ENG032 Developmental English - McGraw-Hill Learning Solutions

ENG032 Developmental English 

Course Materials Manual For On-Campus Students 

Judy D. Covington 

Trident Technical College 

1

CONTENTS 

To the Student ........................................................................................................................4 

ENG 032 Instructor's Guide ...................................................................................................5 

Course Syllabus .....................................................................................................................9 

Directive for Lab-based Instruction .......................................................................................14 

Weekly Assignment Sheet: Fall/Spring Semesters ................................................................16 

Weekly Assignment Sheet: Summer Term ............................................................................17 

Directions for Using Microsoft Word ....................................................................................18 

Directions for Using ALLWRITE .........................................................................................20 

Directions for Using Connect Writing Software ...................................................................22 

Paragraph Plan Sheet .............................................................................................................26 

Writing Error Analysis Sheet .................................................................................................27 

Writing Sample Tips ..............................................................................................................28 

Commonly Used Prepositions................................................................................................30 

Commonly Used Subordinating Conjunctions / Transitional Words ....................................30 

The Punctuation Module ........................................................................................................31 

The Fragment Module............................................................................................................34 

The Run-On Module ..............................................................................................................36 

The Regular/Irregular Verb Module ......................................................................................38 

The Subject-Verb Agreement Module ...................................................................................40 

The Pronoun Agreement Module...........................................................................................42 

The Proofreading Module ......................................................................................................44 

The Commonly Confused Words Module .............................................................................46 

Module # 1 Writing Sample Topics .......................................................................................48 





2

Video Loan Program ..............................................................................................................53 

Grammar Notes ......................................................................................................................55 

Individual Study Plan – Tracking Sheet ................................................................................59 

Method of Evaluation ............................................................................................................60 

3

To the Student 

This manual of course materials includes pertinent information and assignments that will be 

utilized in Developmental English – ENG 032. 

Reference the manual regularly as a common directive for clear communication about specifics 

regarding ENG 032. 

It is extremely for each student to access this manual regularly to stay abreast of specific 

information/ assignments for ENG 032. 

Read it in its entirety. 

• Please note the flexibility that you have to exit this course at any time during the 

semester/ term. Specifics are included throughout the manual. Contact your 

instructor if you need further assistance with Early Exit procedures. 

• Your personal commitment and diligence will be important factors in your success 

in ENG 032. 

4

ENG 032 Instructor's Guide 

1. Students purchase the following course materials at the bookstore: 

• Sentence Skills with Readings, Fifth Edition, with Connect Writing 

Access Code, John Langan 

• ALLWRITE! 2.1 Software 

** Students will access the ENG 032 Course Material Manual through the course page 

in D2L 

** Additional Items students need to purchase: 

• American Heritage Dictionary 

• USB Flash (Jump) Drive 

• Highlighter 

• Headset 

2. Administer the Initial Writing Sample on the first day of class. Each student 

must type a 150 - 175 word paper, namely, an initial writing sample. Initial 

Writing Sample Topics will be provided. 

• Directions for typing the Initial Writing Sample are on the Initial Writing 

Sample Topic Sheet. 

• Instructor grades the initial Writing Sample based on criteria and point system 

in the course syllabus 

• Initial Writing Sample Grade should be recorded on the Writing Error 

Analysis Sheet in the manual. 

• Study the markings and point deductions in the course syllabus for writing 

samples. 

• Deduct thirty (30) points from a student's grade if the writing sample contains 

fewer than 150 words. The word range for each writing sample is 150 - 175 

words. 

• Writing Sample assignments will be completed on an individual basis as 

students demonstrate readiness and make their individual requests 

known to the instructor. 

• A copy of class rolls will be provided. 

• Keep attendance in your roll book. 

** Additional Resources 

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• Videos and handouts are available for additional practice to ensure concept mastery. 

• Videos are located in The Learning Center and library. 

• Videos may be checked out to use at home. Contact your instructor. 

• Website Quizzes are also available to supplement instruction. Go into Labnotes to 

access website assignments. 

• Students are required to purchase ALLWRITE! 2.1 Software and Connect 

Writing Access Software (Access Code) for the course. Connect Writing Code is 

included in the textbook. ALLWRITE! Is a CD-Rom that students can use at home, 

school, anywhere they have access to a computer; however, students do not need to 

use the CD in the classroom. Connect Writing is a web-based software program that 

can be used anywhere students have access to a computer. ALLWRITE! 2.1 and 

Connect Writing Software are installed on computers in the labs. 

• Directions for accessing ALLWRITE! And Connect Writing Software are included in 

the ENG 032 Course Materials Manual. 

3. Course Orientation includes going over course documents such as the ENG 

032 Syllabus, Assignment Sheet, and Directive for Lab-based instruction (all 

included in the ENG 032 Course Materials Manual). 

• A Course Orientation Video is available to provide specifics regarding ENG 

032 in general. To access the video, click on the DS ENG Folder on the 

desktop. Click on Labnotes Shortcut. Click on ENG 032 Videos. Click on 

ENG 032 Online Videos. Click on the Orientation Video. (Headset is needed). 

• Orientation also includes having each student to prepare a classroom folder. Give 

each student a folder, which is located in the classroom. 

• Each student should write his or her name, section, semester, and instructor's 

name in the label slot of the folder. This folder will house all graded assignments. 

• The Individual Study Plan (ISP) Tracking Sheet is a document in the Course 

Materials Manual. Grades for module assignments must be recorded on the 

tracking sheet. Instructors must initial all completed module assignments. 

Students are required to remove the ISP from the manual and staple it inside the 

classroom folder. 

• The Writing Error Analysis Sheet (WEAS) located in the Course materials 

Manual should be perforated and put in the folder. Upon completion and grading 

of Writing Samples 1 - 5, each writing sample should be stapled behind the 

WEAS. Record errors and grades for all writing samples on the WEAS. 

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Instructors and students can monitor progress on the writing samples using 

the WEAS. 

4. Early Exit – Opportunities are available for students to exit ENG 032 early 

at any time during the semester/ term. 

• Score 80% on the Initial Writing Sample, which is administered on the first 

day of class. The instructor will inform students who qualify for early exit to 

write three additional writing samples and score 75 or better on all three 

samples to exit the class. 

• Score 75% on three consecutive writing samples. These writing samples will 

be administered in class upon completion of specific module assignments and 

module writing samples. Students must contact the instructor for writing 

assignments. 

• If a student does not acquire Early Exit status on three consecutive writing 

samples, he or she must complete remaining assignments and notify the 

instructor when he or she is ready for final writing assignments. A final 

average of 70% for all coursework is required to exit at this time. 

** Early Exit Forms are available upon request from instructors. 

** All Early Exit Forms must be signed by the ENG 032 Department Head, 

and copies must be submitted to the department head as well – no 

exceptions 

5. Module Assignments – Module assignments are assigned based on recurring 

errors in writing samples. However, all students complete The Punctuation 

Module first. The Punctuation Module is Module # 1. Instructors are required 

to “walk through” Module # 1 with students to explain assignments that are 

specified on the Module sheets in the ENG 032 Course Materials Manual. 

• Returning Students will complete assignments, as necessary, based on their 

ISR and IWS. (wherever they left off from the previous semester) rather 

than starting over. ISP will be used to determine returning students’ needs. 

Check your Datatel rosters for returning students, and notify the Department Head 

who will determine if ISP documentations are available from the previous 

semester. However, the safest measure will be to ask the returning students when 

they took the course. 

• A Module Writing Sample must be submitted with each module. Module 

Writing Sample Topics are included in the Course Materials Manual. Module 

Writing Samples are graded separately from other module assignments. 

• On the ISP Tracking Sheet, record the grade for Module Writing Samples under 

Draft 1. If the student does not score 70 on Draft 1, he or she must type Draft 2. If 

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the score of 70 is not obtained on Draft 2, use the higher score between Draft 1 

and Draft 2. 

• A Course Modules Video is available to assist students with understanding 

how to complete module assignments. Video may be accessed through D2L. 

6. Major Writing Samples 

• Writing Sample # 1 of 2 – This is the first of three major writing samples and 

is 15% of the final grade. 

• Writing Sample # 2 of 2 – This is the second of three major writing samples 

and is 15% of the final grade. 

