Table of Contents

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Introduction

Benefits

CDHS Writing Support Resources

Why Writing is Important

Writing and Your Future

PA Writing Standards

Understanding Assignments

Assignment Language

The Writing Process

Using the Writing Process

Information Literacy Process

Plagiarism (Definitions)

Avoiding Plagiarism Checklist

Acceptable vs. Unacceptable Paraphrasing

Tips for Avoiding Plagiarism

Plagiarism: What to Cite!

Plagiarism Online Resources and Tools

Paper Rater Online Tool (proofreading, citation, and plagiarism avoidance support)

The Consequences of Plagiarism

Grammar and Your Writing: The Basics

Online Grammar Usage Checklists and Support Resources

Common Punctuation Usage Rules Reference Chart

Comma Usage

Comma Usage Online Resources

Semicolon Usage

Semicolon Usage Online Resources

Conjunctions Usage Notes, Examples and Resources

Transitions Usage Notes, Examples and Resources

Modality Usage Notes, Examples and Resources

Language Devices

How to Plan and Write an Effective Paragraph

Types of Paragraphs

Paragraph Construction Online Resources

Effective Paragraphs (Central Dauphin Examples / Expectations)

Paragraph Planning Graphic Organizers

Paragraph Planning Graphic Organizers Additional Online Links

Thesis Statement Notes and Examples

Thesis Statement Online Resources

Writing Effective Titles (Mr. Eallonardo’s Tips!)

Writing Effective Introductions

Writing Effective Introductions Online Resources

Writing Effective Conclusions (Mr. Eallonardo’s Tips!)

How to Write a Formal Essay

How to Write a Literary Analysis Essay

CDHS Language Arts Common Writing Assignments

CDHS Content Area Specific Writing Examples CDHS Assistive Technology Writing Links

CDHS FCS Common Writing Assignments

CDHS Foreign Language Common Writing Assignments

CDHS Physical Education Common Writing Assignments

More CDHS Resources!!! CDHS Technology / Technical Common Writing Assignments

CDHS Science Common Writing Assignments

CDHS Math Common Writing Assignments

CDHS Math Online Writing Resources

CDHS Math Aleks Link

CDHS Art Common Writing Assignments

CDHS Teacher Rubrics

CDHS Common Core Writing Rubrics

Rubric Online Resources

PA State Writing Rubric

The Role of Rubrics in Writing

Using Effective Citations

MLA vs. APA Online Reference Guides

Using Citations Effectively: Online Citation Generators

Oral Presentations, Visuals Aids and Writing

Oral Presentation Construction Tips

Oral Presentations: Online Resources

Career Writing: Cover Letters, Resumes, etc…

Resume Construction Notes

Resume: Additional Online Resources

College Essay and Application Resources and Examples

The Keystone Exams & Writing

SAT Preparation and SAT Writing Tips

SAT Preparation Online Resources (Tips, Practice Essay Prompts, Sample Essays, etc…)

Appendix 1: Writing Frameworks Graphic Organizers

Appendix 2: Online Writing Manual Links

Appendix 3: High School Writing Manual Links

Appendix 4: Glencoe Student Writing Resources

Appendix 5: Online Writing Centers

Appendix 6: Grammar and Composition Websites

Appendix 7: Writing Instruction Professional Development Resources

Appendix 8: CDHS Writing Center Recommended Resources

Appendix 9: Writing Contest Resources

Best Online Writing Resources

HyperGrammar

Better Writing Skills: 26 Helpful Articles!

Online Guide to Grammar and Writing: Paragraph to Research Paper Level

The Elements of Style

One Look Dictionary Search Engine

Merriam Webster Visual Dictionary

Orangoo (online spell check, grammar check and thesaurus)

Verbix

Advanced Text Analyzer (Requires Registration)

Graviax Grammar Checker

50 Open Resources for Writers

Plagiarism Checker

Paper Rater

Pro Writing Aid

Annotated Bibliography Resources

Games! Free Rice NY Times Crosswords! SAT Prep Games Punctuation, Grammar and Vocab Games Note-taker & Outline Generator

Business & ‘Friendly’ Letter Generator

Poetry Generators & Interactives

Time 4 Writing: Resources, Games, Examples and Videos

Dynamic Curriculum!

Keystone Exam Practice Tests!

CDHS Writing Manual Introduction

The CDHS Writing Manual is a resource to help all students in all disciplines become more effective, more confident writers. The CDHS staff believes that writing is a powerful tool not only for communicating existing ideas, but also for discovering new ones; that learning to write is a life-long process; and that all writers benefit from utilizing available resources. The Central Dauphin Writing Manual has resources, tips and examples that will empower you to successfully tackle assignments, essays and reports. In addition, it contains information that will help you construct bibliographies and general scaffolds to help you plan how to do your work well. Your teachers will be referring to this handbook in class when you are doing your class work and assignments. Make a commitment to utilizing available resources to prepare for your future and improve your writing skills. Take the time to review the manual’s contents to ensure you understand the expectations of your teachers. Remember to always ask for help if you need it! The Central Dauphin staff is committed to improving your literacy and writing skills in all content areas and academic pursuits. Please reference this handbook throughout your secondary academic pursuits. The CDHS Writing Manual will serve as a helpful resource and empower you to produce high quality work. By making a commitment to improve as a writer, you will not only meet academic standards, but also exceed expectations to excel as a student!

CDHS Writing Manual Benefits

Common and uniform writing practices school-wide (across content areas and grade levels)

Common writing examples, tips, resources, graphic organizers, etc…

Grammar review and strategies for effective editing / proofreading

Research skills (source location, essay structure, MLA formatting, APA formatting, paraphrasing, etc…)

Guidance and support in producing developed, focused and analytical writing for various academic classes and tasks to elevate students’ communication skills in all content areas

Clearly defined writing tips, theory, citation sources, research articles, warnings, etc…

CDHS Writing Resources

CDHS Faculty (Always remember, your teachers are here to help. If you need assignment clarification, guidance or support – Ask your teacher!)

CDHS Library Citation Manual @ http://www.cdschools.org/domain/80

CDHS Math Help (after school support)

CDHS Writing Center (after school support)

Additional Writing Resources

SchoolWires and/or Moodle may contain teacher posted assignment directions, due dates, examples, etc…

(OWL) Purdue University Online Writing Center @ http://owl.english.purdue.edu/

Harvard University Writing Resources@ http://www.fas.harvard.edu/~wricntr/resources.html

Berkley University Writing Resources @ http://writing.berkeley.edu/writing-resources/off-campus

Colorado State University @ http://writing.colostate.edu/learn.cfm

George Mason University Writing Center Resources @ http://writingcenter.gmu.edu/?cat=181

What Makes Writing So Important?

Writing is the primary basis upon which your work, your learning, and your intellect will be judged—in college, in the workplace, and in the community.

Writing expresses who you are as a person.

Writing is portable and permanent. It makes your thinking visible.

Writing helps you move easily among facts, inferences, and opinions without getting confused—and without confusing your reader.

Writing promotes your ability to pose worthwhile questions.

Writing fosters your ability to explain a complex position to readers, and to yourself.

Writing helps others give you feedback.

Writing helps you refine your ideas when you give others feedback.

Writing requires that you anticipate your readers’ needs. Your ability to do so demonstrates your intellectual flexibility and maturity.

Writing ideas down preserves them so that you can reflect upon them later.

Writing out your ideas permits you to evaluate the adequacy of your argument.

Writing stimulates you to extend a line of thought beyond your first impressions or gut responses.

Writing helps you understand how truth is established in a given discipline.

Writing equips you with the communication and thinking skills you need to participate effectively in democracy.

Writing is an essential job skill.

~based upon brochures from Marquette University, Brown University and the University of Missouri

Writing and Your Future!

The following information from a recent USA Today investigative report says it all…

If you are one of the estimated 2.5 million students graduating with a bachelor's or associate degree this spring, do you know what employers are looking for?

#1 Skill: Writing Skills!

"Being able to get your point across means the difference between success and failure," says Mike Panigel, senior vice president human resources at global company Siemens, which has several thousand openings.

At UPS, workers must be able to communicate clear and concise messages and to "investigate, analyze and report their findings in a professional manner," says Matt Lavery, UPS managing director of corporate talent acquisition.

BAE Systems interviewers may ask for a writing sample to "literally see if the candidate can write" but also to see if you can organize and share ideas, says Curt Gray, senior vice president of human resources & administration.

Evaluation starts with your cover letter and resume, says President Dianne Durkin of Loyalty Factor, a consulting and training firm.

The recent MetLife Survey of the American Teacher: Preparing Students for College and Careers found that 97% of executives rate strong writing skills as absolutely essential or very important.

How will writing skills help you?
Pennsylvania State Writing Standards

Comprehensive List of PA Academic State Standards

@ http://www.portal.state.pa.us/portal/server.pt/community/state_academic_standards/19721

PA Academic Common Core Standards for English Language Arts

@ http://static.pdesas.org/content/documents/6-12_ELA_Standards_8-2-12_DRAFT.pdf

PA Academic Common Core Standards for Writing in

Science and Technical Subjects

@ http://static.pdesas.org/content/documents/PA_Common_Core_Standards_for_Writing_in_Science_and_Technical_Subjects_8-7-12_rev_2.pdf

PA Academic Common Core Standards for Writing in History and Social Studies

@ http://static.pdesas.org/content/documents/PA_Common_Core_Standards_for_Writing_in_History_and_Social_Studies_8-7-12.pdf

Sample Language Arts Common Core Performance Tasks

@ http://static.pdesas.org/content/documents/ELA-Appendix_B-Text-Exemplars-and-Sample-Performance-Tasks.pdf

PA Common Core: Student Writing Samples

@ http://static.pdesas.org/content/documents/CCSSI_ELA_Standards_Appendix_C.pdf

PA Common Core: Continued Emphasis Language Arts Goals (Grades 9-10)

@ http://static.pdesas.org/content/documents/ELA_Emphasis_Grade_9_through_10.docx

PA Common Core: Continued Emphasis Language Arts Goals (Grades 11-12)

@ http://static.pdesas.org/content/documents/ELA_Emphasis_Grade_11_through_12.docx

PACC Online Common Core Resources

@ http://static.pdesas.org/content/documents/PACC_Online_ELA_Resources_ELA.pdf

Understanding Assignments

Throughout your high school career and future academic pursuits, you will be asked to apply your writing skills in various ways to successfully complete assignments. It is important you understand the different styles, genres, techniques and expectation each assignment requires. Different content areas may require different genres, styles or techniques. Successful writing starts by understanding your assignment. Utilize the following tips to ensure you meet the first requirement of successful writing: understanding your objectives and goals.

How to Read an Assignment

Assignments usually ask you to demonstrate that you have immersed yourself in the course material and that you've done some thinking on your own; questions not treated at length in class often serve as assignments. Fortunately, if you've put the time into getting to know the material, then you've almost certainly begun thinking independently. In responding to assignments, keep in mind the following advice:

#1 Beware of Straying

To ensure focus, stop periodically while drafting your written response and reread the assignment. Its purposes are likely to become clearer.

Consider the assignment in relation to previous and upcoming assignments. Ask yourself, what is new about the task you're setting out to do. Instructors often design assignments to build in complexity. Knowing where an assignment falls in this progression can help you concentrate on the specific, fresh challenges at hand.

#2 Understand Assignment Vocabulary

Understanding some key words commonly used in assignments also may simplify your task.

For example, many assignments will ask you to “discuss”. "Discuss" is easy to misunderstand because the word calls to mind the oral/spoken dimension of communication. "Discuss" suggests conversation, which often is casual and undirected. In the context of an assignment, however, discussion means to make a broad argument about a set of arguments you have studied. In a strong written discussion, the thesis would go beyond a basic restatement of the assignment question. For example, you might draw on fresh or unexpected evidence, perhaps using as a source an intriguing reading that was only briefly touched upon in class lecture.

Assignments may also ask you to “analyze”. The words "analyze" and "analysis" may seem to denote highly advanced skills, possessed in virtual monopoly by mathematicians and scientists. Happily, the terms refer to mental activity we all perform regularly; the terms just need decoding. Analysis involves both a set of observations about the your assignment topic and a critical approach that keeps you from noticing just anything—from excessive listing or summarizing—and instead leads you to construct an interpretation, using textual evidence to support your ideas.

Other Common Assignment Vocabulary

Trace – list in order (chronological, sequential, steps, etc…), outline, map-out

Analyze – investigate, scrutinize, break apart, think through, break into pieces

Infer – read between the lines, conclude, deduce

Evaluate – judge its worth, assess, estimate, calculate

Formulate – come up with; plan, invent, create

Describe – tell in your own words (who, what, where, when, why), portray, depict, illustrate

Support – back up with details; tell why or how you know

Explain – tell how (who, what, where, when, why), clarify, give details

Summarize – give the short version, review, recap

Compare – how are they the same; alike

Contrast – how are they different

Predict – what will happen next, what will happen in the future

#3 Some Final Advice

If, having read the assignment carefully, you're still confused by it, don't hesitate to ask for clarification from your instructor. He or she may be able to clarify the question or to furnish some sample responses to the assignment. Knowing the expectations of an assignment can help when you're feeling frustrated or puzzled. Conversely, knowing the boundaries can ensure you stay focused and on task. In either case, before you go to your instructor, it's a good idea to list, underline or circle the specific places in the assignment where the language makes you feel uncertain.

The above notes are adapted from 1998, William C. Rice, for the Writing Center at Harvard University

Assignment Language

It is important you carefully read assignments to ensure you understand the assignment’s ‘language’. Understanding the ‘language’ or vocabulary used in an assignment can help you accurately understand and meet the assignment’s expectations. Review the common assignment vocabulary below to ensure you are able to identify an assignment’s expectations through its use of language.

Key Terms: Understanding Verbs Used in Assignments

Information words ask you to demonstrate what you know about the subject, such as who, what, when, where, how, and why.

Define — give the subject's meaning (according to someone or something). Sometimes you have to give more than one view

Explain — give reasons why or examples of how something happened

Illustrate — give descriptive examples of the subject and show how each is connected with the subject

Summarize — briefly list the important ideas you learned about the subject

Trace — outline how something has changed or developed from an earlier time to its current form

Research — gather material from outside sources about the subject, often with the implication or requirement that you will analyze

what you have found

Relation words ask you to demonstrate how things are connected.

Compare — show how two or more things are similar (and, sometimes, different)

Contrast — show how two or more things are dissimilar

Apply — use details that you've been given to demonstrate how an idea, theory, or concept works in a particular situation

Cause — show how one event or series of events made something else happen

Relate — show or describe the connections between things

Interpretation words ask you to defend ideas of your own about the subject. Do not see these words as requesting opinion alone (unless the assignment specifically says so), but as requiring opinion that is supported by concrete evidence. Remember examples, principles, definitions, or concepts from class or research and use them in your interpretation.

Assess — summarize your opinion of the subject and measure it against something

Prove, Justify — give reasons or examples to demonstrate how or why something is the truth

Evaluate, Respond — state your opinion of the subject as good, bad, or some combination of the two, with examples and reasons

Support — give reasons or evidence for something you believe (be sure to state clearly what it is that you believe)

Synthesize — put two or more things together that have not been put together in class or in your readings before; do not just

summarize one and then the other and say that they are similar or different—you must provide a reason for putting

them together that runs all the way through the paper

Analyze — determine how individual parts create or relate to the whole, figure out how something works, what it might mean, or

why it is important

Argue — take a side and defend it with evidence against the other side

Closely Reading the Assignment to Deepen Your Understanding

It is crucial that you understand exactly what the assignment is asking of you. Pay close attention to the words the instructor uses—look for action verbs and concrete nouns, which will give you important clues about how to complete the assignment successfully. Note: If you are ever unsure of an assignment’s language (1) look-up the word’s definition; (2) ask your teacher for help

Verbs:

Verbs are the words in a sentence that convey action; in an assignment, the verbs tell you what kind of thinking and writing tasks are required. Some common assignment verbs include: describe, explain, and compare. Please note that sometimes actions will also appear as nouns or other word forms (e.g., describing, explaining, comparing).

Nouns:

Nouns are the words in a sentence that name objects (people, places, and things); in an assignment, the nouns tell you the topics and/or texts to use, as well as the form your response should take. Some common assignment nouns are: story, argument, and essay. Let’s look at an example where the actions have been circled and the nouns underlined:

Above notes adapted from “Understanding Assignments” by the Writing Center at The University of North Carolina at Chapel Hill: http://writingcenter.unc.edu/resources/handouts-demos/writing-the-paper/understanding-assignments

For additional support in understanding assignments, please visit: http://writingcenter.unc.edu/handouts/understanding-assignments/

Understanding the Basic Writing Process

While different content areas and/or assignments may require you to apply your writing skills in various formats or genres, understanding the basic writing process can help you organize your thoughts and prepare for most writing tasks. Review the notes and diagrams below to increase your understanding of the basic step-by-step writing process.

Prewriting Decide on: (1) a topic and (2) an audience a) Make sure you understand the purpose of the task. b) Brainstorm what you know and what you need to know. c) Gather information you need. Keep a record of the references you use as you go. d) Plan your ideas, layout and structure e) Take notes by using a mind map or a graphic organizer

Drafting a) Decide on a writing template that you will use. b) Follow the structure of the template. c) Write down your ideas in note form (if you wish you could use a graphic organizer). d) Transfer your notes into sentences. e) If you are constructing paragraphs, make sure you have followed the structure of a paragraph. For example, do you need a topic sentence?

Editing and Proofreading Your Work a) Read your writing. Does it make sense? b) Have you used specific words to support your ideas? c) Did you have someone else to check your work? (visit the Writing Center) d) Or have you shown your teacher? e) Do you need to add more? f) Have you written it for your chosen audience? g) Have you checked for mistakes, such as punctuation, spelling and grammar? h) Have you followed the structure of that particular text type? i) Are you ready to write your final copy? j) Have you used the correct tense (e.g. past, present or future)? k) Did you fulfill the assignment’s objective(s)?

Publishing a) Write your final/good copy b) Is this your best work? c) Is it presented well? d) Have you included references, internal citations, glossary or diagrams? (Where applicable)

Using the Writing Process

For additional help using the writing process please visit the OWL Online Writing Lab @ http://owl.english.purdue.edu/owl/section/1/1/

The Purdue OWL Website is an online writing lab that can support your efforts to draft and revise. The following links can be accessed on the above cite. Each link will provide in-depth material related to the given step of the writing process as well as valuable examples.

The Writing Process

The following OWL resources (access @ http://owl.english.purdue.edu/owl/section/1/1/) will help you with the writing process: pre-writing (invention), developing research questions and outlines, composing thesis statements, and proofreading. While the writing process may be different for each person and for each particular assignment, the resources contained in this section follow the general work flow of pre-writing, organizing, and revising.

Link #1: Writing Task Resource List

This resource will help you find OWL material for the many different kinds of writing tasks you may face in school and in the workplace.

Link #2: Starting the Writing Process

This link contains tips for how to start a writing assignment.

Link #3: Prewriting (Invention)

This section explains the prewriting (invention) stage of the composing process. It includes processes, strategies, and questions to help you begin to write.

Link #4: Writer's Block

This link provides help in overcoming writer's block and a short series of exercises to get you writing.

Link #5: Stasis Theory

This resource provides an overview of stasis theory and what you can do with it to help you conduct research, compose documents, and work in teams.

Link #6: Creating a Thesis Statement

This resource provides tips for creating a thesis statement and examples of different types of thesis statements.

Link #7: Developing an Outline

This resource describes why outlines are useful, what types of outlines exist, suggestions for developing effective outlines, and how outlines can be used as an invention strategy for writing.

Link #8: Reverse Outlining

This exercise is useful for either difficult texts that you must read, or as a way to revise your work for organization and clarity.

Link #9: Proofreading

Online Resource! Proofreading is primarily about searching your writing for errors, both grammatical and typographical, before submitting your paper for an audience (a teacher, a publisher, etc.). Use this resource to help you find and fix common errors.

FREE PROOFREADING SERVICE!!! Visit PaperRater @ http://www.paperrater.com/free_paper_grader
Understanding the Information Literacy Process

The Information Literacy Process is defined by The National Forum on Information Literacy as, “...the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand.” Applying the Information Literacy Process to organize and complete assignments can focus and elevate your writing skills.

Defining What is the problem I have to solve? What are the main ideas? What information do I need? What do I already know?; What more do I need to find out? How can I use focus questions to help me organize the task? What are the keywords that will help me?
Locating Where can I find the information I need?; Which sources best meet my needs? Which sources do I already have?; Where can I find those resources I don't have? Do I need help to find the resources?; Do I need help to access or use these resources?
Selecting How can I search these sources effectively? Are there any clues and cues to help me? Which main ideas am I looking for? Which search terms will help me find these? How will I know that the information is recent, relevant, accurate and unbiased? How will I record the information I find? How will I credit my sources?
Organizing How can I organize this information so that I can understand it better? Does it need to be in a special order? How can I arrange it so that it is easily understood by others? Have I solved the problem? Have I answered my focus questions? Do I need more information?
Presenting How can I share this information with other people? Who will be my audience? What is the purpose of the presentation? Which would be the best format to meet these needs? What do I need to do with this presentation? Have I included everything I want to share?
Assessing What have I learned from this? Did I answer my focus questions? Did I use the rubric to ensure I did all the things I needed to do? Did I manage my time well? How have my skills improved? Which parts would I change if I did the assignment again?
Reflecting Where to from here? How does what I have learned connect with what I already knew? How have my knowledge and understanding changed? What will I remember for the rest of my life? How does it help me make sense of the world? Now that I know this, how can I use it?

Above chart from: http://ebookbrowse.com/uchsk-student-writing-handbook-pdf-d290541940

Plagiarism: What it is and How to recognize and avoid it

What is Plagiarism and Why is it Important?

In our high school courses, we are continually engaged with other people’s ideas: we read them in texts, hear them in lecture, discuss them in class, and incorporate them into our own writing. As a result, it is very important that we give credit where it is due. Plagiarism is using others’ ideas and words without clearly acknowledging the source of that information.

How Can Students Avoid Plagiarism?

To avoid plagiarism, you must give credit whenever you use:

another person’s idea, opinion, or theory;

any facts, statistics, graphs, drawings—any pieces of information—that are not common knowledge;

quotations of another person’s actual spoken or written words; or

paraphrase of another person’s spoken or written words.

How to Recognize Unacceptable and Acceptable Paraphrases

Here’s the ORIGINAL text, from page 1 of Lizzie Borden: A Case Book of Family and Crime in the 1890s by Joyce Williams:

The rise of industry, the growth of cities, and the expansion of the population were the three great developments of late nineteenth century American history. As new, larger, steam-powered factories became a feature of the American landscape in the East, they transformed farm hands into industrial laborers, and provided jobs for a rising tide of immigrants. With industry came urbanization the growth of large cities (like Fall River, Massachusetts, where the Bordens lived) which became the centers of production as well as of commerce and trade.

Here’s an UNACCEPTABLE paraphrase that is plagiarism:

The increase of industry, the growth of cities, and the explosion of the population were three large factors of nineteenth century America. As steam-driven companies became more visible in the eastern part of the country, they changed farm hands into factory workers and provided jobs for the large wave of immigrants. With industry came the growth of large cities like Fall River where the Bordens lived which turned into centers of commerce and trade as well as production.

What makes this passage plagiarism?

The preceding passage is considered plagiarism for two reasons:

the writer has only changed around a few words and phrases, or changed the order of the original’s sentences.

the writer has failed to cite a source for any of the ideas or facts.

If you do either or both of these things, you are plagiarizing.

NOTE: This paragraph is also problematic because it changes the sense of several sentences (for example, "steam-driven companies"

in sentence two misses the original’s emphasis on factories).

Here’s an ACCEPTABLE paraphrase:

Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. Steam-powered production had shifted labor from agriculture to manufacturing, and as immigrants arrived in the US, they found work in these new factories. As a result, populations grew, and large urban areas arose. Fall River was one of these manufacturing and commercial centers (Williams 1).

Why is this passage acceptable?

This is acceptable paraphrasing because the writer:

accurately relays the information in the original

uses her own words.

lets her reader know the source of her information.

Here’s an example of quotation and paraphrase used together, which is also ACCEPTABLE:

Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. As steam-powered production shifted labor from agriculture to manufacturing, the demand for workers "transformed farm hands into industrial laborers," and created jobs for immigrants. In turn, growing populations increased the size of urban areas. Fall River was one of these hubs "which became the centers of production as well as of commerce and trade" (Williams 1).

Why is this passage acceptable?

This is acceptable paraphrasing because the writer:

records the information in the original passage accurately.

gives credit for the ideas in this passage.

indicated which part is taken directly from her source by putting the passage in quotation marks and citing the page number.

Note: if the writer had used these phrases or sentences in her own paper without putting quotation marks around them, she would be PLAGIARIZING. Using another person’s phrases or sentences without putting quotation marks around them is considered plagiarism EVEN IF THE WRITER CITES IN HER OWN TEXT THE SOURCE OF THE PHRASES OR SENTENCES SHE HAS QUOTED.

Plagiarism and the World Wide Web

The World Wide Web has become a more popular source of information for student papers, and many questions have arisen about how to avoid plagiarizing these sources. In most cases, the same rules apply as to a printed source: when a writer must refer to ideas or quote from a WWW site, she must cite that source.

If a writer wants to use visual information from a ‘www’ site, many of the same rules apply. Copying visual information or graphics from a ‘www’ site (or from a printed source) is very similar to quoting information, and the source of the visual information or graphic must be cited. These rules also apply to other uses of textual or visual information from ‘www’ sites; for example, if a student is constructing a web page as a class project, and copies graphics or visual information from other sites, she must also provide information about the source of this information. In this case, it might be a good idea to obtain permission from the ‘www’ site’s owner before using the graphics.

Strategies for Avoiding Plagiarism

1. Put in quotations everything that comes directly from the text especially when taking notes.

2. Paraphrase, but be sure you are not just rearranging or replacing a few words.

Instead, read over what you want to paraphrase carefully; cover up the text with your hand, or close the text so you can’t see any of it (and so aren’t tempted to use the text as a “guide”). Write out the idea in your own words without peeking.

3. Check your paraphrase against the original text to be sure you have not accidentally used the same phrases or words, and that the

information is accurate.

Terms You Need to Know (or What is Common Knowledge?)

Common knowledge: facts that can be found in numerous places and are likely to be known by a lot of people.

Example: John F. Kennedy was elected President of the United States in 1960.

This is generally known information. You do not need to document this fact.

However, you must document facts that are not generally known and ideas that interpret facts.

Example: According the American Family Leave Coalition’s new book, Family Issues and Congress, President Bush’s relationship with Congress has hindered family leave legislation (6).

The idea that “Bush’s relationship with Congress has hindered family leave legislation” is not a fact but an interpretation; consequently, you need to cite your source.

Quotation: using someone’s words. When you quote, place the passage you are using in quotation marks, and document the source according to a standard documentation style.

The following example uses the Modern Language Association’s style:

Example: According to Peter S. Pritchard in USA Today, “Public schools need reform but they’re irreplaceable in teaching all the nation’s young” (14).

Paraphrase: using someone’s ideas, but putting them in your own words. This is probably the skill you will use most when incorporating sources into your writing. Although you use your own words to paraphrase, you must still acknowledge the source.

The above notes on plagiarism were produced by Writing Tutorial Services, Indiana University, Bloomington, IN

Plagiarism Checklist

The following checklist is from Curtin Academic Integrity. To learn more about plagiarism and access further resources visit Curtin’s Academic Integrity website: http://academicintegrity.curtin.edu.au/home/

To prevent plagiarism make sure you have:

Paraphrased correctly and included a reference to clearly indicate the parts of your work that are drawn from another person’s work. You must clearly indicate which part of your work is drawn from somewhere else. Paraphrasing is when you use what someone else has said or written, but you write it in your own words. If you paraphrase you must include an in-text citation so the reader can locate the source.

Used direct quotations sparingly. Carefully selected quotations add to the points you are making, but they don’t, in themselves, add to the quality of your work. Put another way, if you submitted an essay made up entirely of quotations from other sources you would probably gain a low or zero mark. It is fine to occasionally quote other people, and it is expected that you do – but make sure you provide your own contribution or viewpoint. It is your work that earns you marks. Direct quotes are generally put in italics and should always be put inside quotation marks. Longer quotes can be indented so they stand apart from the main body of the text. Each quote must be followed by an intext citation.

Provided a reference for every image, diagram or figure (unless you created it). Creation is when you produce something new. If you edit an existing item it would still need to be referenced.

Included a reference list of all work cited. Make sure you understand what type of referencing protocol you are required to follow for your unit. For text based assessments, you will usually need to include in-text citations and a reference list that gives the full details of the source material. For visual based artifacts or portfolios, you will usually need to include a reference list that gives the full details of the sources that you referred to when creating your work, anything that you have used and modified must be listed.

Kept a copy of the original sources that you have referenced. Always keep your work and the original reference together. Losing the original source of the information is poor academic practice, and it means you might end up submitting work without a reference; or, you might end up submitting it with the wrong reference. You could, at any time, be required to produce the original source for comparison.

NOT used copy and paste to take text from another source (unless it is a direct quote and you reference it). This is VERY important. If you copy and paste from a source and fail to reference it properly then you have plagiarized. It doesn’t matter whether you did this intentionally or not. Depending on the circumstances of the case, plagiarism may be treated as academic misconduct where serious penalties can apply.

NOT used another student’s work, or submitted someone’s work as your own. Often students are encouraged to work together, to cooperate by sharing ideas and understandings. However, individual assessments (where your name is the only name on the cover sheet) are meant to be your own work. Copying from someone else’s work is plagiarism and serious penalties can apply. Do not allow anyone else to submit your work as their own: this is collusion which is considered academic misconduct. If you have found yourself in a situation where you have considered copying other work, it may be because you are having problems with time management or you have found the assessment difficult. In these cases it is far better to seek assistance from teaching staff or to ask for an extension to submit your work at a later date. This is a better outcome than being accused of committing a plagiarism offence.

