Lesson Twenty-Five: Methods for Correcting Run-ons

Except for the hula dancers and the tiger’s tail, this is a rather drab slideshow, but it gets the job done. The presentation walks the students through the different methods for correcting run-ons, with plenty of good examples and visual cues (mostly block arrows) to remind them of the construction principles at work here. It would be a good idea to think about whether the visuals should be more playful and stimulating throughout the presentation, or whether the content alone holds the students’ interest. Also, please consider whether the amount of repetition in the examples is appropriate.

For the homework, I use a lot of exercises from the textbook and very few exercises on the class website. While we can augment the online offerings, this could be a good opportunity to see how students respond to large homework assignments in the book (there are seven separate practice exercises for this evening’s homework) compared to the alacrity many of them show for tackling the online quizzes. When you meet with your student researchers today, have them begin to do the textbook exercises and observe their interest level. After they’ve completed a couple of the practice exercises, then ask them how they feel about the book work compared to the online quizzes. Do they miss not having a few quizzes in the electronic format?