• Final Exam – This is the third major writing sample and is 20% of the final 

grade. 

** Writing Samples # 1 of 2, 2 of 2 and the FINAL are departmental writing samples 

that may be administered at any point during the semester/ term as students 

demonstrate readiness to complete these assessments. 

• A Writing Process Video is available to explain particulars about the writing 

process. Video may be accessed through D2L. (Headset is needed). 

• Additional videos serve as tutorials to further explain grammar skills and 

paragraph development. Watch these videos as you complete module 

assignments and writing samples. The videos are as follows: 

• Punctuation: Commas and Apostrophes 

• Fragments 

• Run-Ons/ Comma Splices 

• Regular and Irregular Verbs 

• Subject-Verb Agreement 

• Paragraph Development/ Writing Sample – This video provides specific 

information regarding the writing process and writing samples. Watch this video on 

a regular basis to become familiar with the basic format of writing and its 

application to the kind of writing that you will do in ENG 032. 

7. 

• This document is provided to assist students with calculating their grades in the 

course. 

• Instructors should meet with students individually and review this document. 

This document should be completed and placed in the student’s in-class folder. 

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COURSE SYLLABUS 032 

COURSE TITLE: Developmental English PREFIX & NUMBER: ENG 032 

INDIVIDUALIZED STUDY PLAN 3.0 LAB HOURS: 0.0 _ 

CONTACT HOURS: 3.0_______ CREDIT HOURS: 3.0__ 

CATALOG DESCRIPTION: 

Developmental English is an intensive review of grammar and usage; mechanics of 

punctuation, spelling, and capitalization; sentence structure; and the writing process. 

Evidence of planning, organizing, drafting, editing, and revising is emphasized in this 

course. 

**This course includes the use of computer-mediated, self-paced instruction and 

assessment. 

TEXTBOOKS AND OTHER REQUIRED MATERIALS: 

Langan, John. Sentence Skills with Readings, Fifth Edition 

ENG 032 Course Materials Manual 

American Heritage Dictionary 

ALLWRITE! 2.1 Software 

Connect Writing Software Access Code 

Flash Drive 

Highlighter 

Headset 

COURSE OBJECTIVE: 

Upon successful completion, the student should be able to demonstrate mastery of the following 

competencies. 

I. Writing 

• Demonstrate knowledge of the writing process. 

• Identify and use prewriting techniques. 

• Show evidence of how to organize writing. 

• Compose writings that reflect the development of a controlling idea, introduction, 

body and conclusion. 

• Recognize and use the different modes or strategies of development. 

• Demonstrate the use of editing and revising processes. 

II. Grammar and Usage 

• Identify and use subject/verb and pronoun/antecedent agreement. 

• Use verb sequence and tense in a variety of situations. 

• Use Standard English grammar. 

• Use word choice to achieve the intended purpose and level of formality. 

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III. Mechanics 

• Demonstrate the use of commas, semicolons, colons, quotation marks, 

apostrophes, and end punctuation. 

• Use capitalization where appropriate in various applications. 

• Apply the rules of English spelling. 

IV. Sentence Structure 

• Identify and correct sentence fragments, comma splices, and run-on sentences. 

• Identify and use the different types of sentences in original writings. 

• Demonstrate the use of sentence variety. 

• Use conciseness and logic in original writings. 

• Identify and use phrases and clauses. 

GRADING SYSTEM AND POLICY: 

Upon completion of ENG 032, each student will receive a grade of SC or U. 

SC Satisfactory Completion – Student has met all course requirements, has demonstrated 

required skill achievement, and has met the minimum grade required for placement in 

either ENG 100 or ENG 150. 

U Unsatisfactory – Student has not demonstrated progress according to course guidelines. 

W Withdraw – Student has withdrawn from the course. 

After three semesters/terms in Developmental English, the student must have the final 

average required for placement in either ENG 100 or ENG 150. 

To exit ENG 032, a student must have a final average of 70% for placement in either ENG 

100 or ENG 150. 

To exit ENG 032 early, a student has the following options: 

Score 75% on three consecutive writing samples. 

Complete assignments and request final writing samples at any time during the semester/ 

term. 

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The following criteria will be used to determine progress and placement for the following 

semester/term. 

METHOD OF EVALUATION 

Computer/Workbook Exercises From Modules.................................................20% 

Module Writing Samples....................................................................................20% 

Class Participation..............................................................................................10% 

Writing Sample 1 of 2........................................................................................15% 

Writing Sample 2 of 2........................................................................................15% 

Final Writing Sample.........................................................................................20% 

TOTAL 100% 

Assessment of writings will be based on the following criteria and point system: 

FRAG - Sentence fragment 10 points 

S/V - Incorrect subject-verb agreement 10 points 

V/T - Incorrect verb tense 10 points 

C/S - Comma Splice 10 points 

R/O - Run-on sentence 10 points 

PN/C - Incorrect pronoun case 5 points 

PN/A - Incorrect pronoun agreement 2 points 

PN/R - Incorrect pronoun reference 2 points 

SP - Misspelled word 2 points 

PL - Plural 2 points 

P/C - Incorrect punctuation – comma usage 2 points 

P/APOS - Apostrophe 5 points 

P/QUO - Quotation Marks 2 points 

P/SEMI - Semicolon 5 points 

P/COLON - Colon 2 points 

P/EM - End Marks 2 points 

CAP - Incorrect capitalization 2 points 

VTS - Tense shift 2 points 

WW/E - Wrong word/faulty expression 2 points 

OMI - Omitted word 2 points 

T - Inadequate topic sentence 0-5 points 

D - Non-logical development 0-5 points 

C - Inadequate concluding sentence 0-5 points 

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ACCOMMODATIONS FOR STUDENTS WITH SPECIAL NEEDS: 

The College will make reasonable accommodations for persons with documented disabilities. 

Students should notify the Counselor for Students with Disabilities (located in Counseling and 

Career Development, Building 410, Room 210) and their instructors of any special needs. 

Instructors should be notified on the first day of classes. 

SAFETY: 

For your safety, if you have a medical condition that results in seizures, blackouts, etc. (e.g., 

from epilepsy, diabetes), please inform your instructor. This information will be kept 

confidential. If you wish to seek accommodations due to a disability, please contact Services for 

Students with Disabilities, Building 410, Room 210. 

ELECTRONIC COMMUNICATION DEVICES IN CLASSROOMS: 

To minimize classroom disruptions and protect the integrity of test-taking situations, activated 

electronic communication devices such as pagers and telephones are generally not permitted in 

classrooms at Trident Technical College. The only exception to this policy will be for on-call 

emergency personnel (police, fire, EMS), who will be required to notify their classroom 

instructor of their need for such devices at the beginning of the term and provide documentation 

verifying their occupation. However, on-call emergency personnel may not leave a testing 

situation, communicate by electronic means, and return to complete an examination. In these 

cases, instructors should make arrangements for re-testing. Use of electronic devices for note 

taking is at the discretion of the instructor. 

CLASSROOM CIVILITY: 

Student learning is a top priority. Students are expected to come to class prepared and attentive. 

To ensure a productive learning environment, students must show courtesy and respect to their 

instructors and fellow students. 

Instructors will not tolerate uncivil or disruptive behavior. The instructor may dismiss a 

disruptive student from the class for the remainder of the class period. If inappropriate behavior 

persists, the instructor may refer the student to the Vice president for Student Services for 

disciplinary evaluation. 

FOR STUDENTS ENROLLED IN ONLINE OR OTHER DISTANCE-LEARNING 

SECTIONS: 

To confirm that you are actively involved in this course, you need to contact the instructor at 

least once per week. Forms of contact include (but are not limited to) posting/receiving emails, 

participating in online class discussions or chat rooms, and completing and submitting course 

assignments. Please see the instructor's addendum for any additional instructions. 

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ATTENDANCE POLICY: 

Before attending classes, you must meet all prerequisites and officially register for all courses. 

Prompt and regular attendance is your responsibility. You are responsible for all prescribed 

assignments. 

The amount of time required to complete the ENG 032 course work is 47 hours in The 

Learning Center. Time on task will be recorded and monitored by The Learning Center 

staff, and may impact your class participation grade. 

