Writing Skill III

Unit 6 Reaction Essay Unit Goal Rhetorical focus:  Reaction organization Language focus:  Prepositional phrase  Similes  Restrictive and non restrictive relative clause 51

Stimulating idea  What is a reaction essay?  What is the clause?  How different non-restrictive and restrictive relative clause ? 1. Reaction essay This paper is a reaction to what has been presented in the readings, class discussions, ctivities, and assignments. This assignment is reflective in nature, for it is the time for the writers to trace their mental journey from the beginning of the unit to the end, stating whatever changes, affirmations, or insights may have resulted from the content covered. Although this paper is a formal paper, this is one time when first-person pronouns will be acceptable. Since this is the writer’s personal reaction, using “I” and other first-person pronouns is appropriate. However, all other formal writing conventions must be applied to the writing of the paper. - Uses formal writing tone and structure, not informal or conversational language - Includes feelings and attitudes, if any, about the WWII generation prior to this unit in comparison/contrast with feelings and attitudes after completing this unit. - Answers the question the assignment requires - Wherever appropriate, identifies specific people, and chapter and other support data when making a point. - Includes a creative, original title that provides some insight into the paper’s account 2. Writing a Response or Reaction Paper you will probably be asked by at least one instructor to read a book or an article (or watch a TV show or a film) and to write a paper recording your response or reaction to the material. In these reports—often referred to as response or reaction papers—your instructor will most likely expect you to do two things: summarize the material and detail your reaction to it. The following pages explain both parts of a report. PART 1: A SUMMARY OF THE WORK To develop the first part of a report, do the following: • Identify the author and title of the work and include in parentheses the publisher and publication date. For magazines, give the date of publication. • Write an informative summary of the material. • Condense the content of the work by highlighting its main points and key supporting points. • Use direct quotations from the work to illustrate important ideas. • Summarize the material so that the reader gets a general sense of all key aspects of the original work. • Do not discuss in great detail any single aspect of the work, and do not neglect to mention other equally important points. • Also, keep the summary objective and factual. Do not include in the first part of the paper your personal reaction to the work; your subjective impression will form the basis of the second part of your paper. PART 2: YOUR REACTION TO THE WORK To develop the second part of a report, do the following: • Focus on any or all of the following questions. Check with your instructor to see if s/he wants you to emphasize specific points. 52

 How is the assigned work related to ideas and concerns discussed in the course for which you are preparing the paper? For example, what points made in the course textbook, class discussions, or lectures are treated more fully in the work?  How is the work related to problems in our present-day world?  How is the material related to your life, experiences, feelings and ideas? For instance, what emotions did the work arouse in you?  Did the work increase your understanding of a particular issue? Did it change your perspective in any way? • Evaluate the merit of the work: the importance of its points, its accuracy, completeness, organization, and so on. • You should also indicate here whether or not you would recommend the work to others, and why 3. Point of consideration when writing a report Here are some important elements to consider as you prepare a report: • Apply the four basic standards of effective writing (unity, support, coherence, and clear, error-free sentences) when writing the report. • Make sure each major paragraph presents and then develops a single main point. For example, in the sample report that follows, the first paragraph summarizes the book, and the three paragraphs that follow detail three separate reactions of the student writer to the book. The student then closes the report with a short concluding paragraph. • Support any general points you make or attitudes you express with specific reasons and details. Statements such as \"I agree with many ideas in this article\" or \"I found the book very interesting\" are meaningless without specific evidence that shows why you feel as you do. Look at the sample report closely to see how the main point or topic sentence of each paragraph is developed by specific supporting evidence. • Organize your material. Follow the basic plan of organization explained above: a summary of one or more paragraphs, a reaction of two or more paragraphs, and a conclusion. Also, use transitions to make the relationships among ideas in the paper clear. • Edit the paper carefully for errors in grammar, mechanics, punctuation, word use, and spelling. • Cite paraphrased or quoted material from the book or article you are writing about, or from any other works, by using the appropriate documentation style. If you are unsure what documentation style is required or recommended, ask you instructor. • You may use quotations in the summary and reaction parts of the paper, but do not rely on them too much. Use them only to emphasize key ideas. • Publishing information can be incorporated parenthetically or at the bottom of the page in a footnote. Consult with your instructor to determine what publishing information is necessary and where it should be placed. 4. A sample respond or reaction paper Here is a report written by a student in an introductory psychology course. Look at the paper closely to see how it follows the guidelines for report writing described above. Part 1: Summary Topic sentence for summary paragraph A Report on Man’s Search for Meaning 53

