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Agreeing and Disagreeing
Agreeing and Disagreeing
Neither do I.
We use these words and phrases to express
I agree with you entirely.
a personal point of view:
That's just what I was thinking.
I couldn't agree more.
In my experience…
As far as I'm concerned…
Speaking for myself…
Disagreeing with an
In my opinion… opinion
Personally, I think… We use these words and phrases to
I'd say that… disagree with someone else's point of view:
I'd suggest that…
I'd like to point out that… That's different.
I believe that… I don't agree with you.
What I mean is… However…
That's not entirely true.
On the contrary…
I'm sorry to disagree with you, but…
General Point of View Yes, but don't you think…
We use these words and phrases to express That's not the same thing at all.
a point of view that is generally thought by I'm afraid I have to disagree.
people: I'm not so sure about that.
I must take issue with you on that.
It is thought that... It's unjustifiable to say that...
Some people say that...
It is considered... Stating an opinion
It is generally accepted that...
In my opinion...
Agreeing with an
The way I see it...
opinion
If you want my honest opinion....
We use these words and phrases to agree
with someone else's point of view: According to Lisa...
I agree with you 100 percent. No, I'm not so sure about that.
That's so true.
(weak) I suppose so./I guess so. Let's just move on, shall we?
You have a point there. Let's drop it.
I was just going to say that. I think we're going to have to agree to
Expressing disagreement disagree.
Children should provide room and board for A: I think we need more time.
their aging parents.
B: I agree. / You're right.
Studying grammar is more important than
practising conversation skills. The words "so" and "too" are often used in
expressions of positive agreement.
Television is the leading cause of violence in
today's society. Note that "too" usually comes at the end of
the sentence, and "so" at the beginning.
Dogs make better companions than cats.
Remember to use "question order" with so.
Smoking should be permitted in public places.
For example,
Females are better students than males.
A: I'm in a hurry.
A parent shouldn't pierce a baby's ears.
B: So am I. / I am too. / Me too.
Women should be allowed to go topless in
public. A: I need to go to the bathroom.
B: So do I. / I do too. / Me too.
Lawyers should make a higher salary than
nurses. Negative Agreeement
Everyone should plan their own funeral. For negative agreement, use neither in place
Reading English is more difficult than writing of "so," and either in place of "too."
English. For example,
Summer is the best season of the year. A: I'm not hungry.
Children under 13 should not be allowed to B: Neither am I. / I'm not either.*
babysit.
A: I don't have enough money anyway.
High school students should wear uniforms.
B: Neither do I. / I don't either.*
21 should be the legal driving age around the
world. These expressions can also be used in the
second or third person:
Rock and Roll is the best kind of music.
They're from Luxembourg.
The government should pay for post
secondary education. So are we. / We are too.
You may also disagree by stating the opposite Distribute the Writing with Passion printout
opinion, sometimes stressing a word for and ask students to pick an emoticon they like
emphasis. and would be likely to use while emailing or
texting friends, as well as one they don’t like
A: I don't like chocolate ice cream. or would be unlikely to use. Then, using the
emoticon they like, ask students to write a
B: Well, I do. / Well, I do.
sentence that occurs before the emoticon (a
Conversation practice sentence that illustrates its appropriate use.)
Make simple statements about the following Ask several students to write their sentences
and have a and draw their emoticons on the board (or on
an overhead transparency or chart paper) and
partner agree or disagree with you. Then ask the class to discuss what the emoticon
switch roles. adds to the message or how it changes the
way in which the sentence is read and
1. Talk about today's weather.
understood. As well, consider with students
2. Say what foods you like best. how the choice of a different emoticon might
alter the sentence and its meaning.
3. Tell what you think about smoking.
Discuss with students the varieties of writing
4. Give an opinion about a current politician. that do not allow for the use of emoticons
(this may include handwritten pieces or texts
5. State your ideas about a controversial topic.
composed in electronic formats that do not
offer emoticons to choose from, as well as
texts that are composed for more formal
STUDENT OBJECTIVES writing situations). Ask students to identify
other ways of expressing tone or mood in
Students will:
writing (possible answers include the use of handout Proselytizing Punctuation. Half the
capital letters; spelled-out emotions, such as class will complete the exercise with the Lewis
“heeheehee”; and punctuation). Thomas essay “Notes on Punctuation,” and
the other half of the class will complete the
Tell students that while punctuation choices exercise with excerpts from Helen DeWitt’s
might not seem as engaging as emoticons, punctuation blog post. Each student should
many writers and readers care deeply about complete the questions because at the end of
punctuation, and so in these lessons, we’re the group work time, students will be asked to
going to examine options for punctuation, the share their responses in small groups (two to
effects of those choices, authors’ likes and four students per group) with students who
dislikes for specific marks of punctuation, and responded to the other essay (Lewis and
the ways in which students can more DeWitt students will be grouped together for
confidently use punctuation to develop their a five-minute discussion). During group work
own written voice and style. time, the teacher will circulate among groups
Distribute Marks of Punctuation Attitudes to answer questions and gather feedback on
Chart to students and explain that this students’ understanding.