If you quit coming or participating in the course and do not officially withdraw by the 

withdrawal date for each semester, you will receive a grade of F or U. Your instructor cannot 

assign a grade of W. If you receive financial aid or veterans’ aid, your aid may be revised as a 

result of any changes in your course schedule. 

*No children are allowed to attend class with students. See Student Handbook for further 

clarification. 

FACULTY AVAILABILITY: 

Your instructor is available to you outside of class for academic assistance. Full-time faculty 

maintain and post regularly scheduled office hours. Part-time faculty are accessible in a variety 

of ways, which may include conferences before and after class or by appointment, telephone 

conferences, and e-mail. The phone number for contacting your instructor is provided on your 

syllabus addendum or cover sheet. 

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Developmental Studies English 

Directive for Lab-based Instruction 

Lab Overview 

In this course, you will have the opportunity to acquire the writing skills necessary for the 

successful achievement of college coursework. Within a computerized classroom setting, you 

will complete an individualized program of instruction designed to meet your learning needs. 

The instructional program will entail the use of various educational software, Microsoft Word, 

and the textbook Sentence Skills with Readings, 5th edition. Through class individual 

assignments and private conferencing, you will learn the forms of standard written English in the 

context of your own writing. 

Required Assignments 

Initial Writing Sample – You will type an initial paper, which will enable your instructor to 

assess your current instructional needs. 

Modules – You will complete four instructional modules, each focusing on a separate 

grammatical skill. Your instructor will assign the modules based on an evaluation of the progress 

shown on each successive writing assignment. Assigned modules will include the following 

components: 

• Computer Exercises using ALLWRITE!/ Connect Writing Software Systems 

• Workbook Exercises and Editing Assignments 

• Writing Sample 

Thus, during class you will complete a total of four practice writings in conjunction with the 

assigned modules. Your goal is to demonstrate mastery of the designated skill area. Each marked 

writing will be revised in class. 

Tests and other Assessments 

• Writing Sample #1 of 2 (in class) 

• Writing Sample #2 of 2 (in class) 

• Final Writing Sample (in class) 

Instructional Methods 

Instructional methods may include but are not limited to the following: 

• Independent study and practice 

• Student-instructor conferencing 

• Instructor led small group instruction 

• Peer conferencing / tutoring 

Access to Instructional Hardware / Software 

MAIN CAMPUS: 

The Learning Center – Building 920/ Room 211 

ALLWRITE! Software is accessible from home with the use of your ALLWRITE! CD. 

Connect Writing Software is accessible from home with the use of your Connect Writing Access 

Code. 

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PALMER CAMPUS: ROOM 205 

BERKELEY CAMPUS: ROOM 141B 

MOUNT PLEASANT CAMPUS: ROOM 121 

YOU DO NOT NEED TO USE YOUR ALLWRITE! CD/ IN THE LEARNING CENTER 

ON MAIN CAMPUS OR IN THE LABS ON PALMER, BERKELEY AND MOUNT 

PLEASANT CAMPUSES. 

Note: You should plan to spend two to three hours per week outside of class working on the lab 

modules and module writing assignments in order to meet the course requirements. (Hint – Pace 

yourself and don't get behind!) 

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ENG 032 Weekly Assignment Sheet: Fall/Spring Semesters 

Textbook: Sentence Skills with Readings, Fifth Edition, by John Langan 

Week 1 Initial Writing Sample/ Course Orientation 

Pp. 11 - 41: A Brief Guide to Effective Writing 

Pp. 42 - 58: The Writing Process 

Complete all Practice Exercises in Your textbook. 

Complete “Textbook Assignment” in D2L 

Outlining: Paragraph Plan Sheet in Course Manual 

Complete Outlining Assignment #1 in D2L 

Orientation to Module 1 (The Punctuation Module) 

Week 2 Work on Module 1 (The Punctuation Module) 

Week 3 Module #1: The Punctuation Module 

In Class Writing Sample #1 (Reading Selection, pp. 545 - 551) 

Week 4 Module #2 (as assigned by Instructor) 



In Class Writing Sample #3 (Reading Selection, pp. 597-598) 



Week 7 In Class Writing Sample 1 of 2 

In Class Writing Sample 2 of 2 

Final Exam As Scheduled 

**The weeks that assignments are due may vary each term based on student holiday schedules. 

**A student may request final writing topics at any time during the semester/term as he or she 

demonstrates skill mastery on specific module assignments 

It is your responsibility to submit each assignment as soon as you complete it as your work 

toward early exit status in the course. 

**Reference the following videos to enhance/improve your writing skills: 

*The Wiring Process 

*Paragraph Development/Writing Samples 

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ENG 032 Weekly Assignment Sheet: Summer Term 

Textbook: Sentence Skills with Readings, Fifth Edition, by John Langan 

Week 1 Initial Writing Sample/ Course Orientation 

Pp. 11 - 41: A Brief Guide to Effective Writing 

Pp. 42 - 58: The Writing Process 

Complete all Practice Exercises in Your textbook. 

Complete “Textbook Assignment” in D2L 

Outlining: Paragraph Plan Sheet in Course Manual 

Complete Outlining Assignment #1 in D2L 

Orientation to Module 1 (The Punctuation Module) 

Week 2 Work on Module 1 (The Punctuation Module) 

Week 3 Module #1: The Punctuation Module 








Week 7 In Class Writing Sample 1 of 2 

In Class Writing Sample 2 of 2 

Final Exam As Scheduled 

**The weeks that assignments are due may vary each term based on student holiday schedules. 

**A student may request final writing topics at any time during the semester/term as he or she 

demonstrates skill mastery on specific module assignments 

It is your responsibility to submit each assignment as soon as you complete it as your work 

toward early exit status in the course. 

**Reference the following videos to enhance/improve your writing skills: 

*The Wiring Process 

*Paragraph Development/Writing Samples 

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DIRECTIONS FOR USING MICROSOFT WORD 

1. Double click on MICROSOFT OFFICE on the desktop. 

2. Click on Microsoft WORD. 

3. You now see a blank page for writing purposes. 

4. Look at the Toolbar across the top of the page and click on Home. 

5. Click on the arrow beside 11 and change to 14. 

6. Click on the arrow beside Calibri (body) and change to Arial. 

7. In the top left corner of the page, double-space the following information: 

Name 

Course & Section 

Instructor 

Date 

Writing Sample # 

8. Type the title of your paper and center it. Use the Toolbar to center the title. 

9. Press the Tab key one time to indent your paper. 

10. Type a 150-175 word paper. 

11. Double-space the paper after you have finished typing it by doing the following: 

a) Highlight the entire paper. 

b) Click on the arrow next to Paragraph. 

c) Change the line spacing from multiple to double. 

d) Click on OK. 

e) Print your paper. 

**To save your paper (or any document) onto your USB Flash Drive, do the following: 

• Click on File. 

• Click on Save As. 

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• Click on the arrow beside My Documents. 

• Find the name of your Flash Drive. 

• Go to File Name and type the name of the document you are saving. 

• Click on Save. 

• Remove your Flash Drive when you have finished saving the document. 

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DIRECTIONS FOR USING ALLWRITE! 

1. Double click on the English Folder icon on the desktop. 

2. Double click on ALLWRITE! 2.0. 

3. Click on ALLWRITE! LOGO. 

4. Click on assigned chapter lesson. 

NOTE: The blue bar at the left of the screen lists all exercises associated with 

assigned chapters. 

5. To print Interactive Exercises, type judy.covington@tridenttech.edu in the SEND to 

dialogue box. 

6. Type your name in Your Name dialogue box. 

7. Click Ok on Print Dialogue box. 

Once you have printed your test results, click on X. 

8. To print Practice Exercises, click on Print icon at the top of the page. 

9. Click OK on Print Dialogue box. 

If you cannot print, do the following: 

Press Print Screen key on the keyboard. 

Minimize screen, which puts document on the clipboard. 

Open WORD. 

Click on Edit and Paste. 

Click printer icon on the toolbar. 

Click on X to close WORD. (Before you close WORD, make sure you have printed 

your document. 

DO NOT SAVE CHANGES. 

CLICK “NO.” 

* MASTERY FOR AllWRITE! IS 80%. * 

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DIRECTIONS FOR USING ALLWRITE! (STUDENT USE AT HOME, ETC.) 

