update

src/organization/addressing_the_audience.md

@@ -1 +1,62 @@
 # Addressing the Audience
+
+Although primary readers of student writing are professors, the audience can be somebody else. It could be your classmates, anyone concerned with the subject your written assignment deals with, or a research community in your field.
+
+Before you decide how and what you are going to write, ask yourself these questions:
+
+- Who are my readers?
+- What is their language skill?
+- What is the expertise of my readers?
+- What is the best way to organize my essay to reach my audience?
+
+The answers to these questions will shape how you approach your paper or report.
+
+## Premise
+
+```example
+You are driving down the street, listening to your favorite song on the radio in your car. As you turn the corner, you lose reception and look over to adjust the radio. It is a very narrow street, and you accidentally scrape the side of a brand new Porsche.
+```
+
+## Task
+
+```example
+You are to write three emails explaining what happened. The emails will be directed to the police, to your parents (who have the insurance on the car), and to your best friend back home. Consider what you will say and how you will say it.
+```
+
+Several aspects of your writing will be affected by what kind of audience you are addressing. You will need to decide on:
+
+-  The amount of background information to provide.
+-  The level of detail to give to the readers.
+-  The type of language you will choose to use.
+
+The kind of background information you need to provide in your writing will be influenced by who your writing is directed at.
+
+Your email to a friend about the accident may focus more on your emotions and reactions involved, rather than on a detailed account of events -- something you would more likely provide to the police.
+
+While your email to your parents may be detailed and descriptive as well, it will, on the other hand, be less formal than the one written to the police.
+
+> Rule To Remember
+>
+> The amount of background information and the level of detail you provide will be affected by what kind of audience you are addressing.
+
+Your choice of language, vocabulary, and sentence structures will also be affected by what kind of audience you are addressing. Your tone and choice of vocabulary will be more formal in the email to the police and informal in the email to your friend back home.
+
+## Guidelines
+
+Keep the following guidelines in mind when addressing your audience:
+
+- establish common ground with the readers
+- show understanding of your readers' background and views
+- use supporting factual and visual information that will be understood by your audience
+- adjust language, tone, style, and level of formality to reflect the readers you are addressing
+
+(Lunsford, *The Everyday Writer*, 65)
+
+> Rule To Remember
+>
+> Audience also affects the choice of language, vocabulary, and sentence structures.
+
+
+---
+
+<!-- TODO: add quiz -->

src/organization/organization.md

@@ -1 +1,21 @@
 # Organization
+
+"Good academic writing has a formal structure, unlike fictional or personal
+writing. Exploiting this means that readers know what to expect, which greatly
+helps the communication process. The burden of communication is not carried at
+the word or sentence level alone but through the overall structure and
+organization of the text. The content should be individual and reflect the
+writer's argument and research." (Sussex Language Institute)
+
+This part of the tutorial outlines different types of writing students may come
+across in their classes. While it is beyond the scope of this tutorial to review
+all possible types of written assignments across the disciplines, this section
+does focus on some of the main components of a good organizational structure:
+introduction, thesis statement, supporting paragraphs, and conclusion. You will
+also find a discussion of the steps in the revision process.
+
+Take the [quick self-test]() <!-- TODO: add quiz --> to identify the common
+organization mistakes you may encounter in your writing. Follow the links
+included in the answers to the quiz questions to learn more about how to correct
+or avoid each mistake. If you prefer, you may review the entire organization
+section.

