been reduced to fanatical grading and that is served as evidence that grading is this monster that takes over teaching. In other words, he uses an extreme example to argue against grading. That's a logical fallacy.
Then there's the argument that a teacher should be less of a grader and more of a friend. Is this a good idea?
What if the student doesn't want to comply with his "friend's" educational goals?
The student might say to the teacher, "Sorry, friend, I don't feel like writing my Works Cited page."
Four. What is the Maternal Fallacy and how does this fallacy apply to Kohn?
The Maternal Fallacy is the emphasis on nurture and protection at the exclusion of discipline and control, qualities associated with the Patriarch or father figure. "Education should be a place of nurture and unconditional acceptance," says this line of thinking. "We don't want to traumatize the students by judging them harshly and hurting their self-esteem."
But in fact coddling students like this makes them weak and helpless in the real world. Creating dysfunctional citizens with no skills for the real world is hardly serving them.
In an affluent society in which the young generation have a foundation of basics in math and writing, some of Kohn's maternal outlets for creative freedom are valid. However, in the absence of these basic skills, grading and basics in education are sometimes necessary.
Five. Would you be more motivated if you did not receive grades? Explain.
Answers may vary.
For me personally, if I had an interest in the class, I might not need to be motivated so much by grades as much as I would be seeking approval from the instructor. But if the class were a requirement outside my sphere of interest, I might not do anything.
Six. Is it fair to compare grading to a polluted city or is this rhetorical demagoguery? Explain.
Circular reasoning or logic embedded in the premise of the comparison, which is a fallacy.
"Wearing diamonds is equal to killing slave children in Africa," it could be argued, has more of a basis in reality than Kohn's statement above.
More Criticism Against Kohn
We read the following by Daniel Willingham whose link is provided below:
In his book, Punished by Rewards, Kohn claims “Praise, at least as commonly practiced, is a way of using and perpetuating children’s dependence on us. It gets them to conform to our wishes irrespective of what those wishes are.” (p. 104.) Kohn also argues that praise and rewards for good behavior are destructive to motivation. The truth is actually somewhat more complicated. Rewards can reduce motivation, but only when motivation was somewhat high to start with. If the student is unmotivated to perform some task, rewarding him will not hurt his motivation. Praise can be controlling and exact a psychological cost, but its effect on the recipient depends on how it’s construed: does the child think you are offering sincere appreciation for a job well done, or sending the message that future behavior had better be in line with expectations? There is important psychological work showing that the role of praise and reward is complex. Carol Dweck is a leader in this field and her book, Mindset, provides a good overview.
Regarding self-control, Willingham writes:
In a recent piece in the Phi Delta Kappan, Kohn argues that self-discipline has been over-sold, and indeed, that it has a dark side—too much self-control may be associated with anxiety, compulsiveness, and dampened emotional responses. He notes that some researchers put few or no qualifications on their enthusiasm for self-control, essentially arguing that more is always better. But Kohn proceeds from a definition of “self-control” that differs from that used by these researchers (Roy Baumeister,Angela Duckworth, Walter Mischel, and Marty Seligman), and indeed, by virtually all of the important researchers in the field. They define self-control as the ability to marshal your cognitive and emotional resources to help you attain goals that you consider important. Kohn defines self-control as using willpower to accomplish things that are generally regarded as desirable. Thus by Kohn’s definition, a child shows self-discipline when she determinedly (and miserably) slogs towards a goal that she does not value, but that her parents (or others) deem important. Researchers use the former definition when they claim that they find no disadvantages to self-control, and that they observe positive associations with achievement, social adjustment, mental health. Kohn’s point—that authoritarian control leads to negative outcomes—is not very startling and is shared more or less universally by researchers.
Pointing out Kohn's logical fallacies, Willingham point out:
Kohn falls prey to logical fallacies on occasion. In the same Kappan piece on self-discipline, Kohn writes “Learning, after all, depends not on what students do so much as on how they regard and construe what they do. To assume otherwise is to revert to a crude behaviorism long since repudiated by serious scholars.” (p. 170). This is a false dilemma. Kohn offers me the choice of agreeing with his version of a constructivist learning theory or agreeing with a behaviorist theory. Actually, those are not my only choices of learning theories. (I have yet to find a Kohn piece in which behaviorism—a theory whose heyday was fifty years ago, and is now ignored by most learning theorists—did not take a beating.)