Go to Internet Explorer. 

IN THE ORDER LISTED BELOW, GO TO: 

FILE 

OPEN 

BROWSE 

“D” DRIVE (ALLWRITE) 

QUICKSTART (DOUBLE CLICK) 

CLICK OK 

DIRECTIONS FOR ACCESSING ALLWRITE 

(ALTERNATE DIRECTIONS FOR STUDENT USE AT HOME, ETC.) 

Double click on MY COMPUTER. 

Double click on ALLWRITE. 

Double click on QUICKSTART. 

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Directions for Using Connect Writing Software 

Log in to the website provided to you by your instructor. 

Click the red box icon “register now.” 

Provide your e-mail address and click “submit.” 

Enter in your 20 – digit registration code. 

Complete the brief registration form on-line. 

Once registration is complete, you will use your e-mail address and password to access the site for 

future assignments. 

VISUAL EXAMPLE for working on a module in Connect Writing 

( ) Log onto the Connect Writing website. 

( ) Click on the assignment listed in the instructions such as “apostrophes” in your assignment list. 

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( ) Answer the diagnostic questions and work through the learning plan. 

Step 1: Enter both the answer and your honest confidence level. 

Step 2: Work through the learning plan up to the due date. 

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( ) When the module is complete, click the Your Progress button in the upper right hand corner. 

( ) Click on Topic Scores. 

24

( ) Expand the section called “Punctuating Correctly.” 

( ) Right-click directly on the screen and press print and submit to instructor. 

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TITLE: Choosing a Career 

ENG 032 – Developmental English 

PARAGRAPH PLAN SHEET 

TOPIC SENTENCE: Choosing a career can be a difficult task. 

Detail 1: Job satisfaction (rewards) 

Detail 2: Job location (may mean moving to an area where job is in greater demand) 

Detail 3: Job security (long-range aspects of job) 

CONCLUSION: Selecting a worthwhile career can be a major task because of the factors 

involved in the selection process. 

NOTES TO REMEMBER: 

Title is a topic about a paper. It should not be a sentence, nor should it be one word. 

Topic Sentence is the main idea of a paper. It makes “the point” of a paper. 

Details provide adequate support, evidence to prove the topic sentence. 

Conclusion places closure on the paper and validates the topic sentence. 

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ENG 032 – DEVELOPMENTAL ENGLISH 

WRITING ERROR ANALYSIS SHEET 

STUDENT _____________________________ SEMESTER ______________ YEAR_______ 

ID NUMBER ___________________________ CURRICULUM ________________________ 

DIRECTIONS: Tally the number of errors in each category for each writing sample and record below. 

SYMBOL TYPE OF ERROR Initial 

Writing 

FRAG Sentence fragment 

S/V Incorrect subject-verb agreement 

V/T Incorrect verb tense 

C/S Comma splice 

R/O Run-on sentence 

PN/C Incorrect pronoun case 

PN/A Incorrect pronoun agreement 

PN/R Incorrect pronoun ref 

SP Misspelled word 

PL Plural 

PC Incorrect punctuation 

Comma usage 

P/APOS Apostrophe 

P/QUO Quotation marks 

P/SEMI Semicolon 

P/COLON Colon 

P/EM End marks 

Other 

CAP Incorrect capitalization 

VTS Tense shift 

WW/E Wrong word/faulty expression 

OMI Omitted word 

T Inadequate topic sentence (0-5) 

D Non-logical development (0-5) 

C Inadequate concluding sentence (0-5) 

Grade 

Sample 

27 

WS#1 WS#2 WS#3 WS#4 WS#5

WRITING SAMPLE TIPS 

1. The second person “you” should be avoided. 

2. A complete sentence should not be used as a title. 

3. A title should not be: 

(a) enclosed in parentheses. 

(b) Enclosed in quotation marks. 

(c) Underlined. 

4. Generally speaking, no end mark is used after the title. 

5. Spell out numbers of two words or less (forty-five, seven). 

6. Avoid beginning a sentence with a coordinating conjunction (and, but, or, nor, 

for, so, yet). 

7. Indent only the first line in the paper. 

8. Always capitalize the personal pronoun “I.” 

9. Remember that s or es added to verbs indicates a third person singular (he, 

she, it) subject. 

10. An apostrophe is not used when forming the simple plural of a word. 

• The boys sang loudly. 

• My pets are very loving 

11. Apostrophes are used to show possession (ownership). 

• The boy's toy is broken. 

• My pet's claws are sharp. 

12. Apostrophes are used in contractions. 

• I'll leave school at noon. 

• He's my neighbor. 

13. The titles of television shows, movies, books, newspapers, magazines, and 

albums should be underlined. 

14. Avoid writing in all capital letters. 

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15. When writing a conclusion, avoid the following expressions. 

• “In conclusion” 

• “all in all” 

• “as you can see” 

• “to end my paper” 

**These expressions weaken good writing.** 

16. Avoid unnecessary abbreviations. 

17. Avoid using “because” in the topic sentence. 

18. When writing a topic sentence, avoid expressions such as “I think,” “I feel,” “I 

believe,” “in my opinion.” 

29

COMMONLY USED PREPOSITIONS 

on from for 

upon to after 

above into since 

over toward up 

below against down 

under like along 

behind with beyond 

beneath at about 

around by 

past of 

across among 

through without 

in except 

within during 

inside before 

beside until 

COMMONLY USED SUBORDINATING CONJUNCTIONS 

after even though than when 

although if though whenever 

as if since unless where 

because as long as until wherever 

before so that while that 

which 

how 

whether 

as 

who 

COMMONLY USED TRANSITIONAL WORDS 

However finally as a result on the other hand 

Furthermore moreover then in addition 

Therefore also first consequently 

For instance otherwise second in other words 

For example likewise next meanwhile 

30

Developmental English 

Punctuation Module 

Goal: When you have completed this module, you should be able to write a paragraph that 

demonstrates appropriate use of commas, apostrophes, and end punctuation. 

Checklist: In order to successfully complete the Punctuation Module, you must do the 

following tasks. 

NOTE: Complete all workbook lessons using Sentence Skills with Readings, 5th Edition, by 

John Langan. Check off each task as finished. 

**View the power Point presentation on Apostrophes and Commas in Labnotes. Double click 

on the Labnotes icon on the desktop of the computer. Double click on the folder labeled Mrs. 

Covington ENG032. Double click on the Power Point files on Apostrophes. Then double click 

on the Power Point files on Commas. 

Workbook Exercises (Apostrophes, pp. 331-343 and Commas, pp. 362-375) 

(Homework) 

( ) Read the workbook lesson pages 331-335. 

( ) Complete Practice 5, Practice 6, and Practice 7 (pages 335-336). 

( ) Check your answers with the answer key (pages 645-646). 

( ) Read the remainder of the lesson pages 337-340. 

( ) Complete Practice 8 (pages 338-339) and Practice 9 (page 340). Check your answers 

with the Key (page 646). 

( ) Take Review Test 1 (pages 341-342). Check your answers using the Answer Keys 

located in the classroom. 


( ) Complete Practice 1 and 2 (page 364), Practice 3 and 4 (page 365), Practice 5 and 6 

(page 367), Practice 7 (page 368), Practice 8 and 9 (page 369). 

( ) Check your answers with the key (pages 647-648). 



**View the video presentation on Punctuation: Commas and Apostrophes. Click on the 2 ENG 

Folder on the desktop. Click on Labnotes. Click onENG032 Videos. Click on 

ENGLISH 032 Video Links. HTML Doc. 

AllWrite! Assignment 

( ) Double click on AllWrite! Icon on the desktop. 

( ) Click on the AllWrite! Logo and then click on Chapter 23, End Punctuation and 

Commas. 

( ) Study the section on End Punctuation and Commas and take notes as you read. 

( ) Next, click on Interactive Exercises in the blue bar at left. 

( ) Complete the exercises and then print the results by clicking on e-mail. Type your 

name in the box and then click on Send. When the window message appears, click the 

printer icon (picture) at the top. 

31

( ) Click on Editing Exercises in the blue bar. Type in instructor's e-mail address 

(judy.covington@tridenttech.edu) and type your name. 

