English 101 Notes: Punctuation, MLA Formatting, and Writing Process

Commas after Introductory Phrases

• Introductory phrases are dependent clauses or phrases that cannot stand alone as a complete sentence.
• Rule: place a comma after an introductory phrase before the main, independent clause.
• Practical trick from the transcript:
  • If you can flip the front part to the back and the sentence still makes sense, you probably need a comma after the introductory phrase.
  • Example tested in class: "In the summer, it's hot." vs. "It's hot in the summer." The first needs a comma after the introductory phrase.
• Common introductory phrases include short dependent clauses (often starting with a subordinating conjunction) and phrases like "in the summer".
• The trick often involves adding a coordinating conjunction after the comma when you flip the order (see FANBOYS below).
• FANBOYS connectors and placement:
  • When you move the introductory phrase to the end, you often will use a comma after it and then a conjunction when combining clauses: e.g., "It's hot in the summer, and it rains?" (illustrative)
  • The biggest ones mentioned: for, and, nor, but, or, yet, so. The speaker highlights conjunctions as common places where commas appear after introductory phrases.
• Takeaways:
  • A dependent introductory phrase cannot stand alone; a comma after it signals the main clause.
  • Flipping the introductory part to the end can help you test whether a comma is needed.
  • Practice with real writing improves recognition of when to place these commas.

Comma Splices and Semicolons

• Comma splice: two independent clauses joined only by a comma (not strong enough to join two complete thoughts).
  • Example from transcript (paraphrased): "Tom read the novel, his friends saw the movie" is a comma splice.
• How to fix a comma splice:
  • Split into two sentences with a period:
  • "Tom read the novel. His friends saw the movie."
  • Or add a coordinating conjunction after the comma:
  • "Tom read the novel, and his friends saw the movie."
  • Or "Tom read the novel, but his friends saw the movie."
  • Or replace the comma with a semicolon when the two independent clauses are closely related:
  • "Tom read the novel; his friends saw the movie."
• When to use a semicolon:
  • Use it to join two closely related independent clauses.
  • If the second clause really depends on or is tightly connected to the first, a semicolon can be appropriate, but often a period or a coordinating conjunction is clearer.
• Additional note from the speaker:
  • Semicolons are less common in student writing and used mainly when okay to link related clauses without a conjunction.
  • The teacher frequently fixes comma splices by either adding a conjunction or splitting into two sentences.

Other Common Punctuation and Usage Notes

• Two biggest issues besides formatting:
  • Commas after introductory phrases
  • Comma splices
• High school to college punctuation shift mentioned:
  • In college, punctuation inside quotation marks is often handled differently than in high school; this will be discussed later.
• The role of readability:
  • Proper comma placement helps readers follow ideas and connect phrases and clauses cognitively.
• General teaching stance:
  • Grammar and punctuation are learned through practice, reading, and revision.

Class Logistics: Submissions, MLA Formatting, and Tools

• Essay requirements in class:
  • All essays should be typed, generally in Times New Roman, size 12, double-spaced.
  • Title is required for every essay; do not title it generically (e.g., "Personal Narrative Essay"). Provide a hint of content instead, like "Donnie Darko and Personal Awakening" or similar.
• MLA formatting basics mentioned:
  • Four-line heading: name, class, professor's name, date.
  • Include a page header with page numbers.
  • Title should appear after the heading block.
• File types and submission process (Moodle):
  • All essays (except some activities) should be typed and uploaded as Word documents (12 pt font size is typical in this course).
  • Steps to submit:
  • Open the Moodle assignment (e.g., Personal Narrative Essay).
  • Click Add submission or drag-and-drop your file.
  • Select the Word document, upload it, then Save changes.
  • Finally, click Submit assignment and confirm you want to submit for grading.
  • If the file fails to upload, email a copy of your essay to the instructor and she will review even if late.
• Naming and formatting tips:
  • Four-part heading format: Name, Class, Professor, Date; plus a title; page numbers included.
  • The instructor emphasizes not overemphasizing the assignment type in the title; instead, hint at the topic.
• Specifics mentioned:
  • Most essays should be in Word (not PDF/JPEG) for easy editing.
  • Mac users or Google Docs users may need to export to Word format for uploading.
  • The due time mentioned: next Thursday at 11:59 PM; late submissions may be handled without immediate grading.
• Diagnostic vs. rough draft policy:
  • Rough drafts can be reviewed if you email a copy to the instructor; you can receive feedback on rough drafts.
  • You will have one revision opportunity if the draft has significant issues (title, formatting, page length, etc.). If your rough draft is two pages or more, you may be pushed to revise and resubmit once.
• Page length expectations:
  • The bottom of the fourth page is the target; at least about 3.5 pages and up to roughly 4 pages is expected for the rough draft, with the final version aiming to be close to the fourth page as well.
• Extra credit and resources:
  • Five points extra credit for using the Writing Lab and Library (in-person tutoring and support).
  • To receive the extra credit, obtain a signed stamp-card from the writing lab staff after a visit.
• Office hours and accessibility:
  • The instructor’s typical office hours include Tuesdays from around 2:00 PM to 6:30 PM; other times may be available by appointment.
  • If you need to visit, email first to schedule a time.