Kohn’s work often makes use of misleading vividness, or perhaps better, a variant of that fallacy. His articles are characterized by a long, vehement attack on the target and a brief, subdued qualification of the attack. The pale qualification, though important to an accurate characterization of the literature, is likely forgotten by the reader. For example, the Kappan piece is an attack on three fronts (psychological, philosophical, and political) on the usefulness of self-discipline. Kohn also notes “While I readily admit that persevering at worthwhile tasks is good—and that some students seem to lack this capacity—. . . .” This qualification indicates that an important topic ought to be “when is self-control useful, and when is it destructive?” But the message of the article is unqualified: self-discipline is bad.
Criticism Against Alfie Kohn
"Alfie Kohn Is Bad for You and Dangerous for Your Children"
"Alfie Kohn's Message: Half Crazy, Half True"
Summarize Kohn's Arguments
“Grades tend to reduce students’ interest in the learning itself” (238).
“Grades tend to reduce students’ preference for challenge tasks” (239).
“Grades tend to reduce the quality of students’ thinking” (239).
“Grades aren’t valid, reliable, or objective” (240).
“Grades encourage cheating” (241).
“Grades spoil teachers’ relationships with students” (241).
Sample Responses
Student Who Disagrees with Kohn
My experience as a student contradicts everything Kohn tries to say. I’ve walked into classes with absolutely no interest in the subject, but because I had a gun to my head, that is the pressure of grades pointing at my temple, I forced myself to get acquainted with the material. Contrary to Kohn, my being forced to know the material made me respect and like the subject matter far more than a situation in which I knew I would not be graded. Without the pressure of grades, I would remain ignorant of the subject, and that ignorance would perpetuate my lack of interest in the material.
Kohn’s second assertion is that grading will discourage me from embracing challenging tasks. He’s assuming that without grades, I’d be more inclined to take intellectual and creative risks. He is wrong. When I was a college student, I was lazy and was not predisposed to taking on any kind of challenge. The path of least resistance was my work ethic. Grades or not, I was an incurably lazy human being. If anything, I needed grades to prompt me off my butt and to do some actual homework.
Kohn’s third assertion is that grading will compromise my critical thinking skills. Again, I don’t think Kohn knows what he’s talking about. When I was in college, I had no critical thinking skills to lose. Grades were hardly the reason I was so ignorant. My youthful naiveté, my laziness, and my being sheltered in the suburbs had far more to do with my lack of critical thinking skills than any teacher’s grading system.
Kohn’s fourth argument is that grading is not a reliable system because the teachers can be biased, unfair, and use unreliable grading measures. I’ll admit these are possible scenarios, but in my years at high school and college, it seems that over 95% of the time, students did indeed get the grades they deserved. If there is a five percent error, that is hardly sufficient reason for dumping grades.
Kohn goes on to say that grades encourage cheating and spoil students’ relationship with teachers. Of course, a grading system is going compel students to cheat. They want to be up to par with the A students whose A performance has earned them top honors. Any system with a top and a bottom is going to have cheaters. To deny that reality is to try to create a world that does not exist. And that world is the one provided by Alfie Kohn.
Regarding the final point about our relationship with teachers, Kohn is assuming there is this great relationship that is forged without grades and that grades spoils the deal. Again, he is in error. We are not friends with the teachers. They are hired to do what they do because of their presumed expertise and authority in the subject. They are our guides and mentors, and their grading system is their way of showing us how well we are at reaching the benchmarks that are part of each class. Kohn’s assertion that these benchmarks measured by a grading system is a degradation of the student-teacher relationship has no bearing in reality and again shows that he is trying to impose an artificial world on the real one. For all these reasons, I have dismissed Kohn convincingly. Can we move on to a new topic, please? (avoid hubris in the conclusion)
Student Defense of Alfie Kohn
Alfie Kohn is trying to save education from being a terrible place of fear, elitism, and students being helpless pawns before their maniacal teachers who use grades to bully, control, and traumatize their students.
First off, everyone knows that grades are unfair. Teachers don’t really care how well you write. All they care about is that you agree with them, so you spend your time kissing up to them, trying to make your essays reflect what your instructors say in the class.
Secondly, Kohn is right that grades reduce interest. How can you focus on the subject with any interest when you’re always worried about achieving a 4.0 so that you can get into a good university? Interest is irrelevant. It’s all about the grades. And seeing some students get As while others get Cs is traumatizing for the lower students who feel stigmatized and shamed, often wearing these negative emotions for the rest of their lives. How dare we let teachers have so much power over our self-esteem. We should cut their grading power out from under them just as Alfie Kohn says we should.