( ) Read Paragraphs # 1 - 5. Then correct any punctuation errors you find by retyping the 

passages in the blank spaces below. Proofread your revised paragraphs carefully. 

Save your work, and email to the instructor. * Note that your instructor may not give 

credit for paragraphs which simply copy the sample revision provided. 

( ) Proofread your revised paragraphs carefully. Print your work by clicking on the 

printer icon at the top of the screen. 

( ) Click on the Post Test in the blue bar and take the test. When finished, review the test 

and print the results by clicking on e-mail. Type your name in the box and then click 

on Send. When the window message appears, click the printer icon (picture) at the 

top. 

Workbook Assignments 

( ) Workbook – Edit Passage A (page 492) and Passage A (page 496). Retype the 

passage exactly as printed, except adding apostrophes and commas where needed. 

Submit work to your instructor. 

( ) If so directed by your instructor, edit Passage B (page 493) and Passage B (page 497). 

Connect Writing Assignment 1 

( )Connect Writing – Log in to the Connect Writing software. 

( )Click the red box icon “register now.” 

( )Provide your e-mail address and click “submit.” 

( )Enter in your 20 – digit registration code. 

( )Complete the brief registration form on-line. 

( )Once registration is complete, you will use your e-mail address and password to access the site for 

future assignments. 

( ) Click on the assignment “Use a Comma in a Compound Sentence” in your assignment list. 

( ) Answer the diagnostic questions, and work through the learning plan. 

( ) When the module is complete, click the your progress button in the upper right-hand corner. 




Connect Writing Assignment 2 


( ) Click on the assignment “Apostrophes” in your assignment list. 

( ) Answer the diagnostic questions , and work through the learning plan. 





32

Writing Sample 

( ) Refer to the list of writing topics in this manual for the Punctuation Module and type 

a paragraph of 150-175 words. Be sure to use commas and apostrophes correctly. 

( ) After you receive your marked writing sample back from your instructor, revise it 

accordingly. 

Submitting Work: When you have completed the module, attach the following items to this 

module sheet and turn them in to your instructor: Workbook Review Test 1 (both), AllWrite! 

Results, Workbook Editing Exercises, Connect Writing Results, and Module # 1 Writing 

Sample. 

33


Fragment Module 


contains well-structured sentences and is free of sentence fragments. 

Checklist: In order to fulfill the requirements for the Fragment Module, you must do the 

following tasks. 

NOTE: Complete all workbook lessons using Sentence Skills with Readings, 5th Edition, by 

John Langan. Check off each task when finished. 

** View the Power Point Presentation on Fragments in Labnotes. Double click on the Labnotes 

icon on the desktop of the computer. Double click on the folder labeled Mrs. Covington ENG 

032. Double click on the Power Point files on Fragments. 

Workbook Exercises (Fragments, pp. 97-115) (Homework) 

( ) Read the workbook lesson pages 97-100. Then answer the questions below. 

What is a sentence fragment? _________________________________________ 

An example of a sentence fragment would be the following: 

_________________________________________________________________ 

In most cases, how can a fragment be corrected? 

_________________________________________________________________ 

( ) Complete Practice 1 (pages 100-101). Complete Practice 2 (pages 101-102). 

Then check your answers with the answer key (page 634). 

( ) Read the remaining lesson – Part 2 (pages 102-103), (pages 105, 106, 108). 

( ) Complete Practice 4 (pages 104-105). Check your answers with the key (page 634). 

( ) Complete Practice 5 and Practice 6 (pages 106-107). Check your answers with the 

key (page 634). 

( ) Complete Practice 7 (pages 108-109). Check your answers with the key (page 634). 



** View the video presentation on Fragments. Click on the 2 Eng Folder on the desktop. Click 

on Labnotes. Click on ENG 032 Videos. Click on ENGLISH 032 Video Links. HTML Doc. 

Workbook and AllWrite Editing Assignments 

( ) Workbook – Complete Passage A (page 476). Read the paragraph for meaning and 

underline the word groups that are sentence fragments (five fragments total). 

( ) Retype the entire passage as printed, except making any necessary changes to correct 

the fragments. *Note that you may add or delete words, but often the best way to 

correct fragments is to join related word groups together into one complete sentence. 

( ) Proofread and print the revised paragraph. Submit the paragraph to your instructor for 

review. 

( ) If so directed by your instructor, complete Passage B (page 477) by following the 

directions above. 

34

( ) AllWrite! – Double click the AllWrite! icon on the desktop. 

( ) Click on the AllWrite! logo and then click on Chapter 15, Sentence Structure. Next, 

click on Editing Exercises in the left-hand column. 

( ) Read paragraph # 1. Then correct any sentence fragments you find by retyping the 

passage in the blank space below. *Note that your instructor may not give credit for 

paragraphs which simply copy the sample revision provided. 

( ) Proofread your revised paragraph carefully. Type your name in the box as indicated 

and then print your work by clicking on the printer icon at the top of the screen. 

Connect Writing Assignment 


( ) Click on the assignment “Fragments” in your assignment list. 



( ) Click on Topic Scroes. 

( ) Expand the section called “Fixing Common Problems.” 



( ) Refer to the list of writing topics for the Fragment Module in this manual and type a 

paragraph of 150-175 words. Be sure that your paragraph contains complete 

sentences. 

( ) Once you receive your marked writing sample back from your instructor, revise it 

accordingly. 

Submitting Work: After you have completed the fragment module, attach the following items 

to this module sheet and turn them into your instructor: 

1. Workbook Review Test 

2. Workbook Editing Assignment(s) 

3. AllWrite! Editing Assignment 

4. Connect Writing Results Page 

5. Module # 2 Writing Sample 

35


Run-on Module 


contains well-structured sentences and is free of run-on sentences. 

Checklist: In order to successfully complete the Run-on Module, you must do the following 

tasks. NOTE: Complete all workbook lessons using Sentence Skills with Readings, 5th Edition, 

by John Langan. 

** View the Power Point presentation on Run-Ons in Labnotes. Double click on the Labnotes 

icon on the desktop of the computer. Double click on the folder labeled Mrs. Covington ENG 

032. Double click on the Power Point files on Run-Ons. 

Workbook Exercises (Run-ons, pp. 121-136) (Homework) 


What is a run-on sentence? ___________________________________________ 

An example of a fused run-on sentence would be the following: 

_________________________________________________________________ 

An example of a comma splice run-on sentence would be the following: 

_________________________________________________________________ 

Not including subordination, what are two ways of correcting run-on sentences? 

_________________________________________________________________ 



( ) Read the remainder of the lesson (pages 125-126) and (pages 127-130). 



( ) Complete Practice 6 and Practice 7 (pages 128-129). Check your answers (page 635). 

( ) Complete Practice 9 and Practice 10 (pages 130-131). Check your answers (page 

635). 



** View the video presentation on Run-Ons/ Comma Splices. Click on the 2 ENG folder on the 

desktop. Click on Labnotes. Click on ENG 032 Videos. Click on ENGLISH 032 Video Links. 

HTML Doc. 

AllWrite! Assignment 


( ) Click on the AllWrite! logo and then click on Chapter 15, Sentence Structure. Next, 

click on Interactive Exercises in the blue bar at left. 

( ) Complete the ten exercises and then print the results by clicking on e-mail. Type your 

name in the box and then click on Send. When the Message window appears, click 

the printer icon at the top. 

36

( ) Click on Post Test in the blue bar and take the test. When finished, review the test and 

then follow the steps above for printing the results. 

Workbook Editing Assignment 

( ) Workbook – Complete Passage A (page 480) and Passage A (page 482). Read the 

paragraphs for meaning and underline the word groups that are run-ons (five run-ons 

in each passage). 

( ) Retype the entire passages as printed, except making any necessary changes to correct 

the run-ons. *Note that the first passage contains fused sentences and the second 

contains comma splices. 

( ) Proofread and print the revised paragraphs. Submit the paragraphs to your instructor 

for review. 

( ) If so directed by your instructor, complete Passage B (page 481) and Passage B (page 

483) by following the directions above. 



( ) Click on the assignment “Run-Ons” in your assignment list. 

( ) Answer the diagnostic questions ,and work through the learning plan. 