Plagiarism can be avoided by making sure you can tick all 7 boxes on this checklist

Additional Plagiarism Resources

Plagiarism Checklist

Have I cited all of the sources I have used in the assignment?

Have I quoted correctly and thoughtfully integrated quotations into my writing?

Are all of the items in my reference list cited in consistent and complete APA or MLA style?

Have I avoided inappropriate paraphrasing by rewriting statements completely in my own words?

Have I provided sufficient analysis of my sources, as opposed to cobbling together a group of quotations without significant synthesis and discussion?

Have I proofread carefully to check for errors, ensuring correctness and consistency in my citing and use of sources?

Will the reader be able to clearly identify and locate the sources I used?

Will the reader understand how and where the information from those sources has been integrated into the assignment?

Source: APA Style and Plagiarism Checklist. Retrieved March 21, 2007, from NCSU Libraries: http://www.lib.ncsu.edu/guides/apaplag/

Acceptable vs. Unacceptable Paraphrasing Unacceptable paraphrasing occurs when: the writer changes only a few words and phrases from the original the writer changes only the order of the original sentences the writer has failed to cite a source for another’s ideas or facts Acceptable paraphrasing: accurately relays the information in the original uses the writer’s own wording, but both structure and words have been modified provides the reader with the source of the information used Quoting appropriately: records the information in the original passage accurately gives credit for the ideas conveyed in the quotation clearly indicates what information comes specifically from the source by using quotation marks and proper citation of the page number and source Source: Plagiarism: What it is and How to Recognize and Avoid It. Retrieved March 21, 2007, from Indiana University, WritingTutorial Services: http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

Avoiding Plagiarism

What is plagiarism?

Plagiarism means using and/or taking credit for someone else's work, whether intentionally or not. Some kinds of plagiarism are more extensive (and considered more serious) than others, but all forms of plagiarism are considered grounds for academic discipline (failing an assignment, a class, suspension, or even expulsion).

Someone else's work means more than just words. It also means pictures, art, graphics, music, data, charts and graphs, and any other "original" idea, research, or creation. When deciding whether to cite something or not, it's better to be safe than sorry!

Here are a few different kinds of plagiarism:

Patch-writing: using words and phrases from a source text (that may or may not be acknowledged), and patching them together into new sentences

Failure to cite: not acknowledging the sources of words or information.

Failure to quote: not providing quotation marks for direct quotes

How to Avoid It

Avoid plagiarism by knowing what plagiarism is: ignorance is not an excuse! (i.e. Don't expect to say, "I didn't know cutting and pasting from a web page was plagiarism" and get away with it.)

Make sure you cite any original idea that did not come from you. Don't assume that something is common knowledge just because you knew it before you read it.

Give credit whenever you use someone else's ideas, opinions, facts, graphs, drawings, songs, movies, etc., not just their actual written or spoken words.

Be careful when paraphrasing. Learn to recognize the difference between acceptable paraphrasing (captures the main ideas in recognizably different words and phrases) and unacceptable paraphrasing (simply substitutes a few words and/or rearranges words and sentences). Either way, you have to cite paraphrases as well.

What to Cite:

Quotes	Yes, needs citation	Remember - make sure you quote exact words and phrases accurately. Use ellipses accurately if necessary.
Paraphrases	Yes, needs citation	Remember- paraphrasing is more than simply rearranging a sentence or changing a few words.
Facts	Yes, needs citation	Facts that are not common knowledge and are specifically referenced in someone else's work need to be referenced.
Opinions	Sometimes	If the opinions are original and based on unique research, observations, and/or thought processes, they need to be cited.
Common Knowledge	No citation needed	Common knowledge is defined as facts that can be found in numerous places and are likely to be known by a lot of people.

BETTER SAFE THAN SORRY!!!

When in doubt, cite. Also, ask your teacher or librarian for help.

Words and phrases are not the only thing you have to cite! You need to cite any work created by someone else. This means:

Music

Images

Graphs and Diagrams

Artwork and Illustrations

Websites

So...

If you find an image on the internet and use it in a PowerPoint presentation, you have to cite it, (unless it's copyright free clipart).

If you use a graph or diagram on a website and use it to support your research, you have to cite it.

If you use a clip of music in a video presentation, you have to cite it.

The above information has been selected from the following websites:

http://www1.hollins.edu/Docs/Academics/writingcenter/defplagiarism.htm

http://owl.english.purdue.edu/handouts/print/research/r_plagiar.html

http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

What happens if I plagiarize?

Plagiarism is a serious offense. While consequences for plagiarism are at the individual teacher’s discretion, the CDHS Code of Conduct indicates students that plagiarize will receive a zero on the assignment in question as well as one day ISS.

Plagiarism IS cheating; therefore, infractions will be treated as such.

Plagiarism hurts you, others and the school!

According to the University of Baylor, The major consequence of plagiarism is that people who engage in it hurt themselves. Good research and writing involve a host of skills: for a start, evaluating sources, taking careful notes, selecting appropriate quotations, paraphrasing, and giving credit to others for their ideas and words. Students who plagiarize may never learn these skills, and life in college and beyond can be difficult without them. Of course people who engage in plagiarism also hurt others: for one, their classmates, and for another, the school or university they attend. At the very least, turning in plagiarized work is unfair to students who do their own work. It also jeopardizes the integrity of the grading system. And whether detected or not, plagiarism violates the implicit contract of the schoolroom: that students and teachers are working together to help students learn knowledge and skills that will enable them to fulfill their potential.

Avoiding Plagiarism Additional Online Resources:

Plagiarism.org @ http://plagiarism.org/

At Plagiarism.org you can ask specific questions and receive responses from helpful professionsals. In addition, you can submit your writing for an online ‘plagiarism check’ to ensure its originality.

Remember: Always ask the teacher for help if you are unsure!!!

Other Helpful Resources:

Citation Formats Across Disciplines @ http://www.marquette.edu/wac/citations/CitationFormats.shtml

The University of Wisconsin ‘Writer’s Handbook’ @ http://writing.wisc.edu/Handbook/QuotingSources.html

OWL: ‘How to Paraphrase’ @ http://owl.english.purdue.edu/owl/resource/619/01/

Tutorial on Avoiding Plagiarism @ http://bcs.bedfordstmartins.com/plagiarismtutorial/pages/bcs-main.asp?s=01000&n=00010&i=01010.01&v=&o=&ns=0&uid=0&rau=0

UNC Handouts on Avoiding Plagiarism and Taking Notes @ http://writingcenter.unc.edu/handouts/

Grammar & Your Writing

It is important to apply effective grammatical skills to ALL writing assignments. Grammar is not just an element of English class, it is a requirement of effective writing. Review the following grammar tips, checklists and resources to aid in your use of acceptable grammar.

Tips on Grammar, Punctuation and Style

The following grammar checklist is from Harvard University’s Writing Center

Commas and semi-colons. If the rules you learned about commas and semi-colons don't mean much to you, forget them and try this: Read one of your sentences aloud and see where you would naturally pause, where you would draw a breath. If it's a short pause, like that just was, you probably need a comma. If it's a longer pause, but not quite a full stop (for which you'd need a period), you probably need a semi-colon; remember that whatever follows a semi-colon must be able to stand on its own, as a full sentence, like this one.

If you don't want your reader to pause, there shouldn't be a comma, there, because as, this demonstrates it's very difficult to figure, out, what you're saying when your punctuation, makes the sentence unreadable.

Your sentences shouldn't leave your reader hyperventilating from the constant shallow breaths that over-punctuation requires. Nor should they be gasping for breath at the end of a long, unpunctuated sentence. (Consider yourself responsible for your readers' cardiovascular health.)

Check your dashes and hyphens. When you're setting off a clause—this one is a good example—use the longer dash, called an m-dash. (You can indicate this dash with two hyphens—like this—if you don't have an m-dash function on your computer.) Be sure that the parts of the sentence that precede and follow the dashes would make sense even if you removed the dashes and the words they bracket. (In the example above, the sentence is readable with or without the clause inside the dashes.)

You can also use the m-dash in place of a colon if you want to emphasize more dramatically the words that follow: "The mantelpiece was lined with photographs of people she loved—her mother, her grandmother, a favorite aunt." Or you can use it to add a surprising element into a sentence: "Her family's photographs were displayed on the mantelpiece; there were pictures of parents, grandparents, and siblings—and of Muffin, a Yorkshire terrier." Whereas the m-dash is used to set off parts of a sentence, hyphens are used to join words together: broken-hearted, two-thirds, sister-in-law.

Always identify abbreviations before you use them, unless you feel reasonably confident that the average intelligent reader would be able to identify the acronym—like when the acronym is more commonly used than the words it stands for. (It would be odd to write out all the words for ESP, NATO, CEO, or AIDS.) Keep in mind the audience for the particular essay you're writing, though; readers who are specialists in a particular discipline may not want or need to have terms spelled out for them.

Try to avoid split infinitives. This is no longer a hard and fast rule, and occasionally keeping an infinitive together in a sentence can introduce more awkwardness than the split, but usually the split is ungraceful. (Imagine: To be or to not be.)

Make sure all your referents are clear. When you say "This theory" or "that point" or, simply, "it," is it clear which theory or point you're referring to? When you use "he" or "she" or "these critics," will your reader have to pause to figure out who all these people are?

There's more to say about this. We often throw in a "this" when we're not entirely sure exactly what we want to draw our readers' attention to, especially when we're making a complex argument with many different elements. Sometimes vagueness in our language can be a symptom of muddled thinking. So ask yourself, what does this "this" refer to? What words would I replace it with? If you're not easily able to answer, you need to go back and work out your ideas in that section.

Never use "that" when you're referring to a person: "The first man that walked on the moon." "The author that she was referring to." These are people, not objects—it's insulting to call them "that." Use who or whom: "The first man who walked on the moon." "The author to whom she was referring." Are you using "that" because you're shaky on the who/whom thing? See below. (And while you're at it, consider whether you're twisting your sentences around to avoid any other grammatical points you're uncertain of. If so, take control! Liberate yourself! Learn the rules once and for all so you can write freely, instead of skulking around trying not to break the rules—or breaking them without realizing it. Try starting a text file in which you list the rules you tend to forget, and keep it open when you write.)

Who is what doing what to whom? That's the question you need to ask yourself if you're uncertain which word to use. The one that does the action (the subject) is who. The one that gets something done to it (the object) is whom.

Avoid passive voice. It tends to sap energy and power from your prose. It's usually better to say "Einstein's theory" than "the theory that was formulated by Einstein."

Italics and underlines. You can use one or the other but never both. They mean the same thing—underlining used to be a copy-editing mark to tell printers to set certain words in italic type. Underlining italics meant the editor wanted the words taken out of italics. So underlining your already- italicized phrase is, in effect, like using a double negative.

Be sure all of your sentences have parallel construction. This sentence doesn't have it: "Re- reading my first draft, I notice it's trite, repetitive, and with no thesis." This sentence does: "Re- reading my first draft, I notice that it's trite and repetitive, and that it has no thesis." Or you could say: "Re-reading my first draft, I notice it's trite, repetitive, and lacking in a thesis." In the two examples with parallel construction, you could take out any of the words in the list and still have the sentence make sense.

Copyright 1999, Kim Cooper, for the Writing Center at Harvard University

Additional Grammar Checklists & Resources

Grammar Handbook @ http://www.cws.illinois.edu/workshop/writers/

Grammar Index @ http://grammar.ccc.commnet.edu/grammar/index2.htm

Guide to Grammar and Writing @ http://grammar.ccc.commnet.edu/grammar/

OWL Grammar Guide @ http://owl.english.purdue.edu/owl/section/1/5/

Edufind Online Grammar Resource @ http://www.edufind.com/english/grammar/grammar_topics.php

Spelling, Vocabulary and Confusing Words @ http://www.grammarbook.com/homonyms/confusing-words-letter-a.asp

Grammar Book @ http://www.grammarbook.com/

GrammarSlammer @ http://englishplus.com/grammar/contents.htm

Common Errors in English Usage @ http://public.wsu.edu/~brians/errors/errors.html

School House Rock Grammar Video Clips! @ http://www.vrml.k12.la.us/curriculum/schoolhouserock/language_shr.htm

Affect vs. Effect

Punctuation Tips

Review the following chart and resources to aid in your effective use of punctuation. Remember different content areas may require varying punctuation usage. Be sure to review your assignment and the content area writing resources in this packet for additional punctuation usage clarification.

Common Punctuation Basic Usage Rules (from: http://www2.actden.com/writ_den/tips/sentence/puctuate.htm)

Period [.]	1. Use a period to show the end of a sentence. Hockey is a popular sport in Canada. 2. Use a period after certain abbreviations. B.C. is the province located on the West Coast.
Question Mark [?]	Use a question mark at the end of a sentence to show a direct question. How many provinces are there in Canada? Note: do not use a question mark for indirect questions. The teacher asked the class a question. Do not ask me why.
Exclamation Mark [!]	Use an exclamation mark at the end of a sentence to show surprise or excitement. We won the Stanley Cup!
Comma [,]	1. Use a comma to show a pause in a sentence. Therefore, we should write a letter to the prime minister. 2. Use a comma with quotation marks to show what someone has said directly. "I can come today," she said, "but not tomorrow." 3. Use commas for listing three or more different things. Ontario, Quebec, and B.C. are the three biggest provinces. 4. Use commas around relative clauses that add extra information to a sentence. Emily Carr, who was born in 1871, was a great painter.
Apostrophe [']	1. Use an apostrophe to show ownership of something. This is David's computer. These are the player's things. (things that belong to the player) Note: For nouns in plural form, put the apostrophe at the end of the noun. These are the players' things. (things that belong to the players) 2. Use an apostrophe to show letters that have been left out of a word. I don't know how to fix it.
Quotation Marks ["]	Use quotation marks to show what someone has said directly. The prime minister said, "We will win the election." "I can come today," she said, "but not tomorrow."
Colon [:]	1. Use a colon to introduce a list of things. There are three positions in hockey: goalie, defense, and forward. 2. Use a colon to introduce a long quotation. The prime minister said: "We will fight. We will not give up. We will win the next election."
Semicolon [;]	1. Use a semicolon to join related sentences together. The festival is very popular; people from all over the world visit each year. 2. Use a semicolon in lists that already have commas. The three biggest cities in Canada are Toronto, Ontario; Montreal, Quebec; and Vancouver, B.C.
Dash [-]	1. Use a dash before a phrase that summarizes the idea of a sentence. Mild, wet, and cloudy - these are the characteristics of weather in Vancouver. 2. Use a dash before and after a phrase or list that adds extra information in the middle of a sentence. The children - Pierre, Laura, and Ashley - went to the store. Most Canadians - but not all - voted in the last election. 3. Use a dash to show that someone has been interrupted when speaking. The woman said, "I want to ask - " when the earthquake began to shake the room.
Hyphen [-]	1. Use a hyphen to join two words that form one idea together. (sweet-smelling) 2. Use a hyphen to join prefixes to words. (non-contact) 3. Use a hyphen when writing compound numbers. (twenty-three)

Commas, Commas, Commas

Extended comma usage rules @ http://owl.english.purdue.edu/owl/resource/607/02/

UNC Writing Center Comma Rules Handout @ http://writingcenter.unc.edu/handouts/commas/

Frequent Usage Rules (adapted from http://www.montanalife.com/writing/Comma_Rules.html)

Rule 1:

Use commas to separate items written in a series such as separate items or words, phrases and subordinate clauses and short independent clauses in a series.

Example: The mountains, the lakes, the meadows and the wildlife should be protected in this area.

Note: The conjunction AND in the above sentence for the last item in the series does not need a comma as the comma in a series actually functions as a conjunction. However, use a comma before the conjunction to avoid confusion with series of long phrases.

Rule 2:

Use a comma to separate two or more adjectives (descriptive words) BEFORE a noun if the word order of the two could be reversed and the word "and" could be substituted for the comma.

Example: The weary, emaciated man collapsed.

The emaciated and weary man collapsed.

Note: Do not put a comma between the last adjective and the noun.

Wrong: The lazy, rebellious, boy was suspended. (Microsoft Word does not catch this.)

Right: The lazy, rebellious boy was suspended.

Rule 3:

Direct address - use commas to set off direct address. (When you write a situation where one character speaks directly to another person and uses their name.)

Rule 4:

Interrupters - Use commas to set off introductory words and expressions which interrupt the sentence. These expressions are often called parenthetical expressions because the words themselves are not essential to the sentence and could be placed in parentheses.

Examples of introductory words and interrupters: yes, no, well, indeed, nevertheless, however, I believe, in fact , of course, in my opinion, on the other hand, to tell the truth, on the contrary.

Rule 5:

Addresses and dates - Use commas to separate and enclose the separate items in dates and addresses.

Example: Florence-Carlton School, located at 5602 Old Highway 93, Florence, Montana 59833, started school this year September 4, 1990.

Rule 6:

Compound sentences - Use a comma before AND, BUT, FOR, NOR, OR in a compound sentence.

Example: The menacing dog growled, and I approached him cautiously.

Rule 7:

Appositives and appositive phrases - use commas to set off and enclose an appositive (a word or phrase which can be substituted for a name - do not confuse this rule for renaming a noun with merely describing a noun.)

Example: Tony Ahern, the captain of the soccer team, is in my English class.

Note: Short or one word appositives are not set off with commas such as my friend Bill or my sister Marisa.

Rule 8:

Non-essential phrases or clause - Use commas to set off and enclose nonessential phrases or clauses (participial phrases or dependant clauses which are not essential to the meaning of the sentence.) Generally, nonessential phrases or clauses serve to provide extra information or clarification.

Example: My all-time favorite car, with its teardrop head lights and classic grill, is a 1940 Ford coupe.

The whitetail buck, scenting the air and scanning the trail ahead of him, cautiously entered the grain field.

Some nonessential clauses begin with who, whom, which or that and include a verb.

Example: The president of our student body, who is an honor student, studied diligently for the exam every night for a week.

Consider the comma as hooks; the clause "who is an honor student" could be unhooked and dropped out of the sentence because it is not necessary to identify which student studied all week. It is merely extra information and not essential to the basic meaning of the sentence.

ESSENTIAL CLAUSES = NO COMMAS!

The following are examples of clauses which are essential to identifying the person or subject and which, consequently, can not be unhooked and dropped from the sentence.

The man who is wearing a tan jacket looks suspicious. (If you dropped the clause "who is wearing a tan jacket," you wouldn't know which man looks suspicious.

At the end of the day, all girls who are on the basketball team report to the gym. (If you removed the clause "who are on the basketball team," the sentence would be absurd.)

Rule 9:

Introductory clause or phrases - Use a comma after an introductory clause or more than one phrase at the beginning of a sentence.

Example: After we won the game, we celebrated at Wagon Wheel.

Note: No comma is used when the clause is at the end of the sentence.

Rule 10:

Letters - use a comma after the greeting in a friendly letter and after the closing expression

Example: Dear Mom,

Additional Comma Usage Resources

Grammar Book Comma Usage @ http://www.grammarbook.com/punctuation/commas.asp

OWL Quick Guide to Commas @ http://owl.english.purdue.edu/owl/resource/607/01/

Using the Comma @ http://www.northland.cc.mn.us/owl/comma_rules.htm

Comma Rules @ http://www.gcsu.edu/writingcenter/commarules.htm

OWL Comma Practice Exercises @ http://owl.english.purdue.edu/exercises/3/5

The Semicolon

Using Semicolons @ http://writing.wisc.edu/Handbook/Semicolons.html

Semicolon Usage Practice @ http://www.bristol.ac.uk/arts/exercises/grammar/grammar_tutorial/page_05.htm

Semicolon vs. Colon @ http://academics.smcvt.edu/writingctr/semicolons.htm

Semicolon vs. Comma @ http://owl.english.purdue.edu/owl/resource/607/04/

Common Semicolon Usage Rules

Rule 1

Use a semicolon in place of a period to separate two sentences where the conjunction has been left out.

Examples:

Call me tomorrow; I will give you my answer then.

I have paid my dues; therefore, I expect all the privileges listed in the contract.

Rule 2

It is preferable to use a semicolon before introductory words such as namely, however, therefore, that is, i.e., for example, e.g., or for instance when they introduce a complete sentence. It is also preferable to use a comma after the introductory word.

Examples:

You will want to bring many backpacking items; for example, sleeping bags, pans, and warm clothing will make the trip better.

As we discussed, you will bring two items; i.e., a sleeping bag and a tent are not optional.

Rule 3

Use either a semicolon or a comma before introductory words such as namely, however, therefore, that is, i.e., for example, e.g., or for instance when they introduce a list following a complete sentence. Use a comma after the introductory word.

Examples:

You will want to bring many backpacking items; for example, sleeping bags, pans, and warm clothing.

You will want to bring many backpacking items, for example, sleeping bags, pans, and warm clothing.

Rule 4

Use the semicolon to separate units of a series when one or more of the units contain commas.

Example:

This conference has people who have come from Boise, Idaho; Los Angeles, California; and Nashville, Tennessee.

Rule 5

Use the semicolon between two sentences joined by a coordinating conjunction when one or more commas appear in the first sentence.

Examples:

When I finish here, I will be glad to help you; and that is a promise I will keep.

If she can, she will attempt that feat; and if her husband is able, he will be there to see her.

THE SEMICOLON

Adding Variety to Your Sentence Structure: Conjunctions

Understanding when to use a comma or a semicolon can be confusing. To aid in your correct usage of punctuation, you must recognize the role coordinating conjunctions and conjunctive adverbs play in writing. Reference the chart below to add variety to your sentence structure as well as implement effective punctuation usage.

Common Coordinating Conjunctions	Common Conjunctive Adverbs
Use these with commas to join main clauses	Use these with semicolons to join main clauses
and	accordingly
but	again
nor	also
or	besides
so	consequently
yet	finally
for*	furthermore
hence
however
incidentally
indeed
likewise
moreover
namely
nevertheless
nonetheless
otherwise
similarly
still
that is
then
therefore
thus

Additional Resources for Using Conjunctions

Understanding Coordinating Conjunctions @ http://www.chompchomp.com/terms/coordinatingconjunction.htm

Understanding Conjunctive Adverbs @ http://www.chompchomp.com/terms/conjunctiveadverb.htm

Using Conjunctions (multiple reference links ) @ http://newton.uor.edu/facultyfolder/rider/conjunctions.htm

Remember: Conjunctions connect ideas in your writing!
Adding Variety to Your Sentence Structure: Transitions

Transitions are words that connect ideas within your writing. Using transitions effectively can elevate the level of your writing. In addition, varying transitions and incorporating transitions throughout your text can aid in your ability to maintain focus, create clear connections and ensure the reader understands your main ideas. Review the chart and resources below to aid in your effective use of transitions.

Common Transition Words @ https://www.msu.edu/~jdowell/135/transw.html

Complete List of Transition Words @ http://www.smart-words.org/transition-words.html

Example Transitions (from http://writing2.richmond.edu/writing/wweb/trans1.html)

Illustration

Thus, for example, for instance, namely, to illustrate, in other words, in particular, specifically, such as.

Contrast

On the contrary, contrarily, notwithstanding, but, however, nevertheless, in spite of, in contrast, yet, on one hand, on the other hand, rather, or, nor, conversely, at the same time, while this may be true.

Addition

And, in addition to, furthermore, moreover, besides, than, too, also, both-and, another, equally important, first, second, etc., again, further, last, finally, not only-but also, as well as, in the second place, next, likewise, similarly, in fact, as a result, consequently, in the same way, for example, for instance, however, thus, therefore, otherwise.

Time

After, afterward, before, then, once, next, last, at last, at length, first, second, etc., at first, formerly, rarely, usually, another, finally, soon, meanwhile, at the same time, for a minute, hour, day, etc., during the morning, day, week, etc., most important, later, ordinarily, to begin with, afterwards, generally, in order to, subsequently, previously, in the meantime, immediately, eventually, concurrently, simultaneously.

Space

At the left, at the right, in the center, on the side, along the edge, on top, below, beneath, under, around, above, over, straight ahead, at the top, at the bottom, surrounding, opposite, at the rear, at the front, in front of, beside, behind, next to, nearby, in the distance, beyond, in the forefront, in the foreground, within sight, out of sight, across, under, nearer, adjacent, in the background.

Concession

Although, at any rate, at least, still, thought, even though, granted that, while it may be true, in spite of, of course.

Similarity or Comparison

Similarly, likewise, in like fashion, in like manner, analogous to.

Emphasis

Above all, indeed, truly, of course, certainly, surely, in fact, really, in truth, again, besides, also, furthermore, in addition.

Details

Specifically, especially, in particular, to explain, to list, to enumerate, in detail, namely, including.

Examples

For example, for instance, to illustrate, thus, in other words, as an illustration, in particular.

Consequence or Result

With the result, thus, consequently, hence, accordingly, for this reason, therefore, so, because, since, due to, as a result, in other words, then.

Summary

Therefore, finally, consequently, thus, in short, in conclusion, in brief, as a result, accordingly.

Suggestion

For this purpose, to this end, with this in mind, with this purpose in mind, therefore.

Modality

Modality is the way writers express their attitude towards the topic and reveal/show how definite they are. The writer takes a stance which can range from complete agreement to definite disagreement. It also shows the writer’s belief in the likelihood of an event occurring. This is particularly helpful when writing a persuasive text.

E.g. Strong modality- Drivers must not drink and drive.

Tentative modality- “it might rain tomorrow,” stated mum.

Modality Reference Guide

Use the chart below to aid in your use of modality. Remember, your word choice can impact the perception a reader forms related to the strength of your stance in relationship to a given topic. Modality allows you to make your attitude clear.

Tentative	Moderate	Strong
• May • Could • Possibly • Perhaps • Might • Conceivable • Sometimes • Occasionally • Seldomly • Maybe • Minority	• Would/wouldn’t • Should/shouldn’t • Probably • Often • Ought to(think about…) • Frequently • Tends to • Usually • Likely • Regularly • Generally • Majority	• Must/mustn’t • Ought to (do this now…) • Have to • Certainly • Necessary • Definitely • Undoubtedly • Always • Never • Clearly • Cannot • Simply impossible
Conceivably … It is possible that… It may be the case That… Occasionally…	It appears probable… It is usually the case that… In the majority of cases… The results suggest that it is likely that…	It is certain that… It seems clear that… X is definitely… It is simply impossible for that…

The above chart is adapted from the UCHSK Student Writing Handbook

Additional Modality Resources

Using Modality @ http://writesite.elearn.usyd.edu.au/m2/m2u4/m2u4s4/m2u4s4_3_1.htm

Modality Words @ http://unilearning.uow.edu.au/academic/4aiii_2.html

Modal Verbs @ http://www.perfect-english-grammar.com/modal-verbs.html

Language Devices

Skilled writers use language devices to make their narratives beautiful and memorable. Incorporating language devices into your writing (when appropriate) can elevate the level, originality and beauty of your work. Use the reference guide below to aid in your recognition and correct usage of language devices.

The following Language Device notes are from http://cla.calpoly.edu/~dschwart/engl331/figurative.html

Figures of Speech

SIMILE: An explicit comparison (using like or as): "Her lips are like roses."

METAPHOR: A word or phrase denoting one kind of object or idea used in place of another to suggest a likeness or analogy between them ("the ship ploughs the sea.") A metaphor is generally an implicit comparison (doesn't use like or as): "Her lips are roses."

SYNECDOCHE: substituting a part for a whole or a whole for a part. "Fifty sail" for "fifty ships"; "the smiling year" for spring.

METONYMY: substituting the name of something for its attribute or whatever it is associated with ("crown" for king).

PERIPHRASIS: substituting a descriptive phrase, made up of a concrete adjective and abstract noun, for a precise word: "fringed curtains of thine eye" (= eyelashes).

PERSONIFICATION: attributing animation to something inanimate ("a grieving nation"); treating a thing or abstract quality as though it were a person.

OXYMORON: deliberate combination of seemingly contradictory words ("helpful bureaucrat"; "bittersweet").

Sounds

ONOMATOPOEIA: the concordance of sounds and meaning. "Snap, crackle, pop."

ASSONANCE: recurrent vowel sounds ("sweet, sleeps, creature").

ALLITERATION: recurrent consonant sounds, frequently but not exclusively at beginning of words (e.g. in Shakespeare's Sonnet 30: sessions, sweet, silent, summon, things, past...)

PUN: deliberate confusion of words based upon similarity of sound (waist/waste).

MALAPROPISM: unconscious pun; confusing "odious" for "onerous."

WORDPLAY: a serious pun, as when a dying man says "tomorrow you shall find me a grave man."

PARONOMASIA: wordplay based upon similar rather than identical sounds (e.g. roots/ rots).

Other Rhetorical Devices

REPETITION, PARALLELISM, CONTRAST, ANTITHESIS: devices which have the rational appeal of logic and the aesthetic appeal of symmetry. For example: "Suit the action to the word and the word to the action" uses contrasted repetition of "action" and "word" within parallel grammatical units (noun plus prepositional phrase).

ANAPHORA: repetition of word or words beginning a series of parallel syntactical units ("this sceptered isle, ... this blessed plot, this earth, this realm, this England"). See sonnet 91.

DOUBLE EPITHET: two words of identical or almost identical meaning joined by a conjunction. The chief effect is richness or plenitude of style: "extravagant and erring," "foul and pestilent." One of Shakespeare's favorite devices; usually combines a Latinate and an Anglo-Saxon word.

HENDIADYS: two words joined by a conjunction although one modifies the other ("this policy and reverence of age" means "this policy of reverencing age").

TRANSPOSITION: rearrangement of normal word order for effect (Noun-Verb-Direct Object may become N-DO-V, e.g. "I the apple ate" for "I ate the apple"; "gentle my lord" means "my gentle lord").

APOSTROPHE: direct address of an abstraction or of someone absent ("O time!..."; "Death, be not proud!")

HYPERBOLE: deliberate overstatement, exaggeration for effect ("I'm so hungry I could eat a horse").

ALLUSION: reference to or echo of familiar expressions, persons or objects from a cultural tradition (esp. biblical, classical, proverbial); e.g., a "prodigal son" alludes to the biblical parable.

CONNOTATION: double- and triple-level suggestive power of words; gold can connote wealth, but also beauty and excellence or greed; a dove, peace as well as innocence.