src/organization/reading_the_assignment.md

@@ -1 +1,109 @@
 # Reading the Assignment
+
+## Assignment Considerations
+
+Always read your written assignment carefully and consider what it asks you to do. Here are some questions that you may ask yourself before you begin to write your assignment:
+
+- What kind of a written assignment is it (an essay, a research paper, or a report)?
+- Who is your primary audience for this assignment?
+- What is the purpose of the assignment (to inform, to influence, or to record)?
+- What mode of communication would best fit the assignment (a narrative, a description, a comparison, or an argument)?
+- How long should the paper be?
+- Does the assignment have any specific format requirements?
+- What style of documentation is required?
+- Are you required to do any research for this assignment?
+- If research is required, how many sources should be used?
+
+> Rule To Remember
+>
+> Always read your written assignment carefully and consider what it asks you to do.
+
+If you cannot answer all of these questions by reading the assignment description, go back to your professor to clarify the requirements.
+
+## What Kind of an Assignment Are You Asked to Write?
+
+The most common written assignments given to students are essays, research papers, and reports.
+
+## An Essay
+
+An essay is defined as "an analytic or interpretative literary composition
+usually dealing with its subject from a limited or personal point of view"
+([Merriam Webster Online](https://www.merriam-webster.com/)). Essays usually
+express the author's outlook on the subject.
+
+A useful model that is often used in composition classes is a five-paragraph essay.
+
+The Structure of a Classic Five-Paragraph Essay:
+
+1. Introduction (presents a topic and provides a thesis statement)
+1. Body paragraph 1 (presents evidence and supporting information)
+1. Body paragraph 2 (presents evidence and supporting information)
+1. Body paragraph 3 (presents evidence and supporting information)
+1. Conclusion (restatement of the thesis, call to action)
+
+> Rule To Remember
+>
+> An essay is "an analytic or interpretive literary composition usually dealing with its subject from a limited or personal point of view."
+
+[NIU Writing Center Handout on a Classic Five-Paragraph Essay (PDF)](https://www.niu.edu/writing-tutorial/_pdf/5-paragraph-essay.pdf)
+
+## A Research Paper
+
+A research paper is a term harder to define because expectations and guidelines may vary depending on your area of study. A research paper usually requires gathering research materials, interpreting, and documenting them in the paper. It is based the author's interpretation of the facts gathered from research and it, therefore, requires good critical thinking skills on the part of the author.
+
+A research paper needs to be logically organized with a clearly stated purpose and thesis which have to be supported throughout the main body of the paper. Research information can be presented in the form of quotations, paraphrases, or summaries.
+
+> Rule To Remember
+>
+> A research paper needs to be logically organized with a clearly stated purpose and thesis which are supported throughout the main body of the paper.
+
+A Research Paper Usually Has the Following Structure
+
+1. Abstract (a brief summary of the paper)
+1. Introduction (introduces the importance of the subject)
+1. Materials and Methods (discusses how research was conducted)
+1. Results (describes outcomes of the research process)
+1. Discussion (discusses the relationship of the results)
+1. References (provides a list of resources used)
+1. Appendix (provides material used in research but not presented in the body of the paper)
+
+(*Publication Manual of the American Psychological Association*, 10-29)
+
+## A Report
+
+While essays and research papers are more typical in the humanities, much writing in the sciences and social sciences is in the form of a report. A report presents factual information, and its main purpose is to inform. It contains examples and provides an analysis of the subject.
+
+The structure and organization of a report should reflect its main purpose and audience. There are several possible organization patterns. Below are two of the most common ones:
+
+### Report Structure One
+
+1. Abstract (summary of the report in one concise paragraph)
+1. Introduction (a brief outline of the problem)
+1. Literature review (summary of research in the field)
+1. Research methods
+1. Research results
+1. Discussion and conclusion (here the author may include an evaluation and form an argument)
+1. Endmatter (notes, references, appendices)
+
+(Hult & Huckin, *The New Century Handbook*, 378)
+
+> Rule To Remember
+>
+> A report presents factual information, and its main purpose is to inform. It contains examples and provides an analysis of the subject.
+
+### Report Structure Two
+
+1. Contents list
+1. Executive summary (brief outline of the subject matter)
+1. Introduction (presents background, scope, and authors)
+1. Body of the report (detailed account of the subject)
+1. Conclusions
+1. Recommendations (not all reports may have them)
+1. Appendices (may include research methods, names of members of the report team, case studies)
+1. Bibliography
+
+(Sealy, *Oxford Guide to Effective Writing and Speaking*, 70)
+
+---
+
+<!-- TODO: add quiz -->

src/punctuation/comma_splice.md

@@ -3,7 +3,9 @@
 
 When two complete sentences are joined by a comma, and there is no conjunction present, we get a comma splice.
 
+```example
 Incorrect: She decided not to contribute to the project anymore, she had done her share of the work.
+```
 Correcting the Problem
 
 These are closely related sentences, but each of them completes a thought; therefore, they either need a period, a semicolon, or a comma with a conjunction between them.
@@ -11,28 +13,44 @@ Rule To Remember
 
 A comma splice occurs when two complete sentences are joined by a comma, and there is no conjunction present.
 
+```example
 Correct: She decided not to contribute to the project anymore. She had done her share of the work.
+```
 
+```example
 Correct: She decided not to contribute to the project anymore; she had done her share of the work.
+```
 Comma Splices Can Be Avoided By Using
 
 A period between two complete sentences.
 
+```example
 Incorrect: A Minneapolis bridge collapsed last night, several people were reported missing.
+```
 
+```example
 Correct: A Minneapolis bridge collapsed last night. Several people were reported missing.
+```
 
 A semicolon between two complete sentences.
 
+```example
 Incorrect: I got up late this morning, I missed my interview. I was having a terrible day!
+```
 
+```example
 Correct: I got up late this morning; I missed my interview. I was having a terrible day!
+```
 
 A conjunction (either coordinating or subordinating).
 
