Quotations and Punctuation

• A writing style guide from Purdue University
• A simple and easy to understand guide to quotation punctuation
• Some more information on quotes and punctuation
• Quotation guide with practice
• Single Quotes vs Double Quotes from Grammar Girl (Grammar Girl is a really useful resource for writing!)

Quotations and Writing Style

• Verbs for quoting
• Writing tips on using quotes
• Beginning vs Interrupted vs End Quotations
• Which style you choose is based on you.
• Splitting or interrupting a quote is often used to add emphasis or more information.
• If we use direct quotes during speaking, we typically only use end-style.

Quotations and Verb/Subject Placement

I couldn’t find any information on this. Here are some rules and examples.

“He likes it,” his mom said. –> OK
“He likes it,” said his mom. –> OK

Either order – subject-verb or verb-subject – is OK when writing. Style-wise, subject-verb is more active sounding.

BUT

“He likes it,” he said. –> OK
“He likes it,” said he. –> NOT OK – don’t follow a verb with a pronoun

Adverbs, Lovingly

• All About Adverbs (with practice quizzes) – lots of information
• A simpler guide to adverbs
• Here are a few examples of adverb positions.
• “He likes it,” he said quickly said. –> OK
  “He likes it,” he quickly said. –> OK

  BUT

  “He likes it,”  his mom said quickly. –> OK
  “He likes it,” his mom quickly said. –> OK
  “He likes it,” quickly his mom said. –> NOT OK

I hope these resources help! If you have any questions, please let me know!

http://www.grammar-quizzes.com/adverbsum.html

<—There are many tools on the left. You can find information about assignments, get help with homework, and learn more about the topics we talk about. Please look at our syllabus throughout the semester.

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<—There are many tools on the left. You can find information about assignments, get help with homework, and learn more about the topics we talk about. Please look at our syllabus throughout the semester.

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1. Watch the poem below by Taylor Mali.
2. Read the transcript below the video.
3. Think about what it means to be a teacher.
4. Write a 2-4 page paper reflecting on “what teachers make”. In your paper,  answer the following:
• Why do you want to be a teacher?
• In Mali’s opinion, what makes a good teacher?
  What’s your opinion?
• Mali says: “I make a difference. What about you?”
  Answer his question. What will you make? How?

What Teachers Make, or
Objection Overruled, or
If things don’t work out, you can always go to law school

By Taylor Mali – http://www.taylormali.com

He says the problem with teachers is, “What’s a kid going to learn
from someone who decided his best option in life was to become a teacher?”

He reminds the other dinner guests that it’s true what they say about
teachers:

Those who can, do; those who can’t, teach.

I decide to bite my tongue instead of his
and resist the temptation to remind the other dinner guests
that it’s also true what they say about lawyers.

Because we’re eating, after all, and this is polite company.

“I mean, you’re a teacher, Taylor,” he says.
“Be honest. What do you make?”

And I wish he hadn’t done that
(asked me to be honest)
because, you see, I have a policy
about honesty and ass-kicking:
if you ask for it, I have to let you have it.

You want to know what I make?

I make kids work harder than they ever thought they could.
I can make a C+ feel like a Congressional medal of honor
and an A- feel like a slap in the face.
How dare you waste my time with anything less than your very best.

I make kids sit through 40 minutes of study hall
in absolute silence. No, you may not work in groups.
No, you may not ask a question.
Why won’t I let you get a drink of water?
Because you’re not thirsty, you’re bored, that’s why.

I make parents tremble in fear when I call home:
I hope I haven’t called at a bad time,
I just wanted to talk to you about something Billy said today.
Billy said, “Leave the kid alone. I still cry sometimes, don’t you?”
And it was the noblest act of courage I have ever seen.

I make parents see their children for who they are
and what they can be.

You want to know what I make?

I make kids wonder,
I make them question.
I make them criticize.
I make them apologize and mean it.
I make them write, write, write.
And then I make them read.
I make them spell definitely beautiful, definitely beautiful, definitely
beautiful
over and over and over again until they will never misspell
either one of those words again.
I make them show all their work in math.
And hide it on their final drafts in English.
I make them understand that if you got this (brains)
then you follow this (heart) and if someone ever tries to judge you
by what you make, you give them this (the finger).

Let me break it down for you, so you know what I say is true:
I make a goddamn difference! What about you?

Note, if you cannot submit it using this website, please email the file and/or bring a copy to class.

<—There are many tools on the left. You can find information about our assignments, and learn more about the topics we talk about. Please look at our syllabus throughout the semester. In addition, I will constantly add a number of “cool tools” for future reference.

Please register now. If you don’t know how, watch this video!

See you in class!

(Click to enlarge!)