( ) Refer to the list of writing topics for the Run-on Module in this manual and type a 

paragraph of 150-175 words. Be sure that your paragraph contains well-structured 

and punctuated sentences. 


accordingly. 

Submitting Work: When you have completed this module, attach the following items to this 

module sheet and turn in to your instructor: Workbook Review Test 1, AllWrite! Results, 

Workbook Editing Assignments, Connect Writing Results, and Module # 3 Writing Sample. 

37


Regular and Irregular Verb Module 


contains the correct form of regular and irregular verbs and which demonstrates appropriate verb 

tense. 

Checklist: In order to successfully complete the Verb Module, you must do the following tasks. 

NOTE: Complete all workbook lessons using Sentence Skills with Readings 5th Edition, by John 

Langan. 

** View the Power Point presentation on Standard English Verbs and Irregular Verbs in 

Labnotes. Double click on the Labnotes icon on the desktop of the computer. Double click on 

the folder labeled Mrs. Covington ENG 032. Double click on the Power point files on Standard 

Irregular Verbs. Then double click on the Power Point files on Irregular Verbs. 

Workbook Exercises (Standard English and Irregular Verbs, pp. 159-167; 172-182) 

(Homework) 


What verb ending is needed with a regular verb in the past tense? _____________ 

What are two examples of regular verbs in the past tense? 

__________________________________________________________________ 

( ) Complete Practice 1 and Practice 2 (page 161). Check your answers with the key 

(page 637). 

( ) Complete Practice 3, Practice 4 (pages 162-163). Check your answers (page 637). 




( ) Read the remainder of the lesson (pages 178-181). 

( ) Complete Practice 3 (page 179), Practice 4 (page 180), and Practice 5 (page 181). 

Check your answers (page 638). 

( ) Take Review Test 2 (page 167) and Review Test 1 (page 181). Check your answers 

using the Answer Keys located in the classroom. 

** View the video presentation on Regular and Irregular Verbs. Click on the 2 Eng 

Folder on the desktop. Click on Labnotes. Click on ENG 032 Videos. Click on ENGLISH 032 

Video Links. HTML Doc. 

AllWrite! Assignments 


( ) Click on the AllWrite! Logo and then click on Chapter 18, Verb Tenses, Moods, and 

Voices. 

( ) Study the section on verb tense and take notes as you read. 

( ) Next, click on Interactive Exercises in the blue bar at the left. 

38



the printer icon (picture) at the top. 




( ) Workbook – Complete Passage A (page 484) and Passage A (page 486). Read the 

paragraphs for meaning and underline the verb form errors. 

( ) Retype the entire passages as printed, except making any necessary changes to correct 

the verb errors. 

( ) Proofread the revised paragraphs. Submit the paragraphs to your instructor for review. 

( ) If so directed by your instructor, complete Passage B (page 485) and Passage B (page 

487) by following the directions above. 



( ) Click on the assignment “Verb Tense” in your assignment list. 







( ) Refer to the list of writing topics in this manual for the Verb Module and type a 

paragraph of 150-175 words. Be sure that you use the correct form of regular and 

irregular verbs. 


accordingly. 


module sheet and turn in to your instructor: Workbook Review Test 2 and Review Test 1, 

AllWrite! Results, Workbook Editing Assignments, Perfect Copy Report with Connect Writing 

Results. 

39


Subject-Verb Agreement Module 

Goal: When you have completed this module, you should be able to write a paragraph that uses 

appropriate agreement between subjects and verbs. 

Checklist: In order to successfully complete the Subject-Verb Agreement Module, you must do 

the following tasks. NOTE: Complete all workbook lessons using Sentence Skills with Readings, 

5th Edition, by John Langan. 

** View the Power Point presentation on Subject-Verb Agreement in Labnotes. Double click on 

the Labnotes icon on the desktop of the computer. Double click on the folder labeled Mrs. 

Covington ENG 032. Double click on the Power Point files on Subject-Verb Agreement. 

Workbook Exercises (Subject-Verb Agreement, pp. 187-196) (Homework) 

( ) Read the workbook lesson on Present Tense Endings, page 187 and then answer the 

questions below. 

How do we show the present tense of a verb when the subject is he, she, it, or a 

singular noun? Check your answers… 

_________________________________________________________________ 

Give an example of a sentence with a present tense verb that agrees with a 

singular subject. 

__________________________________________________________________ 


( ) Complete Practice 1 and Practice 2 (pages 189-190). Check your work with the 

answer key (page 638). 

( ) Read the remainder of the lesson pages 190-192. 

( ) Complete Practice 3 (page 191) and Practice 4 (page 192). Check your answer with 

the key (pages 638-639). 

( ) Take Review Test 1 and Review Test 2 (pages 194-196). Check your answers using 

the Answer Keys located in the classroom. 

** View the video on Subject-Verb Agreement. Click on the 2 ENG Folder on the 

desktop. Click on Labnotes. Click on ENG 032 Videos. Click on ENGLISH 032 Video 

Links. HTML Doc. 

AllWrite! Assignments 


( ) Click on the AllWrite! Logo and then clock on Chapter 17, Agreement. 

( ) Study the section on subject-verb agreement and take notes as you read. 

( ) Next, click on Interactive Exercises in the blue bar at left. 

40



the printer icon (picture) at the top. 




( ) Workbook – Complete Review Test 3 (page 196). Underline the errors in subject-verb 

agreement (ten). 

( ) Retype the entire passage as printed, except making necessary changes to correct the 

errors. 

( ) Proofread the revised paragraph. Submit the paragraph to your instructor for review. 



( ) Click on the assignment “Subject-verb Agreement” in your assignment list. 

( ) Answer the diagnostic questions ,and work through the learning plan. 






( ) Refer to the list of writing topics for the Subject-Verb Agreement Module in this 

manual and type a paragraph of 150-175 words. Be sure that you use correct subjectverb 

agreement. 


accordingly. 


module sheet and turn in to your instructor: Workbook Review Tests 1 and 2, AllWrite! Results, 

Workbook Editing Assignment, Connect Writing Results, and Module Writing Sample. 

41


Pronoun Agreement Module 

Goal: When you have completed this module, you should be able to write a paragraph contains 

correctly used pronouns that agree in number with the nouns they replace. 

Checklist: In order to successfully complete the Pronoun Agreement Module, you must do the 

following tasks. NOTE: Complete all workbook lessons using Sentence Skills with Readings, 5th 

Edition, by John Langan. Check off each task as finished. 

** View the Power Point presentation on Pronoun Reference, Agreement, and Point of View in 

Labnotes. Double click on the Labnotes icon on the desktop of the computer. Double click on 

the folder labeled Mrs. Covington ENG 032. Double click on the Power Point files on Pronoun 

Reference, Agreement, and Point of View. 

Workbook Exercises (Pronouns, pp. 217-227) (Homework) 


If the word a pronoun refers to is singular, which pronouns would agree? ______ 

If the word a pronoun refers to is plural, which pronouns would agree? ________ 

Are indefinite pronouns considered singular or plural? _____________________ 

Give two examples indefinite pronouns. _________________________________ 

( ) Complete Practice 2 (page 221) and Practice 3 (page 223). Check your answers with 

the key (page 640). 

( ) Read the remainder of the lesson page 224. 

( ) Complete Practice 4 (page 225). 



( ) Take Mastery Test 1 (page 228). Check your answers using the Answer Keys located 

in the classroom. 

( ) Take Mastery Test 2 (page 229). Check your answers using the Answer Keys located 

in the Classroom.. 



( ) Click on the assignment “Pronoun Agreement” in your assignment list. 






42


( ) Refer to the list of writing topics in this manual for the Pronoun Agreement Module 

and type a paragraph of 150-175 words. Be sure that your pronouns agree with the 

nouns to which they refer. 


accordingly. 


module sheet and turn them in to your instructor: Workbook Review Test 1, Mastery Test 1, 

Mastery Test 2, Connect Writing Results, and a writing sample that will be provided by the 

instructor. 

43

Part A: Editing for Specific Mistakes 


The Proofreading Module 

Goal: When you have completed this portion of the module, you should be able to recognize and 

correct specific errors in writing. 