+```example
 Incorrect: I am going out of town tomorrow, need to visit my grandmother.
+```
 
+```example
 Correct: I am going out of town tomorrow because I need to visit my grandmother.
+```
 Rule To Remember
 
 A comma splice can be corrected with:
@@ -44,8 +62,18 @@ A comma splice can be corrected with:
 
 A semicolon and a transitional word followed by a comma.
 
+```example
 Incorrect: Our team completed the group project, haven't submitted it yet.
+```
 
+```example
 Correct: Our team completed the group project; however, we haven't submitted it yet.
+```
 
+```example
 Correct: Our team completed the group project. However, we haven't submitted it yet.
+```
+
+---
+
+<!-- TODO: add quiz -->

src/punctuation/run-on_sentences.md

@@ -2,19 +2,27 @@
 
 A run-on sentence occurs when two independent clauses run together without proper punctuation or appropriate conjunctions.
 
+```example
 Incorrect: Raffi sings upbeat children's songs he is an excellent musician.
+```
 Correcting the Problem
 
+```example
 Correct: Raffi sings upbeat children's songs; he is an excellent musician.
+```
 
 A more common run-on sentence, as in the example below, uses a transitional expression, but without necessary punctuation.
 Rule To Remember
 
 A run-on sentence occurs when two independent clauses run together without proper punctuation or appropriate conjunctions.
 
+```example
 Incorrect: Helen cooked dinner therefore Ralph will wash the dishes.
+```
 
+```example
 Correct: Helen cooked dinner; therefore, Ralph will wash the dishes.
+```
 
 There are several ways to correct a run-on sentence. Before deciding how to fix a run-on, however, examine the clauses that make up the sentence.
 
@@ -28,24 +36,44 @@ Correct Run-on Sentences By
 
 Dividing the clauses into two sentences by inserting a period between them.
 
+```example
 Incorrect: Mary came home from work early we worked hard on our project.
+```
 
+```example
 Correct: Mary came home from work early. We worked hard on our project.
+```
 
 Inserting a semicolon between them, if the two clauses are very closely related.
 
+```example
 Incorrect: Mary came home from work early she had been feeling ill all morning.
+```
 
+```example
 Correct: Mary came home from work early; she had been feeling ill all morning.
+```
 
 Using a comma with a coordinating conjunction to separate the clauses. The coordinating conjunctions are: and, but, or, so, for, yet, nor.
 
+```example
 Incorrect: I was too tired to go to the store the guys shopped for three hours.
+```
 
+```example
 Correct: I was too tired to go to the store, but the guys shopped for three hours.
+```
 
 Adding a subordinating conjunction to make one sentence out of the two clauses. Some subordinating conjunctions are: when, while, because, as, although, if, though, since.
 
+```example
 Incorrect: I will watch The Office you do your homework.
+```
 
+```example
 Correct: I will watch The Office while you do your homework.
+```
+
+---
+
+<!-- TODO: add quiz -->