Third, Kohn is so correct to point out that grading makes us students avoid challenging approaches to the subject matter. We always seek the easiest path to The Land of A. Why take risks by doing something more challenging than we have to?
Finally, what kind of relationship can I have with my teachers when I fear their power over me? Their grade determines my place in the world. One wrong move and my life as a successful banker could be diminished to a milk truck driver. It’s impossible to develop strong relationships with figures that wield so much power. Therefore, I commend Alfie Kohn for telling us to stop the insanity, cut out grades, and bring real education back to the classrooms.
Refutation of the Above Response
While I concede that there are too many teachers who want their students to regurgitate their ideas rather than think critically for themselves, the rest of the student’s defense of Alfie Kohn is a mishmash of egregious fallacies, clichés, and sloppy thinking, all of which serves to highlight Kohn’s dangerous arguments for ending grading systems as we know them.
Perhaps the biggest danger is this idea that we are hurting students’ self-esteem and subjecting them to lifelong traumas by judging them with clear benchmarks to see if they are fulfilling course requirements. The sentiment of preserving self-esteem has everything to do with the fantasy of staying home in the safety of Mother’s House and nothing to do with the reality of competing in the real world. The fantasy of preserving the Big Baby for eternity is typically an upper class one. Narcissistic, well-to-do parents who can’t accept the foibles of their “perfect” Junior want teachers who can only mutter obsequious flattery, and if their grading system in any way is less than flattering, then clearly grading, as Kohn argues, is the enemy of all: self-esteem, creativity, student interest, the buddy-buddy relationship with student and teacher.
Of course, this fantasy bears no resemblance to the real world. Imagine a jiu-jitsu instructor who elevates his students’ self-esteem by giving everyone a black belt. The tournament comes along and that instructor’s students have to spar with real black belts. I think we all know what the outcome will be.
Kohn is the instructor who’d love to give everyone a black belt, which of course is a fantasy, and a dangerous one at that.
Break Down the Assignment into Your Own Words
We're asked in the prompt to explain, perhaps in one sentence, what Kohn means when he says we must move from a grade to a learning orientation. Clearly, a grading orientation for Kohn excludes learning. We have to explain why Kohn believes this and then explain whether or not we agree with him.
Student Refutation of Kohn
Kohn has created a false opposition, between grading and learning, to propel is phony argument that grades are a plague ruining schools and minds. What Kohn and his ilk are afraid of is this big scary thing called judgment. Grades are a form of judgment, and judgments for Kohn are a very scary thing because they take a child’s fragile self-esteem, Kohn’s view, and dismantle it.
I’ve got some scary news for Kohn. Judgment is here to stay. Judgment is everywhere. Judgment is how we survive. Judgment is how we flourish. And judgment is how we measure our educational success. When we choose toothpaste or a cold cereal or a web browser, or a laptop, or a smartphone, or a boyfriend, or a girlfriend, we exercise judgment. When a university picks students from a pool of community college students, the university exercises judgment.
Kohn’s argument is so removed from reality that it seems he must live inside a bubble in which he talks only to himself or his Kool-Aid drinking believers. Grades aren’t going anywhere. Grades are a normal part of the judgment process. And Kohn’s fantasy of taking judgment out of the education process is so lunatic that he is nothing more than a provocateur and a demagogue whose flea-sized arguments will be crushed in the elephantine marketplace of real ideas.
Types of Arguments
(I've adapted these ideas from Chapter 3 of How to Write Anything by John J. Ruszkiewicz.)
Know what kind of argument you are writing:
Argument to advance a thesis:
You argue for a thesis as you champion an idea or a cause.
For example, you might argue for eating steamed vegetables three times a day and provide the many benefits of employing such a practice.
Another example would be a writer who argues that the Paleo diet is the most effective way to maintain lean muscle mass.
Another example would be for a writer to argue for water rationing and triple water bills for homeowners who go over their water threshold.
Refutation argument:
You refute an already existing argument or practice, showing point by point why the argument is weak, precarious, or even fallacious (fallacy-laden).
For example, you might refute Civil War reenactments on the grounds that they are white male fantasies based on the infantile hunger for nostalgia, the toxic Kool-Aid of White Supremacy, and the denial of moral accountability for the evils of slavery.
In your refutation, you paint Civil War reenactments as a grotesque pageantry akin to a racist Disneyworld where are all the actors are white and black history has been erased because "it would be too disturbing" to the bogus, idealized world inhabited by the emotionally-arrested aspirants of "the good old Confederate days" and their other shameless displays of morally-bankrupt tomfoolery.
