This module is divided into numbered chapters. You can click on the chapter titles listed on the left side on the screen to jump to each particular section. Use the control panel on the lower left-hand side of the screen to pause and resume play, to hide or show captions, and to adjust the volume at any time. Please click the "Start" button below to begin.
Use the drop-down list below to move between the various exercises. To use the SWS Article Chart while you are working, click the button labeled "show/hide chart." In Exercises A and B, click on the underlined nouns to select the correct article. After making your selection, you will receive immediate feedback and instruction.
When you are finished with the exercises, click on the button labeled "I'm done with exercises," and you will return to the animation.
This is an excerpt taken and adapted from the introduction of an argumentative research paper on cap and trade. This paper was submitted by a first year writing student at the University of MN. What article (or any) should be used for the highlighted nouns? (Hint: There are two examples of each rule in the article chart.)
This is an excerpt taken and adapted from the introduction of a summary critique paper. This paper was submitted by a graduate student in Education Psychology (social sciences) at the University of MN. What article (or any) should be used for the highlighted nouns? (Hint: There are two examples of each rule in the article chart.)
By means of simulation study, Finch compared the ability of the MIMIC model to detect DIF (power of test) and the rate of incorrect DIF detection (Type I error rate) with those of previously mentioned methods. In order to generate the data for his study, Finch selected five manipulating factors from various factors found in previous simulation studies, including the number of items, number of examinees, differences between the mean abilities of the reference and focal groups, level of DIF contamination, and amount of DIF in target item. Finch finally concluded that the MIMIC model for DIF detection had a comparable, if not higher, effectiveness (i.e., higher power of test and lower Type I error rate) than the other approaches for 50-item tests or when the two-parameter logistic model underlies the data; by contrast, this model had very high Type I error rates for 20-item tests and three-parameter logistic data. However, although Finch conducted extensive simulation study to evaluate the performance of DIF detection methods, there are some minor problems which may limit the validity and generalizability of his study results.
This is an abstract written by a graduate student in the Department of English (humanities) at the University of MN. The abstract was published online as a part of a proposal submitted to a conference. What article (or any) should be used for the highlighted nouns? (Hint: There are two examples of each rule in the article chart.)
This is an excerpt from a research report written by a graduate student in the School of Public Health at the University of MN. What article (or any) should be used for the highlighted nouns? (Hint: There are two examples of each rule in the article chart.)
You now have read guidelines for using articles in your writing; in addition, you examined the uses of articles in American academic writing. As a next step in your study of articles, you might find it helpful to complete Exercise C, in which you analyze how you are using articles in your own academic writing. After doing that analysis, you will be able to meet with a writing consultant in Student Writing Support to discuss your decisions about using articles. To begin this exercise, please click the link below and make an appointment for a writing consultation in Student Writing Support.http://writing.umn.edu/mysws
Now, before you go to that appointment you just made, please complete the following activities:
- Identify one or two paragraphs in an assignment you are currently writing for one of your classes. You'll be handwriting information between lines of text in the paragraphs, so you might find it helpful to format the paragraphs as double-spaced. Print the paragraph(s).
- Highlight each noun. You could use a highlighter or just underline nouns, using a pen or pencil.
- Identify each noun as General, First Reference, Specific, or Unique. Write the identifier above the noun.
- Examine each noun that you label as General or First Reference. Identify each of those nouns as Countable or Noncountable; write the identifier above the noun. You may find it helpful to use one of the online dictionaries [link] to confirm your decisions.
- For each noun that you label Countable, decide whether the noun is Singular or Plural and write that designation above the noun.
- Decide whether to use an article (or other determiner) for each noun; identify which article or determiner to use (if appropriate); write the article or determiner above the noun. If you decide not to use an article or determiner, write ∅ above the noun.
- Look at the nouns that puzzle you--you find it difficult to decide what to do about articles or determiners with those nouns. We encourage you to use your understanding of articles and nouns and make the best possible decision about the characteristics of those nouns, and about whether or not to use articles. Then, when you meet with the writing consultant, be sure to ask questions so the consultant can help you better understand some of the challenging instances of using articles.