src/punctuation/semicolon.md

@@ -1 +1,106 @@
 # Semicolon
+
+
+Semicolons join ideas that are related and equal in grammatical structure.
+
+```example
+Incorrect: This assignment is extra credit only; but we still need to hand it in.
+```
+Correcting the Problem
+
+Even though the two clauses in the sentence above are related, we cannot use a semicolon there because the clauses are joined by the coordinating conjunction but. We can use either the semicolon there or the conjunction, but not both.
+Rule To Remember
+
+Use a semicolon to join two related independent clauses in place of a comma and a coordinating conjunction.
+
+```example
+Correct: This assignment is extra credit only, but we still need to hand it in.
+```
+
+```example
+Correct: This assignment is extra credit only; however, we still need to hand it in.
+```
+Semicolons With Independent Clauses
+
+Use a semicolon to join two related independent clauses in place of a comma and a coordinating conjunction (and, but, or, nor, for, so, yet). Make sure when you use the semicolon that the connection between the two independent clauses is clear without the coordinating conjunction.
+
+```example
+Correct: John finished all his homework, but Kathleen did not finish hers.
+```
+
+You can replace the comma and coordinating conjunction with a semicolon since the connection between the two independent clauses is clear without the coordinating conjunction.
+
+```example
+Correct: John finished all his homework; Kathleen did not finish hers.
+```
+
+Semicolons should not be used between a dependent clause and an independent clause.
+
+```example
+Incorrect: Although Nate is a kind employee; that new guy is not.
+```
+Rule To Remember
+
+Use a semicolon between related sentences when the second sentence starts with either a conjunctive adverb or a transitional expression.
+
+```example
+Correct: Although Nate is a kind employee, that new guy is not.
+```
+Semicolons With Conjunctive Adverbs and Transitional Expressions
+
+Use a semicolon to replace a period between related sentences when the second sentence starts with either a conjunctive adverb or a transitional expression, such as for example, for instance, that is, besides, accordingly, furthermore, otherwise, however, thus, therefore.
+
+Conjunctive adverb:
+
+```example
+Correct: Kathleen worked for many hours on all her homework; nevertheless, she was unable to finish all of it.
+```
+
+```example
+Correct: Harvey is a good driver; moreover, he is a friendly one.
+```
+
+Transitional expression:
+
+```example
+Correct: Tony finished reading three novels this week; in contrast, Joan finished only one novel.
+```
+Semicolons Used To Replace Commas
+
+Use a semicolon to replace a comma when you use a coordinating conjunction to link independent clauses that already contain commas.
+
+The comma in this case makes these independent clauses difficult to read because of the other commas in the clauses:
+
+```example
+Incorrect: My dog is sick. She won't eat, run around, or jump, nor will she go for a walk with me.
+```
+Rule To Remember
+
+Use a semicolon to replace a comma when you use a coordinating conjunction to link independent clauses that already contain commas.
+
+In this example, using a semicolon makes it easier to read the two independent clauses on either side of the coordinating conjunction:
+
+```example
+Correct: My dog is sick. She won't eat, run around, or jump; nor will she go for a walk with me.
+```
+
+Here is another example where semicolons improve readability:
+
+```example
+Correct: Some classes require students to write essays, research papers, or reports; but others focus more on group projects.
+```
+
+Use semicolons to replace commas when individual items in a series are long or contain commas. Use a semicolon instead of a comma to separate the items.
+
+Confusing: Angela loves many breeds of dogs including small dogs, such as terriers and beagles, medium dogs, such as border collies and cocker spaniels, and large dogs, such as Great Danes and mastiffs.
+Rule To Remember
+
+Use semicolons to replace commas when individual items in a series are long or contain commas.
+
+Since each of the elements in the list in the sentence above is complicated and has commas, it is difficult to figure out where one element ends and the next begins. Using semicolons between the lengthy elements helps the reader understand the separation, as shown in the example below:
+
+Preferred: Angela loves many breeds of dogs including small dogs, such as terriers and beagles; medium dogs, such as border collies and cocker spaniels; and large dogs, such as Great Danes and mastiffs. 
+
+---
+
+<!-- TODO: add quiz -->

src/punctuation/sentence_fragments.md

@@ -4,9 +4,13 @@ A sentence fragment is a sentence that is missing either its subject or its main
 
 Some sentence fragments occur as the result of simple typographical errors or omission of words. They can often be avoided with careful proofreading.
 
+```example
 Incorrect: Went to the store yesterday.
+```
 
+```example
 Incorrect: After the classes, the library. My life nowadays.
+```
 
 The first sentence above does not have a subject, and the second one does not have a main verb.
 Rule To Remember
@@ -16,9 +20,13 @@ Correcting the Problem
 
 There are many ways to correct the sentences above. In the first sentence, introduce the subject and in the second add the main verb.
 
+```example
 Correct: I went to the store yesterday.
+```
 
+```example
 Correct: After the classes, I am going to the library. This happens to be my life nowadays.
+```
 
 Aside from typographical errors, the two most common causes of fragments are the misuse of subordinators and the misuse of prepositions. In order to understand how these errors occur, it is first necessary to define clauses in English.
 
@@ -35,26 +43,44 @@ Three clauses: Since you drew the short straw, you must walk to the gas station
 The easiest way to count the number of clauses in a sentence is to count the number of verbs, then find their corresponding subjects.
 Phrase Fragments
 
+```example
 Incorrect: Since I was done with the exam, I put my pen and paper down. Waiting for the teacher to start collecting papers.
+```
 
 Unattached phrases must be made part of a complete sentence. We can join them either using a comma or a conjunction.
 
+```example
 Correct: Since I was done with the exam, I put my pen and paper down, waiting for the teacher to start collecting papers.
+```
 
+```example
 Correct: I was done with the exam; I put my pen and paper down and was waiting for the teacher to start collecting papers.
+```
 Subordinate Clause Fragments
 
+```example
 Incorrect: Students dislike Mr. Jones. Because his classes can be tough.
+```
 
+```example
 Incorrect: Since you drew the short straw. You must walk to the gas station while we stay here.
+```
 
 This type of sentence fragment occurs because the subordinate clause is separated from the main clause and cannot stand on its own. Two clauses can be combined using a subordinating conjunction or an adverb to show the dependence of one clause on the other.
 Rule To Remember
 
 Correct sentence fragments by joining two fragmented parts with either a conjunction or an adverb.
 
+```example
 Correct: Students dislike Mr. Jones because his classes can be tough.
+```
 
+```example
 Correct: Since you drew the short straw, you must walk to the gas station while we stay here.
+```
 
 A correct clause has to express a complete thought.
+
+---
+
+<!-- TODO: add quiz -->