Washington Square Press, 1966) is both an autobiographical account of his years as a prisoner in Nazi concentration camps and a presentation of his ideas about the meaning of life. The three years of deprivation and suffering he spent at Auschwitz and other Nazi camps led to the development of his theory of Logotherapy, which, very briefly, states that the primary force in human beings is \"a striving to find a meaning in one's life\" (154). Without a meaning in life, Frankl feels, we experience emptiness and loneliness that lead to apathy and despair. This need for meaning was demonstrated to Frankl time and again with both himself and other prisoners who were faced with the horrors of camp existence. Frankl was able to sustain himself partly through the love he felt for his wife. In a moment of spiritual insight, he realized that his love was stronger and more meaningful than death, and would be a real and sustaining force within him even if he knew his wife was dead. Frankl's comrades also had reasons to live that gave them strength. One had a child waiting for him; another was a scientist who was working on a series of books that needed to be finished. Finally, Frankl and his friends found meaning through their decision to accept and bear their fate with courage. He says that the words of Dostoevsky came frequently to mind: \"There is one thing that I dread: not to be worthy of my suffering.\" When Frankl's prison experience was over and he returned to his profession of psychiatry, he found that his theory of meaning held true not only for the prisoners but for all people. He has since had great success in working with patients by helping them locate in their own lives meanings of love, work, and suffering. Part 2: Reaction Topic sentence for first reaction paragraph One of my reactions to the book was the relationship I saw between the “Capos” and ideas about anxiety, standards, and aggression discussed in our psychology class. The Capos were prisoners who acted as trustees, and Frankl says they acted more cruelly toward the prisoners than the guards or the SS men. Several psychological factors help explain this cruelty. The Capos must have been suppressing intense anxiety about “selling themselves out” to the Nazis in return for small favors. Frankl and other prisoners must have been a constant reminder to the Capos of the courage and integrity they themselves lacked. When our behaviors and values are threatened by someone else acting in a different way, one way we may react is with anger and aggression. The Capos are an extreme example of how, if the situation is right, we may be capable of great cruelty to those whose actions threaten our standards. 5. Topic sentence for second reaction paragraph I think that Frankl’s idea that meaning is the most important force in human beings helps explain some of the disorder and discontent in the world today. Many people are unhappy because they are caught in jobs where they have no responsibility and creativity; their work lacks meaning. Many are also unhappy because our culture seems to stress sexual technique in social relationships rather than human caring. People buy popular books that may help them become better partners in bed, but that may not make them more sensitive to each other’s human needs. Where there is no real care, there is no meaning. To hide the inner emptiness that results from impersonal work and sex, people busy themselves with the accumulation of material things. With television sets, stereos, cars, expensive clothes, and the like, they try to forget that their lives lack true meaning instead of working or going to school to get a meaningful job, or trying to be decent human beings. 54

6. Topic sentence for third reaction paragraph I have also found that Frankl’s idea that suffering can have meaning helps me understand the behavior of people I know. I have a friend named Jim who was always poor and did not have much of a family—only a stepmother who never cared for him as much as for her own children. What Jim did have, though, was determination. He worked two jobs to save money to go to school, and then worked and went to school at the same time. The fact that his life was hard seemed to make him bear down all the more. On the other hand, I can think of a man in my neighborhood who for all the years I've known him has done nothing with his life. He spends whole days smoking and looking at cars going by. He is a burned-out case. Somewhere in the past his problems must have become too much for him, and he gave up. He could have found meaning in his life by deciding to fight his troubles like Jim, but he didn't, and now he is a sad shadow of a man. Without determination and the desire to face his hardships, he lost his chance to make his life meaningful. 7. Concluding paragraph In conclusion, I would strongly recommend Frankl’s book to persons who care about why they are alive, and who want to truly think about the purpose and meaning of their lives 8. Identifying Prepositions and Prepositional Phrases (They’re everywhere…in your words and on your homework!) DEFINITION: A preposition is a word that logically connects a noun or pronoun to another word in a sentence. Together, the preposition and the noun (called the object of the preposition) form a prepositional phrase that modifies another word in the sentence. Other words may come between the preposition and the noun that follows it. Adverb prepositional phrases answer such questions as When? Where? How? and Why? Adjective prepositional phrases answer such questions as Which one? What kind of? and How many? Here is a list of some common prepositions: around against between with onto about among into without at under behind through within to over beneath upon below before near in across toward until beside on above of from after for across next through (See a writing handbook for a more complete list of prepositions, including prepositions of more than one word. EXAMPLES (Prepositions are in bold italics and prepositional phrases are enclosed in parentheses): I like catsup and mustard (with my hotdogs). There is a lady bug sitting (under the window). After it stopped raining, the girl went (to her friend’s house) to play. (Notice that after and the second to do not introduce prepositional phrases.) We walked (to the store) and then rode the bus (over the bridge). The head (of the committee) will begin the meeting. PRACTICE: A. Directions: Underline any words used as prepositions in the sentences below. 55