How to Write a Paragraph

Throughout your academic pursuits at Central Dauphin, you will need to express your ideas in written format. All content areas will require you to write at some point. Therefore, it is essential you recognize the expectations concerning the quality of written responses that are acceptable as a Central Dauphin student. Whenever you compose a written response, your teachers expect your ideas to be organized and developed. Understanding how to write a quality paragraph will ensure you meet such expectations. While many students define paragraphs by length (i.e. 7 sentences, half a page, etc…). The actual definition of a paragraph is a series of cohesive sentences related to one topic that fully develop a focused idea. Therefore, avoid viewing paragraphs by length; rather, ensure you fully develop paragraphs to clearly communicate and support a singular idea.

For additional paragraph construction notes, support and examples visit: http://writingcenter.unc.edu/handouts/paragraphs/

How to Plan a Paragraph

The ‘perfect paragraph’ is like a circle. You begin by clearly defining your paragraph’s main idea in the topic sentence. You then explain your interpretation, views, or explanation of the identified main idea. Next, you provide connected, focused and multiple supporting examples to develop, support or prove your analysis / explanation of the identified main idea. Finally, you close the circle by returning back to the ideas expressed in the topic sentence and summarizing / reinforcing the main idea in a concluding sentence.

If may also help to visualize the elements of a paragraph as a delicious hamburger!

View the diagram below to gain an understanding of a paragraph’s required elements.

Topic Sentence = Top Bun First sentence of the paragraph – directly answers prompt and clearly identifies main idea of the paragraph

Concluding Sentence = Bottom Bun Final sentence of your paragraph that uses a summative transition (Overall, Ultimately, etc… to signal the paragraph’s end and reviews the main idea of your paragraph (repeats main idea) Supporting Proof / Examples = The Meat You need to prove and support your answer with multiple, specific and when appropriate cited examples / proof. Use transitions to clearly focus / connect your proof to the topic sentence’s main idea! Your Explanation of Topic = The Fixin’s Explain, analyze, define or interpret the main idea indicated in your topic sentence (your views / answer)
Types of Paragraphs

As previously reviewed, a paragraph is a unit of writing that consists of one or more sentences focusing on a single idea or topic. A well-written paragraph often has the following structure:

Topic Sentence: This sentence outlines the main idea that will be presented in the paragraph.

Support Details or Examples: This is the part of the paragraph that presents details, facts, examples, quotes and arguments that support the main idea.

Conclusion Sentence: This sentence summarizes the main idea of the paragraph. It may also lead the reader to the topic of the next paragraph.

However, there are many different types of paragraphs, depending on your class and assignment (what you are writing):

Below are the definitions of common paragraph types from http://www.enchantedlearning.com/graphicorganizers/paragraph/

Common Types of Paragraphs:

Descriptive Paragraph: This paragraph describes something or someone. For example, you can write a descriptive paragraph

describing your best friend, including what she likes and dislikes, where she lives, what she wants for

her birthday, and her favorite food.

Expository Paragraph: This paragraph explains an idea; it is also called an information paragraph. For example, you can write

an expository paragraph explaining how to make chocolate chip cookies.

Persuasive Paragraph: This paragraph tries to convince the reader of something. This type of paragraph may start with a

phrase like: "I think that..." The support section may include sentences that start with, "One reason

is...," or "For example..." It may end with something like, "This is why I think that..." For example, you

can write a persuasive paragraph telling why people should vote for you for class president.

Narrative Paragraph: This paragraph describes an event or tells a story, usually in chronological order. For example, you can

write a narrative paragraph detailing what you did on your first day of school.

Additional Paragraph Examples

Access the following links to view additional paragraph examples and paragraph construction resources

Basic Paragraph Rules @ http://owl.english.purdue.edu/owl/resource/606/01/

Paragraph Construction Rubric @ http://www.dolores.k12.co.us/Teacher%20Resources/paragraphrubric.htm

The Secrets to Strong Paragraph Writing @ http://www.time4writing.com/writing-resources/paragraph-writing-secrets/

Example Paragraphs @ http://homepage.smc.edu/diaz_jamie/Paragraph_OutlineExamples.pdf

More Paragraph Examples @ @ http://www.writersonlineworkshops.com/continued-education/types-of-paragraphs/

Basic Paragraph Structure @ http://lrs.ed.uiuc.edu/students/fwalters/para.html

How to Develop Strong Paragraphs @ http://examples.yourdictionary.com/examples/examples-of-paragraph-development.html

How to Write Paragraphs @ http://www.cliffsnotes.com/study_guide/Paragraphs.topicArticleId-251427,articleId-251414.html

Writing Skills Power Points @ http://margdteachingposters.weebly.com/writing-skills.html

Example Paragraph Outlines @ http://homepage.smc.edu/diaz_jamie/Paragraph_OutlineExamples.pdf

Visit Paragraph Organizer’s Website for Additional Paragraph Writing Tips!!! Paragraphorganizer.com @ http://www.paragraphorganizer.com/index.htm
Paragraph Construction: Examples

The following paragraphs are examples of ‘effective’ writing.

They have been collected by Central Dauphin teachers to demonstrate our District’s acceptable writing expectations.

Refer to the examples in order to clarify the depth, structure and content expected of your paragraphs in EVERY class, EVERY time you write!

Common Core Paragraph Writing

Definitions of the Standards’ Three Text Types

Argument Writing

Arguments are used for many purposes—to change the reader’s point of view, to bring about some action on the reader’s part, or to ask the reader to accept the writer’s explanation or evaluation of a concept, issue, or problem. An argument is a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid. In English language arts, students make claims about the worth or meaning of a literary work or works. They defend their interpretations or judgments with evidence from the text(s) they are writing about. In history/social studies, students analyze evidence from multiple primary and secondary sources to advance a claim that is best supported by the evidence, and they argue for a historically or empirically situated interpretation. In science, students make claims in the form of statements or conclusions that answer questions or address problems. Using data in a scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to argue in support of their claims. Although young children are not able to produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository structures are steps on the road to argument. In grades K–5, the term “opinion” is used to refer to this developing form of argument.

“Argument” and “Persuasion” When writing to persuade, writers employ a variety of persuasive strategies. One common strategy is an appeal to the credibility, character, or authority of the writer (or speaker). When writers establish that they are knowledgeable and trustworthy, audiences are more likely to believe what they say. Another is an appeal to the audience’s self-interest, sense of identity, or emotions, any of which can sway an audience. A logical argument, on the other hand, convinces the audience because of the perceived merit and reasonableness of the claims and proofs offered rather than either the emotions the writing evokes in the audience or the character or credentials of the writer. The Standards place special emphasis on writing logical arguments as a particularly important form of college- and career-ready writing.

Example ‘Argument’ Paragraph

Paragraph Sample and Additional Notes @ http://annas-esl-materials.com/index.php/writing/argumentative-paragraphs-and-essays/157-example-argument-paragraph-and-activity

There are many reasons why I don’t smoke. First, smoking is unhealthy. It can cause lung cancer, and it can lead to an early death. Furthermore, smoking is expensive. A pack of cigarettes costs five dollars. If I bought one pack of cigarettes every day, I would spend over $1500 each year. Lastly, cigarettes smell bad. When people smoke, you can smell the cigarettes on their clothes all day. For example, the other night, I went to a restaurant that allowed smoking. After I left, all of my clothes smelled terrible, as did my hair. If I were a smoker, I would smell that way all the time. To sum up, I don’t smoke because it is unhealthy, expensive, and unattractive.

Informational/Explanatory Writing

Informational/explanatory writing conveys information accurately. This kind of writing serves one or more closely related purposes: to increase readers’ knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept. Informational/explanatory writing addresses matters such as types (What are the different types of poetry?) and components (What are the parts of a motor?); size, function, or behavior (How big is the United States? What is an X-ray used for? How do penguins find food?); how things work (How does the legislative branch of government function?); and why things happen (Why do some authors blend genres?). To produce this kind of writing, students draw from what they already know and from primary and secondary sources. With practice, students become better able to develop a controlling idea and a coherent focus on a topic and more skilled at selecting and incorporating relevant examples, facts, and details into their writing. They are also able to use a variety of techniques to convey information, such as naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts; and citing an anecdote or a scenario to illustrate a point. Informational/explanatory writing includes a wide array of genres, including academic genres such as literary analyses, scientific and historical reports, summaries, and precise writing as well as forms of workplace and functional writing such as instructions, manuals, memos, reports, applications, and resumes. As students advance through the grades, they expand their repertoire of informational/explanatory genres and use them effectively in a

variety of disciplines and domains.

Although information is provided in both arguments and explanations, the two types of writing have different aims. Arguments seek to make people believe that something is true or to persuade people to change their beliefs or behavior. Explanations, on the other hand, start with the assumption of truthfulness and answer questions about why or how. Their aim is to make the reader understand rather than to persuade him or her to accept a certain point of view. In short, arguments are used for persuasion and explanations for clarification. Like arguments, explanations provide information about causes, contexts, and consequences of processes, phenomena, states of affairs, objects, terminology, and so on. However, in an argument, the writer not only gives information but also presents a case with the “pros” (supporting ideas) and “cons” (opposing ideas) on a debatable issue. Because an argument deals with whether the main claim is true, it demands empirical descriptive evidence, statistics, or definitions for support. When writing an argument, the writer supports his or her claim(s) with sound reasoning and relevant and sufficient evidence.

Example ‘Informational/Explanatory’ Paragraph

Paragraph Sample and Additional Notes @ http://occonline.occ.cccd.edu/online/mrogers/Writing%20Para%203%20Explanatory.doc

Wrestling is a sport that requires a tremendous amount of commitment, responsibility, and self-discipline. There are so many things that make wrestling such a demanding sport. The actions a wrestler does during practice can reflect on the mat during a real match. In practice, it is important to learn all the moves to find out which moves are the best for the athlete’s style. Strength, training, and conditioning are other key factors toward success in wrestling. An NCAA wrestling champion, Dan Gabel, once said, “Once you have wrestled, everything else in life is easy.” Gabel’s words show that the sport takes a high demand to be the best. One of the key factors is maintaining a balanced diet. For many people, cutting weight may be a breaking point to give up, but it will all pay off when your hand is being raised after a win on the mat. The demands of becoming a successful wrestler require all athletes to be strong and determined.

Narrative Writing

Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense. In history/social studies, students write narrative accounts about individuals. They also construct event models of what happened, selecting from their sources only the most relevant information. In science, students write narrative descriptions of the step-by-step procedures they follow in their investigations so that others can replicate their procedures and (perhaps) reach the same results. With practice, students expand their repertoire and control of different narrative strategies.

Creative Writing beyond Narrative The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion.

Example ‘Narrative’ Paragraph

Paragraph Sample and Additional Notes @ http://english120.pbworks.com/w/page/19006987/narrative%20paragraphs

Sometimes the cost of making people proud can be nerve racking, but it is usually worth it. After two and a half months of planning and three days of beautiful weather, I finished my boy scout Eagle project. It was the biggest project I had ever taken on; by myself I was in charge of getting a hold of permits, donations of food and paint, and organizing volunteers so that the underpass on first avenue north could be repainted. I sat on an old couch in an even older building waiting outside an office filled with a council of people that had the authority to say “this project wasn’t good enough” or “you didn’t show enough leadership”. Needless to say, it was a little intimidating. The environment alone had me stressing. There was a clock above the doors that separated me from the council, and every time I looked at it, I could hear it stealing the precious time I needed to do last minute preparations, click after click after click. My heart was racing as tried to think of everything they could possibly ask in hopes of anticipating what was going to happen. Finally when the man opened the doors and told me that they were ready for me, I thought I was going to faint. I felt like I was a blind man entering a room I have never been in. I did not know what to think. When I got inside it wasn’t what I thought. I had imagined in all my worrying that I was going to be interrogated. I would sit at the end of a long generic table with the only light in the room pointed at me while countless people threw questions at me all at once. I found myself instead in a formal setting. I was asked to sit down, and the questioning began. They didn’t throw the questions at me, but gave them to me one at a time. During the session I realize that I had prepared well. To this day the only thing that made all the stressful anticipation worth it was the day of my award ceremony. All the people that helped me along the way were there to congratulate me. As I stood in front of them I could tell what they were thinking they were proud of me. No matter how old a person is, there is always someone that they want to make proud, and the sacrifices that are necessary are almost always worth the reward.

Texts that Blend Types

Skilled writers many times use a blend of these three text types to accomplish their purposes. For example, The Longitude

Prize, included above and in Appendix B, embeds narrative elements within a largely expository structure. Effective student writing can also cross the boundaries of type, as does the grade 12 student sample “Fact vs. Fiction and All the Grey Space In Between” found in

The Special Place of Argument in the Standards

While all three text types are important, the Standards put particular emphasis on students’ ability to write sound arguments on substantive topics and issues, as this ability is critical to college and career readiness. English and education professor Gerald Graff (2003) writes that “argument literacy” is fundamental to being educated. The university is largely an “argument culture,” Graff contends; therefore, K–12 schools should “teach the conflicts” so that students are adept at understanding and engaging in argument (both oral and written) when they enter college. He claims that because argument is not standard in most school curricula, only 20 percent of those who enter college are prepared in this respect. Theorist and critic Neil Postman (1997) calls argument the soul of an education because argument forces a writer to evaluate the strengths and weaknesses of multiple perspectives. When teachers ask students to consider two or more perspectives on a topic or issue, something far beyond surface knowledge is required: students must think critically and deeply, assess the validity of their own thinking, and anticipate counterclaims in opposition to their own assertions.

The unique importance of argument in college and careers is asserted eloquently by Joseph M. Williams and Lawrence McEnerney (n.d.) of the University of Chicago Writing Program. As part of their attempt to explain to new college students the major differences between good high school and college writing, Williams and McEnerney define argument not as “wrangling” but as “a serious and focused conversation among people who are intensely interested in getting to the bottom of things cooperatively”:

Those values are also an integral part of your education in college. For four years, you are asked to read, do research, gather data, analyze it, think about it, and then communicate it to readers in a form . . . which enables them to assess it and use it. You are asked to do this not because we expect you all to become professional scholars, but because in just about any profession you pursue, you will do research, think about what you find, make decisions about complex matters, and then explain those decisions—usually in writing—to others who have a stake in your decisions being sound ones. In an Age of Information, what most professionals do is research, think, and make arguments. (And part of the value of doing your own thinking and writing is that it makes you much better at

evaluating the thinking and writing of others.) (ch. 1) In the process of describing the special value of argument in college- and career-ready writing, Williams and McEnerney also establish argument’s close links to research in particular and to knowledge building in general, both of which are also heavily emphasized in the Standards.

Much evidence supports the value of argument generally and its particular importance to college and career readiness. A 2009 ACT national curriculum survey of postsecondary instructors of composition, freshman English, and survey of American literature courses (ACT, Inc., 2009) found that “write to argue or persuade readers” was virtually tied with “write to convey information” as the most important type of writing needed by incoming college students. Other curriculum surveys, including those conducted by the College Board (Milewski, Johnson, Glazer, & Kubota, 2005) and the states of Virginia and Florida6, also found strong support for writing arguments as a key part of instruction. The 2007 writing framework for the National Assessment of Educational Progress (NAEP) (National Assessment Governing Board, 2006) assigns persuasive writing the single largest targeted allotment of assessment time at grade 12 (40 percent, versus 25 percent for narrative writing and 35 percent for informative writing). (The 2011 prepublication framework [National Assessment Governing Board, 2007] maintains the 40 percent figure for persuasive writing at grade 12, allotting 40 percent to writing to explain and 20 percent to writing to convey experience.) Writing arguments or writing to persuade is also an important element in standards frameworks for numerous high-performing nations.

7 Specific skills central to writing arguments are also highly valued by postsecondary educators. A 2002 survey of instructors of freshman composition and other introductory courses across the curriculum at California’s community colleges, California State University campuses, and University of California campuses (Intersegmental Committee of the Academic Senates of the California Community Colleges, the California State University, and the University of California, 2002) found that among the most important skills expected of incoming students were articulating a clear thesis; identifying, evaluating, and using evidence to support or challenge the thesis; and considering and incorporating counterarguments into their writing. On the 2009 ACT national curriculum survey (ACT, Inc., 2009), postsecondary faculty gave high ratings to such argument-related skills as “develop ideas by using some specific reasons, details, and examples,” “take and maintain a position on an issue,” and “support claims with multiple and appropriate sources of evidence.”

The value of effective argument extends well beyond the classroom or workplace, however. As Richard Fulkerson (1996) puts it in Teaching the Argument in Writing, the proper context for thinking about argument is one “in which the goal is not victory but a good decision, one in which all arguers are at risk of needing to alter their views, one in which a participant takes seriously and fairly the views different from his or her own” (pp. 16–17). Such capacities are broadly important for the literate, educated person living in the diverse, information-rich environment of the twenty first century.

CDHS Paragraph Expectations and Examples

During your high school career, you will write paragraphs in every content area! Always follow the teacher’s individual directives to ensure you meet specific assignment requirements. While different assignments may require you to add additional details, it is important you develop and consistently apply the basic strategies for effective paragraph development. Review the tips below to ensure you understand the basic strategies for effective paragraph construction.

Remember: When writing paragraphs (in any content area) use the following methods to ensure your written paragraph response is organized, focused, cohesive and developed!

Paragraph Construction Tips

Consider creating an outline or using a graphic organizer to organize ideas and elevate focus prior to writing

Use a focused topic sentence (typically the first line of the paragraph; clearly addresses assignment’s question / task)

Use supporting details (a strong and developed paragraph contains multiple specific and cohesive supporting details)

Use quotations and evidence (when applicable utilize quotes as cited and specific evidence)

Analyze quotations and evidence (always frame quotes = introduce quote, include quote, explain quote’s relevance)

Provide strong, relevant information

Use concise language

Use colorful and clear words (DO NOT use filler or informal vocabulary – i.e. so, like, very, etc…)

Craft a strong conclusion statement (final summative sentence; connects directly to topic sentence)

Use appropriate transition words

Follow proper grammar rules

Remember: The CDHS Staff expects you to put a 100% effort into every writing assignment! Remember, your writing is a reflection of who you are. Others will make inferences about your views and knowledge as they assess your writing. Always do your best!
Paragraph Construction: Planning & Graphic Organizers

Some of the following graphic organizers are from: http://margdteachingposters.weebly.com/graphic-organizers.html

Use the following graphic organizer to ensure you have enough information to fully develop your paragraph, construct all its required elements and correctly respond to writing prompts! Brainstorming, planning and organization are key steps taken by effective writers!
Organizer #1 (General Open Ended Responses / Prompts):

Main Idea

Conclusion Sub-idea _________________________________________________________________________________ Details / Examples / Proof ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Sub-idea _________________________________________________________________________________ Details / Examples / Proof ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Sub-idea _________________________________________________________________________________ Details / Examples / Proof ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Organizer #2(General Open Ended Responses / Prompts):

Topic Sentence
Explanation of Main Idea
Supporting Proof #1
Supporting Proof #2
Supporting Proof #3
Supporting Proof #4
Concluding Sentence

Organizer #3 (General Open Ended Responses / Prompts):

Organizer #4 (useful for fact gathering):

MargD

Organizer #5 (Useful for comparing / contrasting):

Organizer #6 (Useful for developing questions / insights):

Organizer #7 (Useful for generating questions / notes):

Organizer #8 (Useful for brainstorming / organizing):

Organizer #9 (Useful for seeing dual sides / points of an issue):

Organizer #10 (Useful for decision making):

Organizer #11 (Useful for describing):

Feels Like Looks Like Sounds Like
Organizer #12 (Useful for Decision Making):

MargD
Paragraph Planning: Access the links below for paragraph brainstorming tips and planning graphic organizers! Brainstorming Organizers @ http://www.eduplace.com/graphicorganizer/ Basic Paragraph Organizers @ http://www.superteacherworksheets.com/graphic-organizers.html Various Writing Graphic Organizers @ http://www.netrover.com/~kingskid/graphic/graphic.htm Paragraph Main Idea Organizer @ http://www.netrover.com/~kingskid/graphic/paragraph_gr_or.pdf Various Writing Organizers, Templates and Charts @ http://www.enchantedlearning.com/graphicorganizers/ Graphic Organizers for Writing @ http://wvde.state.wv.us/strategybank/GraphicOrganizersforWriting.html Top Ten Writing Graphic Organizers @ http://www.teachervision.fen.com/slideshow/writing/52537.html

7 Types of Paragraphs! Check out the following PDF for examples and tips concerning the construction of various paragraph styles! @ http://www.write.armstrong.edu/handouts/Modes.pdf
Thesis Statements

Thesis statements are the ‘brain’ or guiding concept of your paper. It is imperative that you construct a strong thesis to guide your writing, focus explanation and clearly answers assignment tasks. Your thesis statement construction may vary depending on the type of writing assignment. Review the examples from Purdue Owl @ http://owl.english.purdue.edu/owl/resource/545/01/ below to clarify your understanding of thesis construction. Remember, when forming a thesis statement, always check with your teacher! Effective writers always conference with their teacher to ensure their thesis statement is correct prior to writing!

Tips and Examples for Writing Thesis Statements

Step # 1: Determine what kind of paper you are writing:

An analytical paper breaks down an issue or an idea into its component parts, evaluates the issue or idea, and presents this breakdown and evaluation to the audience.

An expository (explanatory) paper explains something to the audience.

An argumentative paper makes a claim about a topic and justifies this claim with specific evidence. The claim could be an opinion, a policy proposal, an evaluation, a cause-and-effect statement, or an interpretation. The goal of the argumentative paper is to convince the audience that the claim is true based on the evidence provided.

If you are writing a text that does not fall under these three categories (e.g., a narrative), a thesis statement somewhere in the first paragraph could still be helpful to your reader.

Step #2: Your thesis statement should be specific—it should cover only what you will discuss in your paper and should be supported

with specific evidence.

Step #3: The thesis statement usually appears at the end of the first paragraph of a paper.

Step #4: Your topic may change as you write, so you may need to revise your thesis statement to reflect exactly what you have

discussed in the paper.

Thesis Statement Examples

Example of an analytical thesis statement:

An analysis of the college admission process reveals one challenge facing counselors: accepting students with high test scores or students with strong extracurricular backgrounds.

The paper that follows should:

Explain the analysis of the college admission process

Explain the challenge facing admissions counselors

Example of an expository (explanatory) thesis statement:

The life of the typical college student is characterized by time spent studying, attending class, and socializing with peers.

The paper that follows should:

Explain how students spend their time studying, attending class, and socializing with peers

Example of an argumentative thesis statement:

High school graduates should be required to take a year off to pursue community

service projects before entering college in order to increase their maturity and

global awareness.

The paper that follows should:

Present an argument and give evidence to support the claim that

students should pursue community projects before entering college

Thesis Statement Notes, Examples & Resources

Visit the following links for additional thesis statement notes, resources and support!

The Writer’s Handbook (identify a topic & write an effective thesis) @ http://writing.wisc.edu/Handbook/Thesis.html

How to write a thesis statement @ http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml

How to know if your thesis statement is strong @ http://writingcenter.unc.edu/handouts/thesis-statements/

Writers Web (constructing a thesis) @ http://writing2.richmond.edu/writing/wweb/thesis.html

Narrowing a Topic & Writing a Thesis @ http://www.writing.ku.edu/~writing/guides/thesis.shtml

Clarifying & Revising a Thesis @ http://www.cws.illinois.edu/workshop/writers/tips/thesis/

Guide to Writing a Thesis @ http://depts.washington.edu/pswrite/thesisstmt.html

Thesis Statement Examples @ http://home.earthlink.net/~khatzi/essay/thesisexamples.htm

Thesis Builder (online tools) @ http://www.tommarch.com/electraguide/

Thesis Creator (online help) @ http://johnmcgarvey.com/apworld/student/thesiscreator.html

Writing Effective Thesis Statements @ http://faculty.ncwc.edu/lakirby/English%20090/090%20Thesis.htm

Remember: The thesis is your direct answer to the writing prompt and/or assignment The structure and style of the thesis may vary depending on the class, content or assignment Always ask your teacher for clarification, thesis approval or help to ensure you are meeting individual classroom expectations!

Introductions

The following notes are from Mr. Eallonardo’s 10th Grade English Class:

For introduction paragraphs, you need to commence with an opening that grabs attention and sets you apart. Some call this a “hook,” while others call it an “attention-grabbing device” (or “AGD”). To do this, pick one of the seven most popular styles:

1) start with a broad but interesting observation / example of your main point to be made

2) start with a relevant anecdote / vivid personal story

3) begin with a startling and/or interesting question / statement / facts / statistics *Never use yes/no questions*

4) kick off with a relevant proverb or famous quote

5) define a key word in your thesis that is either highly debatable or widely interpreted

6) create a unique scenario that works as an allegory or metaphor

7) tie it to something going on in the current news cycle

Let’s take a look at how this could work in a real English paper. Remember, these samples aren’t complete introduction paragraphs yet, but they’re close; they only lack a transition sentence connecting to what the first body paragraph will be about.

Sample directions: Attack or defend the thesis statement below.

In Arthur Miller’s Death of a Salesman, Willy is most responsible for Biff’s failure.

Options for an attention grabbing introduction that will hook your reader include:

1) start with a broad but interesting observation / example of your main point to be made e.g.:

A parent’s influence on his or her child is usually greater then they realize. For most of them, they simply do not understand that their kids are always in a state of listening, watching, and learning from them. Oddly, in Arthur Miller’s Death of a Salesman, it is not that this concept never occurs to Willy Loman. The real problem is that he does not see that his behavior is actually negative or wrong, which is why he is most responsible for Biff Loman’s failure.

or...

2) start with a relevant anecdote / vivid personal story e.g.:

When I was only ten years old, I caught my father sneak off to smoke a cigarette, something he always said that we were not allowed to do, and something I did not know he ever had done. My choice that day was clear: either be angry with him or find it within myself to forgive him. I chose the latter because, ultimately, he was the boss and I was his child. I recognized this even as a little boy, and I have since learned that it is how adults handle disappointment with those they love. That is why Biff Loman is the most responsible for his own failure in Arthur Miller’s Death of a Salesman, because he never learned that nobody is perfect, and that includes one’s parents.

or...

3) begin with a startling and/or interesting question / statement / facts / statistics *Never use yes/no questions*e.g.:

According to the website for the Counseling Center at University of Illinois Urbana-Champaign, a recent study found that children who grow up in dysfunctional homes often grow up struggling to trust their own “judgments and actions, or their own senses of self worth.” They also typically have difficulty “in their academic work, their relationships, and in their very identities.” Because Arthur Miller’s Death of a Salesman is a work of fiction, this study obviously did not have Willy Loman as a subject. But if they could, they would have concluded that the dysfunctional home in which Biff grew up would be enough to place blame for his failure squarely on his father’s shoulders.

or...

4) kick off with a relevant proverb or famous quote e.g. :

Bette Davis, a legendary American actress from the middle of the twentieth century, once said, “If you have never been hated by your child, you have never been a parent.” And this Hollywood star should know; she had three children over the course of four marriages. But in Arthur Miller’s Death of a Salesman, while Willy Loman may be a parent, his son Biff is no child. In fact, if he were a real person, Biff and Bette would be part of the same generation. The difference between them, however, is that he failed to learn what she ultimately did, that when one is young, lashing out at a parent is common, even normal. And not growing out of that in his adult life is what makes Biff Loman responsible for his own failure.

*I found the Bette Davis quote on the first site listed after having Googled the term “quote parent child”

or...

5) define a key word in your thesis that is either highly debatable or widely interpreted e.g.:

Webster’s Dictionary defines parenting as “the methods, techniques, etc., used or required in the rearing of children.” However, their definition lacks the necessary adjectives that separate good methods and techniques from the kind that can actually do damage to a child. In Arthur Miller’s Death of a Salesman, Willy Loman is a parent of the latter variety, which is why he is most responsible for his son’s failure.

or...

6) create a unique scenario that works as an allegory or metaphor e.g.:

Responsibility is not a mysterious concept. If one does not take proper care of their automobile, it should come as no surprise to the driver as to why they have to spend so much time at the local mechanic’s garage. The same goes for one’s body, which is why, when a smoker has a hard time breathing, he or she does not fumble around for someone else to blame for their failing condition. It’s very simple, and a parent not taking proper care of their child is no different, which is why Willy Loman is most responsible for his son’s failure in Arthur Miller’s Death of a Salesman.

or:

Imagine two children: one grew up in a stable family and one in a home of abuse. Even without knowing these two people intimately, few people would wonder which one will be most likely to succeed later in life. (then you would link to the thesis, etc.)

or...

7) tie it to something going on in the current news cycle e.g.:

Just this past week, President Obama said in a radio interview that he recently talked to rap superstar Jay-Z about parenting. His advice encouraged the new father and stressed being involved, “not just leaving it all to mom.” However, what the president failed to do was warn the celebrity dad of two dangers: too much of anything is usually bad, and there is such a thing as the wrong kind of involvement. This is exactly the mistake that Willy Loman makes with his son in Arthur Miller’s Death of a Salesman, which is why he is most to blame for Biff’s failure.

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After you write your AGD, you have to link it to your thesis statement. In order to do this, you must ask yourself the following questions about your attention grabbing device:

1) Why did I want to use this particular AGD?

2) What does the AGD I chose have to do with my thesis?

3) After I write my AGD, how can I show how it relates, expands upon, or illuminates my thesis?

Then, after you have shown the clear relationship between your AGD and your thesis (without directly saying, "This relates to my thesis because..."), you clearly state your thesis.

Finally, write a transition sentence that leads us out to your first body paragraph point.

Your first transition sentence is usually the easiest one to write. It often illustrates the degree of which the thesis relates to your main idea in body ¶ #1. If you have a hard time coming up with one, you could use one of these popular introductory transitional phrases:

“Perhaps the most critical way…”

“Maybe the most controversial reason…”

“Arguably the most personal approach…” etc.