handout provides a chart for them to record Again, ask students to form small groups (two
attitudes towards punctuation they will be to four students per group) to examine
exploring; instruct them to use the chart to punctuation choices in two short prose
note likes and dislikes, as well as writers’ and excerpts. Students will be given 10 minutes to
readers’ reasons for their views about specific read a short passage and to answer the
marks of punctuation. Begin with two video accompanying questions on the handout
clips for the class to view. Have a brief Practicing Punctuation. Half the class will
discussion reviewing attitudes towards complete the exercise with the Harry Potter
punctuation, as well as inferring reasons for excerpt by J.K. Rowling, and the other half of
these views after the videos have been the class will complete the exercise with an
viewed. excerpt from Cormac McCarthy’s The Road.
Seinfeld video on exclamation points, Elaine Each student should complete the questions
and Jake (2:13) [The video is accompanied by because at the end of the group work time,
Swedish subtitles; these can be ignored, or students will be asked to share their
students can be asked to attend to the responses in small groups (two to four
punctuation choices of the subtitles.] students per group) with students who
responded to the other excerpt (Rowling and
Cormac McCarthy video on Oprah (3:17) McCarthy students will be grouped together
[Videos found on commercial sites such as the for a five-minute discussion).
Oprah site may contain advertisements; these
can be avoided if the teacher loads the video During group work time, the teacher will
before class and allows the advertisement to circulate among groups to answer questions
run before sharing the material] and gather feedback on students’
understanding.
Divide the students into small groups (two to
four students per group), and explain that If time allows, come together as a class and
they will be given 10 - 15 minutes to read an review the different authors’ opinions and the
additional author’s views on punctuation and different uses of punctuation in non-fiction
to answer the accompanying questions on the and fiction. Teachers may also choose to
allow students to finish this work for An independent clause is a sentence. You can
homework if there is not sufficient time left in put “I realize” in front of nearly all
the class session. independent clauses and they will make
sense.
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Point the students toward their printout,
which contains an example of a sentence that
SESSION TWO correctly uses a semicolon and a sentence
that incorrectly uses a semicolon. Allow the
Distribute the handout, A Wink to the students to explain which sentence is correct
Semicolon. As a class, read Sam Robert’s New and why.
York Times piece “Celebrating the Semicolon
in a Most Unlikely Location” so that most Have each student write an independent
students are given the opportunity to read a clause on a half sheet of paper. Ask the
paragraph aloud. students to stand and arrange themselves in
some arbitrary order against a wall of the
After reading the article, ask a student to classroom (by age, height, number of siblings,
draw a large semicolon in the middle of the etc.). Once students are standing, ask each
board. Before discussing the content of the student to search for a member of the class
piece, ask the students if they can describe who has an independent clause that could be
how a semicolon is used (semicolons separate linked to their own sentence with a
two independent clauses that are closely semicolon. Once all students are paired (or as
related to each other but could stand alone as many as possible), the groups should stand on
sentences if you wanted them to). Make sure either side of the semicolon drawn on the
to emphasize that semicolons are never a board and read their new sentences aloud.
required piece of punctuation; they are a The class as a whole can debate whether or
stylistic choice. When added to a text not the semicolon is being used properly
appropriately, the semicolon has the ability to
add a subtle connection between two Distribute the John Henley “An Elegant Pause
sentences. —Or Merely a Pretentious Comma?” printout.
To show students that semicolons are one of
Once the class has agreed upon a definition, the most hotly debated pieces of punctuation,
return to the New York Times piece and invite use the excerpts from John Henley’s piece in
students’ reactions to the content. Be sure to The Guardian. Ask for volunteers to read the
reflect on the last sentence, “The semicolon, opinions aloud, and encourage the class to
befittingly, symbolizes a wink.” Ask the record viewpoints on the Marks of
students to explain in their own words this Punctuation Attitudes Chart printout
allusion (to the wink emoticon). distributed in Session One. Once all the
excerpts have been read, ask the class which
Have the students write their own definition
opinions they most agree and disagree with.
of an independent clause in the printout, and
come together as a class to review these For graded homework, ask that students write
definitions. three original sentences that appropriately
use the semicolon. You may also ask that the
An independent clause is a group of words
students find at least one example of the use
that contains a subject and verb and
of a semicolon in any text they happen to
expresses a complete thought.
read. The students will describe how the their sentences from the printout on the
author uses the semicolon and whether they board. Come together as a class and guide the
agree with the author’s choice. students through the sentences. Be sure to
methodically explain why sentences are
If students need more practice using the correct or incorrect.
semicolon, see the Semicolons: An Extension
printout. Here, students will have the Distribute the Right or Wrong? It’s my choice.
opportunity to explore the various Right? printout and read the Mignon Fogarty
frequencies in which Stephen Chbosky, Sir (Grammar Girl) passage aloud. Complete the
Arthur Conan Doyle, and John Steinbeck use questions that immediately follow the excerpt
the semicolon. as a class.
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