1. Would you like to walk with me? 2. The dandelion is a common weed in most gardens. 3. At the moment, I need to take a nap. 4. Our corporation is proud of its friendly employees. 5. His father told him about the new job listing. 6. Who is the person to ask about the reference books on space exploration? 7. I want a double mocha latte with my breakfast. 8. To whom are you speaking? 9. Has anyone in your family ever taken a vacation on a houseboat? 10. He returned to Mexico at the end of the quarter. 11. There are twenty-five fruit trees in her front yard. 11. Some first-year students have difficulty finding their classes at the beginning of the quarter. 12. Those pants of mine are too tight around the waist. 13. She ate dinner with her best friend last night. 14. While watching TV, my sisters fought over who would control the remote. B. Underline the prepositions and put parentheses around the prepositional phrases. The first one is done for you. 1. He jogged (down the street) (with his energetic dog). 2. Tamera was the last one to give her paper to the teacher after class. 3. A flock of mallard ducks landed on the lake. 4. We needed to see the rules of the game before we played. 5. Alice turned left at the stop sign and then pulled into the parking lot. 6. There was a rare antique car parked beside mine at the mall. 7. The soccer ball flew over the net and landed in a puddle beside the field. 8. I wiped smudges of crayon from the table after the children left the room. 9. In the jungle, a person can see insects of amazing size, shape, and color. 10. The boat moved noisily toward the dock. 11. Many of my cousins live in Indiana. 12. Please put your bags under your seats, so that no one will trip. 13. Remember to give this message to your roommate after school. 14. I always want chocolate cake for my birthday. 8. Adjective Clauses 1. An adjective clauseis a dependent clause which takes the place of an adjective in another clause or phrase. Like an adjective, an adjective clause modifies a noun or pronoun, answering questions like \"which?\" or \"what kind of?\" Consider the following examples: Adjective Adjective clause The redcoat is expensive. The coat which I bought yesterday is expensive Like the word \"red\" in the first example, the dependent clause \"which I bought yesterday\" in the second example modifies the noun \"coat.\" Note that an adjective clause usually comes afterwhat it modifies, while anadjective usually comes before. 2. In formal writing, an adjective clause begins with the relative pronouns\"who(m),\" \"that,\" or \"which.\" 56

• In informal writing or speech, you may leave out the relative pronoun when it is not the subject of the adjective clause, but you should usually include the relative pronoun in formal, academic writing: • In formal, academic English in adjective clauses with object relative pronouns, for people, we use whom. In adjective clauses with an object of a preposition, bring the preposition forward and use whomor which. Formal Informal • The books thatpeople read were mainly religious. • The books people read were mainly religious. • Some firefighters never meet the whompeople they save. • Some firefighters never meet the people they save. Formal Academic Writing Acceptable Not Acceptable • Jack London, whom I admire, wrote a lot of short stories. • Jack London, who I admire, wrote a lot of short stories. • The presidency isthe position to which many politicians aspire. • The presidency is the position that many politicians aspire. Here are some more examples of adjective clauses: The meat which they atewas tasty. This clause modifies the noun \"meat\" and answers the question \"which meat?\". They talked about the movie which made him cry. This clause modifies the noun \"movie\" and answers the question \"which movie?\". They are searching for the one who borrowed the book. The clause modifies the pronoun \"one\" and answers the question \"which one?\". Did I tell you about the author whom I met? The clause modifies the noun \"author\" and answers the question \"which author?\". Identifying and Non-identifying Adjective Clauses • You must understand whether or not the dependent clause is essential information or extrainformation in the understanding of the noun. This impacts the meaning and the punctuation. • Essential clauses are also called identifying or restrictive. We DO NOT use commas with these clauses. • Extra clauses are also called non-identifying ornon-restrictive. WE MUST use commas with these clauses. We cannot use the relative pronoun that. Things to Remember 57