Here's a completed model with a transition:

One of the most popular personal growth authors in the twentieth century, Ken Keyes Jr., once said, "You are not responsible for the programming you picked up in childhood. However, as an adult, you are one hundred percent responsible for fixing it." This has never been truer for any character in our curriculum as it is for Biff Loman in Arthur Miller’s Death of a Salesman. Biff may be free of blame for his childhood’s faulty programming, but Ken Keyes would have little mercy for a grown man of thirty-four who has built such an embarrassing life of repeated petty crime, professional irresponsibility, and personal failure. Keys would have to agree that because Biff has done nothing to fix his flawed programming for the sixteen years since he’s been a child, he is the most responsible for his failure. And while it is true that Biff had chronic troubles as an adolescent, the one that collided with one of his father’s own troubles is what became a turning point in his life.

For this model paragraph, notice how the writer uses an attention grabbing device, has a smooth link to the thesis, then includes the clearly written thesis, and finally transitions to his/her next point.

Introductions

The following notes are from the UNC Writing Center @ http://writingcenter.unc.edu/handouts/introductions/

The role of introductions

Introductions and conclusions can be the most difficult parts of papers to write. Usually when you sit down to respond to an assignment, you have at least some sense of what you want to say in the body of your paper. You might have chosen a few examples you want to use or have an idea that will help you answer the main question of your assignment: these sections, therefore, are not as hard to write. But these middle parts of the paper can’t just come out of thin air; they need to be introduced and concluded in a way that makes sense to your reader.

Your introduction and conclusion act as bridges that transport your readers from their own lives into the “place” of your analysis. If your readers pick up your paper about education in the autobiography of Frederick Douglass, for example, they need a transition to help them leave behind the world of Chapel Hill, television, e-mail, and The Daily Tar Heel and to help them temporarily enter the world of nineteenth-century American slavery. By providing an introduction that helps your readers make a transition between their own world and the issues you will be writing about, you give your readers the tools they need to get into your topic and care about what you are saying. Similarly, once you’ve hooked your reader with the introduction and offered evidence to prove your thesis, your conclusion can provide a bridge to help your readers make the transition back to their daily lives. (See our handout on conclusions.)

Why bother writing a good introduction?

You never get a second chance to make a first impression. The opening paragraph of your paper will provide your readers with their initial impressions of your argument, your writing style, and the overall quality of your work. A vague, disorganized, error-filled, off-the-wall, or boring introduction will probably create a negative impression. On the other hand, a concise, engaging, and well-written introduction will start your readers off thinking highly of you, your analytical skills, your writing, and your paper. This impression is especially important when the audience you are trying to reach (your instructor) will be grading your work.

Your introduction is an important road map for the rest of your paper. Your introduction conveys a lot of information to your readers. You can let them know what your topic is, why it is important, and how you plan to proceed with your discussion. In most academic disciplines, your introduction should contain a thesis that will assert your main argument. It should also, ideally, give the reader a sense of the kinds of information you will use to make that argument and the general organization of the paragraphs and pages that will follow. After reading your introduction, your readers should not have any major surprises in store when they read the main body of your paper.

Ideally, your introduction will make your readers want to read your paper. The introduction should capture your readers’ interest, making them want to read the rest of your paper. Opening with a compelling story, a fascinating quotation, an interesting question, or a stirring example can get your readers to see why this topic matters and serve as an invitation for them to join you for an interesting intellectual conversation.

Strategies for writing an effective introduction

Start by thinking about the question (or questions) you are trying to answer. Your entire essay will be a response to this question, and your introduction is the first step toward that end. Your direct answer to the assigned question will be your thesis, and your thesis will be included in your introduction, so it is a good idea to use the question as a jumping off point. Imagine that you are assigned the following question:

Education has long been considered a major force for American social change, righting the wrongs of our society. Drawing on the Narrative of the Life of Frederick Douglass, discuss the relationship between education and slavery in 19th-century America. Consider the following: How did white control of education reinforce slavery? How did Douglass and other enslaved African Americans view education while they endured slavery? And what role did education play in the acquisition of freedom? Most importantly, consider the degree to which education was or was not a major force for social change with regard to slavery.

You will probably refer back to your assignment extensively as you prepare your complete essay, and the prompt itself can also give you some clues about how to approach the introduction. Notice that it starts with a broad statement, that education has been considered a major force for social change, and then narrows to focus on specific questions from the book. One strategy might be to use a similar model in your own introduction —start off with a big picture sentence or two about the power of education as a force for change as a way of getting your reader interested and then focus in on the details of your argument about Douglass. Of course, a different approach could also be very successful, but looking at the way the professor set up the question can sometimes give you some ideas for how you might answer it.

Decide how general or broad your opening should be. Keep in mind that even a “big picture” opening needs to be clearly related to your topic; an opening sentence that said “Human beings, more than any other creatures on earth, are capable of learning” would be too broad for our sample assignment about slavery and education. If you have ever used Google Maps or similar programs, that experience can provide a helpful way of thinking about how broad your opening should be. Imagine that you’re researching Chapel Hill. If what you want to find out is whether Chapel Hill is at roughly the same latitude as Rome, it might make sense to hit that little “minus” sign on the online map until it has zoomed all the way out and you can see the whole globe. If you’re trying to figure out how to get from Chapel Hill to Wrightsville Beach, it might make more sense to zoom in to the level where you can see most of North Carolina (but not the rest of the world, or even the rest of the United States). And if you are looking for the intersection of Ridge Road and Manning Drive so that you can find the Writing Center’s main office, you may need to zoom all the way in. The question you are asking determines how “broad” your view should be. In the sample assignment above, the questions are probably at the “state” or “city” level of generality. But the introductory sentence about human beings is mismatched—it’s definitely at the “global” level. When writing, you need to place your ideas in context—but that context doesn’t generally have to be as big as the whole galaxy! (See our handout on understanding assignments for additional information on the hidden clues in assignments.)

Try writing your introduction last. You may think that you have to write your introduction first, but that isn’t necessarily true, and it isn’t always the most effective way to craft a good introduction. You may find that you don’t know what you are going to argue at the beginning of the writing process, and only through the experience of writing your paper do you discover your main argument. It is perfectly fine to start out thinking that you want to argue a particular point, but wind up arguing something slightly or even dramatically different by the time you’ve written most of the paper. The writing process can be an important way to organize your ideas, think through complicated issues, refine your thoughts, and develop a sophisticated argument. However, an introduction written at the beginning of that discovery process will not necessarily reflect what you wind up with at the end. You will need to revise your paper to make sure that the introduction, all of the evidence, and the conclusion reflect the argument you intend. Sometimes it’s easiest to just write up all of your evidence first and then write the introduction last—that way you can be sure that the introduction will match the body of the paper.

Don’t be afraid to write a tentative introduction first and then change it later. Some people find that they need to write some kind of introduction in order to get the writing process started. That’s fine, but if you are one of those people, be sure to return to your initial introduction later and rewrite if necessary.

Open with an attention grabber. Sometimes, especially if the topic of your paper is somewhat dry or technical, opening with something catchy can help. Consider these options:

an intriguing example (for example, the mistress who initially teaches Douglass but then ceases her instruction as she learns more about slavery)

a provocative quotation (Douglass writes that “education and slavery were incompatible with each other”)

a puzzling scenario (Frederick Douglass says of slaves that “[N]othing has been left undone to cripple their intellects, darken their minds, debase their moral nature, obliterate all traces of their relationship to mankind; and yet how wonderfully they have sustained the mighty load of a most frightful bondage, under which they have been groaning for centuries!” Douglass clearly asserts that slave owners went to great lengths to destroy the mental capacities of slaves, yet his own life story proves that these efforts could be unsuccessful.)

.a vivid and perhaps unexpected anecdote (for example, “Learning about slavery in the American history course at Frederick Douglass High School, students studied the work slaves did, the impact of slavery on their families, and the rules that governed their lives. We didn’t discuss education, however, until one student, Mary, raised her hand and asked, ‘But when did they go to school?’ That modern high school students could not conceive of an American childhood devoid of formal education speaks volumes about the centrality of education to American youth today and also suggests the significance of the deprivation of education in past generations.”)

a thought-provoking question (given all of the freedoms that were denied enslaved individuals in the American South, why does Frederick Douglass focus his attentions so squarely on education and literacy?)

Pay special attention to your first sentence. Start off on the right foot with your readers by making sure that the first sentence actually says something useful and that it does so in an interesting and error-free way.

Be straightforward and confident. Avoid statements like “In this paper, I will argue that Frederick Douglass valued education.” While this sentence points toward your main argument, it isn’t especially interesting. It might be more effective to say what you mean in a declarative sentence. It is much more convincing to tell us that “Frederick Douglass valued education” than to tell us that you are going to say that he did. Assert your main argument confidently. After all, you can’t expect your reader to believe it if it doesn’t sound like you believe it!

How to evaluate your introduction draft

Ask a friend to read it and then tell you what he or she expects the paper will discuss, what kinds of evidence the paper will use, and what the tone of the paper will be. If your friend is able to predict the rest of your paper accurately, you probably have a good introduction.

Five kinds of less effective introductions

1. The place holder introduction. When you don’t have much to say on a given topic, it is easy to create this kind of introduction.

Essentially, this kind of weaker introduction contains several sentences that are vague and don’t really say much. They exist just to

take up the “introduction space” in your paper. If you had something more effective to say, you would probably say it, but in the

meantime this paragraph is just a place holder.

Example: Slavery was one of the greatest tragedies in American history. There were many different aspects of slavery. Each created

different kinds of problems for enslaved people.

2. The restated question introduction. Restating the question can sometimes be an effective strategy, but it can be easy to stop at

JUST restating the question instead of offering a more specific, interesting introduction to your paper. The professor or teaching

assistant wrote your questions and will be reading ten to seventy essays in response to them—he or she does not need to read a

whole paragraph that simply restates the question. Try to do something more interesting.

Example: Indeed, education has long been considered a major force for American social change, righting the wrongs of our society. The Narrative of the Life of Frederick Douglass discusses the relationship between education and slavery in 19th century America, showing how white control of education reinforced slavery and how Douglass and other enslaved African Americans viewed education while they endured. Moreover, the book discusses the role that education played in the acquisition of freedom. Education was a major force for social change with regard to slavery.

3. The Webster’s Dictionary introduction. This introduction begins by giving the dictionary definition of one or more of the words in the

assigned question. This introduction strategy is on the right track—if you write one of these, you may be trying to establish the

important terms of the discussion, and this move builds a bridge to the reader by offering a common, agreed-upon definition for a key

idea. You may also be looking for an authority that will lend credibility to your paper. However, anyone can look a word up in the

dictionary and copy down what Webster says—it may be far more interesting for you (and your reader) if you develop your own

definition of the term in the specific context of your class and assignment, or if you use a definition from one of the sources you’ve

been reading for class. Also recognize that the dictionary is also not a particularly authoritative work—it doesn’t take into account the

context of your course and doesn’t offer particularly detailed information. If you feel that you must seek out an authority, try to find

one that is very relevant and specific. Perhaps a quotation from a source reading might prove better? Dictionary introductions are

also ineffective simply because they are so overused. Many graders will see twenty or more papers that begin in this way, greatly

decreasing the dramatic impact that any one of those papers will have.

Example: Webster’s dictionary defines slavery as “the state of being a slave,” as “the practice of owning slaves,” and as “a condition of hard work and subjection.”

4. The “dawn of man” introduction. This kind of introduction generally makes broad, sweeping statements about the relevance of this

topic since the beginning of time. It is usually very general (similar to the place holder introduction) and fails to connect to the thesis.

You may write this kind of introduction when you don’t have much to say—which is precisely why it is ineffective.

Example: Since the dawn of man, slavery has been a problem in human history.

5. The book report introduction. This introduction is what you had to do for your elementary school book reports. It gives the name and

author of the book you are writing about, tells what the book is about, and offers other basic facts about the book. You might resort to

this sort of introduction when you are trying to fill space because it’s a familiar, comfortable format. It is ineffective because it offers

details that your reader already knows and that are irrelevant to the thesis.

Example: Frederick Douglass wrote his autobiography, Narrative of the Life of Frederick Douglass, An American Slave, in the 1840s. It was published in 1986 by Penguin Books. In it, he tells the story of his life.

Works consulted

We consulted these works while writing the original version of this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find the latest publications on this topic. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial.

Writing Effective Introductions

For additional examples and support concerning introductions, view the following links:

Writing Effective Introductions (Valencia College Writer’s Manual)

@ http://valenciacollege.edu/wp/cssc/documents/WritingEffectiveIntroductions.pdf

Effective Introductions (IUP Writing Center)

@ http://www.iupui.edu/~uwc/pdf/Introductions,%20Writing.pdf

MIT Resources for Writers: Introduction Strategies

@ http://writing.mit.edu/wcc/resources/writers/introduction

Writer’s Web: Preparing to Write an Introduction

@ http://writing2.richmond.edu/writing/wweb/intros.html

Homework Help: How to Write a Strong Introduction (About.com)

@ http://homeworktips.about.com/od/paperassignments/a/introsentence.htm

Introductory Paragraphs – Guide to Grammar and Writing

@ http://grammar.ccc.commnet.edu/grammar/intros.htm

Writing Effective Academic Titles (Mr. Eallonardo’s Tips!)

Access Mr. Eallonardo’s Academic Titles Power Point

@ Academic Titles Power Point.ppt

Writing Effective Conclusions

The following notes are from Mr. Eallonardo’s 10th Grade English Classes:

In the dictionary, we find Conclusion [kuhn-kloo-zhuhn] (noun) defined as:
1. the last main division of a discourse, usually containing a summing up of the points.
2. to deduce by reasoning or to pass judgment from guessing, speculating, surmising, hinting, implying, and/or suggesting.
3. Logic. a proposition inferred from the premises of an argument.

However, when we get to high school, one of them is minimized, making more room for the other two:

1. the last main division of a discourse, usually containing a summing up of the points.
2. to deduce by reasoning or to pass judgment from guessing, speculating, surmising, hinting, implying, and/or suggesting.
3. Logic. a proposition inferred from the premises of an argument.

As our writing becomes more sophisticated, we marginalize the first definition because it simply refers to the end of the paper, as in “I discussed a lot of things in this essay, and I am now at the conclusion (or the end) of it.”

But the other 2 definitions refer to an intellectual awakening or a realized idea, as in “I discussed a lot of things in this paper, and I have come to a conclusion (or realized something) about my topic.”

So how do we “reach” a conclusion? By taking our ideas in the paper to the next level.
Conclusions need to show a learning curve, provoke thought, and/or expand upon the broader implications of the ideas discussed in the paper. Gone are the days of just summarizing and rehashing your whole paper. However, you do have to link your conclusion to your thesis— you know, touch base with it. You may even want to put closure or shine a new light on your attention grabbing device (or “A.G.D.”) that you used in your introduction.
In many ways, you could simply picture the reader finishing your last body paragraph and saying this: “OK, so the student wrote a great paper. So what?” If you can answer that, you will take your conclusion to the next level. Still don’t know what I mean when I ask “So what?” Then explore one or two of these. They are the invisible questions that “so what” often implies:

•	What was the point of all this?

•	Why should anybody care about the stance you took on your thesis?

•	What were we (or you, the reader) supposed to learn about your thesis?

•	What’s the bigger picture?

•	What are we supposed to do now?

•	How are we (or you) supposed to look at the world differently now that we read (or you wrote) your paper?

•	What are we supposed to learn about ourselves or our world through this character / story?

Now, I know what some of you may be thinking: “I don’t know how to answer any of those questions.” But do not fret. One way is to use one of “so what’s” favorite tools: the power of inference. To infer is to…

•	make educated guesses

•	speculate / make a theory without sufficient evidence

•	use logic to extrapolate or prognosticate

•	judge your evidence and make a “ruling”

•	“read between the lines”

•	figure out why things happen beyond the obvious reasons, to ignore coincidence and dig deeper for meaning

I’m not going to lie— this is difficult to do; it takes deep and insightful thought.

So how could this look in practice?

Let’s say that you were writing a persuasive paper, and you had to attack or defend the following thesis: In Arthur Miller’s Death of a Salesman, Willy is most responsible for Biff’s failure. And let’s say you chose to defend it and chose to use a debatable definition from a key word in the paper as your attention-grabbing device (A.G.D.). It could, then, look like this:

Intro ¶:

Webster’s Dictionary defines parenting as “the methods, techniques, etc., used or required in the rearing of children.” However, their definition lacks the necessary criteria that separate good methods and techniques from the kind that can actually do permanent damage to a child. As most would agree, a “good parent” raises a child to make the right decisions and be accountable for the wrong ones, while a “bad parent” does not instill such a moral compass. And whichever type one has will directly influence their child for the rest of his or her life. In Arthur Miller’s Death of a Salesman, Willy Loman is most certainly not a good parent, which is why he is most responsible for his son’s failure, the seeds of which were planted when Biff was just a boy.

Then, let’s say the main prongs of the thesis were analyzed in the body paragraphs like this:

Body ¶1: Willy told a teenage Biff (in a flashback) that being well-liked trumps intelligence.

Body ¶2: A teenage Biff caught Willy (in a flashback) cheating on Linda and lying about it.

Body ¶3: Willy encouraged a teenage Biff (in a flashback) to steal supplies from a construction site.

Possible Conclusion ¶:

Miller’s protagonist may technically be a parent by definition; a common dictionary would confirm this basic fact. But Webster’s should not be able to call just anyone a “parent.” Unless they want to be held most responsible for Biff Loman’s failure instead of Willy Loman, they should probably include an asterisk by their definition for ones like him, as the title alone does not make him instantly capable of upholding the honor, dignity, and duties inherent in the job. This may help explain why Biff refers to him as a “troubled prince,” rather than “king.” As Webster’s would surely point out, one of them is a parent and one is just a child.

Body ¶1: Willy told a teenage Biff (in a flashback) that being well-liked trumps intelligence.

Body ¶2: A teenage Biff caught Willy (in a flashback) cheating on Linda and lying about it.

Body ¶3: Willy encouraged a teenage Biff (in a flashback) to steal supplies from a construction site.

Let’s try another. This one uses a different style of hook / A.G.D.:

Intro ¶:

Just this past week, President Obama said in a radio interview that he recently talked to rap superstar Jay-Z about parenting. His advice encouraged the new father and stressed being involved, “not just leaving it all to mom.” However, what the president failed to do was warn the celebrity dad of two dangers: too much of anything is usually bad, and there is such a thing as the wrong kind of involvement. This is exactly the mistake that Willy Loman makes with his son in Arthur Miller’s Death of a Salesman, which is why he is most to blame for Biff’s failure. Perhaps the most egregious way Willy went overboard is when he gave his son the wrong advice at a formative age.

Body ¶1: Willy told a teenage Biff (in a flashback) that being well-liked trumps intelligence.

Body ¶2: A teenage Biff caught Willy (in a flashback) cheating on Linda and lying about it.

Body ¶3: Willy encouraged a teenage Biff (in a flashback) to steal supplies from a construction site.

Possible Conclusion ¶:

Willy Loman is unquestionably a troubled man, and though he raised his two kids with good intentions, he is still the one most responsible for their failure. President Obama might be also trying to raise his two children to be fine, upstanding, and responsible. But had he imparted fatherly wisdom to Willy instead of Jay-Z, he would have been doing Arthur Miller’s protagonist no favors. Because unlike for real children, when one grows up in the Loman house, “just leaving it all to

mom” may have actually been the better advice.

How to Write a Formal Essay

When writing a formal essay it is important to understand the teacher’s individual expectations, assignment directions and overall learning objectives. While such details may vary according to content area or assignment, there are clear guidelines you should always follow to ensure your writing is academic, focused, elevated and an accurate example of your content understanding. Use the tips and links below to aid in your construction of formal essays.

Essay Construction Resources & Checklists

Formal Essay Writing Checklist

@ http://www.troyhigh.com/ourpages/auto/2007/8/29/1188402427607/Essay%20Writing%20Checklist.doc

Academic Essay Writing Checklist

@ http://www2.elc.polyu.edu.hk/cill/essay_checklist.htm

Tips for Academic and Other Formal Writing

@ http://homepages.inf.ed.ac.uk/jbednar/writingtips.html

Basic Rules for Writing Formal Essays

@ http://www.waycross.edu/faculty/selby/1101/rules.html

Formal Writing Tips Power Point

@ http://www.slideshare.net/englishross/formal-writing-tips-3018573

Mrs. Etsweiler’s 12th Grade Literary Analysis Construction Notes

The following notes will aid in your use of effective writing strategies during the composition of a Literary Analysis.

Reprinted with permission from Bucks County Community College

HOW TO WRITE A LITERARY ANALYSIS ESSAY

The purpose of a literary analysis essay is to carefully examine and sometimes evaluate a work of literature or an aspect of a work of literature. As with any analysis, this requires you to break the subject down into its component parts. Examining the different elements of a piece of literature is not an end in itself but rather a process to help you better appreciate and understand the work of literature as a whole. For instance, an analysis of a poem might deal with the different types of images in a poem or with the relationship between the form and content of the work. If you were to analyze (discuss and explain) a play, you might analyze the relationship between a subplot and the main plot, or you might analyze the character flaw of the tragic hero by tracing how it is revealed through the acts of the play. Analyzing a short story might include identifying a particular theme (like the difficulty of making the transition from adolescence to adulthood) and showing how the writer suggests that theme through the point of view from which the story is told; or you might also explain how the main character’s attitude toward women is revealed through his dialogue and/or actions.

REMEMBER: Writing is the sharpened, focused expression of thought and study. As you develop your writing skills, you will also improve your perceptions and increase your critical abilities. Writing ultimately boils down to the development of an idea. Your objective in writing a literary analysis essay is to convince the person reading your essay that you have supported the idea you are developing. Unlike ordinary conversation and classroom discussion, writing must stick with great determination to the specific point of development. This kind of writing demands tight organization and control. Therefore, your essay must have a central idea (thesis), it must have several paragraphs that grow systematically out of the central idea, and everything in it must be directly related to the central idea and must contribute to the reader’s understanding of that central idea. These three principles are listed again below:

1. Your essay must cover the topic you are writing about.

2. Your essay must have a central idea (stated in your thesis) that governs its development.

3. Your essay must be organized so that every part contributes something to the reader’s understanding of

the central idea.

THE ELEMENTS OF A GOOD ESSAY

The Thesis Statement

The thesis statement tells your reader what to expect: it is a restricted, precisely worded declarative sentence that states the purpose of your essay -- the point you are trying to make. Without a carefully conceived thesis, an essay has no chance of success. The following are thesis statements which would work for a 500-750 word literary analysis essay:

Gwendolyn Brooks’s 1960 poem “The Ballad of Rudolph Reed” demonstrates how the poet uses the conventional poetic form of the ballad to treat the unconventional poetic subject of racial intolerance.

The fate of the main characters in Antigone illustrates the danger of excessive pride.

The imagery in Dylan Thomas’s poem “Fern Hill” reveals the ambiguity of our relationship with nature.

PLEASE NOTE: THE BEST PLACE TO PUT YOUR THESIS STATEMENT IS AT THE END OF YOUR INTRODUCTORY PARAGRAPH.

The Introduction

The introduction to your literary analysis essay should try to arouse interest in your reader. To bring immediate focus to your subject, you may want to use a quotation, a provocative question, a personal anecdote, a startling statement, or a combination of these. You may also want to include background information relevant to your thesis and necessary for the reader to understand the position you are taking. In addition, you need to include the title of the work of literature and name of the author. The following are satisfactory introductory paragraphs which include appropriate thesis statements:

A. What would you expect to be the personality of a man who has his wife sent away to a convent (or perhaps has had her murdered) because she took too much pleasure in the sunset and in a compliment paid to her by another man? It is just such a man – a Renaissance duke -- that Robert Browning portrays in his poem “My Last Duchess.” Through what he says about himself, through his actions, and through his interpretation of earlier incidents, the Duke reveals the arrogance, jealousy, and materialism that are his most conspicuous traits.

B. The first paragraph of Alberto Alvaro Rios’s short story “The Secret Lion” presents a twelve-year-old boy’s view of growing up -- everything changes. As the narrator tells us, when the magician pulls a tablecloth out from under a pile of dishes, children are amazed at the “stay-the-same part,” while adults focus only on the tablecloth itself (42). Adults have the benefit of experience and know the trick will work as long as the technique is correct. When we “grow up” we gain this experience and knowledge, but we lose our innocence and sense of wonder. In other words, the price we pay for growing up is a permanent sense of loss. This tradeoff is central to “The Secret Lion.” The key symbols in the story reinforce its main theme: change is inevitable and always accompanied by a sense of loss.

C. The setting of John Updike’s story “A & P” is crucial to our understanding of Sammy’s decision to quit his job. Even though Sammy knows that his quitting will make life more difficult for him, he instinctively insists upon rejecting what the A & P represents in the story. When he rings up a “No Sale” and “saunter[s]” out of the store, Sammy leaves behind not only a job but the rigid state of mind associated with the A & P. Although Sammy is the central character in the story and we learn much about him, Updike seems to invest as much effort in describing the setting as he does Sammy. The title, after all, is not “Youthful Rebellion” or “Sammy Quits” but “A & P.” In fact, the setting is the antagonist of the story and plays a role that is as important as Sammy’s.

The Body of the Essay and the Importance of Topic Sentences

The term regularly used for the development of the central idea of a literary analysis essay is the body. In this section you present the paragraphs (at least 3 paragraphs for a 500-750 word essay) that support your thesis statement. Good literary analysis essays contain an explanation of your ideas and evidence from the text (short story, poem, play) that supports those ideas. Textual evidence consists of summary, paraphrase, specific details, and direct quotations.

Each of the paragraphs of your essay should contain a topic sentence (usually the first sentence of the paragraph) which states one of the topics associated with your thesis, combined with some assertion about how the topic will support the central idea. The purpose of the topic sentence is twofold:

1. To tie the details of the paragraph to your thesis statement.

2. To tie the details of the paragraph together.

The substance of each of your developmental paragraphs (the body of your essay) will be the explanations, summaries, paraphrases, specific details, and direct quotations you need to support and develop the more general statement you have made in your topic sentence. The following is the first developmental paragraph after one of the introductory paragraphs (C) above:

Sammy's descriptions of the A & P present a setting that is ugly, monotonous, and rigidly regulated. We can identify with the uniformity Sammy describes because we have all been in chain stores. The fluorescent light is as blandly cool as the "checkerboard green-and-cream rubber tile floor" (486). The "usual traffic in the store moves in one direction (except for the swim suited girls, who move against it), and everything is neatly organized and categorized in tidy aisles. The dehumanizing routine of this environment is suggested by Sammy's offhand references to the typical shoppers as "sheep," "house slaves," and "pigs." These regular customers seem to walk through the store in a stupor; as Sammy tells us, not even dynamite could move them out of their routine (485). This paragraph is a strong one because it is developed through the use of quotations, summary, details, and explanation to support the topic sentence. Notice how it relates back to the thesis statement.

The Conclusion

Your literary analysis essay should have a concluding paragraph that gives your essay a sense of completeness and lets your readers know that they have come to the end of your paper. Your concluding paragraph might restate the thesis in different words, summarize the main points you have made, or make a relevant comment about the literary work you are analyzing, but from a different perspective. Do not introduce a new topic in your conclusion. Below is the concluding paragraph from the essay already quoted above (A) about Browning's poem "My Last Duchess":

If the Duke has any redeeming qualities, they fail to appear in the poem. Browning's emphasis on the Duke's traits of arrogance, jealousy, and materialism make it apparent that anyone who might have known the Duke personally would have based his opinion of him on these three personality "flaws." Ultimately, our opinion of the Duke is not a favorable one, and it is clear that Browning meant us to feel this way.

The Title of Your Essay

It is essential that you give your essay a title which is descriptive of the approach you are taking in your paper. Just as you did in your introductory paragraph, try to get the reader's attention. Using only the title of the literary work you are examining is unsatisfactory. The titles that follow are appropriate for the papers (A, B, C) discussed above:

Robert Browning's Duke: So What's to Like?

The A & P as a State of Mind

"The Secret Lion": It's Hard to Grow Up

Audience

Consider the reader for whom you are writing your essay. Imagine you are writing for other students in your class who have about as much education as you do. They have read the assigned work just as you have, but perhaps they have not thought about it in exactly the same way as you. In other words, it is not necessary to "retell" the work of literature in any way. Rather it is your role to be the explainer or interpreter of the work -- to tell what certain elements of the work mean in relation to your central idea (thesis). When you make references to the text of the short story, poem, or play, you are doing so in order to remind your audience of something they already know. The principle emphasis of your essay is to draw conclusions and develop arguments.

USING TEXTUAL EVIDENCE

The skillful use of textual evidence -- summary, paraphrase, specific detail, and direct quotations -- can illustrate and support the ideas you are developing in your essay. However, textual evidence should be used judiciously and only when it directly relates to your topic. The correct and effective use of textual evidence is vital to the successful literary analysis essay.

Summary

If a key event or series of events in the literary work support a point you are trying to make, you may want to include a brief summary, making sure that you show the relevance of the event or events by explicitly connecting your summary to your point. Below is an effective summary (with its relevance clearly pointed out) from the essay already quoted above on "The Secret Lion" (B): The boys find the grinding ball, but later attempt to bury it (SUMMARY). Burying it is their futile attempt to make time stand still and to preserve perfection (RELEVANCE).

Paraphrase

You can make use of paraphrase when you need the details of the original, but not necessarily the words of the original: paraphrase to put someone else's words into your own words. Below is an example (also from the paper on "The Secret Lion") of how to "translate" original material into part of your own paper:

Original: "I was twelve and in junior high school and something happened that we didn't have a name for, but it was nonetheless like a lion, and roaring, roaring that way the biggest things do."

Paraphrase: Early in the story, the narrator tells us that when he turned twelve and started junior high school, life changed in a significant way that he and his friends couldn't quite find a name for.

Specific Detail

Various types of details from the text lend concrete support to the development of the central idea of your literary analysis essay. These details add credibility to the point you are developing. Below is a list of some of the details which could have been used in the developmental paragraph from the paper on John Updike's short story "A & P" (see the paragraph again for which details were used and how they were used).