Checklist: In order to successfully complete this portion of the Proofreading Module, you must 

do the following tasks. NOTE: Complete all workbook lessons using Sentence Skills with 

Readings, 5 th Edition, by John Langan. 

Workbook Exercises (Editing and Proofreading Tests) 


( ) Complete the following workbook exercises: Test 2 (pages 478-479), Test 3, (pages 480- 

481), Test 5 (pages 484-485), Test 6 (pages 486-487), Test 9, (pages 492-493), Test 11, 

(pages 496-497), Test 12, (pages 498-499). 

( ) Check your answers using the answer keys in the classroom. See your instructor. 



( ) Click on the assignment “Mixed Constructions” in your assignment list. 






Part B: Editing for Sentence-Skills Mistakes 

Goal: When you have completed this portion of the module, you should be able to recognize 

and correct a variety of errors in paragraphs. 

Checklist: In order to successfully complete this portion of the Proofreading Module, you must 

do the following tasks. NOTE: Complete all workbook exercises using Sentence Skills with 

Readings, 4th Edition, by John Langan. 

( ) Read the workbook lesson page 501. 

( ) Complete the following workbook exercises – Combined Editing Tests: Test 1, (page 502), 

Test 2, (page 503), Test 3, (page 504), Test 5, (page 506), Test 12, (pages 516-517). 

( ) Check your answers using the answer keys in the classroom. See your instructor. 

44


( ) Refer to the list of writing sample topics in this manual for the Editing and Proofreading 

Module and type a paragraph of between 150-175 words. Be sure to edit your paragraph for 

specific sentence-skills mistakes. 


module sheet and turn in to your instructor: Editing and Proofreading Tests, Combined Editing 

Tests, Connect Writing Results, and a writing sample that will be provided by the instructor. 

45


Commonly Confused Words Module 


contains the correct spelling of words that are commonly misused. 

Checklist: In order to successfully complete the Commonly Confused Words Module, you must 

do the following tasks. NOTE: Complete all workbook lessons using Sentence Skills with 

Readings, 5th Edition, by John Langan. Check off east task as finished. 

** View the Power Point presentation on Commonly Confused Words in Labnotes. Double 

click on the Labnotes icon on the desktop of the computer. Double click on the folder labeled 

Mrs. Covington ENG 032. Double click on the Power Point files on Commonly Confused 

Words. 

Workbook Exercises (Commonly Confused Words, pp. 416-439) (Homework) 

( ) Complete the activities for homonyms (pages 417-427). Check your answers with the 


( ) Complete the activities for other words frequently confused and incorrect word form 

(pages 428-436). Check your answers (pages 650-651). 


( ) Take Review Test 1 and Review Test 2 (pages 438-439). Have your instructor check 

your answers. 


( ) Workbook – Complete Passage A (page 498). Read the paragraph for meaning and 

underline the misused words. 

( ) Retype the entire passage as printed, except making any necessary changes to correct 

the errors. 

( ) Proofread and print the revised paragraph. Submit the paragraph to your instructor for 

review. 

( ) If so directed by your instructor, complete Passage B (page 499) by following the 

directions above. 



( ) Click on the assignment “Commonly Confused Words” in your assignment list. 






46


( ) Refer to the list of writing topics in this manual for the Commonly Confused Words 

Module and type a paragraph of 150-175 words. Be sure to use the appropriate form 

of commonly misused words. 


accordingly. 


module sheet and turn them in to your instructor: Workbook Review Test 1 and Review Test 2, 

Workbook Editing Assignments, Connect Writing Results, and a writing sample that will be 

provided by the instructor. 

47

MODULE # 1 WRITING SAMPLE TOPICS 

DIRECTIONS: Choose one of the following topics and type a paragraph of between 150-175 

words developing your ideas. Include a topic sentence, supporting details, and a conclusion. 

Provide sound discussion and stay focused on the subject matter. After you have finished your 

paper, proofread it carefully and give it an appropriate title. 

USE DIRECTIONS FOR USING MICROSOFT WORD TO SET UP YOUR PAPER. 

(REFERENCE COURSE MATERIALS PACKAGE FOR SPECIFICS) 

TOPICS 

1. Discuss what you do when you need to take time for yourself. 

2. Describe the ideal vacation. 

3. What childhood experience would you consider living through again? 

4. Discuss why you believe homeless people should/should not be placed in state institutions. 

5. Describe what it was like growing up in a large family. 

48



words developing your ideas. Include a topic sentence, supporting details, and a conclusion. 

Provide sound discussion and stay focused on the subject matter. After you have finished your 

paper, proofread it carefully and give it an appropriate title. 



TOPICS 

1. The primary goal of college should/ should not be to prepare students for employment. 

2. Tell about a time when your temper got the best of you. What happened? 

3. Describe the best or worst job that you ever had. 

4. Discuss what sacrifices you have made to attend college this semester. 

5. Do you think all cigarette and alcohol advertising should be banned? Why? Why not? 

49



words. Include a topic sentence, support sentences, and a conclusion. Provide sound discussion 

and stay focused on the subject matter. After you have finished your paper, proofread it and give 

it an appropriate title. 



1. What does being successful mean to you? 

TOPICS 

2. The voting age should/should not be raised to 21. 

3. Healthcare should be free to all citizens. 

4. Tell about a time when your temper got the best of you. 

5. Discuss the role that peer pressure has played in your life. 

50



words. Include a topic sentence, supporting details, and a conclusion. Provide sound discussion 

and stay focused on the subject matter. After you have finished your paper, proofread it carefully 

and give it an appropriate title. 


(REFERENCE YOUR COURSE MATERIALS PACKAGE FOR SPECIFICS). 

TOPICS 

1. Discuss your views about teaching children at home. Do you believe children can benefit 

from this type of instruction? 

2. Describe some of the obstacles you have had to overcome in order to succeed. 

3. Explain why you ended a relationship with someone you used to be close to. 

4. Do you handle money well? Give examples to support your claim. 

5. Describe a time a wish was answered for you. 

51



words. Include a topic sentence, supporting details, and a conclusion. Provide sound discussion 

and stay focused on the subject matter. After you have finished your paper, proofread it carefully 

and give it an appropriate title. 


1. Discuss the dangers of telling lies. 

TOPICS 

2. Write about a time in your life you will never forget. 

3. Discuss some of the challenges that a working college student faces. 

4. Discuss what you like or dislike about the Low Country. 

5. Tell about a family member or a friend who changed and how the change affected you. 

52

ENG 032 – VIDEO LOAN PROGRAM 

The following video titles are available on VHS and DVD for students to view out of class. 

Adverbs Plurals and Possessives 

Adjectives Prepositions 

Capitalization Pronouns 

Commas Quotation Marks 

Conjunctions Semicolons and Colons 

Ending punctuation Sentences (2 copies) 

Nouns Verbs (2 copies) 

Prepositions – Video Quiz Introduction to Keyboarding 

Verbs – Video Quiz Using the Internet (1 VHS, 2 DVD) 

English Grammar (2 copies) Grammar Pitfalls (2 copies) 

VIDEO QUIZ PROGRAMS 

The following are available on VHS for students to view out of class. Several of these videos 

include a handout with a printed version of the quiz from the video presentation. 

Prepositions (2 copies) Parts of Speech (2 copies) 

English Grammar 2 Commas and Semicolons (2) 

Sentence Structure (2 copies) Ending Punctuation (2) 

Apostrophes and Plurals (2 copies) Verbs 

Quotation Marks Active vs. Passive Voice 

Word Choice (2 copies) Writing Style 

Sentences Video Quiz 

A notebook is available on the bookshelf where the videos are stored so the instructor can record 

the title of the video, student's name, date checked out, and date returned. 

53

Prepositions – Quiz Pronouns 

Introduction Introduction 

What is a preposition? What are pronouns? 