Revision Policy and Workshop Structure

• Drafting timeline:
  • We will have a writing workshop on Thursday; the goal is to bring a draft (or plan to type one in class).
  • The class aims to reach at least 3.5 pages by Thursday, with a focus on adding description and detail.
• The writing cycle:
  • Diagnostic essay (initial draft) → rough draft feedback (optional) → revision → final draft.
  • Students can revise once after feedback and resubmit.
• Peer reviews:
  • Peer reviews are considered important for improving drafts.
  • The plan includes a dedicated peer-review phase after rough drafts are submitted, followed by time to revise before final submission.
• Show, don’t tell and description emphasis:
  • Descriptive detail is encouraged to bring experiences to life and to help the reader visualize scenes.
  • Dialogue practice and description will be integrated into upcoming assignments.

Dialogue and Narrative Techniques

• Dialogue handout and resources:
  • A handout on dialogue was available and may be updated; the instructor encourages trying dialogue to improve writing.
• Dialogue formatting basics:
  • Dialogue without a tag (e.g., "he said") requires a comma before the tag ("she said,") when the tag follows the dialogue.
  • Each line of dialogue should start a new paragraph to indicate a new speaker.
  • The tag (e.g., said, asked) should accurately reflect tone and maintain memory of what was said.
• Point of view (POV) considerations:
  • First person: uses I or my; appropriate for personal experience writing.
  • Second person: uses you or your; generally avoided in college writing.
  • Third person: uses he/she/they/it; common in academic writing.
  • In personal narratives, first person is preferred; in academic or scientific work, third person is typical; exceptions exist for personal or reflective writing.
• Climax, crisis, and reflection:
  • Personal narratives should build toward a climax or crisis—a moment of change or realization.
  • After reaching the crisis, include reflection and resolution to connect the experience to a broader point or insight.
  • The writer should guide the reader toward the main idea or point.
• Show, don’t tell:
  • Use details and description to convey experiences rather than just stating them.
• The importance of audience and voice:
  • Maintain speaker voice and ensure the audience can follow the narrative, especially in dialogue.

Visual Analysis and Future Topics

• What comes next:
  • A visual analysis essay will be introduced; students will learn to cite artwork or advertisements and create MLA-style works cited entries.
• Citing artwork and sources:
  • You will need MLA-style citations for artworks, images, or advertisements analyzed.
• Dialogue and description will continue to be reinforced as core tools in narrative and analysis writing.

Tips for Success and Realistic Expectations

• Don’t write essays the night before they’re due:
  • Writing quality suffers under last-minute pressure; plan ahead to avoid panic and lower grades.
• Use drafting to improve quality:
  • Use rough drafts as a learning tool; revision improves clarity, organization, and correctness.
• If you’re unsure about formatting or submission:
  • Reach out early to the instructor for guidance; it’s better to ask than to risk late or poorly formatted submissions.
• Reading and practice help:
  • Reading and analyzing others’ writing helps you understand how to craft your own.
• Practice and persistence:
  • Writing is learned by doing; regular practice yields better results over time.

Quick Reference: Key Numbers and Formatting Details

• Page length targets for drafts:
  • Bottom of the 4^{ ext{th}} page; at least 3.5 pages is expected by Thursday.
• Font and spacing:
  • Times New Roman, size 12; double-spaced.
• Due dates and times:
  • Drafts/assignments typically due by 11:59 PM on the specified Thursday; late submissions may not be graded until after review.
• Extra-credit opportunities:
  • Writing Lab visit for five extra points; obtain a signed card from staff.
• Printing resources:
  • Students have access to up to 70 free prints in the campus printing system.
• Submission mechanics (Moodle):
  • Add submission → upload Word document → save changes → submit assignment → confirm submission.

Final Reminders

• Always include a title that hints at the content (not just the assignment name).
• Ensure you have the four-line heading and page numbers for MLA formatting.
• Use dialogue and descriptive detail to enliven narrative writing, but maintain clarity and a consistent point of view.
• Plan ahead, draft, revise, and utilize the writing lab and library resources when needed.
• If you need help with dialogue or narrative structure, the instructor can provide guidance and examples.