"usual traffic"

"fluorescent lights"

"checkerboard green-and-cream rubber-tile floor"

"electric eye"

shoppers like "sheep," "houseslaves," and "pigs"

neatly stacked food

dynamite

Using Direct Quotations

Quotations can illuminate and support the ideas you are trying to develop. A judicious use of quoted material will make your points clearer and more convincing. As with all the textual evidence you use, make sure you explain how the evidence is relevant -- let the reader know what you make of the quotations you cite. Below are guidelines and examples that should help you use quotations effectively:

1. Brief quotations (four lines or fewer of prose and three lines or fewer of poetry) should be carefully introduced and integrated into the text of your paper. Put quotation marks around all briefly quoted material.

Prose example:

As the "manager" of the A & P, Lengel is both the guardian and enforcer of "policy." When he gives the girls "that sad Sunday-school-superintendent stare," we know we are in the presence of the A & P's version of a dreary bureaucrat who "doesn't miss much" (487).

Make sure you give page numbers when necessary. Notice that in this example the page numbers are in parenthesis after the quotation marks but before the period.

Poetry example:

From the beginning, the Duke in Browning's poem gives the reader a sense of how possessive he really is: "That's my last Duchess on the wall, / Looking as if she were alive" (1-2). We can't help notice how, even though the Duke is talking about her portrait, his main concern is that she belongs to him. Notice that line # 1 is separated from line # 2 by a slash. Make sure you give the line numbers when necessary.

2. Lengthy quotations should be separated from the text of your paper. More than four lines of prose should be double spaced and indented ten spaces from the left margin, with the right margin the same as the rest of your paper. More than three lines of poetry should be double spaced and centered on the page. Note: do not use quotation marks to set off these longer passages because the indentation itself indicates that the material is quoted.

Prose example:

The first paragraph of "The Secret Lion" introduces the narrator as someone who has just entered adolescence and isn't quite sure what to make of it: I was twelve and in junior high school and something happened that we didn't have a name for, but it was there nonetheless like a lion, and roaring, roaring that way the biggest things do. Everything changed. Just that. Like the rug, the one that gets pulled -- or better, like the tablecloth those magicians pull where the stuff on the table stays the same but the gasp! from the audience makes the staying-the-same part not matter. Like that. (41-42) Make sure you give page numbers when necessary.

Notice in this example that the page numbers are in parenthesis after the period of the last sentence.

Poetry example:

The Duke seems to object to the fact that his "last Duchess" is not discriminating enough about bestowing her affection. In the following lines from the middle of the poem, the Duke lists examples of this "fault": Sir, 'twas all one! My favor at her breast, The drooping of the daylight in the west, The bough of cherries some officious fool Broke in the orchard for her, the white mule She rode with round the terrace -- all and each Would draw from her alike the approving speech. (25-30)

Make sure you give line numbers when necessary.

3. If any words are added to a quotation in order to explain who or what the quotation refers to, you must use brackets to distinguish your addition from the original source.

Example:

The literary critic John Strauss asserts that "he [Young Goodman Brown] is portrayed as self-righteous and disillusioned." Brackets are used here because there is no way of knowing who "he" is unless you add that information. Brackets are also used to change the grammatical structure of a quotation so that it fits into your sentence.

Example:

Strauss also argues that Hawthorne "present[s] Young Goodman Brown in an ambivalent light." Brackets are used here to add the "s" to the verb "present" because otherwise the sentence would not be grammatically correct.

4. You must use ellipsis if you omit any words from the original source you are quoting. Ellipsis can be used at the beginning, in the middle, or at the end of the quotation, depending on where the missing words were originally. Ellipsis is formed by either three or four periods with a space between each period.

Original: "Early to bed and early to rise makes a man healthy, wealthy and wise."

Example (omission from beginning): This behavior ". . . makes a man healthy, wealthy, and wise." Ellipsis formed by three dots after the quotation marks.

Example (omission from middle): This maxim claims that "Early to bed . . . makes a man healthy, wealthy, and wise." Ellipsis formed by three dots used in place of the words "and early to rise."

Example (omission from end): He said, "Early to bed and early to rise makes a man healthy . . . ." Ellipsis is formed by four dots before the quotation marks -- the fourth dot is really a period which ends the sentence.

5. Use a single line of spaced periods to indicate the omission of an entire line of poetry.

Example: The Duke seems to object to the fact that his "last Duchess" is not discriminating enough

about bestowing her affection:

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The drooping of the daylight in the West, The bough of cherries some officious fool Broke in the orchard for her, while the white mule She rode around the terrace -- like and each Would draw from her alike the approving speech. (26-30)

Punctuating Direct Quotations

You will be able to punctuate quoted materials accurately if you observe the following conventions used in writing about literature:

1. When the quoted material is part of your own sentence, place periods and commas inside the quotation marks.

Example:

The narrator of "The Secret Lion" says that the change was "like a lion." The period is inside the quotation marks.

2. When the quoted material is part of your own sentence, but you need to include a parenthetical reference to page or line numbers, place the periods and commas after the reference.

Example:

The narrator of "The Secret Lion" says that the change was "like a lion" (41). The period is outside the quotation marks, after the parenthetical reference.

3. When the quoted material is part of your own sentence, punctuation marks other than periods and commas, such as question marks, are placed outside the quotation marks, unless they are part of the quoted material.

Example (not part of original):

Why does the narrator of "The Secret Lion" say that the change was "like a lion"? The question mark is placed after the quotation marks because it does not appear in the original -- it ends a question being asked about the story.

Example (part of original): The Duke shows his indignation that the Duchess could like everyone and everything when he says, "Sir, 'twas all one!" The exclamation point is placed inside the quotation marks because it appears in the original.

4. When the original material you are quoting already has quotations marks (for instance, dialog from a short story), you must use single quotation marks within the double quotation marks.

Example:

Lengel tries to stop Sammy from quitting by saying, " 'Sammy, you don't want to do this to your Mom and Dad'. "

THREE CONVENTIONS TO REMEMBER WHEN WRITING A LITERARY ANALYSIS ESSAY

1. You must give a clear, full reference to the work and author you are writing about somewhere in your introductory paragraph (see the example introductory paragraphs A, B, and C above).

2. Use the correct format for referring to the work you are discussing. The titles of short stories, poems, and essays should be placed in quotation marks; the titles of novels, plays, films, and TV shows should be either underlined or italicized:

"My Last Duchess" (poem) Antigone (play)

"The Secret Lion" (short story) Forest Gump (movie)

Pride and Prejudice (novel) Roseanne (TV show)

3. Use the present tense when you are discussing and writing about literature -- literary works are considered to exist in the present (see all the example paragraphs throughout).

CHECKLIST

Is the topic you have chosen to write about manageable for the length of the paper you are writing? Is it too narrow or too broad?

Is your title engaging? Does it suggest the approach you are taking in your paper?

Does your first paragraph introduce your topic, name the writer and the work, and end with your thesis statement? Will it get the reader's attention?

Is your thesis clear? Does it state the central idea of your paper?

Is your paper organized in a way that your reader will be able to follow?

Are your developmental paragraphs unified (everything in the paragraph relates to the topic of the paragraph) and coherent (everything in the paragraph is arranged in a logical order)?

Have you used transitional words where necessary within each paragraph? Are there transitions linking all the paragraphs of your essay?

Does your concluding paragraph provide a sense of closure?

Have you used technical terms correctly?

Have you used brief summary, paraphrase, specific details, and direct quotations? Have you explained why you are using them and how they support your central idea?

If you have used information from sources outside the actual work of literature (for example, books of criticism), have you documented this information properly? To provide documentation for literary papers, you need to use MLA documentation style, which can found in most English handbooks and in books on how to write research papers.

Have you proofread your final draft?

CDHS Language Arts Common Writing Assignments

Visit the following links to access notes, directions and teacher provided resources for your CDHS Language Arts courses! Remember, always clarify expectations for assignments with your individual teacher to ensure your writing efforts are successful.

CDHS English Summer Reading Assignments

@ http://www.cdschools.org/domain/1454

CDHS English Department Writing and Research Resources

Novels for Students

(Provides information on text’s author, plot theme, historical context and literary critiques)

@ http://go.galegroup.com/ps/aboutSeries.do?inPS=true&prodId=GVRL&userGroupName=pl2020&seriesId=0OPZ

Literature and Its Times

(Provides information of characters, themes, historical and social context of the 300 most studied literary works)

@http://go.galegroup.com/ps/eToc.do?userGroupName=pl2020&prodId=GVRL&inPS=true&action=DO_BROWSE_ETOC&searchType=BasicSearchForm&docId=GALE%7C9781414435718&contentSegment=9781414435718

Literature and Its Times Supplement One

@http://go.galegroup.com/ps/eToc.do?userGroupName=pl2020&prodId=GVRL&inPS=true&action=DO_BROWSE_ETOC&searchType=BasicSearchForm&docId=GALE%7C9781414435725&contentSegment=9781414435725

The Purdue Online Writing Lab (OWL)

(Provides helpful notes, examples and resources to aid in writing construction, formatting, revision and research citation)

@ http://owl.english.purdue.edu/

Turnitin.com

(You will be required to submit written assignments to Turnitin.com to ensure originality)

@ http://turnitin.com/

11th Grade Language Arts Common Writing Assignments

11th Grade Summer Reading Resources

@ http://www.cdschools.org/Page/1288

11th Grade Literary Criticism Construction Notes

@ http://www.cdschools.org/Page/1289

Cultural Criticism College Prep Research Paper

@ http://www.cdschools.org/Page/1292

Beowulf Writing Assignments

@ Beowulf's Other Narrative Epic Adventure.doc

@ Your Own Elegiac Poem.doc

@ Monster Book

@ Anglo-Saxon Newspaper

Brave New World Writing Assignments

@ Brave New World Savage Reservation Pamphlet.doc

@ The Roaring Twenties Presentations

@ Brave New World Literary Criticism

Frankenstein Writing Assignments

@ Frankenstein Group Project.doc

@ Frankenstein Group Project Suggested Chapter Research Topics.doc

Lord of the Flies Writing Assignments

@ Lord of the Flies Journal Topics.doc

@ Lord of the Flies Literature Circles.doc

@ Weekly War Woes.doc

@ Lord of the Flies Lit Crit
CDHS Assistive Technology

Please access the tools below to support your writing efforts and meet your writing goals.

NOTE: The following information and links are from the Central Dauphin District Website LFS and

Technology Integration link.

To access the provided information in its original and complete format:

Go to District Home Page

Drop-down: Technology Integration

Left side (black); choose LFS and Technology

LIST OF TOOLS

http://www.cdschools.org/Page/340

CDHS Selected Assistive Technology Writing Resources

Vocabulary Activities

Visuwords - This site allows you to look up words and see their meaning and association with other words and concepts -- all in a graphic format. You can make your own diagrams with your class too.

Nota - Nota is a service that allows you to create a blog that is more like an online scrapbook. How does this fit as a vocab activity? Well, some teachers have used it to create an online word wall for their units - giving students access to the word wall from anywhere.

Knowtes - Here you can create digital flash cards for your students. You can then add these flashcards to your Schoolwires page, or just provide the link to your students. The site does require an 'invitation' to create an account, but they typically have several 'invitations' to hand out all of them time.

Wordle - Remember word splashes from LFS training? Well, this is the technology version of a word splash. You can make a graphic with words in different color schemes, different sizes, different directions, etc. The finished word splash is easy to share online or print.

Visual Dictionary - Merriam-Webster has created an online visual dictionary that is free to use. This could be a helpful tool for introducing vocab words to your students, so they have a visual representation of the word. It is growing almost daily, so if it doesn't have the word you are looking for, check back.

Quizlet - This is another tool you can use to make flashcards... well, sort of. You can make simple quizzes that act much like flashcards. Their sample quizlet quizzes you on US capitals, but you can easily make this an interactive review of vocab words for you classroom.

Activating Strategies

Wordle - Just like in training, you can use a world splash to help activate thinking and prior knowledge before a lesson.

Webbing Tool - This tool allows your students to create their own graphic organizer, from home or school. Have them map out a word they know, or make a web of information they already know about the topic you are about to start studying.

Inspiration - Want more detailed, interactive graphic organizers? Want to be able to turn those graphic organizers into outlines (or visa versa)? Use Inspiration (or Kidspiration with elementary students) with your students - it can be put on any district computer with a simple Help Desk ticket (if it isn't already on the computer), and you can even get a CD from your technology facilitator to install it at home! (Not sure how to use Inspiration? Go back to cdsd.tech4ed.com, and you can view the tutorial that people taking the Inspiration online session use)

Summarizing and Extending & Refining

Persuasion Tool - Want your students to write a persuasive essay on a topic you just covered? Have them use this tool to help them plan out their arguments before they start writing.

Literary Elements Map - Students can map out the key literary elements of character, setting, conflict, and resolution as prewriting for their own fiction or as analysis of a text by another author in this secondary-level interactive.

Wordle - That's right, Wordle is back. Instead of creating a word splash of vocab words, try copy and pasting someone's essay, or even a famous speech, into Wordle. The resulting diagram will show you what words are used most by making those words larger than others. Your students can see what words they might be over using, or you could have them analyze why a particular person may have used certain words often in their speeches.

3D Bio Cube - Bio-Cube is a useful summarizing tool that helps students identify and list key elements about a person whose biography or autobiography they have just read. It can also be used as a prewriting activity for student autobiographies.

Writeboard - Here your students can have their own digital whiteboard on their screen. When they setup their whiteboard, it gives them an address and password they can share with another student, and then both students (or more) can edit the same board, allowing them to share ideas and information easily, even if they aren't at the same computer, in the same class, or in the same school! C

Senteo - You can once again use Senteo here, by providing summarizing questions after reading stories, seeing video clips, or other activities. (Not sure how to use Senteo? go back to cdsd.tech4ed.com, and you can view the tutorial people taking the Senteo online session use)

Compare & Contrast Map - The Compare & Contrast Map is an interactive graphic organizer that enables students to organize and outline their ideas for different kinds of comparison essays.

Wiki - You've heard of Wikipedia, right? Well, you can make your own classroom wiki, for free! Once created, you can assign students different topics, and let them update your classroom wiki with information they learn throughout a unit. Then once you are finished, you have your very own wiki-encyclopedia about the topic you just covered in class, but made completely by your own students. (Note: if you can't figure out how to use a wiki, there will be sessions offered this coming school year on this topic) C

Blog - Creating a classroom blog is simple, and free, with Wordpress. Once created, you can have students post to the blog and you can have a discussion between students, even if they are in different periods or different schools! You can have book discussions, mini-debates, and more! (Note: Just as with wikis, there will be sessions offered this coming school year on blogs) C

Photostory - Have your students create a digital project showing what they've learned. They can piece together pictures, video, audio, and text to tell a story or give a summary of a topic. Most district computers should have Photostory already loaded on them.

Graphic Organizer Templates

5W_and_How_Mode

Analyzing Perspectives

Cause and Effect

Cause and Event

Character Map Literary Elements

Compare and Contrast

Constructing Support

Cycle Graph (sequence and repeat)

Describing an Event

Descriptive Organizer

Details Literary Element

Fishbone - Cause and Effect

Flow Chart Sequence

Folk Tales Story Map

Frayer Diagram

Inductive Reasoning

Justify Your Answer

KWL

Matrix Compare and Contrast

Newspaper Model 5W

Classifying/ Categorizing Organizer

Prediction Tree

Problem Solution

Skillful Decision Making

Story Map Character Change

Story Map Literary Element

Story Pyramid Characterization

The Important Thing

Ticket Out the Door

Web Classifying Diagram

Word Map Outline

Math Word Problem

Rubrics

http://rubistar.4teachers.org/index.php

http://www.teach-nology.com/web_tools/rubrics/

FCS Common Writing Assignments

Please reference the assignment directions and examples below to aid in your FCS writing assignment construction!

Assignment: Life Management and Insurance Open Ended Writing Prompt

Directions: Fill the entire block, but don’t go outside the block. Answer should be in sentence form.

Prompt: Write a job description for an actuary using the lesson vocabulary and the math applications.

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Assignment: Informational Writing Prompt

Directions: You will have approximately 60 minutes to plan, write, and proofread your response to this writing prompt:

Interventions have changed our lives for the better and for the worse. In an essay, discuss one of the most important inventions of your lifetime. Explain the positive and negative effects this invention has had on society.

Plan

Before you write:

Read the prompt carefully so you understand exactly what you are being asked to do.

Consider topic, task, and audience.

Think about what you want to write.

Use scratch paper to organize your thoughts. Use strategies like mapping or outlining.

Write

As you write:

Maintain a clear and consistent focus.

Include specific details; use examples and reasons, and facts to support your ideas.

Use a variety of well-constructed, complete sentences.

Use logical organization with an obvious introduction, body, and conclusion.

Proofread

After you write:

Did you support your ideas with specific details?

Do the point of view and tone remain consistent?

Did you check for capitalization, spelling, sentence structure, punctuation, and usage errors?

Informational Writing Prompt Assignment Assessment:

Note: The above assignment is assessed with the PSSA Informational Scoring Guideline

@ http://www.docstoc.com/docs/50411544/PSSA-Writing-Guidelines-11

Assignment: Write a Book Review

Directions: The review should be personal. Describe, analyze, and evaluate the written piece. Do not retell the story.

Items to include:

Purpose of the written piece

Content

Audience

Strength and weakness

Book’s point of view

How the piece affected or relates to you

Would you recommend this reading?

Assignment: The Highway Man

Directions: View the provided examples for The Highway Man writing activity below to aid in your assignment construction.

Example Prewriting Frayer Diagram

Who kills or steals for a living? Suicide Bombers Terrorists Robbers Gangsters Mobs (Mafia) Shoplifters Snipers Hijackers The Highway Man Kidnappers	How will their career choice influence their life mission / outcome? They’ll go to jail They wont have morals Family and friends suffer They could get themselves killed Have more enemies
Mobs What do they want? Black Suits Tracksuits Business Shoes Trench Coats	Mobs Who loves them? Who hates them? 1. wives 1. victims’ families 2. mom 2. police 3. friends 3. community 4. children 4. government 5. grandparents 5. victims

Example Creative Writing Response:

There once was a mob member, his name was Jim

You wouldn’t believe the trouble he got in

He wore black clothes and drove a nice car

But on the road of life, he wouldn’t get very far

One day he got caught and was sent to jail

He could only communicate to others through letters in the mail

His wife still loved him, but he made her so sad

Why were his decisions always so bad?

His kids always wondered why daddy was never home

Being in jail, he couldn’t see how they had grown

And there in jail Mafia Jim died

At his funeral, only his mom cried

Jim murdered and stole until he had nothing more

And because of his decisions heaven refused to open its door.

Assignment: Constructing Support

Prompt: On page 163, Brett is writing a pool cleaners oath. Formulate your life oath. What are your expectations and ideas about what’s important in family, job, and career decisions. Include 5010 sentences and expectations in each of the areas. Allow a classmate to proofread. On lined paper. Best writing or printing. Perfect projects will be displayed.

Constructing Support Prewriting Organizer Example

POSITION STATEMENT

Write your life oath

M O N E Y F A M I L Y C A R E E R

3 Important Areas of Your Life

EXAMPLES: FACTS / REASONS

Support me

Spend time together

Committed to each other

Take these facts / reasons and write your oath in 5-10 sentences

Foreign Language Writing Resources

Common Transitions (English to French)

A	B
for ever	à jamais
now, currently	actuellement
on the contrary	au contraire
basically	au fond
however	cependant
moreover	d'ailleurs
in short	en bref
furthermore	en plus
in any case	en tout cas
at least	au moins
on average	en moyenne
on no account	en aucun cas
more	davantage
in the past	autrefois
approximately	approximativement
apparently	apparement
absolutely	absolutment
naturally, of course	bien entendu
to such an extent that..	à tel point que
considerably	considérablement
at that moment	à ce moment-là
as	ainsi que
so	alors
nevertheless/meanwhile	cependant
it's why	c'est pourquoi
while/during	durant
but	mais
despite everything	malgré tout
by consequence	par conséquent
as soon as	dès que
from now on	dorénavant
for his/her part	pour sa part
after	après
in the future	à l'avenir
following	à la suite de
After having verbed	après avoir/etre participe passé
afterall, deep down	au fond
about (a subject)	au sujet de
in other words	autrement dit
first	d'abord
more and more	de plus en plus
in any case	de toute façon
from now on	désormais
from then on	dès lors
so, therefore	donc
in concluding	en conclusion
then	ensuite
finally	enfin
on the other hand	en revanche
in spite of	en dépit de
in other words	en d'autres termes
in spite of	malgré
nevertheless	néanmoins
apart from	outre
on the other hand	par contre
because	parce que
thanks to	grâce à
on account of/because of	à cause de
however	pourtant
according to me (you, her, etc.)	selon moi (toi, elle...)
often	souvent
however	toutefois
To begin with	pour commencer
as a conclusion	en conclusion
it's about	il s'agit de

PHRASES UTILES POUR COMMENCER ET CONTINUER UNE DISCUSSION

Pour exprimer son point de vue :

D’après moi	In my opinion

A mon avis	In my opinion

Ce qui est surprenant, c’est..	What’s surprising is…

Il est évident que	It is obvious that…

Pour se référer à un texte, un article ou un videoclip :

Selon l’article	According to the article

Dans l’esprit du film	In the spirit of the movie

En ce qui concerne l’auteur de l’article	As far as the author of the article is concerned

Les gens dans le clip disaient	The people on the videoclip were saying

Untel ou une telle (personnage ou personne	So and so (character or person

Interviewée) a l’air/ paraît/ semble	interviewed) seems

Pour introduire le point de vue d’un autre :

Selon l’auteur	According to the author

L’auteur attire notre attention sur	The author draws our attention to

L’auteur nous rappelle	The author reminds us of

L’auteur nous signale	que	The author points out that

Un soi-disant expert voudrait nous faire croire que

A so-called expert would like us to believe that

Untel dit/ pense/ croit	So and so says/ thinks/ believes

Pour indiquer la raison pour quelque chose :

C’est pour cette raison que	It is for this reason that

C’est certainement parce que	It is certainly because

Il s’agit d’un problème	It is about a problem

C’est à cause de	It is because of (something negative)

C’est grace à	Because of, thanks to (something positive)

Pour reconnaître la pensée de son interlocuteur :

À cet égard	In this connection

À ce propos	In this connection

Si je suis bien ta pensée	If I follow your thinking

Je suis d’accord avec toi, mais	I agree with you but

Pour exprimer son désaccord :

Je ne suis pas d’accord avec toi parce que	I don’t agreee with you because

D’une part... d’autre part	On one hand, on the other hand

Par contre	On the opposite

D ‘ailleurs	Besides

De toutes façons	All in all / in any case

Tu oublies une chose	You are forgetting something

How to make accent marks

How to make l’accent aigu (acute accent) – Cécile

Step 1 – Hit the control key and the apostrophe key at the same time. Take your hands off these keys.

Step 2 – Hit the letter that requires the accent.

Example: í

Now you try. Type the following letters with l’accent aigu.

e - _____________ a - __________________ u - ___________________

How to make l’accent grave (grave accent) – Michèle

Step 1 – Hit the control key and the tilde key (~) up the left hand corner of the keyboard. Take your hands off these keys.

Step 2 – Hit the letter that requires the accent.

Example: à

Now you try. Type the following letters with l’accent aigu.

i - _____________ a - __________________ u - ___________________

How to make l’accent circonflexe (circumflex) – Jérôme

Step 1 – Hit the control key, the shift key and the 6 key. Take your hands off of these keys.

Step 2 – Hit the letter that requires the accent.

Example: ô

Now you try. Type the following letters with l’accent aigu.

o - _____________ i - __________________ u - ___________________

How to make le tréma (diaeresis) – Noëlle

Step 1 – Hit the control key, the shift key and the colon (:) key. Take your hands off these keys.

Step 2 – Hit the letter that requires the accent.

Example: ë

Now you try. Type the following letters with l’accent aigu.

e - _____________ a - __________________ u - ___________________

How to make la cédille (cedilla) – français

Step 1 – Hit the control key and the comma key. Take your hands off of these keys.

Step 2 – Hit the letter that needs the accent.

Example: ç

Now you try. The letter “c” is the only letter that will require a cedilla.

c - _____________

With practice, typing accents will become very easy for you, and you will be able to complete your French work faster!

Physical Education Writing Resources

Substance Pamphlet Project (50 Points)

Work with a partner to create an Anti-use pamphlet that could be used by an organization. You need to choose the pertinent information that should be included in this pamphlet along with images and how the pamphlet should be formatted. Creativity will be rewarded!

Requirements:

-Work with a partner

-Choose a substance (one of the drugs from your drug outline, alcohol

or tobacco)

-Use at least 3 sources, one must be a book

-MLA formatting for the sources used (in text citations and a references section on the back of the pamphlet)

-Use images

Demonstrates an Understanding of Core Concepts
Inclusion of Important Information
Use of Images
Informative to the Reader
Creativity
MLA Citations
Organization and Appearance
Proper Grammar
Personal Effort
Meets Assignment Requirements

- You will be graded on:

How to Create a Pamphlet

Open Word. Click on “File” and then “New”

In the box on the right, click “On My Computer”

Click on the “Publications” tab and then on “Brochure”

Technical Writing Resources

Portfolio Process

The portfolio is used to describe your project to others, regardless of their knowledge of the subject matter. The portfolio will be printed to a specific size and format so it fits within the DVD case of your final project. The project should be written using consistent fonts and text sizes (Arial or Times New Roman, 10 points). Here are the required components of a well-written portfolio:

Cover Page:

The following information should be displayed on the cover page:

Name

Computer Animation

Course 56706

Central Dauphin High School

2010-2011

A picture related to your project should also be included on the cover.

Course Description Page:

This page will include the course description and paragraphs discussing the following:

Your personal interest and reason for taking the class

Background and prior experiences

Where these skills can be used in your everyday life

Major Project Areas and Images:

You will include a one page written description and one page of images for each main project area (2D animation, 3D animation, real-time and physics, 2D games, 3D games, and independent project). The written description will include the following:

What you had hoped to learn about the area of study (2D, 3D, etc.).

The projects you completed or planned to complete.

Problems you encountered along the way and the solutions to those problems.

The most interesting things you learned about the projects.

Specific, practical applications of the project.

Conclusions Page:

The conclusions page is where you summarize and reflect on your entire experience for the year. Included here:

How has the year shaped your thought of computer animation?

What would you do again differently or build upon?

What have you learned and could apply in the future?

Unit: Portfolio Process and Project Planning

Concept: Project Planning

Storyboards:

Design Documents:

Catch the Clown

Game objects

There will be just two game objects: the clown and the wall. The wall object has a square like image. The wall surrounding the playing area is made out of these objects. The wall object does nothing. It just sits there to stop the clown from moving out of the area. The clown object has the image of a clown face. It moves with a fixed speed. Whenever it hits a wall object it bounces. When the player clicks on the clown with the mouse the score is raised with 10 points. The clown jumps to a random place and the speed is increased with a small amount.

Sounds

We will use two sounds in this game. A bounce sound that is used when the clown hits a wall, and a click sound that is used when the player manages to click with the mouse on the clown.

Controls

The only control the player has is the mouse. Clicking with the left mouse button on the clown will catch it

.

Game flow

At the start of the game the score is set to 0. The room with the moving clown is shown. The game immediately begins. When the player presses the <Esc> key the game ends.

Levels

There is just one level. The difficulty of the game increases because the speed of the clown increases after each successful catch.

Unit: Computer Game Logic

Concept: Game Design Concepts

Making a Good Computer Game

Playing computer games is fun. But it is actually more fun to design your own computer games and let other people play them. Unfortunately, creating computer games is not easy. Commercial computer games as you buy nowadays typically take one to three years of development with teams of anywhere between 10 and 50 people. Budgets easily reach in the millions of dollars. And all these people are highly experienced: programmers, art designers, sound technicians, etc.

So does this mean that it is impossible to create your own computer games? The answer is no with programs like Blender and GameMaker. Of course, you should not expect to create your own Quake or Age of Empires within a few weeks. Simpler games, like Tetris, Pacman, Space Invaders, etc. are also fun to play and a lot easier to create.

The Design Concept

In order to make a good game, you should first develop a good plan. Consider the following:

Design Brief:

This is where you develop the name for your game and a short description to catch the player’s attention. Here is an example of a simple game developed in GameMaker:

Catch the Clown

Catch the Clown is a little action game. In this game a clown moves around in a playing field. The goal of the player is to catch the clown by clicking with the mouse on him. If the player progresses through the game the clown starts moving faster and it becomes more difficult to catch him. For each catch the score is raised and the goal is to get the highest possible score. Expected playing time is just a few minutes.

The brief should include the game name; game type; field description; action description; goals and levels; and estimated playing time.

Design Document:

The second step in creating a game is to write a more precise design document. You are	recommended to always do this before making your game, even if it is very simple. Here	is the design document for Catch the Clown:

Catch the Clown

Game objects

There will be just two game objects: the clown and the wall. The wall object has a square like image. The wall surrounding the playing area is made out of these objects. The wall object does nothing. It just sits there to stop the clown from moving out of the area. The clown object has the image of a clown face. It moves with a fixed speed. Whenever it hits a wall object it bounces. When the player clicks on the clown with the mouse the score is raised with 10 points. The clown jumps to a random place and the speed is increased with a small amount.

Sounds

We will use two sounds in this game. A bounce sound that is used when the clown hits a wall, and a click sound that is used when the player manages to click with the mouse on the clown.

Controls

The only control the player has is the mouse. Clicking with the left mouse button on the clown will catch it

.

Game flow

At the start of the game the score is set to 0. The room with the moving clown is shown. The game immediately begins. When the player presses the <Esc> key the game ends.

Levels

There is just one level. The difficulty of the game increases because the speed of the clown increases after each successful catch.

Portfolio Process

The portfolio is used to describe your project to others, regardless of their knowledge of the subject matter. The portfolio will be printed to a specific size and format so it fits within the DVD case of your final project. The project should be written using consistent fonts and text sizes (Arial or Times New Roman, 10 points). Here are the required components of a well-written portfolio:

Design Brief and Specifications:

This is your basic project statement. Your descriptions need to stay very basic in the design brief and not specifically mention the exact project details at this point. You will discuss the specific reasons for selecting this project and why it is important to you (i.e. family experiences, personal interests, future careers). At least 2 paragraphs

Example:

For Advanced CADD (TEC557), I would like to develop a project related to the architectural field of design. I would like to possibly design my own 2-story house while following industry-standard specifications and regulations. It would be nice to include all drawings necessary to actually be able to build this house. Since it is possible to develop 3D renderings and animations in the lab, it might be nice to be able to develop some photo-realistic images and walk-throughs.