Identifying vs. Non-Identifying – My sister, who lives in Bel Air, has three children. – My sister who lives in Bel Air has three children. Question: • In which sentence is it clear that I have more than one sister? Answer: • The second sentence tells methat I have more than one sister. In the first sentence, I am giving extra information about my sister. It is clear from the use of commas which demonstrate that I am giving EXTRA information about my sister whereas in the second sentence, the information is necessary as it identifies which sister I am talking about. - He is the man who works at the grocery store. This is essential (identifying) information. Think about it as two sentences. He is a man. He works at the grocery store. Without the second sentence, you couldn’t identify him. Notice that a becomes the because the noun changes from indefinite to definite because of the identification. • Think about if a listener or reader would be able to identify the noun without the adjective clause. Example: Maria, who works as a physician’s assistant, enjoys her job. This is extra (non-identifying) information. Think about it as two sentences. Maria enjoys her job. Maria works as a physician’s assistant. You know her name from the first sentence. This is enough to identify her. EXERCISES: 1. Which sentence is correct? 1. He talked to a man who had a big dog. 2. He talked to a man what had a big dog. 3. He talked to a man had a big dog. 2. Which sentence is correct? 1. The teacher her students wrote the letters is my friend. 2. The teacher who students wrote the letters is my friend. 3. The teacher whose students wrote the letters is my friend. 3. Which sentence is correct? 1. He thanked the man who he talked to him. 2. He thanked the man he talked to. 3. He thanked the man which he talked to. 4. Which sentence is correct? 1. The car what he bought last week is very nice. 2. The car he bought last week is very nice. 3. The car that he bought lastweek it is very nice. 5. Which sentence is correct? 1. Does your friend who works at the supermarket get a day off on Tuesday? 2. Does your friend who works at the supermarket gets a day off on Tuesday? 58

3. Does your friend get a day off who works at the supermarket? 6. Which sentence is correct? 1. The book that John bought ison the table over there. 2. The book that bought John ison the table over there. 3. The book that is on the table over there John bought. 7. Which sentence is correct? 1. What street does the man who lost his wallet live? 2. What street does the man lost his wallet live? 3. What street does the man who lost his wallet live on? 8. Which sentence is correct? 1. What does the student who left his lunch on the desk look like? 2. What does the student look like who left his lunch on the desk? 3. What does the student what left his lunch on the desk look like? 9. Which sentence is correct? 1. The police officer caught the thief who's car crashed. 2. The police officer caught the thief his car crashed. 3. The police officer caught the thief whose car crashed. 10. Which sentence is correct? 1. The woman she sold me the computergave me the mouse for free. 2. The woman who sold me the computer gave me the mouse for free. 3. The woman sold me the computer who gave me the mouse for free. 3. The woman sold me the computer who gave me the mouse for free. Make sentences which contain adjective clauses- Decide why they are NON 8.1. IDENTIFYING clauses – watch your use of commas: 1. She asked me about life insurance. I know very little about it. 2. We saw her daughter. She looked like an angel. 3. My brother can operate a computer. He’s 12. 4. That man is the principal of my son's school. I don’t know his name. 5. I visited the South Street Seaport. There were a lot of tourists there. 6. I borrowed money from my uncle. He has a clothing store. 7. We went to Riverside Park. We saw a lot of dogs and children there. 8. The hurricane wrecked our house. This was devastating for my mother. 9. Mrs. Conner asked me to watch her baby. I don’tknow her very well. 10. Mr. Smith left his wallet at the supermarket. He is very absent-minded. 11. I went to my dentist. He told me to brush more often. 12. I enjoy going to Jones Beach. The sand is very clean there. 13. He told her to have seven children. She thought this was a terrible idea. 14. I looked at my niece. She was crying loudly. 15. I went fishing. It was a relaxing way to spend the day. 16. I sent Mrs. Brown a letter of congratulations. Her son graduated from college. 17. I got my daughter a two-wheeler. She was embarrassed by her tricycle. 18. Randy Quaid is quite talented. His brothers are all talented like him. 19. I gave the cat a bowl of milk. Its left ear was missing. 20. The Woolworth Tower is sixty stories high. It was built in 1913. 59