Once you decide on your argument or claim, you must consider finding compelling reasons to support your claim.
Support Your Claim
Without support consisting of data, statistics, reasoning, logic, and refutations to counterarguments, your opinion exists in an abyss or a vacuum. You must develop a considered or educated opinion, which is the result of fearlessly studying the pros and cons of your subject in which you try to minimize your prejudices, biases, and other emotional baggage that might blind you from the truth.
Understand Opposing Claims and Points of View
You don't have an educated or considered opinion until you have been tested by your opponents' strongest arguments. If you can refute those arguments, then you can continue with your claim.
You will also gain credibility with your readers for showing your understanding of your opponents' views.
You will gain even more credibility when you can refute your opponents with assured insouciance rather than infantile hostility. Also choose polite insouciance over hostility as the former is a sign of intellectual superiority; the latter is a sign of juvenile fear and inexperience.
Give Appropriate Sartorial (Clothing Style) Splendor (Writing Style) to Your Arguments
Your argument is the "body" of the essay. Your writing style is the fashion or sartorial choice you make in order to "dress up" your argument and give it power, moxie, and elan (passion).
Here is the same claim dressed up differently in the following two thesis statements:
Plain
Civil War reenactments are racist gibberish that need to go once and for all.
More Dressed Up
Our moral offense to civil war reenactments rests on our understanding that the participants are engaging in nostalgia for the days when the toxic religion of white supremacy ruled the day, that the participants gleefully and childishly erase black history to the detriment of truth, and that on a larger scale, they engage in the mythical revisionism of the Confederacy narratives, hiding its barbaric practices by esteeming racist thugs as if they were innocent and venerable Disney heroes. Their sham is so morally egregious and spiritually bankrupt that to examine its folly in all its shameless variations compels us to abolish the sordid practice without equivocation.
Plain
We need to stop blaming the poor for their poverty.
More Dressed Up
The idea that the rich are wealthy because of their superior moral character and that the poor live in poverty because of their inferior moral character is a glaring absurdity rooted in willful ignorance, the blind worship of money, and an irrational fear of poverty as if it were some kind of contagious disease.
Qualify Your Thesis to Make It More Persuasive and Reasonable
Qualifiers such as the following will make your thesis more bullet-proof from your opponents:
some
most
a few
often
under certain conditions
when necessary
occasionally
Example:
Under most conditions, narcotics should be legalized in order to decrease crime, increase rehabilitation, and decrease unnecessary incarceration.
Examine Your Core Assumptions
Assumptions are the principles and values upon which we base our beliefs and actions.
Claim
Under most conditions, narcotics should be legalized in order to decrease crime, increase rehabilitation, and decrease unnecessary incarceration.
Assumption
Treating drug use as a medical problem that requires rehabilitation is morally superior to relying on incarceration. Some may disagree with this assumption, so the writer will have to defend her assumption at some point in her essay.
Here's a link (with grammar errors) for writing counterarguments and refutations in your essay.
Notice the link, which is from a community college, is riddled with grammar errors. We all make mistakes from time to time, especially on the Internet, but a pattern of errors is disturbing indeed.
Pronoun Errors
Vague Pronoun Reference
Possible reference to more than one word
Transmitting radio signals by satellite is a way of overcoming the problem of scarce airwaves and limiting how they are used.
In the original sentence, they could refer to the signals or to the airwaves.
Reference implied but not stated
The company prohibited smoking, which many employees resented.
What does which refer to? The editing clarifies what employees resented.
A pronoun should refer clearly to the word or words it replaces (called the antecedent) elsewhere in the sentence or in a previous sentence. If more than one word could be the antecedent, or if no specific antecedent is present, edit to make the meaning clear.
Lack of pronoun/antecedent agreement
Every student must provide their own uniform.
Pronouns must agree with their antecedents in gender (male or female) and in number (singular or plural). Many indefinite pronouns, such as everyone and each, are always singular. When a singular antecedent can refer to a man or woman, either rewrite the sentence to make the antecedent plural or to eliminate the pronoun, or use his or her, he or she, and so on. When antecedents are joined by or or nor, the pronoun must agree with the closer antecedent. A collection noun such as team can be either singular or plural, depending on whether the members are seen as a group or individuals.
Incorrect pronoun case
Determine whether the pronoun is being used as a subject, or an object, or a possessive in the sentence, and select the pronoun form to match.