I am interested in doing a project of this type because my family has always been active in the designing and building trades. I also have an interest in architecture and may possibly pursue a career in the drafting and design industry. This would also be a great opportunity to develop the home of my dreams.

Research and Investigation Questions:

These are the questions that will guide your project and final conclusions. What do you hope to learn from doing this project? Where will you find your information and what will your research look like? You should have at least 12 relevant questions. Do not answer the questions here- these guide the conclusions.

Examples (for various projects):

What careers relate to my project?

What software is used in industry?

Where can I find current zoning regulations to follow for my project?

Do I want to use an existing site for my house plan?

What architectural styles interest me and how can I apply them to my design?

What software do I want to use to develop the various parts of my plan in?

What drawings need to be done for zoning approval?

What is the job of a 3D graphic designer?

Where are jobs related to my project located and are they plentiful?

How do I develop fluid simulations in 3D animation?

What are the production steps in developing a professional 3D animation?

What are the basic elements in a well designed 3D game?

Possible Solutions:

These are the possible courses of action you can take to complete your project. Discuss what components can be developed for your project and what software can be used to complete them. You can even discuss the possibility of downloading demo software that we do not use in the lab for research and comparison purposes. Discuss the pros and cons of each solution. At least 2 possible solutions and a paragraph for each one.

Example:

One course of action I could take in developing my house plan project could be to use AutoCAD to develop all of my plan pages. AutoCAD is used heavily in the architectural industry and is still the standard for most 2D drawing. The pros of this action include the ability to communicate my plans with most other professionals since AutoCAD is so widely used. The disadvantages include the inability to develop 3D renderings and animations from my plans plus AutoCAD is a generic drawing program and not specifically design for architecture.

Another course of action could be to utilize several programs in the lab to develop my project. AutoCAD could be used to develop several components of the plan while SoftPlan could be used for others. SoftPlan is an industry-standard program dedicated to architectural design. SoftPlan also has the ability to create 3D renderings and to export files to Blender where Animations can be completed.

Chosen Solution:

The chosen solution is your actual course of action you plan to take to complete your project. This is where you discuss all components that will be included in your project, where they will be completed, and when they will be completed.

Example:

After examining my possible solutions, I’ve decided to take the following course of action:

I plan to develop a site plan on an existing site in AutoCAD containing all necessary information to pass for a building permit. I then plan to develop floor, foundation, sectional, electrical and elevation plans in SoftPlan. If time permits, I may also develop deck plans and a material list. I would like to create several interior and exterior 3D renderings in SoftPlan and a simple exterior animation in Blender if time is available.

Timeline:

- November- Research zoning regulations, develop site plan

- December- Create floor plans with electrical, dimensions, labels

- January- Finish floor plans, begin foundation plans with electrical, dimensions, labels

- February- Finish foundation plans with electrical, dimensions, labels

- March- Develop sectional views and elevations

-April- Create renderings, export to Blender and apply materials and textures, begin animations

-May- Finish animations, create deck plans, assemble project

Models:

This is the section where you include samples of the work you have completed. Include drawings from all programs you’ve used throughout the project creation. You should also include images of scanned sketches or storyboards you have completed. Pictures should include brief titles or descriptions. Use “Text Boxes” for the best fit and arrangements.

It is best to format the text box to not show a line around the edge. Examples:

Conclusions: This is the most important section of the entire portfolio. This is where you discuss, in detail, what you did throughout the entire project and what you learned. You should write this in a way where someone without any knowledge of the area can understand what you did and how much work went into it. You should discuss the steps you went through from initial research to project completion. The Research and Investigation Questions should guide your discussion and all questions should be answered somewhere in your paragraphs. You want to be able to show organization and advanced learning throughout the project. You want to discuss problems encountered and solutions to those problems along with possible improvements to the project as a whole. Grammar and spelling count so have someone proofread your portfolio before you submit it for grading. This project may help with a future job or college placement so do your best! This is the site plan developed in AutoCAD Here is the exploded 2D isometric view of my project in AutoCAD 3D Rendering of the paperclip holder

CDHS Science Writing Resources

To view the complete Lab Report Format (with example figures) visit:

@ http://bio230fall2010.files.wordpress.com/2011/02/lab_report_format-fall_2007.pdf

CDHS Science Lab Report Format (Partial Example)

BIOLOGY YORK COLLEGE OF PENNSYLVANIA

LAB REPORT FORMAT

Revised Fall 2007

Laboratory and field-oriented courses in the Department of Biology at York College often entail exercises

and experiments that require formal lab reports. Our department has developed a standard lab report

format that you will use throughout the curriculum. It is based on the IMRAD format used in virtually all

primary research articles in the biological literature. The acronym IMRAD refers to the following

sections: Introduction, Methods, Results And Discussion.

The complete order of sections should be title page, Abstract, Introduction, Methods, Results,

Discussion, Literature Cited, tables, and figures. Ask your instructors at the beginning of the semester if

they deviate from the guidelines in this document.

Each section of the lab report plays an important and unique role. The following provides guidelines

about the information in each section.

TITLE PAGE (separate sheet of paper): Name of experiment or exercise, your name, name of lab

partners, name of class, date experiment done, date report submitted.

ABSTRACT (separate sheet of paper): This is a single, tightly-written paragraph that briefly

summarizes the major elements of the lab report. A minimum of one sentence each should be devoted

to your introduction, objectives, methods, results, and conclusion. Your job will be easier if you write the

abstract after the rest of the report is complete.

INTRODUCTION: This section supplies background information and may also provide a theoretical

basis and historical context for the work that you have done. To do this, it is necessary to cite

information that has been published in the scientific literature. A good Introduction indicates why the

work was undertaken and why it is interesting. Toward the end of this section you should explicitly state

your hypotheses or objectives.

METHODS (also called MATERIALS AND METHODS): In this section you will describe the procedures

that enabled you to collect your data. A simple listing of “materials” is inappropriate. Ideally, you should

include the details that would permit someone to repeat your work based on their reading of this section.

For most labs, the methods will come from a lab manual/handout. The degree to which your

manual/handout may be used for citing methodology is up to your instructor. Avoid insignificant details

such as the name of the company that made your pipette or the day of the week on which your lab

occurred. Provide any formulas or equations that you used for making important calculations. Lastly,

describe your statistical procedures and identify your statistics software. The predominant verb tense in

this section is past tense. The METHODS section is often the most straightforward to write and is

therefore a good place to begin your report.

RESULTS: This is the core of the report in which you present your findings, usually in the form of

numerical data. Sometimes raw data may be presented, but it is more common and useful to provide

data that have been condensed to some degree. If you are presenting calculated means, don't forget to

include some measure of data variability (e.g. standard deviations). Tables may be needed to organize

large groups of numbers. Figures (= graphs) can be particularly useful to display trends in data. It is not

enough, however, to simply refer readers to tables and figures. Results must be verbally expressed in

the Results section. All of your data are not equally important. Draw the reader's attention to particularly

noteworthy data or the presence of meaningful trends. If possible, support this with statistical analyses,

keeping in mind that statistical significance may conflict with your sense of biological significance. The

text of the Results section should summarize the data, but stop short of interpreting their meaning or drawing major conclusions about their importance. Certain biology courses may require a differently structured

Results section -- see your instructor about appropriate modifications.

DISCUSSION: Interpret your data and evaluate the meaning of your results. Avoid making your

discussion just a re-statement of results. Toward that end, do not re-cite your tables, figures, and

statistical outcomes (e.g., p-values). Instead, address whether your hypothesis, as stated in the

Introduction was supported by the data. If possible, connect your findings with the results from

published studies by using literature citations. Do your results contradict, reaffirm, or extend previously

published findings? How do your results fit into the big picture? Don't be afraid to discuss "negative"

data (e.g., lack of relationships among variables). In some cases, negative outcomes are more

interesting and important than positive and predictable findings. If your data seem anomalous or

unreasonable, provide reasons that might help explain this. Resist the temptation to discuss every

aspect of your data and do not provide every conceivable explanation for the obtained results.

Speculation should be limited and clearly identified as your own speculation. The last paragraph of this

section should be a strong statement of the take-home message.

LITERATURE CITED: All citations that appear in the body of your lab report must be listed in this

section. We will use the author-year format to arrange the citations. List the papers in alphabetical order

based on the first author's last name. Unfortunately, there are many ways of formatting citations. As a

matter of convenience and consistency, we will arbitrarily adopt the following formats:

Research Articles

Carlson, J.R. 1977. The imaginal ecdysis of the cricket (Teleogryllus oceanicus). I. Temporal structure

and organization into motor programmes. Journal of Comparative Physiology 115:299-317.

Drews, D., Vaughn, D.B. and Anfiteatro, A. 1992. Beer consumption as a function of music and the

presence of others. Journal of the Pennsylvania Academy of Science 65:134-136.

Keeling, L.J. and Hurnik, J.F. 1996. Social facilitation acts more on the appetitive than the consummatory

phase of feeding behaviour in domestic fowl. Animal Behaviour 52:11-15.

Book

Schmidt-Nielsen, K. 1990. Animal physiology: adaptation and environment. 4th ed. Cambridge University

Press, New York, NY.

Edited Volume

Hocutt, C.H., Bally, R. and Stauffer, J.R. 1992. An environmental primer for less developed countries,

with an emphasis on Africa. Pages 39-62 in Cairns, J., Jr., Niederlehner, B.R. and Orvos, D.R.

(eds.). Predicting Ecosystem Risk. Princeton Scientific Publishing Co., Inc. Princeton, NJ.

World Wide Web Document

Basic information in the citation:

Author’s name(s). Date of publication. Title of work. Available from: Protocol: address and path.

Accessed date of visit.

Examples:

Collins, F. and Patrinos, A. 1996 August 16. NCHGR—DOE guidance on human subjects in large-scale

DNA sequencing. Available from: http://www.ornl.gov/TechResources/Human_Genome/archive/mchgrdoe.html. Accessed 1997

January 6.

Fishes of Iowa. Available from: http://www.state.ia.us/fish/iafish/iafish.htm. Accessed 1999 August 23.

Electronic Journal Article

Basic information in the citation:

Author’s name(s). Year of publication. Title of work. Title of serial [serial online] Volume number: pages.

Available from: protocol, address, and path.

Example:

Martin, E.P. 1996. Phylogenies, spatial autoregression, and the comparative method: a computer

simulation test. Evolution [serial online] 50:1-14. Available from: Infotrac Expanded Academic Index.

Citing Literature in the Body of the Report

You are encouraged to cite appropriate literature in the Introduction, Methods, and Discussion sections

of your lab report. Citing an article, however, implies that you possess the article or have access to it

and that you have read it. Citing an article based only on a reading of the article’s abstract, for example,

is not acceptable.

Not surprisingly, there are a few rules about how to cite correctly. Citations most commonly appear at

the end of a sentence inside parentheses as illustrated in the following three examples:

Growth rates are positively correlated with rainfall (Jones 1993).

Growth rates are positively correlated with rainfall (Jones 1993, Roy and Smith 1988).

Growth rates are positively correlated with rainfall (Jones 1993, Roy and Smith 1988, Williams et

al. 1937).

Note that "et al." was used for the last citation. This automatically informs you that Williams had two or

more coauthors. All authors’ names should appear in the complete citation in the Literature Cited section

of your report. The above format is preferred although some writers will explicitly insert the cited author's

name(s) into a sentence:

Jones (1993) found that growth rates are positively correlated with rainfall.

A positive correlation between growth rates and rainfall was found by Jones (1993).

Is it acceptable to cite an article that you haven’t seen but is cited in an article that you have read? In

general, the answer is “no”. The above rule also applies here: If you cite an article you should have

read it. If, for some reason, the original article of interest (e.g. Winston 1893) is unobtainable, then you

may cite it by writing (Winston 1893 in Rodgers 2003). This tells your reader that you are relating

something from Winston even though you were unable to read the original publication from 1893. It also

indicates that you learned about Winston by reading the Rodgers article.

Visual Aids: Tables and Figures

The Results section of a lab report often presents data in the form of tables and figures. Your first

consideration is deciding if visual aids are truly necessary. If you choose to include them, follow these

guidelines.

Tables

1) A table heading is a terse indication of table contents. It is a SINGLE sentence or sentence

fragment and may, for example, lack a verb.

2) Restrict your use of horizontal lines and never use vertical lines.

3) Use superscripts and footnotes to provide additional information about the contents of the table.

4) Each table should be on its own piece of paper.

EXAMPLE:

Table 1. Carapace widths of three spider species in counties of north Georgia.

<VIEW PDF FOR TABLE EXAMPLES: @ http://bio230fall2010.files.wordpress.com/2011/02/lab_report_format-fall_2007.pdf>

Figure Legends

1) Every figure requires a separate figure legend.

2) Figure legends should provide just enough information to allow the reader to interpret the

figure. Unlike table headings, figure legends may consist of several sentences. The first

sentence is sometimes a sentence fragment.

3) Each figure legend should appear just below the figure on the same page.

Figures

1) Each figure should be numbered and centered on its own separate piece of paper.

2) Figures should be printed in portrait mode (not landscape).

3) The letters and numbers on the X (horizontal) and Y (vertical) axes should be LARGE. Other

letters and numbers should be slightly smaller.

4) Include a key inside complex figures to identify symbols, lines, or bars.

5) Photographs and diagrams should be treated as figures and therefore require figure legends.

See the following examples of a histogram, scatter plot, and symbol and line figure.

<VIEW PDF FOR FIGURE EXAMPLES@ http://bio230fall2010.files.wordpress.com/2011/02/lab_report_format-fall_2007.pdf>

Plagiarism & Paraphrasing in Science Writing

Scientists and science students are expected to be intellectually honest. A key aspect of this

honesty is the careful giving of credit when discussing published data and ideas. To not give

appropriate written credit by citing the published work of others is an act of plagiarism.

Webster’s 7th New Collegiate Dictionary defines ‘plagiarize’ in the following ways:

1) To steal and pass off as one’s own (the ideas or words of another)

2) To present as one’s own an idea or product derived from an existing source

Plagiarism is easily avoided through the practice of literature citation. When in doubt, cite. Does this

mean that every sentence that is not 100 % original must have a citation? No, it means that you must

use some common sense. If, for example, it takes three sentences to express an idea or discuss data

from a published source, you do not have to cite the source in all three sentences. Once may be

enough. Sometimes it works best to cite the source in the first sentence, other times it seems better in

the third sentence. If a paraphrased section is long, it may be best to cite the source in both the first and

last paraphrased sentence. Use good judgment and seek the opinion of your instructor or mentor.

Literature citations, while absolutely essential, do not necessarily mean you have appropriately used

your sources. Citing a source does not free you to use the wording found in the cited text. This brings

us to the gray area of paraphrasing. While plagiarism is clearly intellectual dishonesty, poor

paraphrasing comes closer to intellectual laziness. Unacceptable paraphrasing would be tinkering with

the order of words in the original passage or simply changing a couple of insignificant words. Strong

paraphrasing involves a total digestion and rewriting of a cited passage. Your goal when extracting

information from a cited source is to capture the author’s meaning but express it in your own words. This

takes some effort, but the end result is always worthwhile. Is it OK to just avoid paraphrasing by using

quotation marks around the cited passage? No, quoting passages from a cited source is rarely used in

science writing. Learn to paraphrase.

The following examples illustrate inadequate and acceptable paraphrasing.

Exact wording of a passage from Whitehouse and Jaffe (1996, Animal Behavior 51:1207):

We found that the combat strategy followed by A. laevigata depends upon the specific threat. Atta laevigata

mainly recruited soldiers in response to a mechanical disturbance (simulated vertebrate threat), but recruited

predominantly small ants in response to a conspecific threat.

Inadequate paraphrasing:

The combat strategy used by A. laevigata depends upon the exact threat. Atta laevigata primarily recruits

soldiers in response to a physical disturbance (such as a vertebrate), but recruited predominantly small ants

in response to a conspecific threat (Whitehouse and Jaffe 1996).

Acceptable paraphrasing:

Atta laevigata adjusts its recruitment to match the nature of the threat. Mechanical disturbances induce a

recruitment of mostly soldiers whereas conspecific threats elicit the recruitment of mostly small ants

(Whitehouse and Jaffe 1996).

ACADEMIC HONESTY IN THE YORK COLLEGE

DEPARTMENT OF BIOLOGICAL SCIENCES

Science and the teaching of science represent a search for truth and they rest on ethical behavior and

intellectual honesty. As such, both the Department of Biological Sciences and York College of

Pennsylvania unequivocally condemn academic dishonesty. Academic dishonesty is defined in the York

College Student Handbook as “all situations where a student makes use of the work of others and claims

such work as his/her own.” Because the Department of Biological Sciences maintains high expectations

for all students and is committed to stringent standards of academic honesty, we contend that all

published information, in any form, must not be used unless rigorously paraphrased and properly cited.

Moreover, all tests, projects, assignments, and lab reports require a solo effort unless specifically

noted otherwise by the instructor. This means that the sharing of text, images, tables, figures, or data

analyses with classmates is a breach of academic honesty. Furthermore, providing such information to

others will be considered as dishonest as accepting or taking the information.

Work done in lab may involve partners, but the formal partnerships end when the laboratory period ends.

At the end of a lab, each partner should leave with his or her group’s protocols, hypotheses, data, and

any information about procedural problems. Once the in-lab work is completed, the work shifts from a

group effort to a solo effort. This does not mean that students shouldn’t discuss lab concepts, problems,

and general strategies and broad interpretations. Talking about science is healthy and is encouraged.

And, it is understood that lab groups may obtain similar or identical quantitative data for a given project.

In the end, however, data analyses and report writing as well as the overall presentation and

interpretation of these data are to be done independently by the individual and not by the group.

If work submitted by two or more students appears unexplainably and unreasonably similar, or if credit

for previously published information or ideas is not given through literature citation, academic dishonesty

will be assumed. In this event, the instructor will provide written notification to the student, the

Department Chair, and the Dean of Academic Affairs of the charge and the sanction. Documentation

related to instances of academic dishonesty will be kept on file in the student’s permanent record. If the

academic dishonesty is the student’s first offense, the instructor will have the discretion to decide on a

suitable sanction up to a grade of 0 for the course. If the Dean of Academic Affairs determines that the

academic dishonesty is the student’s second offense, the Dean will provide written notification to the

student, the instructor, and the department chair. The Student Welfare Committee will automatically

conduct a hearing to review the charge and decide on an appropriate sanction, which will involve

academic suspension or dismissal from the College. Students are not permitted to withdraw from a

course in which they have been accused of academic dishonesty.

Scientific Writing Name___________________ Section__________________ Scientific Writing

Formal Lab Report Grading Sheet

Title (5 pt)

Few, Well-Chosen Words	0 1 2

Reflects Scope of Work	0 1 2 3

Abstract (10 pt)

Short Paragraph	0 1 2

Pertinent Information	0 1 2

Subject	0 1 2

Materials and Methods	0 1 2

Results/Conclusions	0 1 2

Introduction (10 pt)

Background of Experiment	0 1 2 3 4 5

(Why is this problem of interest?)

Question/hypothesis is presented	0 1 2 3 4 5

Materials and Methods (15pt)

Materials, Equipment	0 1 2 3 4 5

Procedures (past tense)	0 2 4 6 8 10

Results (25 pt)

Results found	0 2 4 6 8 10

No explanations, just results	0 1 2 3 4 5

Tables and/or Graphs with labeling	0 1 2 3 4 5

Statistical Analyses	0 1 2 3 4 5

Discussion/Conclusion (25 pt)

Interpretation of Data	0 1 2 3 4 5

Did results answer your question?	0 1 2 3 4 5

(Did you support or not support the hypothesis?)

Compare to other research	0 1 2 3 4 5

At least 3 statements supporting/not supporting your data	0 1 2 3 4 5

Further experiments?	0 1 2 3 4 5

References (10 pt)

Reference all sources of information	0 2 4 6 8 10

Name	Pd.	Date

Lab Report

Biology

Directions: Write a complete formal laboratory report on the ____________________experiment, using the criteria below.

Due Date:

TITLE

The title should include the independent variable, the dependent variable, and the scientific name of the experimental organism, related in a meaningful way.

SECTION HEADINGS

The lab report should be divided into the following four sections, each clearly indicated with its own heading: Introduction, Materials and Methods, Results, Discussion.

INTRODUCTION

Purpose

Background information

Hypothesis

Brief summary of experiment

MATERIALS AND METHODS

Materials (list acceptable)

Correctly identify and clearly state the independent and dependent variables.

Correctly identify and clearly state the control and experimental groups.

Thoroughly describe the steps involved in the experimental design and data collection (paragraph form).

RESULTS

Appropriate computer-generated graph(s), each on a separate page

Describe what each graph shows, referring to the figure in your text; highlight significant trends in the data and note comparisons among data sets, but do not explain or interpret the results in any way.

DISCUSSION

Analyze and interpret the data, explaining what you think the results mean.

Evaluate your hypothesis. Did the results support it? Why or why not?

Experimental error

Significance

MECHANICS

The paper should be free of errors in spelling, grammar, punctuation, capitalization, spacing, etc.

Avoid first- and second-person/personal pronouns.

FORMAT

The paper should be typed, double-spaced, and presented in essay form unless otherwise indicated.

Title page that includes title, name(s)/student ID number(s) of author(s), course, institution, and date

Total _________ / __________

CDHS Math Common Writing Assignments

Algebra II Chapter 9 Section 5	Name:

Applications of the Number e and the Natural Logarithm ln

Radioactive materials get less radioactive over time. Their radioactivity is said to decay. After a certain amount of time, the original amount of radioactive material in a sample decays to half the original amount. This time is called the half-life. The radioactive fallout after the disaster at the nuclear plant in Japan contained primarily Iodine-131 with a half-life of 8 days. Another radioactive element released from the reactor was Cessium-137, having a half-life of 30 years.

The function that expresses the amount of radioactive material y present at any given time t iswhereis the original amount of radioactive material and k is the decay rate for the particular element being studied.

If we know the half-life we can find the decay rate and predict when the sample will completely decay.

Example: It was reported that people affected by Iodine-131 will no longer be affected a few months after the disaster. Is this correct?

Solution: We need to first find the decay rate. Since we know the half-life is 8 days, let.

Soand.

Thus, we have.

Now let y equal a really small proportion of the initial amount (since it can’t theoretically equal zero due to the asymptotic behavior of the graph of the decay function), say, and solve for t. You should find that t = 133 days or about 4 months. The report is correct.

Problem: How long will it take Cessium-137 to decay to 0.1 of its original amount?

Taken from an article by Brian Thomas, M.S.

DNA is a biochemical that contains genetic information. And like all other cellular ingredients, it decays if cellular systems don't maintain it. Now, scientists are more confident about how fast it falls apart after a cell dies.

A team of researchers recently completed a thorough investigation of 158 ancient leg bones that belonged to giant extinct birds called moa, which once lived on New Zealand's South Island. Using radiocarbon ages [600 – 8000 years] and measures of DNA integrity, the researchers generated a DNA decay rate with unprecedented rigor. But their results do not fit with claims from secular scientists who have found plenty of examples of intact DNA from supposedly million-year-old samples. [For example, evolutionist Sangtae Kim discovered DNA sequences from Miocene fossils (supposedly over 5 million years old) and said, "This paper confirms that DNA sequences can be obtained from Miocene-age plant remains."1 Also, an October 16, 2012 paper by Dr. Mary Schweitzer included in the publication Bone reveals convincing evidence that a T-Rex bone, supposedly 68 million years old, has not only soft tissue such as collagen and elastin as discovered in 2009, but also DNA in the right location within an osteocyte (bone cell).

The moa bone researchers, publishing in the Proceedings of the Royal Society B, discovered that after only 10,000 years, DNA strands in bone would be so far dilapidated that DNA sequencers could no longer process it.2 They found that their DNA decay data best fit a logarithmic decay model, which follows the molecule's initial disintegration into large fragments as happening faster than its later disintegration into smaller fragments. At room temperature, they measured the half-life of DNA to 521 years.3

“By analyzing mitochondrial DNA (mtDNA) from 158 radiocarbon-dated bones of the extinct New Zealand moa, we confirm empirically a long-hypothesized exponential decay relationship. The average DNA half-life within this geographically constrained fossil assemblage was estimated to be 521 years for a 242 bp mtDNA sequence, corresponding to a per nucleotide fragmentation rate (k) of 5.50 × 10(-6) per year. With an effective burial temperature of 13.1°C, the rate is almost 400 times slower than predicted from published kinetic data of in vitro DNA depurination at pH 5.”

References

Kim, S. et al. 2004. DNA sequences from Miocene fossils: An ndhF sequence of Magnolia latahensis (Magnoliaceae) and an rbcL sequence of Persea pseudocarolinensis (Lauraceae). American Journal of Botany. 91 (4): 615–620.

Allentoft, M. E. et al. The half-life of DNA in bone: measuring decay kinetics in 158 dated fossils. Proceedings of the Royal Society B. Published online before print, October 10, 2012.

Specifically, this is their determined half-life for a 242 base-pair segment of mitochondrial DNA called the control region. The researchers calibrated this result using time in years from carbon dating the fossils bones. Although carbon dating is unreliable in older samples, it often provides reasonable age information for objects within the relatively recent time range of these moa bones. See Aardsma, G. A. 1989. Myths Regarding Radiocarbon Dating. Acts & Facts. 18 (3).

Problem: At what percent of original DNA will the DNA sequences be unmeaningful?

Problem: The team predicts that even in a bone at an ideal preservation temperature of −5 ºC, effectively every bond would be destroyed after a maximum of 6.8 million years. The DNA would cease to be readable much earlier — perhaps after roughly 1.5 million years, when the remaining strands would be too short to give meaningful information. What decay rate do they assume in this scenario? What proportion is considered to be effectively zero?

The Magnetic Field of the Earth

The earth is surrounded by a magnetic field that protects living things from solar radiation. Without it, life could not exist. That’s why scientists were surprised to discover that the field is quickly wearing down.

Several measurements confirm this decay. Since measuring began in 1845, the total energy stored in the earth’s magnetic field has been decaying at a rate of 5% per century.1 Archaeological measurements show that the field was 40% stronger in AD 1000.2 Recent records of the International Geomagnetic Reference Field, the most accurate ever taken, show a net energy loss of 1.4% in just three decades (1970–2000), which translates to about 106 billion megajoules of energy.3 This means that the field’s energy has halved every 1,465 years plus minus a century.

The earth’s magnetic field is thought to be caused by a freely-decaying electric current in the earth’s core. This means that the electric current naturally loses energy, or “decays,” as it flows through the metallic core. Based on what we know about the conductive properties of liquid iron, this freely decaying current would have started when the earth’s outer core was formed. However, if the core were more than 10,000 years old, then the starting energy would have made the earth too hot to be covered by water, approaching a molten state.

A. L. McDonald and R. H. Gunst, “An Analysis of the Earth’s Magnetic Field from 1835 to 1965,” ESSA Technical Report, IER 46-IES 1 (Washington, D.C.: U.S. Government Printing Office, 1967).

R. T. Merrill and M. W. McElhinney, The Earth’s Magnetic Field (London: Academic Press, 1983), pp. 101–106.

These measurements were gathered by the International Geomagnetic Reference Field.

Problems:

Find the half-life of earth’s magnetic field using the decay rate of 5% per century.

Find the half-life of earth’s magnetic field using the data of AD 1000.

Find the half-life of the earth’s magnetic field using the 3 decades of data.

World Population

According to the ancient book of Genesis, recorded by the infamous Moses, leader of the Israelites, the whole world was deluged by a great flood. He recorded that Noah and his sons and their wives were the only human survivors, eight in all. This would have occurred in about 2300 BC. Critics of this account argue that there has not been enough time since then to account for the current human world population of approximately 7 billion people.

World Population Growth

Year	Population
1	200 million
1000	275 million
1500	450 million
1650	500 million
1750	700 million
1804	1 billion
1850	1.2 billion
1900	1.6 billion
1927	2 billion
1950	2.55 billion
1955	2.8 billion
1960	3 billion
1965	3.3 billion
1970	3.7 billion
1975	4 billion
1980	4.5 billion
1985	4.85 billion
1990	5.3 billion
1995	5.7 billion
1999	6 billion
2006	6.5 billion
2009	6.8 billion
2012	7 billion
2027	8 billion
2044	9 billion
2050	9.2 billion

Using the above data and exponential growth models, create an argument for or against the reasonableness of Moses account.

Useful Links for Math Solutions and Writing

Access the following links for help, notes, examples and support to aid in your Math solution and writing efforts.