21. Coatepec is a coffee town. I lived there for a year, 22. The New York Life Building has a gold roof. My father works there. 23. Joel Steinberg is still in prison.He killed his adopted daughter. 24. Oklahoma City is my mother's hometown. I used to spend my summers there. 25. Rick Shur can't play any sports. His bothers are both tennis players, 8.3. A more advanced exercise- Choose the best answer a, b, c, d or e: 1. Bay to Breakers, ________ , is a marathon raceheld annually in San Francisco. (Its runners wear hilarious costumes.) a. its runners wear hilarious costumes b. the runners of which wear hilarious costumes c. which the runners wear hilarious costumes d. runners of which wear hilarious costumes e. which its runners wear hilarious costumes 2. The 12 km race route, ________ , goes from San Francisco Bay across town to the Pacific Ocean. (Most of it is lined with people.) a. most of its lined with people b. most of people which line it c. which most of it is lined with people d. which most of people line it e. most of which is lined with people 3. The word \"breakers\" refers to the ocean _______. (Its waves break onto the shore.) a. the waves break onto the shore b. the waves of which break onto the shore c. its waves break onto the shore d. which its waves break onto the shore e. its waves which break onto the shore 4. Along with the race, there is a giant street party ______. (Some of it takes place before the race.) a. some of which takes place before the race b. which some of it takes place before the race c. some of its take place before the race d. whose takes place before the race e. which some of takes place before the race 5. At the pre-race gathering, I saw a man ________. (His costume was a banana.) a. whose costume was a banana b. who his costume was a banana c. his costume was a banana d. whose his costume was a banana e. which he costume was a banana 6. The runners __________ gather at the starting line near the Ferry Building at 8:00 a.m. (Their registrations have been received.) a. theirs registrations have been received b. who their registrations have been received c. whose registrations have been received d. whose their registrations have been received e. their registrations have been received 7. The race officials allowed the serious runners _________ to line up at the start line. (Their T-shirts were numbered from 1 to 100.) a. their T-shirts were numbered from 1 to 100 b. whose their T-shirts were numbered from 1 to 100 c. whose T-shirts were numbered from 1 to 100 d. who their T-shirts were numbered from 1 to 100 e. theirs T-shirts were numbered from 1 to 100 8. The 2007 event was the first Bay to Breakers race to track the times of individual racers ______. (The racer’s shoes were equipped with timing chips.) chip = device a. who their shoes were equipped with a timing chip b. whose their shoes were equipped with a timing chip c. shoes of whose were equipped with a timing chip 60

d. whose shoes were equipped with a timing chip e. their shoes were equipped with a timing chip 9. The marathon race, _________, passes by the famous Hayes Street Hill Victorian houses. (Its theme is \"Painted Ladies\".) a. whose theme was \"Painted Ladies\" b. whose its theme was \"Painted Ladies\" c. its theme who was \"Painted Ladies\" d. who its theme was \"Painted Ladies\" e. it theme \"Painted Ladies\" 10. One man ____ lost his costume half way through the race. All of his balloons popped. a. all of whose balloons popped b. whose all balloons popped c. all his balloons popped d. who all his balloons popped e. his balloons all of them popped a. Another group of women _____ ran by in tight short and t-shirts. (The group name was \"Weapons of Mass Distraction\", a playon words: destruction - distraction.) a. its name was \"Weapons of Mass Distraction\" b. their name was \"Weapons of Mass Distraction\" c. which name was \"Weapons of Mass Distraction\" d. which was its name \"Weapons of Mass Distraction\" e. whose name was \"Weapons of Mass Distraction\" 12. One man ______ ran with a bouquet of flowers over his \"privates\". (His body was naked.) a. who his body was naked b. the body of which was naked c. the body whose was naked d. whose body was naked e. his body was naked 13. The winner __________ ran the 12 km race in 34 minutes and 24 seconds. (His origin is Kenya.) a. , whose origin is Kenya, b. whose origin is Kenya c. , who his origin is Kenya, d. who his origin is Kenya e. his origin was Kenya 14. San Francisco _________ was warm and sunnyon the day of the marathon run. (Its weather is often foggy) a. , the weather of which is often foggy, b. the weather of which is often foggy c. , which the weather is often foggy, d. which the weather is often foggy e. its weather is often foggy Reference 1. Writing the five paragraph essay Harry Livermore. Cook High School Adel, Georgia 2. Clause. WRAC Handout #264 Independent and Dependent Clauses 3. The Academic Skills Centre, Trent University 4. www.trentu.ca/academicskills [email protected] 705-748-1720 5. Academic Writing 3 third edition 2000 61

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