Incorrect:
Castro's communist principles inevitably led to an ideological conflict between he and President Kennedy.
Correct:
Castro's communist principles inevitably led to an ideological conflict between him and President Kennedy.
Incorrect:
Because strict constructionists recommend fidelity to the Constitution as written, no one objects more than them to judicial reinterpretation.
Correct:
Because strict constructionists recommend fidelity to the Constitution as written, no one objects more than they [do] to judicial reinterpretation.
Rewrite each sentence below so that you’ve corrected the pronoun errors.
One. Between you and I, there are too many all-you-can-eat buffets mushrooming over southern California because a person thinks they’re getting a good deal when we can eat endless plates food for a mere ten dollars.
Two. When children grow up eating at buffets, they expand their bellies and sometimes you find you cannot get “full” no matter how much we eat.
Three. As thousands of children gorged on pastrami at HomeTown Buffet, you could tell we would have to address the needs of a lot of sick children.
Four. Although I like the idea of eating all I want, you can sense that there is danger in this unlimited eating mentality that can escort us down the path of gluttony and predispose you to diabetes.
Five. When a customer feels he’s getting all the food they want, you know we can increase your business.
Six. If a student studies the correct MLA format, you can expect academic success.
Seven. It’s not easy for instructors to keep their students’ attention for a three-hour lecture. He or she must mix up the class-time with lecture, discussion, and in-class exercises.
Eight. It is good for a student to read the assigned text at least three times. When they do, they develop better reading comprehension.
Nine. The instructor gave the essays back to Bob and I.
Ten. We must find meaning to overcome the existential vacuum. Otherwise, you will descend into a rabbit hold of despair and they will find themselves behaving in all manners of self-destruction.
McMahon Grammar Lesson: Mixed Structure
Mixed construction is when the sentence parts do not fit in terms of grammar or logic.
Once you establish a grammatical unit or pattern, you have to be consistent.
Example 1: The prepositional phrase followed by a verb
Faulty
For most people who suffer from learned helplessness double their risk of unemployment and living below the poverty line.
Corrected
For most people who suffer from learned helplessness, they find they will be twice as likely to face unemployment and poverty.
Faulty
In Ha Jin’s masterful short story collection renders the effects of learned helplessness.
Corrected
In Ha Jin’s masterful short story collection, we see the effects of learned helplessness.
Faulty
Depending on our method of travel and our destination determines how many suitcases we are allowed to pack.
Corrected
The number of suitcases we can pack is determined by our method of travel and our destination.
Mixed Structure 2: Using a verb after a dependent clause
Faulty
When Jeff Henderson is promoted to head chef without warning is very exciting.
Corrected
Being promoted to head chef without warning is very exciting for Jeff Henderson.
Mixed Structure 3: Mixing a subordinate conjunction with a coordinating conjunction
Faulty
Although Jeff Henderson is a man of great genius and intellect, but he misused his talents.
Corrected
Although Jeff Henderson is a man of great genius and intellect, he misused his talents.
Faulty
Even though Ellen heard French spoken all her life, yet she could not write it.
Corrected
Even though Ellen heard French spoken all her life, she could not write it.
Mixed Structure 4: The construction is so confusing you must to throw it away and start all over
Faulty
In the prison no-snitch code Jeff Henderson learns to recognize variations of the code rather than by its real application in which he learns to arrive at a more realistic view of the snitch code’s true nature.
Corrected
In prison Jeff Henderson discovered that the no-snitch code doesn’t really exist.
Faulty
Recurring bouts of depression among the avalanche survivors set a record for number patients admitted into mental hospitals.
Corrected
Recurring bouts of depression among avalanche survivors resulted in a large number of them being admitted into mental hospitals.
Mixed Structure 5: Faulty Predication: The subject and the predicate should make sense together.
Faulty
We decided that Jeff Henderson’s best interests would not be well served staying in prison.
Corrected
We decided that Jeff Henderson would not be well served staying in prison.
Faulty
Using a gas mask is a precaution now worn by firemen.
Corrected
Firemen wear gas masks as a precaution against smoke inhalation.
Faulty
Early diagnosis of prostrate cancer is often curable.
Corrected
Early diagnosis of prostrate cancer is essential for successful treatment.
Mixed Structure 6: Faulty Apposition: The appositive and the noun to which it refers should be logically equivalent
Faulty
The gourmet chef, a very lucrative field, requires at least 10,000 hours of practice.