Rational/Irrational Numbers

http://www.themathpage.com/aPreCalc/rational-irrational-numbers.htm

http://www.regentsprep.org/Regents/math/rational/Lrat.htm

Absolute Value

http://www.purplemath.com/modules/absolute.htm

http://www.regentsprep.org/Regents/math/absvalue/Labsolute.htm

Midpoint

http://www.regentsprep.org/Regents/math/midpoint/Lmidpoint.htm

Pythagorean Theorem

http://www.purplemath.com/modules/perimetr3.htm

Scientific Notation

http://www.regentsprep.org/Regents/math/scinot/page1.htm

Adding Polynomials:

http://www.regentsprep.org/Regents/math/polyadd/sp_add.htm

http://www.purplemath.com/modules/polyadd.htm

Subtraction Polynomials:

http://www.regentsprep.org/Regents/math/polyadd/sp_subt.htm

http://www.purplemath.com/modules/polyadd2.htm

Multiplying Polynomials:

http://www.regentsprep.org/Regents/math/polymult/Smul_bin.htm

http://www.purplemath.com/modules/polymult.htm

http://www.regentsprep.org/Regents/math/polymult/Strinom.htm

Radicals:

Simplifying:

http://www.regentsprep.org/Regents/math/radicals/Lsimplify.htm

http://www.purplemath.com/modules/radicals.htm

Addition/Subtraction of Radicals:

http://www.regentsprep.org/Regents/math/radicals/Laddsubt.htm

Multiplication/Division of Radicals:

http://www.regentsprep.org/Regents/math/radicals/Lmultdiv.htm

http://www.purplemath.com/modules/radicals3.htm

Exponents:

Multiplication

http://www.regentsprep.org/Regents/math/polymult/rule_pmu.htm

http://www.purplemath.com/modules/exponent.htm

Raising to a power:

http://www.regentsprep.org/Regents/math/polymult/rule_pow.htm

Negative Exponents:

http://www.purplemath.com/modules/exponent2.htm

Rational Exponents:

http://www.purplemath.com/modules/exponent5.htm

Slope

http://www.regentsprep.org/Regents/math/glines/Llines.htm

Equations of a line:

http://www.regentsprep.org/Regents/math/line-eq/EqLines.htm

http://www.purplemath.com/modules/slopyint.htm

Graphing Inequalities

http://www.regentsprep.org/Regents/math/ginequal/GrIneqa.htm

http://www.purplemath.com/modules/ineqgrph.htm

Solving equations:

http://www.regentsprep.org/Regents/math/solveq/LSolvEq.htm

Solving inequalities:

http://www.regentsprep.org/Regents/math/solvin/LSolvIn.htm

http://www.purplemath.com/modules/ineqlin.htm

Graphing Inequalities:

http://www.regentsprep.org/Regents/math/ginequal/GrIneqa.htm

http://www.purplemath.com/modules/ineqgrph.htm

Quadratic Formula

http://www.purplemath.com/modules/solvquad4.htm

Factoring:

Common Factoring:

http://www.regentsprep.org/Regents/math/factor/Lfaccom.htm

http://www.purplemath.com/modules/simpfact.htm

Binomial Factoring:

http://www.regentsprep.org/Regents/math/factor/Lfactps.htm

http://www.purplemath.com/modules/specfact2.htm

Trinomial Factoring:

http://www.regentsprep.org/Regents/math/factor/Ltri1.htm

http://www.regentsprep.org/Regents/math/factor/Ltri3.htm

Aleks.com – for individual lessons

Khan Academy - www.khanacademy.org/

CDHS Art Common Writing Assignments

Extended Thinking Lesson Plan:

Gallery Visits

Essential Question:	”How do I respond to artwork in a gallery setting?” “How do I make connect
Mini Lesson:	Discuss purpose of gallery visits at beginning of year: To encourage students to support the local art community, to view current “happenings” and trends in art, to make mature statements about what they are viewing and to make connections to/find inspiration for their own art. Review requirements and rubric (see attachment).
Task:	Students attend 1 (D&P II)-2 (D &PIII) galleries per marking period. Students respond to one piece of art they feel is the best using the constructing support graphic organizer (see attachment). Students give 3 reasons why they feel it is best, along with supporting facts drawn from previous knowledge of art techniques, media and vocabulary.
Sharing/Summarizing:	Students write a brief summary of their gallery visit experience on the graphic organizer. Students are to respond to insight gained from the experience and how it relates to and inspires their own art making.
Notes:	Due the end of each marking period.

Gallery Visit Constructing Support Name of Gallery: ______________________________________ Name of Artist: _______________________________________ Title and Media of piece chosen: ___________________________________________________________________

Position Statement

Reasons

Facts Use art vocabulary

Summary of Experience:

Extended Thinking Lesson Plan:

Reflective Essay

Essential Question:	”How do I reflect on the experience of completing my series through a reflective essay?”
Mini Lesson:	Discuss with students what it means to reflect upon the experience of completing a series in art. How can we look inward, outward and forward as a result of what we experienced? Review rubric (see attachment).
Task:	Students reflect on their series just completed and write a reflective essay with the following structure: Introduction/Describe assignment Inward reflection (How am I proud of my work?) Outward reflection (What I want people to notice?) Forward Looking Question/Conclusion (What I want to do next?)
Sharing/Summarizing:	Students share with a partner one key insight they gained from their reflection that can be applied to future work.
Notes:	Meets PSSA writing standards: 1.5.11 A, B, C, D and F (Assessment Anchors for writing are currently unavailable)

CDHS Teacher Rubrics

The following rubrics are used by CDHS teachers. Always review a provided rubric to aid in your effective implementation of the writing process and to meet assignment objectives!

The following rubric was provided by Mr. Wise (English)!

Name_______________________________________Date______________Period______

Title of Report / Assignment______________________________________________________________

Score__________%	[Advanced	Proficient	Basic	Below Basic]

Date submitted_____________________	Number of days late______	(-50% 1 day late &- 10% daily thereafter)

1 error	2-3 errors	4 errors	>4 errors

A MLA FORMAT	[Advanced	Proficient	Basic	Below Basic]

1-Not Typed	6-_____Not Double spaced

2-First page header not in top left / does not include student name, teacher name, course, day-month-year

3- Title not centered or omitted

4-Header not in top right of each page / does not include student last name and page numbers

5-Paper does not demonstrate1 inch margins on all sides	7-_____New paragraphs are not indented ½ inch

B OUTLINE (256-7, 1037) ____	[Advanced	Proficient	Basic	Below Basic]

1-Not Double spaced	7-_____Not Typed

2-______Roman numerals not used to indicate main points	8-______Capital letters / numbers are not used to indicate sub points

3-Information is not presented entirely in either all sentence or all topic form

4-____Incorrect spacing and / or punctuation	9-_____missing sub point

5-____Each main point of outline does not clearly express a main idea of the thesis

6-____Each sub point of the outline does not clearly support the main point

C INTRODUCTION (466-73, 1027-8)	[Advanced	Proficient	Basic	Below Basic]

1-Does not effectively capture reader attention by one of the following methods

Addressing reader directly, Interesting quotation, Anecdote or example, Unusual or enlightening fact, An insightful question or challenge, Taking a stand on an issue, Outrageous or comic statement

2-Thesis is vague , omitted or not clearly presented

D THESIS STATEMENT (466-8, 255, 77, 202, 1027)	[Advanced	Proficient	Basic	Below Basic]

1-Is not one specific, concise, declarative sentence

2-Does not clearly state both the topic and position / 3 main ideas / reasons / conclusions

3-Is presented with cliché phrasings

E BODY (473-5, 1029)	[Advanced	Proficient	Basic	Below Basic]

1____Not all body paragraphs express a main idea of the thesis / begin with a topic sentence related to the thesis

2____Not all body paragraphs completely support the thesis by use of specific examples, details, and facts(33-4, 62, 328-34, 457)

3____Unity = Some sentences in each paragraph do not directly relate to the topic sentence of the paragraph (460, 474)

4____Coherence = sentences and paragraphs do not flow smoothly and connect sensibly and use transitional expressions(461-75,570, 804-5, 1045)

=Does not clearly explain HOW details and ideas are connected

5____Ideas are not thoroughly and completely explained and developed

6____Ideas should be more effectively paraphrased or summarized (111,188, 192,254, 956,959)

F CONCLUSION (476-8, 1029-30)	[Advanced	Proficient	Basic	Below Basic]

1-Does not effectively and logically end the work by one or more of the following methods

Refers to the introduction, Offers a solution or makes a recommendation, Restates the thesis, Summarizes the major points

PUNCTUATION ______ [Advanced	Proficient	Basic	Below Basic]

G Capitalization

1______first word in every sentence-751

2______first word of a quoted sentence-752

3______first word of a sentence fragment used in dialogue-752

4______first word in each line of a poem-752

5______first word in both the salutation and closing of a letter-752

6______the pronoun “I”-752

7______proper nouns and proper adjectives-753

8______geographic names-754

9______names of planets, stars, constellations, heavenly bodies-756

10______names of organizations, teams, government bodies, institutions-757

11______names of businesses, brand names of products-757

12______names of buildings & other structures-757

13______names of monuments, memorials, awards-758

14______names of historical events, periods, holidays , calendar items-758

15______do not capitalize names of seasons unless proper noun-758

16______names of nationalities, races, peoples-758

17______names of religions, their followers, holy days, sacred writings, deities-759

18______names of ships, trains, aircraft, spacecraft, vehicles-759

19______do not capitalize names of school subjects unless includes a number or name of a language-760

20______titles-762

21______cap. a person’s title which precedes their name-762

22______cap. a word showing family relationship unless preceded by a possessive-762

23______cap. First, last & all important words of a title-763

24______cap. Agencies, organizations, acronyms-767

25______cap. References of time (A.D., B.C., A.M., P.M.)-768

Punctuation-774

H End Marks-776

1______a sentence is followed by a period-776

2______a question is followed by a question mark-776

3______an exclamatory sentence is followed by an exclamation-776

4______an imperative sentence is followed by a period or an exclamation-776

I Abbreviations-779

1______use a period after certain abbreviations-779

2______acronyms are written without periods-780

3______showing time (A.D., B.C., A.M., P.M.)-780

J Commas-783

Items in series-783

1______separate items in a series with commas-783

2______do not use commas if all items in a series are joined by “and” or “or”-784

3______do not use commas before or after a series-784

4______separate short independent clauses-784

5______separate 2 or more adjectives preceding a noun-784

6______use commas before a coordinating conjunction (and, but, or, so, for, nor, yet) when it joins independent clauses-785

7______use commas to set off nonessential subordinate clauses & nonessential participial phrases-788

Introductory elements-791

8______set off a mild exclamation or intro word-791

9______set off intro participial phrases-791

10______set off 2 or more prepositional phrases or one long one-791

11______set off intro adverb clause-791

Interrupters-793

12______set off an expression that interrupts a sentence-793

13______set off nonessential appositives-793

14______set off words used as direct address-794

15______set off parenthetical expressions-794

Conventional uses-796

16______separate items in dates & addresses-798

17______after the salutation & closing of a personal letter-799

18______set off a title such as Jr. following a person’s name-799

19______do not use unnecessary commas

K Semicolons-804

1______use between closely related independent clauses not joined by a conjunction-804

2______use between independent clauses joined by a conjunctive adverb or transitional expression-804

3______use between items in a series if the items contain commas-804

4______do not use unnecessary semicolons

L Colons-806

1______use to mean “note what follows”-806

2______use before a long formal statement or quotation-807

3______use between independent clauses when the 2nd explains the 1st-807

conventional situations-807

4______use between hour & minutes -807

5______use between chapter & verse from the Bible-808

6______use between title & subtitle-808

7______use after salutation of business letter-808

8______do not use unnecessary colons

M Parenthesis-809

1______enclose material of minor importance-809

2______do not use unnecessary parenthesis

N Dashes-810

1______use to indicate an abrupt break in thought or speech-810

2______do not use unnecessary dashes

O Italics-812

1______use for titles of books, plays, long poems, periodicals, works of art, movies, radio & tv series, videos, video games, long musical works,

computer games, comic strips-813

2______use for names of ships, trains, aircraft, spacecraft-814

3______do not use unnecessary italics

P Quotation Marks-815

1______use to enclose direct quotations-815

2______a direct quote begins with a capital letter-816

3______when an expression identifying the speaker divides a quoted sentence, the 2nd part begins with lowercase-816

4______commas & periods are placed inside quotation marks-817

5______semicolons & colons are placed outside quotation marks-817

6______question marks are placed inside the quotation marks if the quotation is a question-817

7______when quoting a passage that is more than one paragraph, put quotation marks at the beginning of each paragraph and only at the end of

the last

8______when writing dialogue, begin a new paragraph with each new speaker-818

9______use single quotation marks to enclose a quotation within a quote-819

10______use quotation marks to enclose titles of short stories, poems, essays, articles, songs, episodes of radio / tv, chapters-820

11______enclose slang words, technical terms, definitions of words-821

12______do not use unnecessary quotation marks

Q Apostrophe-827

1______use to form possessives-827

2______for singular nouns add apostrophe s -827

3______for plural nouns ending in s, add only an apostrophe-828

4______do not use apostrophe with possessive pronouns-828

5______in compound nouns, only the last word is possessive-829

6______use apostrophe in a contraction-831

7______do not use unnecessary apostrophes

R Hyphen-834

1______use to divide a word at the end of a line-834

2______use with compound numbers from 21 to 99 and fractions-835

3______use with prefixes ex-, self-, all-, and great- -835

4______use with suffixes –elect and –free-835

5______use with compound adjectives when precedes a noun it modifies-835

6______do not use unnecessary hyphens

S Writing numbers-854

1______spell out numbers that show how many if it can be expressed in 1 or 2 words, otherwise use numerals-854

2______spell out a number that begins a sentence-854

3______spell out numbers that express order (i.e.-first)-854

4______use numerals to express identification numbers (i.e.-chapters), measurements, statistics, addresses, dates, times of day, and a number

used with o’clock-855

T Words often confused-857-66_________

U SPELLING (854-66)	[Advanced	Proficient	Basic	Below Basic]

________

V SENTENCES ______ [Advanced	Proficient	Basic	Below Basic]

1--Choppy (436)____	7-Conjunctions (443-570)___	11-Double negative (743, 1058)___

2-Fragment 429-30)___	8-Run-on (45, 432-3, 1068)___	12-Parallel structure (424-5, 1065)___

3-Pronoun – antecedent agreement (593-99)___	9-Pronoun (606-14, 630)___	13-Subject – verb agreement___

4-Varying structure (275-7, 129-31,)___	14-Word choice___

5-Structure (451-2)___	10-Slang (117, 941, 969)___	15- Use of contraction___

6- Use of first person___

WPARENTHETICAL REFERENCES (268-9) ___ [Advanced	Proficient	Basic	Below Basic]

1____Basic error = author’s last name and page reference, if any	(Wise 32).

2____Electronic error =	cite by article title	(“John Steinbeck”)

3____Two or more works by the same author or title name error =	(Wise, “John Steinbeck” 2)

(“John Steinbeck”, enotes.com)

4____Multivolume error = author’s last name , volume and page	(Wise 4:32).

5____With title only error = full or shortened title and page reference	(Elements 32).

6____Indirect quote error = abbreviation qtd. in (quoted in) before source	(qtd. In Wise 32).

7____More than one source error = separate with semicolons	(Wise 32 ; Smith 23).

8____Plagiarism / citation missing (205, 254, 950)	**Turnitin.com ________%

9____End mark does not follow parenthetical reference at end of sentence (278)

10____Closing quotation mark does not precede parenthetical reference (278)

11____Each body paragraph / or the entire work should contain ______ parenthetical references (only _____ are evident)

X WORKS CITED (252, 270-3)_____ [Advanced	Proficient	Basic	Below Basic]

1-Is not the last separate page of report

2-Title is incorrect , missing or not centered

3-Sources are not listed alphabetically by author’s last name

4-Does not include minimum number (____) of required sources (only _____ / _____ sources)

5-____Each new entry does not begin on a separate line

6____Subsequent lines of entries are not indented ½ inch

7____There is not a bibliography entry for each source cited within the paper

8____Entries are not double spaced

9-Is not typed

10____Bibliography contains incorrect punctuation

11____Bibliography does not contain all necessary source information & / or incorrect order

12(Basic entry) Author’s last name, First name. “Article title.” Source Title . City : Publisher, date.

13_____Some sources may lack scholarship or credibility

Name_______________________________________________Date_____________Period_____

Title of Assignment being Revised____________________________________________________________

Submit original Rubric, composition and revised copy. All revisions should be in bold or underlined .

Line # of Error	Type of Error	Rule

_____________	____________	______________________________________________________

_____________	____________	______________________________________________________

_____________	____________	______________________________________________________

_____________	____________	______________________________________________________

_____________	____________	______________________________________________________

_____________	____________	______________________________________________________

The following rubric was provided by Mr. Fields (Biology)!

Name	Pd.	Date

Lab Report

Biology

Directions: Write a complete formal laboratory report on the ____________________experiment, using the criteria below.

Due Date:

TITLE

The title should include the independent variable, the dependent variable, and the scientific name of the experimental organism, related in a meaningful way.

SECTION HEADINGS

The lab report should be divided into the following four sections, each clearly indicated with its own heading: Introduction, Materials and Methods, Results, Discussion.

INTRODUCTION

Purpose

Background information

Hypothesis

Brief summary of experiment

MATERIALS AND METHODS

Materials (list acceptable)

Correctly identify and clearly state the independent and dependent variables.

Correctly identify and clearly state the control and experimental groups.

Thoroughly describe the steps involved in the experimental design and data collection (paragraph form).

RESULTS

Appropriate computer-generated graph(s), each on a separate page

Describe what each graph shows, referring to the figure in your text; highlight significant trends in the data and note comparisons among data sets, but do not explain or interpret the results in any way.

DISCUSSION

Analyze and interpret the data, explaining what you think the results mean.

Evaluate your hypothesis. Did the results support it? Why or why not?

Experimental error

Significance

MECHANICS

The paper should be free of errors in spelling, grammar, punctuation, capitalization, spacing, etc.

Avoid first- and second-person/personal pronouns.

FORMAT

The paper should be typed, double-spaced, and presented in essay form unless otherwise indicated.

Title page that includes title, name(s)/student ID number(s) of author(s), course, institution, and date

Total _________ / __________

The following rubric was provided by Mr. Eallonardo (English)!

Writer:	Score:
CATEGORY	RATING	COMMENTS
Introduction ¶: Will it catch my attention? Did you use one of the techniques we discussed in class? Is there a link / blend between the A.G.D. and the thesis?	/10
Main idea: Is there a clear stance you take on your thesis in the introduction ¶?	/4
Support ¶s: Is there enough cited text to support your thesis? Are the quotes between 1-3 full lines?	/12
Unity: Are the details relevant to the thesis? Does your analysis clearly explain why your quotes support your topic sentences?	/15
Continuity: Are there transition sentences between ¶s that blend the subject of the prior and next ¶s?	/4
Conclusion ¶: Will it leave me wanting more? Did you use one of the techniques we discussed in class? Does it answer "so what?"	/10
Sentence structure is varied and/or complex, words are spelled and used correctly, punctuation is clean, there's no redundancy, tense is consistent.	/20
The essay meets length and MLA format requirements (heading, header, margins, spacing, font, etc.). For 2 complete pages, there should be 46 lines of text.	/20
The title is academic per our class's instructions: it uses part of a quote, has a colon, and provides the thesis	/5

The following rubric was provided by Mr. Conrad (English)!

General Essay Rubric

Approx. Grade	Description of Criteria

Example 45- 50 pts. A	* Thoroughly addresses essay question with a balance of specific and insightful references/details (author, characters, themes, allusions, concepts)

* Obvious organization (intro.[thesis], body, conclusion) in explaining applications to work(s) with obvious to subtle transitions

* 5-6 well developed paragraphs in length (advanced unity and coherence, w/ sentence variation)

Example 39 - 44 pts. B – C+	* Directly addresses most of the essay question with references to work, but lacks balance, insight and/or specifics from work

* Accomplished organization but an inconsistency exists (intro.[thesis], paragraphs in body, unity, coherence, transitions or conclusion or concluding statement)

* 4-5 adequately developed paragraphs in length (proficient unity and coherence w/ some sentence variation)

C – D	* Attempts to answer most of the essay question but little balance, insight, or specifics from work.

Example 33 - 38 pts.	* Little organization and lacking or missing intro.(thesis), unity, coherence, or conclusion

* 3-4 adequate paragraphs, but limited development

Example > 32 pts. D – F	* Does not address most of the essay question or significant parts of essay are illegible.

No attempt at balance

Little to no specifics

Little to no organization (disregard for intro. [thesis], unity, coherence, and/or conclusion

* Possibly 1 to 2-3 Big paragraphs with little development

The following rubric was provided by Mr. Conrad (English)!

Brave New World Creative Project Name(s): ________________________ Teacher: ______________________ Date of Presentation: ____________ Title of Work: ___________________ Criteria Points 1,2 3,4,5 6,7,8 9,10 Creativity Project demonstrates little or no student creativity Project demonstrates some student creativity Project demonstrates considerable student creativity Project demonstrates remarkable student creativity ____ Content Knowledge Student does not have grasp of information; student cannot answer questions about subject. Less than 3 specific examples Student is uncomfortable with information and is able to answer only rudimentary questions. Approx. 3-4 examples Student is at ease with content, but fails to elaborate. Approx. 4-5 examples Student demonstrates full knowledge (more than required) with explanations and elaboration. Approx. 6 examples or more ____ Visuals Student used no visuals. Student occasionally used ONE visual that rarely support text and presentation. Visuals related directly to text and presentation. At least 2 examples Student used excellent visuals that clearly demonstrated the presentation. 2 or more detailed examples ____ Pamphlet Student's report was hard to follow and/or understand and contained an unreasonable amount of mechanical errors. Not typed Student’s report was adequate, but contained a considerable amount of mechanical and logical errors Student’s report was well thought out and organized and contained little mechanical or logical errors Student’s report was superbly and professionally organized and neatly written or type-written. ____ Delivery Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Student's voice is clear. Student pronounces most words correctly. Student used a clear voice and correct, precise pronunciation of terms and animated in presentation. ____ Total----> ____ Teacher Comments:

The following rubric was provided by Mr. Conrad (English)!

Frankenstein

Chapter/Research Presentation

Rubric for Presentation

90% -100%	75% - 89%	65% - 74%	< 64%
“Prometheus-like”	“Frankentastic”	“Krempish”	“Charnel House Material”
Preparation Organized (10 pts.)	- Quiz submitted days in advance - Researched material is punctual (submitted on time)when due (10/29) - No assistance needed from instructor (or others) for technology (ipod, MP3, or Power Point, etc.) - Handouts/ quizzes have been pre-viously copied by partners + edited - No ad lib or spontaneous remarks - Evidence of practice/preparation	- Quiz submitted one day in advance - Researched material exists; submitted before presentation - No pre-“equipment check” for technology but it works - Handout(s) need assistance either with copies or revision - Little evidence of ad-libbing - Some evidence of practice	- Quiz is prepared for the day of - Researched material is lacking; little evidence before presentation - Some assistance needed for technology - Handouts/quizzes need some help/work (revision) - Some unprepared remarks - Little evidence of practice	- A Quiz exists? - Little evidence of research - Much assistance is needed and/or technology doesn’t work - Instructor must make copies and/or not enough/ editing - Excessive spontaneity, detracts from lesson - No lyrics provided before presentation
Researched Topic/Content Relevant (15 pts.)	- Thoroughly covers all suggested areas, allusions, or history necessary to comprehend and appreciate assigned chapters - No historical/geographical/lit. errors - Obvious and stated connection to chapters - Proper credit given for sources through MLA format (last frame of Power Point or end of Publisher)	-Sufficiently covers most suggested areas, allusions, or history necessary to comprehend and appreciate assigned chapters -Few historical/geo/lit. errors -Stated connection to chapters, but not obvious - Some credit given for sources - Attempt to follow MLA format	- Moderately covers one suggested area and mentions another - Several hist./ geograph./ lit. areas or vague to confusing - Suggested connection to chapters, but difficult to see - Attempt to give credit for source(s)/ MLA format ?	- Superficially covers one area with little to no substance - Obvious historical errors - Little to no connection to chapters; therefore little to no appreciation - Virtually no evidence given for research and/or no evidence of MLA format
Audio/Visual Aids Stimulating (10 pts.)	- Three or more different and distinct visual aids consisting of at least one Power Point (More than 8 slides) with detail but has bullets/colorful AND Publisher (pamphlet or newsletter), one possible prop(s) (poster board?), and one handout of a specific aspect of your presentation (lyrics, map, poem) - At least one Audio Aid (recorded song on ipod or MP3 or disc)	- TWO different and distinct visual aids consisting of at least One Power Point (8-10 slides or more than 20) somewhat detailed/color OR Publisher (pamphlet, newsletter, memo) somewhat detailed/ color, One handout other than the quiz OR one possible prop - Has a song (but no lyrics/ period piece)	- TWO visual aids exist but Power Point (8-10 slides) or Publisher have simply notes with little color or pictures and/or handout lacks originality/detail - Song either has no lyrics or lyrics do not seem relevant even after explanation	- ONLY one visual aid exists Which is a Power Point, but lacking detail, contains 8 slides or less, frames are crammed with notes OR lacking, OR Publisher (pamphlet/newsletter) is lacking detail or just crammed with notes - No audio OR does not work
Overall Presentation Unique & Interesting (20 pts.)	- Presentation is original in nature, not a carbon copy of any group(s) - Smooth transition from review to research to questions to summary etc. - Balance is achieved based on original “recipe” and time constraints are close - Visuals are large, clear, legible, succinct, topical (enhancing ) - Audio is clearly audible, lyrics provided and relevant -Thoroughly addressed study questions - Audience definitely engaged - Incorporates vocabulary for quiz	- Some originality/creativity exists, some review - Most transitions evident - Mostly balanced/ time constraints off by a few minutes - Visuals one of which is distracting or deficient/some pizzazz, color, detail, relevance - Audio is mostly audible, problem with lyrics or relevancy - Addressed several questions - Audience seems attentive - Vocabulary mentioned for quiz	- Effort to be original but lacking, review lacking - Some transitions - Some balance but time constraints are dramatically off - Visuals are lacking detail, relevance, color, or pizzazz - Audio is somewhat audible but difficult to understand lyrics’ relevancy or not legible -Went over some st. questions - Audience partially attentive - Possible vocabulary referenced	- Presentation is a carbon copy + lacks originality and review - No evidence of transition - Presentation is “Top-heavy” in ONE area and does not follow the recipe/ vocabulary missing - Visuals are difficult to see, read or decipher + are bland - Audio is difficult to hear, no lyrics are provided, not relevant -Study questions weak or missed - Little to no adherence to time; either very short OR runs over with no time for quiz/ journal
Quiz Thorough (10 pts.)	- All elements (vocabulary, chapters, and research) are equally assessed (recipe)+ directly related to present. - Quiz contains no errors - Directions clearly stated - A variety of types of questions exist: matching, multiple choice, fill in the blank, short answer, etc. - Challenging but not impossible	- All elements are assessed but slight imbalance - Has few errors - Mostly relevant - Directions are sufficient - Some variety of questions - Somewhat challenging	- Most elements are assessed but imbalance of questions - Has several errors - Somewhat relevant - Directions are limited or assumed - Little to no variety of questions	- Missing an element and/or are not equally assessed (recipe) - Many errors - Directions are unclear or missing - No variety of questions - Quiz is either TOO challenging or too easy
Collaboration Balance (10 pts.)	- Perfect balance between partners where equal responsibilities exist AND are demonstrated - Both (?) must share in that day’s oral presentation AND should be know-ledgeable about the chapters, research, questions, visual aids, music, and quiz - No absences which negatively alter or delay the presentation (before +day of)	- Good balance between partners, but one more obvious in presentation by taking a more thorough approach and handling more difficult section(s) - Absence may have affected preparation, but present on day of presentation	- Observed imbalance between partners, but not to the point of distraction - One obviously commands the more difficult areas of the presentation - Previous Absence affects presentation and one seems unprepared	- Obvious imbalance between partners, one partner dominates the presentation - One partner obviously more knowledgeable about all aspects of presentation - One or both absent day of presentation ***

The following rubric was provided by Mrs. Potter (Co-op)!

SEMESTER PROJECT

STUDENT NAME

Work Tab Activities Journal Entries – 15 points Interest Profiler Work Values Sorter Basic Skills Survey Workplace Skills Checklist Transferrable Skills Checklist
Research Paper –35 points CHARACTERISTIC	COMMENTS	POINTS
FOCUS – 7 points Demonstrates an awareness of audience and task Establishes and maintains a clear purpose Sustains a single point of view Exhibits clarity of ideas
CONTENT – 7 points Information and details are specific to topics Information and details are relevant to focus Ideas are fully developed
ORGANIZATION – 7 points Logical order and sequence is maintained Paragraphs deal with one subject Logical transitions are made within sentences and between paragraphs Introduction and conclusion are evident
REQUIREMENTS – 7 points 3-5 pages in length Double space 1-inch margins 12 pt. Arial font All topics are covered
CONVENTIONS – 7 points Mechanics, spelling, capitalization, punctuation Usage (e.g. pronoun references, subject-verb agreement) Sentence completeness
LATE POINTS 5 points per day up to 25 points
TOTAL POINTS

CDHS Common Core Writing Rubrics

The following Common Core Rubrics have been developed by Turnitin in conjunction with the PDE Common Core Writing Emphasis Movement.

Note: Turnitin’s CCSS-Aligned Writing Rubrics While developed specifically for secondary instruction, these rubrics are also ideal for preparing students for more rigorous coursework in upper-level post-secondary writing courses and courses that involve writing across the curriculum.

Argument Writing Rubric

@ http://www.schoolimprovement.com/docs/Common%20Core%20Rubrics_Gr11-12.pdf

Informative Writing Rubric

@ http://www.schoolimprovement.com/docs/Common%20Core%20Rubrics_Gr11-12.pdf

Narrative Writing Rubric

@ http://www.schoolimprovement.com/docs/Common%20Core%20Rubrics_Gr11-12.pdf

Additional Writing Rubric Examples and Resources

Kid-Friendly Informational Writing Scoring Guidelines

@ http://www.whsd.k12.pa.us/userfiles/1650/Classes/16431/KidFriendlyInformationalRubric.pdf

West Virginia Department of Education 9th – 11th Grade Instructional Writing Rubrics

@ http://wvde.state.wv.us/teach21/InstructionalWritingRubrics.html

Delaware Department of Education Text Based Writing Rubrics

@ http://www.doe.k12.de.us/aab/English_Language_Arts/writing_rubrics.shtml

Great Source iWrite: Writing Assignment Rubrics

@ http://www.greatsource.com/iwrite/educators/e_rubrics.html

PENNSYLVANIA COMMON ASSESSMENT WRITING RUBRICS

PA Writing Rubric: Scoring Assessment Guide

@http://www.pennsbury.k12.pa.us/pennsbury/Staff%20Pages/Pennsbury%20High%20West/Hauser,%20M./PA%20writing%20assessment%20rubric.doc

PSSA Domain Rubric for Writing

@http://images.pcmac.org/SiSFiles/Schools/PA/LawrenceCountyArea/TechSchool/Uploads/Forms/writing_rubric.pdf

PSSA Math Specific Writing Rubric

@ http://files.cpdlf.org/pdf/PSSA%20Math%20Rubric.pdf

PSSA Reading Specific Writing Rubric

@ http://files.cpdlf.org/pdf/PSSA%20Reading%20Rubric.pdf

PSSA Writing Specific Rubrics: Narrative, Informational, Persuasive, Conventions

@ http://files.cpdlf.org/pdf/PSSA%20Writing%20Rubric.pdf

PSSA Writing Rubric Student Checklist

@ http://www.pssa-prep.com/rubricscheck.pdf

The Role of Research and Writing Rubrics

Throughout your academic career, teachers will provide assessment rubrics to guide your research and writing. It is important to understand the elements of assigned rubrics and their role in assessment prior to writing and research. Reviewing rubrics prior to writing aids in your understanding of specific assignment goals. View the example below to develop your understanding of the role and usage rubrics play in writing assessment. Remember: Rubrics vary by assignment, content area and teacher – be sure to understand your writing goals prior to assignment construction.

