Lesson Objectives Identify who vs which vs that

* Lesson Objectives: • • Identify who vs. which vs. that Revise Introduction for motivation Format Conclusion Workshop Draft 1. 2

* Which conjunction to use? * “Chairs (who/that/which) don’t have cushions are uncomfortable to sit in. ” *Who: Use for people *That: Use for restrictive clauses * The information is important to the sentence; if taken out, the sentence’s meaning would change. *Which: Use for a non-restrictive clauses * Information adds context, but will not change meaning if taken out. *

*Walter White, ____ is Heisenberg, succumbs to his wound, and dies. *This seemingly innocuous detail underscores the event _____ consumes her previous identity. *Their exchange highlights an intersection ____ is at once challenging and supportive. *I do not trust food _____ is labeled GMO. *

Key Components to an Introduction: *Shared Context: Pulls readers in *Problem: “Why should I care? ” *State the Solution/Main Claim/Point: Culminates with the Thesis *

*Group One: First-Year 141 *Group Two: First-Year 609 * Identify the introduction’s elements. * Is the problem practical or conceptual? What evidence supports your classification? * On a scale of 1 -10, how *Group Three: First. Year 616 “motivating” is the introduction? Would you continue reading?

Key Components to Conclusion: *Restate thesis: “What was this all about? ” *Bring points together: Tie the literature review together. *Answer “So what? ” *“Now what? ” Introduce the next step. * Example: First-Year 615 and 621 *

*Focus on revising introduction and conclusion. *Peer review * Ask a “reader” about new introduction, or other questions *Research new articles *Ask a question! *

Monday, 3/10: Wednesday, 3/12: *Turn in Draft 1. 2 *St. Martin’s: Ch. 8, “Analyzing Arguments” *First-Year: Ch. 4 (6797) *Draft of Brief Assignment Five *