Corrected
Gourmet cooking, a very lucrative field, requires at least 10,000 hours of practice.
Mixed Structure 7: Incorrect use of the “is when,” “is where,” and “is because” construction
College instructors discourage “is when,” “is where,” and most commonly “is because” constructions because they violate logic.
Faulty
Bipolar disorder is when people suffer dangerous mood swings.
Corrected
Bipolar disorder is often recognized by dangerous mood swings.
Faulty
A torn rotator cuff is where you feel this intense pain in your shoulder that won’t go away.
Corrected
A torn rotator cuff will cause chronic pain in your shoulder.
Faulty
The reason I write so many comma splices is because the complete sentences feel logically related to each other.
Corrected
I write so many comma splices because the complete sentences feel logically related to each other.
Faulty
The reason I ate the whole pizza is because my family was a half hour late from coming home to the park and I couldn’t wait any longer.
Corrected
I ate the entire pizza because I’m a glutton.
In-class exercise: Write a sample of the seven mixed structure types and show a corrected version of it:
One. Verb after a prepositional phrase
Two. Verb after a dependent clause
Three. Mixing a subordinating conjunction (Whenever, when, although, though, to name some) with a coordinate conjunction (for, and, nor, but, or, yet, so)
Four. The sentence is so confusing you have to start over.
Five. Faulty predication
Six: Faulty apposition
Seven. Incorrect use of the “is when,” “is where,” and “is because” construction
General Punctuation Rules Including Comma, Semicolon, and Colon
Semicolon Rules
Use semicolon for two related sentences:
Dark chocolate is my second favorite dessert; my first favorite is Costco-purchased Ghirardelli Triple-Chocolate Brownies.
When I was five years old, my parents moved us into the Royal Lanai Apartments of San Jose, California; by the time I was seven we had advanced to a large house in the nearby suburbs.
I used the Jack Crazy Man Ripped Abs Training Program for six months; it proved worthless: I'm as fat as ever.
Use semicolon for two related sentences separated by a conjunctive adverb:
I didn't get the pesto pizza; instead, I chose the zesty feta cheese with Greek olives.
I won't loan you a thousand dollars; however, I'll pay you $50 to wash my car.
Torrance is a good place to live a sedate, stagnant existence as you grow old in your elastic waistband Dockers; in contrast, Santa Monica is more snappy and urbane for aspiring hipsters.
I won't break up with you for cheating on me; nevertheless, you must now live with the guilt of knowing that I will forever feel like a rusty claw just ripped into my chest and tore out my heart.
Use semicolon to clarify a list:
Planet Earth was saved by Superman, the Man of Steel; Aquaman, the Creature of the Deep; Batman, the Caped Crusader; Captain America, Fighter for Justice; Wonder Woman, the Goddess of Crime Stoppers, and Thor, the Hero of Fury.
Without the semicolons, you would think the world was saved by 12 heroes when in fact it was saved by only 6.
Colon Rules
Use a colon to introduce a list:
My favorite desserts are the following: triple-chocolate brownies, cherry pie ladled with Italian vanilla gelato, fresh apple jelly donuts doused with powdered sugar, German chocolate cake, and cinnamon butter pecan coffee cake.
I decided to hire you for several reasons: One, you are reliable. Two, you pay attention to details. Three, you appear to be someone of conscience. Four, you appear to have a hard work ethic. And five, I'm hoping you can set me up with your sister. And perhaps throw in a few good words for me.
Use a colon to emphasize further explanation:
I feel like an old, beat-up dollar bill: Just as an old dollar bill is never accepted in the Coke machine, I'm never accepted by mainstream society.
I remember the first thought I had when my first girlfriend told me she loved me: Oh my God, I need to find a way to get out of this.
Use a colon to precede a quotation, a summary, or a paraphrase:
Paul Fussell explains that X People supremely discard middle-class values and mores: For X People, Fussell explains, the good life is experiencing the Now in all its richness, not groveling for some pathetic social status.
In the masterpiece memoir Muscle, author Samuel Wilson Fussell contemplates his growing paranoia and pent-up emotions: "The threat wasn't just from without; it also came from within. The fright I'd felt on the streets of New York I also felt deep within myself. Who was this man who cried not just at graduations and weddings but during beer and credit-card commercials? Who was this man terrified of his own rage, his own anger, his own greed, his own bitterness? Who was this man who never head a compliment without hearing a subtextual insult, who never said 'I love you' without resenting the other fact: 'I need you.' I couldn't deny it was me, or could I?"
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