Different types of prepositions Personal Pronouns 

Quiz questions 1-4 Demonstrative pronouns 

Prepositional phrases Interrogative pronouns 

Quiz question 5-7 

More prepositional phrases 

Quiz question 8-111 

Conclusion 

Possessives and Plurals Quotation Marks 


Plurals Quotation marks in real life 

Possessives Direct/indirect quotations 

Review Interrupted quotation 

Quotation within a quotation 

Other uses of quotation marks 

Ending Punctuation Sentences 


Why we use punctuation Subject and predicates 

The period Subject verb agreement 

The question mark Sentence errors 

The exclamation point fragments 

Parenthesis Run-on 

Review and activity Rambling sentence 

Sentences Semicolons and colons 


Well written sentences Colons 

Parts of speech Semicolons 

Simple and complete sentences 

Simple and complete predicates 

Verbs Verb – Quiz 


Verb overview Simple tense 

Action verb Questions #1 - 10 

Linking verb Compound 

Helping verb Questions 11 - 20 

Answers 1 - 20 

54

ENG 32 GRAMMAR NOTES 

J.Covington, Instructor 

I. The subject of a sentence is always a noun or a pronoun. The subject tells who or what a 

sentence is about. 

a) The children played outside for hours. 

b) Those boxes need to be unpacked. 

II. The verb in a sentence tells what the subject is doing. Some verbs show action (hop, skip, 

dance run, play). 

Some verbs show a state of being. The being verbs are am, is are, was, were, been, be. 

a) My friend ran the marathon. 

b) Scrabble is a fun game. 

III. A fragment is an incomplete thought and cannot stand alone and make sense. A fragment 

may begin with a subordinator or dependent word. (See page 98, textbook). A fragment 

may result from (a) lack of a subject – Rolled down the hill, (b) lack of a verb – The truck 

down the hill. 

***The most common way to correct a fragment is to attach the fragment to the sentence 

before or after the fragment. 

a) Because Mom likes fruits. She eats them daily. 

Because Mom likes fruits, she eats them daily. 

b) Sally took a nap. In the middle of the afternoon. 

Sally took a nap in the middle of the afternoon. 

IV. A run-on sentence is two or more sentences written as one sentence with no punctuation 

between the sentences. 

** My neighbor is a great musician he performs often. 

A comma splice sentence is two or more sentences written as one sentence with a comma 

between the sentences. 

** My neighbor is a great musician, he performs often. 

A comma alone cannot join complete thoughts. 

A comma splice is a form of a run-on sentence. 

WAYS TO CORRECT TURN-ONS/COMMA SPLICES 

1) Make two separate sentences. 

My neighbor is a great musician. He performs often. 

2) Use a comma and a coordinating conjunction (for, and, nor, but, or, yet, so). 

My neighbor is a great musician, and he performs often. 

55

3) Use a semicolon. 

My neighbor is a great musician; therefore, he performs often. 

4) Use a semicolon, transitional word, comma. 

My neighbor is a great musician; therefore, he performs often. 

5) Use a subordinator or dependent word. 

Because my neighbor is a great musician, he performs often. 

V. A regular verb forms its past tense by adding d or ed. 

Jumped laughed wished hoped played 

VI. An irregular verb does not form its past tense by adding d or ed. 

a) Some irregular verbs change in spelling. (See pages 163-164, text). 

Present Past Past Participle 

Drink drank drunk 

Sing sang sung 

Swim swam swum 

b) Some irregular verbs are spelled the same in present, past, past participle. 

Present Past Past Participle 

Let let let 

Hurt hurt hurt 

Burst burst burst 

When a verb is spelled the same in present, past, and past participle forms, it may be necessary to 

use time words to determine the tense of the verb. 

*** Time words – today, tomorrow, now, yesterday, last year, etc. 

a) Today, I hurt my finger. 

b) Yesterday, I hurt my toe. 

c) I have hurt myself many times in the past. 

A PAST PARTICIPLE VERB ALWAYS NEEDS A HELPING VERB. 

VII. A verb must agree with its subject. Subject-Verb Agreement refers to Present Tense 

only!! 

** If the subject is singular, the verb must end in s or es. 

a) Jackie dances very well. 

b) Brenda dresses nicely. 

** If the subject is plural, the verb must not end in s or es. 

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a) Jackie and Jerry dance very well. 

b) Brenda and Barry dress nicely. 

Exception: Some singular nouns end in s and take singular verbs. 

News, measles, mumps, economics, civics, mathematics 

a) Mathematics is my favorite subject. 

b) The news comes on daily. 

VIII. Sentence Types 

a) Simple sentence has one independent/main clause and no dependent/subordinate clause. 

** A large plane soared overhead. 

b) Compound Sentence has two or more independent/main clauses and no 

dependent/subordinate clauses. 

** A large plane soared overhead, and we watched in amazement. 

c) Complex Sentence has one independent/main clause and one or more dependent/subordinate 

clauses. 

** Because a large plane soared overhead, we watched in amazement. 

d) Compound – Complex sentence has two or more independent clauses and one or more 

dependent/subordinate clauses. 

** Because a large plane soared overhead, we watched in amazement, and we were 

overcome with fright. 

IX. Commas 

a) Use a comma to separate items in a series. 

Mom bought fruits, vegetables, and desserts. 

b) Use a comma and a coordinating conjunction (for, and, nor, but, or, yet, so) to join complete 

thoughts. 

Mom bought the shirt, but I bought the tie. 

c) Use a comma to set off introductory material. 

• When I left home, it was dark. 

• At noon, the church bells will ring. 

• Laughing loudly, the girls ran away. 

• Finally, the storm ended. 

d) Use a comma for direct quotations, the exact words of a speaker. 

• Macey said, “I have a new car.” 

• “I have a new car,” said Macey. 

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e) Use a comma for interrupters, words that interrupt the flow of thought in a sentence. 

• Mrs. Drummond, who lives in Wisconsin, wrote me a letter. 

• Carol, my best friend, is getting married. 

• The President, shaking hands and conversing with people, looked very uncomfortable. 

f) Use a comma for everyday material. 

• Dates – The package was mailed on September 15, 2001, before noon. 

• Addresses – His professor lives at 213 Maple Drive, Detroit, Michigan, near a beautiful 

water park. 

58

Developmental Studies English 

Individual Study Plan – Tracking Sheet 

Name ____________________________________ Section _________________________________ Term _____________________ 

Skill Area 

Module 

Completed 

Yes/No 

1. Punctuation Module _____ 

initial 

2. Fragment Module _____ 

initial 

3. Run-On Module _____ 

initial 

4. Verb Module 

_____ 

(regular and irregular) initial 

5. Subject-Verb Agreement _____ 

Module 

initial 

6. Pronoun Agreement _____ 

Module 

initial 

7. Commonly Confused _____ 

Words Module 

initial 

8. Proofreading Module _____ 

initial 

Computer Exercises 

(Post test / editing scores) 

AllWrite 

AllWrite 

Connect 

Writing 

59 

Workbook Module Writing Sample 

Review 

Test 

Grade 

Editing 

Grade 

Draft 

1 

(√) 

Instructor Comments: 

Draft 

2 

(√) 

Skill 

Mastered 

Yes/No 

Next Skill 

Area 

to be 

Completed 

________________________________________________ 

________________________________________________ 

Date 

Due

Name ________________________________________Student ID# _____________________ 

Initial Writing Sample Grade _________ 

Method of Evaluation for ENG 032 

Your Grades Your % Points 

Computer/Workbook Exercises 20% ________ * ________ 

Module Writing Samples 20% ________ * ________ 

Midterm Exam 10% ________ * ________ 

Writing Sample # 1 of 2 15% ________ * ________ 

Writing Sample # 2 of 2 15% ________ * ________ 

Final Writing Sample 20% ________ * ________ 

Total percentage points * ________ 

* To exit ENG 032, a student must have a final average of 70% for placement in 

either ENG 100 or ENG 150. 

______________________________________________________________________________ 

Organize you in-class folder in the following order: 

• Initial Writing Sample in front of Practice Papers 1 - 5 

• Modules 1 - 5 with graded Module Writing Samples stapled behind the modules 

• Midterm Exam 

• Handouts/Worksheets 

• Individual Tracking Sheet filled out with scores and instructor's initials 

______________________________________________________________________________ 

I, _______________________________, have reviewed all of my recorded grades that count 

towards my final grade and all other assignments in my in-class folder with my instructor. 

My signature below indicates that I agree with the grades recorded and understand the 

grade that I need on the Final Writing Sample to successfully exit ENG 032. 

Student Signature _______________________________ Date _________________________ 

Instructor: _____________________________________ 

60

ENG032 Developmental English - McGraw-Hill Learning Solutions

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