Basic Example

Using Citations Effectively

The following excerpt is by Judy Hunter, Grinnell College (full article “The Importance of Citation” available @ http://web.grinnell.edu/Dean/Tutorial/EUS/IC.pdf

A citation is both a signpost and an acknowledgement. As a signpost, it signals the location of your source. As an acknowledgement, it reveals that you are indebted to that source. A citation can appear in different formats: within the text (in-text citation) at the bottom of the page (footnotes ), or at the end of the paper (endnotes). Different disciplines use different formats. The mechanics of citing are complicated, and vary in each format. To answer specific questions on the mechanics of citation, please consult sources describing each type. You may find it most useful to think about how citations function as a way for you as a writer to communicate with your reader. By using citations, you keep the reader always apprised of whose idea or words you are using at any given time in each sentence and in each paragraph.

Using Citations Effectively: Online Resources

Use the following resources to aid in your understanding of MLA and APA format

MLA vs. APA

OWL MLA vs. APA Reference Chart:

@ http://owl.english.purdue.edu/media/pdf/20110928111055_949.pdf

MLA

MLA Style Guide

Professor Yadav’s MLA Usage Guide (George Mason University)

@ http://mason.gmu.edu/~ayadav/MLA%20Style%20Guide.htm

Purdue OWL MLA Formatting – The Basics Youtube Video

@ http://www.youtube.com/watch?v=24Y31UrG2q4

APA

Penn State University: APA Quick Citation Guide

@ http://www.libraries.psu.edu/psul/lls/students/apa_citation.html

Purdue OWL APA Formatting – The Basics Youtube Video

@ http://www.youtube.com/watch?v=pdAfIqRt60c

Online Citation Generators

Use the following online generators to aid in your citation construction

EasyBib

@ http://easybib.com/

Citation Machine

@ http://citationmachine.net/index2.php

Oral Presentations & Writing

Throughout your high school and college career, you will need to convey your ideas in both written and verbal formats. When developing an oral presentation and/or visual aid, it is important to understand the writing strategies that will elevate the level of your presentation and clearly convey your ideas to your audience. Use the tips and resources below to apply effective writing strategies during the construction of oral presentations and/or visual aid construction.

Oral Presentation Writing Tips Power Point Review

Review the Power Point from George Mason University to develop your understanding of writing and verbal delivery.

@ http://writingcenter.gmu.edu/writing-resources/Oral%20Presentations%20&%20Writing%20for%20PowerPoint.ppt

Oral Presentation Construction Tips

The following tips are adapted from the University of Wisconsin Maddison’s Writing Center

@ http://writing.wisc.edu/Handbook/presentations_oral.html

How much material can I cover in an oral presentation?

Most conferences and symposia allow somewhere between ten and twenty-five minutes for an oral presentation. In that amount of time, you can only realistically cover the most significant aspects of your project.

You don’t have to provide all of the specific details; save them for the Question and Answer period or for individual conversations with audience members. Devote your time to stating your key points clearly and effectively.

How many pages long should my presentation be?

Generally, it takes about two minutes to read one typed, double-spaced page. Of course, this will vary depending on your font, its size, and how strictly you adhere to the script you have written for yourself. You will have to practice giving your presentation aloud to check your estimate.

How should I consider my audience for my presentation?

Any time you are presenting your work, you should decide what to include and what to exclude based on the composition of your audience.

Most conferences and symposia audiences will be composed of both specialists and non-specialists. The specialists will be highly knowledgeable in your field and will be able to give you feedback on the specific details of your project. The non-specialists won’t necessarily be informed about the technical aspects of your field, but they will be intellectually curious and well-educated, and they’ll be interested in the bigger-picture aspects of your project.

Keeping this audience in mind is crucial for you as you decide what exactly you’ll say in your presentation.

What kinds of information will my audience want to hear?

Most importantly, your audience will want to know how your project impacts the way they see and live in the world.

To provide your audience with this information, you should determine your take-home message: What is the single most important thing you want your audience to understand, believe, accept, or do after they hear you?

Your most important job is to articulate this “take-home message” in one or two sentences. If you can’t succinctly express your central message, how will your listeners be able to?

Once you have clearly articulated your “take-home message,” choose the pieces of evidence that most effectively develop that message, and eliminate those that are redundant or of secondary importance. Of course, you need to convey the complexity of your ideas, but you don’t want to overwhelm the audience by providing them with more details than they can process in ten minutes.

What if I’m not sure exactly what I want my audience to take away from my presentation?

Often it’s difficult to zero in on the single most interesting idea in a project full of intriguing information. As you are trying to identify your take-home message, think about what your listeners might find most exciting in your work.

Not surprisingly, presenters and listeners alike often find the most exciting parts of a project to be its objective (the explanation of why the project needs to be done in the first place) and its significance (the explanation of how the results, whether they’re final or preliminary or projected, will impact your field or the world more generally).

In particular, listeners like to know how a project will affect them personally, so try to think about how your work could contribute to larger changes that could ultimately impact your audience members’ everyday lives.

One of the best ways to figure out what’s most important and exciting about your project is to talk about your work with potential audience members. Set up an appointment with the Writing Center to explain your project and to get feedback about what your listeners find particularly intriguing and relevant.

After deciding what to include, how do I begin writing my presentation?

First, consider the unique needs of a listening audience (as opposed to a reading one). When we’re reading, we have the ability to read a difficult sentence several times until we fully understand it; we can flip back a page to see how a new idea fits in with the previous one; we can turn back to the beginning to refresh ourselves on the essay’s main argument. When we’re listening to an oral presentation, we can’t do any of these things, and so we depend on the presenter to do some of the work of clarification for us.

Since listeners and readers process information very differently, effective oral presentations and effective written documents differ dramatically, even if they are presenting the same information. Because of this fundamental difference, it doesn’t work to simply take a twenty- (or thirty- or forty-) page paper and cut bits here and there until it’s short enough to deliver in ten or twenty minutes.

Think of your presentation, then, as an entirely new document that uses your original paper as source material. This document will need a new (more simplified) structure, a new introduction, and a new statement of argument geared specifically towards a listening audience.

To begin writing your presentation, set aside any writing you have already done, and on a blank page, articulate your take-home message and make a list of your objective, significance, and the most important pieces of evidence that you think you will probably want to include.

How should I deliver my presentation--by reading from a script or from an outline?

A presentation can be effective read from a script or from an outline. Which format you use depends on which one feels most comfortable for you.

Here's a chart of the benefits (Pros) and drawbacks (Cons) of each method of delivery:

Format	Pros	Cons
Reading from a written script…	helps you make sure you don’t forget any details. allows you better control over the length of your presentation.	doesn’t allow you to interact as effectively with your audience.
Delivering from an outline…	allows you have more eye contact with and responsiveness to your audience	requires you to rely more heavily on your memory leaves more uncertainty about exactly how long it will take you to deliver the presentation.

Whether you ultimately choose to deliver your presentation from a script or an outline, it is important for you to begin by writing out your entire presentation word for word. You will need to go through several drafts, experimenting with what to include, what to exclude, how to express your ideas, and how to organize them.

Once you have a final draft and once you have read through it many times on your own, you can decide if you would like to deliver it from the script you’ve written or whether you would like to make an outline of the script and deliver your presentation from that.

What structural and stylistic techniques will help me organize my presentation so that my audience can follow it?

One of the easiest ways to make your presentation easy to follow is to make sure that it reads like a story. Audiences are drawn to stories that seem to be relevant to their own lives, so try to make it clear to your listeners how your research might impact them someday.

Keeping in mind your take-home message and the most exciting aspects of your research that you’ve already identified, organize your material into a story that explains what you did, why you did it, what you found or expect to find, and how those findings are significant.

Good stories include all information necessary to understanding the final outcome. If a storyteller forgets to tell us about the single aspect of the main character’s background that ultimately determines the story’s outcome, we as listeners end up confused. Similarly, if you skip straight to a description of your experiment or your investigation without telling your audience why you did it in the first place, it will be much more difficult for them to process the ideas you’ll go on to present. You need to make sure you provide your listeners with all the necessary parts of the story in a straightforward and logical order.

On the other hand, a good storyteller doesn’t give equal weight to every single detail; we don’t often hear about a character brushing his teeth or eating her cereal, because these details aren’t as important as others that directly impact the story’s plot. Similarly, you do not need to dwell on every single detail of your project. For example, you don’t need to tell your audience what every single previous scholar has said about your topic, and you don’t need to tell them what brand of test tube you used or even how long it took you to run your experiment, unless these details directly impact your take-home message. Instead, emphasize the ones that are most interesting, most relevant, and most accessible to your audience.

How can I make sure my listeners don’t get lost or miss anything important?

There are many effective ways to structure a presentation, but all of them involve three basic parts:

an overview in which you state the purpose of your project and give your audience of what aspects of the project you will be covering in your presentation,

the body of your presentation, which tells your story, and

a conclusion that briefly sums up the most important ideas you want the audience to learn from your presentation.

Some presenters choose to state their results and their significance right away in their overview and then show how they arrived at those results in the body of the presentation. Others choose to state the objective and the main problem in the overview and save the results and significance for the end of the presentation.

Once you have a cohesive story and have organized it into a straightforward structure, make sure to insert signposts (words or phrases that point out where you’ve been, where you are, and where you’re going) that guide your reader through your story. Don’t be afraid to be more repetitive than you would be in a written paper. Since your listeners can’t flip back to the previous page or pause on a particular sentence, they need your help in keeping track of how all the pieces of your argument fit together.

When constructing these sorts of signposts, make sure that you employ consistent vocabulary. Don’t use the thesaurus to come up with ten different ways of stating your main point – such variation will confuse your audience. Instead, continue to use the same key words to show how all of your points are connected. In an oral presentation, repetition is not a problem; it is the key to effective communication.

What types of signposts can I incorporate into my presentation?

You can think of signpost like the signs you might see on a road: they are words or phrases that tell you where you’ve been, where you are, and where you’re going. There are several types of signposts that are particularly useful for listening audiences:

Numerical Signposts
You can use numerical signposts like “First… Second… Third…” to help your listeners see how several parts of your presentation fit together, to help them follow you as you detail a complicated process, or to help them zero in on the three (or two, or four…) most important ideas you want them to remember from your presentation.

Numbering may seem overly blunt in writing, but in oral presentations it is extremely helpful for signposting major points or pieces of evidence.

Parallel Structure
You can use parallel structure to mark transitions between main sections. Use exactly the same phrase to mark each transition, and then emphasize it with a brief pause to let your audience catch on.

For example, if you are giving a presentation on the sociological obstacles facing New York City’s five boroughs, you would introduce each section of your presentation with the following phrases:
“The main obstacle Manhattan faces is….”
“The main obstacle Queens faces is….”
“The main obstacle the Bronx faces is….”
“The main obstacle Brooklyn faces is….”

While this repetition might seem elementary in a written document, it provides helpful guidance and continuity for a listening audience.

Old-to-New Transitions
An old-to-new transition is a sentence that pauses to explain to your audience where you’ve been and where you’re headed in your presentation. They are particularly useful for reminding your listeners of how successive pieces of your presentation fit together. Again, repetition of key terms is essential.

For instance, you might employ the following transitions in a presentation about the psychological impact of documentary films on their viewers:
“I’d like to begin by defining exactly what I mean by the term ‘documentary film’….”
“Now that I have explained exactly what a documentary film is, I would like to focus on the particular example of Sherman’s March to explain how this kind of film can have a peculiar psychological effect on its viewers….”
“And so we see through an examination of this example that documentary films can have a very peculiar effect on their viewers. It is not only documentary films that have this kind of effect, however; all such ‘non-fiction’ presentations of information, whether on the big or small screen, can elicit similar effects. This larger-scale effect is relevant to us today because….”

How can I make sure my audience gets my point in my presentation?

Test it out. Ask several different people to listen to you practice delivering your presentation, and afterwards ask them what they identified as the most important points. If your listeners repeat back the same key points that you identified as the main ideas you wanted to communicate, then you’ll know your presentation is effective. If they didn’t pick up on something you feel is important, then you’ll need to revise the presentation to give more emphasis to that idea. It’s wise to do this kind of test with several different listeners. We suggest you test out your presentation on a parent, a Writing Center instructor, and a friend. Choose your language carefully and structure your sentences thoughtfully. Most of us have been trained to write in an “academic” style that sounds “smart” and “scholarly”. What we often mean when we describe the academic style is writing that is subtle, dense with meaning, peppered with specialized vocabulary, and full of long, complex sentences that vary in structure. However, the sort of subtlety that this “academic” writing style privileges is exactly what you don’t want to do in an oral presentation. Rather than sounding “smart” and “scholarly,” it will most likely make your presentation sound confusing and ineffective.

In order to make your presentation as effective as possible, simplify your vocabulary and your sentence structure.

How can I simplify my language and sentence-structure to accommodate a listening audience?

Keep your audience’s needs in mind. Remember that the audience is composed of intelligent non-specialists. Don’t assume that they know the background information that scholars in your own field take for granted, and don’t assume that they know the specific technical terms that are common to your topic. Make sure to explain any essential background information and to define any field-specific terms in ways that your audience can understand.

Break up long sentences. Often sentences are long because they contain lots of ideas that have been packed very tightly together. Sentences with lots of ideas joined by conjunctions (“and,” “but,” “or,” “however,” etc.) or prepositional phrases (“to,” “for,” “on,” “in,” “because of,” “towards,” “through,” etc.) can thoroughly confuse a listening audience. Break these complicated sentences into two or more shorter, more straightforward sentences so that your listeners don’t miss any important ideas.

Keep the subject and verb close to each other. Watch out for sentences that have long clauses embedded between the subject and verb. These long clauses make it harder for listeners to figure out which of the ideas is the most important. If the information in that clause is vital, condense it or make it a separate sentence. If it’s not vital, remove it. For example:

Original	Revised
After conducting hundreds of interviews over the span of several months, and only after losing access to their most relevant informants, did the researchers, who had only brought enough supplies for eight weeks, discover that they needed to change the fundamental terms they were using to conduct their interviews.	After conducting hundreds of interviews over the span of several months, the researchers discovered too late that they needed to change the fundamental terms they were using to conduct their interviews. This problem was compounded by the fact that they had lost access to their most relevant informants and had not brought enough supplies to remain any longer.

Keep the subject and verb at the front of the sentence. Watch out for sentences that place the main idea at the end of the sentence. Such sentences are difficult to listen to because the meaning of the sentence is delayed. In the following original example, a listener wouldn’t know who had done the long list of activities until the very end:

Original	Revised
After conducting hundreds of interviews over the span of several months, after losing access to their most relevant informants, and after running out of supplies, the researchers eventually discovered that they needed to change the fundamental terms they were using to conduct their interviews.	The researchers only discovered that they needed to change the fundamental terms they were using to conduct their interviews after conducting hundreds of interviews over the span of several months.. This problem was compounded by the fact that they had lost access to their most relevant informants and had not brought enough supplies to remain any longer.

Additional Oral Presentation Writing Resources

University of Texas: Constructing Effective Visual Aids

@ http://uwc.utexas.edu/node/90

Visual Aid Construction Tips

@ http://www.tuesdaytoasters.org/tips/general.html

Brochure Construction: Writing Tips

@ http://www.entheosweb.com/content_writing/brochure_writing_tips.asp

How to Write a Brochure

@ http://www.text-centric.com/brochure-copywriting-cheat-sheet/

Career Writing

You will need to apply your writing skills in your academic, business and personal pursuits. Review the listed vocabulary, notes and resources below to aid in your understanding of the role writing will play in your future career endeavors.

Common Career Writing Vocabulary

Resume – A brief account of one's professional or work experience and qualifications, often submitted with an employment application. Typically, it is a one to two page formal document that lists a job applicant's work experience, education and skills. A resume is designed to provide a detailed summary of an applicant's qualifications for a particular job - it is not usually meant to provide a complete picture. A good resume gives the potential employer enough information to believe the applicant is worth interviewing. A one-page cover letter, submitted along with the resume, can provide additional information about the applicant's qualifications.

Cover Letter – A letter sent with other documents to explain more fully or provide more information. A written document submitted with a job application explaining the applicant's credentials and interest in the open position. Since a cover letter is often one of only two documents sent to a potential employer, it is often extremely important in determining whether the applicant will obtain an interview for the position.

Letter of Interest – A letter of interest / inquiry, also known as a prospecting letter or letter of interest, is sent to companies that may be hiring, but, haven't listed specific job openings. Your inquiry letter should contain information on why the company interests you and why your skills and experience would be an asset to the company. Also provide information on how you will follow-up and where you can be reached.

Thank you Letter – An interview thank you letter is sent to the people who interview you for a job. Your thank you letter (or thank you email message) lets the employer know that you appreciate being considered for the job. It also reiterates your interest in the position and can be used to provide additional information on your qualifications.

Letter of Resignation – A resignation letter is a letter formally advising your employer that you are leaving your job. A resignation letter can help you maintain positive relationship with your employer, while paving the way for you to move on.

Application – Form or paper which indicates interest in a particular place of employment or position within a company. Typically requests personal identification information, such as name, address and phone number, as well as a history of job experience.

Letter of Recommendation – is a letter in which the writer assesses the qualities, characteristics, and capabilities of the person being recommended in terms of that individual’s ability to perform a particular task or function. Recommendation letters are almost always specifically requested to be written about someone, and are therefore addressed to a particular requestor. Letters of recommendation are typically related to employment, admissions to institutions of higher education or scholarship eligibility.

Exit Interview – An exit interview is a survey conducted with an individual who is separating from an organization or relationship. Most commonly, this occurs between an employee and an organization, a student and an educational institution, or a member and an association. An exit interview is the most accurate instrument in assessing the issues that drive an individual to leave an organization

Human Resources – The department of a business or organization that deals with the administration, management, and training of personnel.

Resumes

The following information concerning resume construction is from the Purdue Online Writing Lab

@ http://owl.english.purdue.edu/owl/resource/719/1/

What is a résumé?

A résumé (also spelled resume) is a brief document that summarizes your education, employment history, and experiences that are relevant to your qualifications for a particular job for which you are applying. The purpose of a résumé (along with your cover letter) is to get an interview. Research has shown that it takes an average of ten (10) interviews to receive one (1) job offer, so your résumé needs to be persuasive and perfect. Given this, your résumé must be user-centered and persuasive.

The general purpose résumé usually contains four sections:

Contact

Education

Experience

Honors, activities, and outreach

Writing the contact section of your résumé

This section of your résumé is definitely the easiest to write, but you do have a few options for design and content.

What is a contact information section?

Unlike other sections of your résumé, this section does not have a special heading like "Contact Information." Instead it simply lists the information below at the top of the page:

Your full name

Your e-mail address

Your permanent address

Your local or campus address (if applicable)

Your phone number(s)

Your web address/URL

Your fax number, etc.

Of course, as with the rest of your résumé, you'll want to double-check that all the information you include is current and accurate. Mistyping your phone number could easily cost you an interview! Also, if you list an e-mail address, be sure to check your e-mail regularly or you may miss an important message.

If you live on campus, you should provide your campus address. But you may also want to provide your home address.

Designing your contact information section

Employers will probably look first and last at your contact information section, so it's well worth your time to make this section easy-to-read and appealing to the eye. Whatever design choices you make, try to coordinate them with the rest of your résumé. Here are some specific design options:

Use page design strategies to present information in a usable format. For example, to help readers find desired information, you might place your name in a larger font size, center it, boldface it, or anything to make it stand out. If you have a permanent and local address, you might want to play with columns.

You may want to add a graphic element such as a horizontal line to help section off your contact information. Make sure the visual does not distract from your textual information.

Coordinate with your cover letter. One way to make your application documents a professional package is to match your cover letter and your résumé. You might do this by creating stationery or a letterhead for both documents. For instance, if you use two columns for your addresses and a double line on your résumé header, you might adapt it for the top of your cover letter as well. Make sure to use the same fonts (size also) for both documents.

Questions to ask

About you

What are the different ways you may be contacted? How do you prefer to be reached?

About the company or organization

What means of contacting you would be most convenient for the company or organization?

Click the link at the top of the page for a sample résumé.

Job seekers may find value in the OWL Purdue career Wiki here.

For more information about how to develop a résumé, visit these OWL resources:

Résumé Design

Résumé Presentation

Job Search Documents for Working Class Positions

Resume Online Resources

44 Tips for Effective Resume Construction

@ http://www.dailywritingtips.com/resume-writing-tips/

Resume Samples (by job field)

@ http://career-advice.monster.com/resumes-cover-letters/resume-samples/jobs.aspx

OWL: Example Resume

@ http://owl.english.purdue.edu/media/pdf/20080129030125_719.pdf

Resume and Cover Letter Additional Links and Tips

@ http://msn.careerbuilder.com/msn/category.aspx?categoryid=CL

College Application and College Essay Writing Resources

Access: http://www.college-admission-essay.com/admissionessayresources.html

Click on the above link for notes and tips on the following:

The College Admission Essay: How To Conceive, Create, and Perfect It

Originality In The College Admission Essay

Organization In The College Admission Essay

Grammar In The College Admission Essay

Style In The College Admission Essay

Honesty In The College Admission Essay

The Perfect Topic For Your College Admission Essay

Editing Your College Admission Essay

Top Ten College Admission Essay Mistakes

Adventures Of An Eavesdropper In A College Admission Office : The College Admission Essay

The College Admission Essay Experience: How I Survived And Thrived

Frequently Asked Questions About The College Admission Essay

The Importance Of The College Admission Essay

Interview with the Penn Group's President about the college admission essay

CollegeBoard.com: How to Write a College Application Essay

@ http://professionals.collegeboard.com/guidance/applications/essay

College Admissions Essay Samples

Access: http://www.usingenglish.com/resources/essays/samples/college-admissions.php

Click on the above link for samples on the following types of admission essays:

Personal Essay

Story Essay

Detail Essay

Personal Growth Essay

Hobbies and Interest Essay

Keystone Exams & Writing

The Keystone Exams: Practice Resources

PDEA Website Literature Review: The PDEA SAS Keystone Exam Website

contains lesson resources (plans, notes, texts, quizzes, etc…) organized by

standard. The following directions can be used by multiple grade level

teachers in preparation for the Keystone Literature Exam.

Access: http://www.pdesas.org/module/assessment/Keystone.aspx

Standards

Select a Course

Literature

Note: Once the Literature link has been accessed, search lessons by standards.

Click the Materials & Resources link to the right of each standard for lessons.

Literature Review Guided Practice: The Keystone Exam Review Packet contains website resources that provide information concerning the Keystone Exams’ content and scoring. Furthermore, it contains notes pertaining to the major reading strategies targeted by the Keystone Exam Literature Assessments. Finally, it contains CDHS course related content developed in the format of Keystone Exam assessments that can be used by teachers during Curriculum Unit instruction to provide standardized practice.

Keystone Exam Review: Helpful Websites

Pennsylvania Department of Education (SAS) – contains standards, practice items, exam overview and other official informational links pertaining to the Keystone Exam http://www.pdesas.org/module/assessment/Keystone.aspx

PSEA.org – contains an overview of test content, scoring procedures and goals http://www.psea.org/general.aspx?id=4684

Keystone State Education Coalition – blog containing current updates and news articles pertaining to the Keystone Exam

@ http://keystonestateeducationcoalition.blogspot.com/2011/03/keystone-exams-update-and-faqs.html

PDEA Summary Reports – contains links to state summary reports and scoring guides

@ http://www.portal.state.pa.us/portal/server.pt/community/keystone_exams/20436

Miss Andreoli’s Keystone Exam Review Page (links to scoring guides, practices exercises and webquests)

@ http://www.cdschools.org/Page/11696

SAT & Writing

The following tips are from Sara Loser the head peer-tutor for the CDHS Writing Center. When preparing for your future and standardized exams, it’s important to know the format of the tests and expectations for success. Review the tips and resources below to aid in your preparation for the SATs.

CDHS Writing Center SAT Tips (By Sara Loser)

Things to Know about the SAT

It’s timed—you should be fine, but don’t waste time on questions you have no idea how to solve

The essay comes first, and then the reading and math sections alternate

You’re allowed to eat during the breaks—I recommend it!

DO NOT WRITE IN PEN! In fact, don’t even bring a pen to the testing center

You are penalized ¼ of a point for each incorrect answer, so only guess if you’re almost positive you’re right

The Critical Reading Section

3 sections on the SAT

Multiple types of questions

Sentence completion

All the answers are designed to sound right

Sentence completions are in each of the reading sections on the test

Each sentence will have a clue to the right answer

Watch for triggers—they can change the direction of the sentence

Some of the completions are two-blank sentences

Sometimes, the clue in a two-blank sentence is the other blank

Reading comprehension strategy

1. Read the italicized blurb

2. Skim over the passage

3. Select a question

4. Read only what you need

5. Answer the question

6. Process of elimination

Common types of questions:

1. Details about the passage

2. Purpose of the line in context

3. Suggest/infer/imply/agree questions

4. Vocabulary in context

5. Tone of the passage

6. Author’s purpose in writing the passage

7. Weaken/strengthen a statement

8. Analogies

9. Except/least/not questions

10. Dual passage questions

Vocabulary

This is only a small selection of words that you may see on the SAT. To get more vocabulary help, pick up an SAT prep book, flash card, or try the best way to learn new words… Read!

•	Candid- completely honest

•	Conjecture- inference

•	Didactic- instructive

•	Euphemism- a mild, indirect term for an offensive term

•	Extrapolate- to infer by extending known information

•	Insinuate- to imply stealthily

•	Rhetoric- the art of using language effectively and persuasively

•	Adroit- dexterous, deft

•	Astute- shrewd, clever

•	Disseminate- to scatter widely

•	Erudition- deep, extensive learning

•	Pedantic- excessively concerned with rules and formality

•	Pragmatic- practical

•	Prolific- very productive

•	Rudimentary- basic, elementary

•	Abstruse- difficult to understand

•	Convoluted- intricate, complicated

•	Enigma- a puzzle, mystery, or riddle

•	Reticent- inclined to keep silent; reserved

•	Arcane- understood or known by only a few

•	Cosmopolitan- worldly; widely sophisticated

•	Derivative (n)- something that comes from another source

•	Idiosyncrasy- characteristic peculiar to an individual or group

•	Orthodox- adhering to the traditional and established

•	Censure- to issue official blame

•	Renounce- to give up, as in a title, especially formally

•	Circumscribe- to draw a circle around; to restrict

•	Contiguous- sharing an edge or boundary; touching

•	Conciliatory- soothing; showing willingness to reconcile

•	Exonerate- to free from blame

•	Litigious- prone to engage in lawsuits

•	Partisan- biased in support of a party or group

•	Rectitude- moral uprightness; righteousness

•	Repudiate- to reject the validity or authority of

•	Scrupulous- having a strong sense of right and wrong

•	Veracity- adherence to the truth

•	Cajole- to urge with repeated appeals, teasing, or flattery

•	Chicanery- trickery

•	Altruism- unselfish concern for the welfare of others

•	Philanthropic- humanitarian; benevolent; relating to monetary generosity

•	Defunct- no longer existing or functioning

•	Supplant- to usurp the place of, especially through underhanded tactics

•	Abase- to lower in rank, prestige, or esteem

•	Derogatory- insulting or intended to insult

•	Ignominy- great personal dishonor or humiliation

•	Vindictive- disposed to seek revenge

•	Bombastic- given to pompous speech or writing

•	Exorbitant- exceeding all bounds

•	Flagrant- extremely or deliberately shocking or noticeable

•	Lugubrious- excessively mournful, dismal, or gloomy

•	Penchant- a strong inclination or liking

•	Vicarious- felt as if one were taking part in the experience of another

•	Amalgam- a combination of diverse elements

•	Cathartic- relaxing after an emotional outburst

•	Palliative- relieving or soothing the symptoms without effecting a cure

•	Epitome- a representative or example of a type

•	Dubious- doubtful; of unlikely authenticity

•	Duplicitous- deliberately deceptive

•	Fallacy- a false notion

•	Ambiguous- open to more than one interpretation

•	Capricious- impulsive and unpredictable

•	Impetuous- suddenly and forcefully energetic

The Writing Section(s)

Divided into two sections: an essay and grammar rules

Grammar is tested with multiple-choice questions (similar to reading)

Essay is given at the beginning; 25 minutes to plan and write

Things to remember:

Review grammar rules from English class

Understand what the essay graders want

If you know one particular type of question will be difficult, skip them (don’t forget to go back at the end!)

Essay

25 minutes at the beginning of the test; your essay should be about 2 pages long

DO NOT WRITE IN PEN—PENCIL ONLY!

The test booklet can be used as scratch paper for planning

Either a statement of opinion (roughly a paragraph long) from a notable person or two statements from two different people

Argue how you feel about the statement(s) and why

Essays are graded holistically—graders only look at the overall impression

Key points to remember as you write:

Clear point of view

Have a clear thesis!

Make sure you take a point of view, even if you don’t feel strongly

Only pick the most important issues

It’s a yes or no question—don’t answer with a “maybe”

Support your position

Use examples from reading, studies, experience, observation, etc.

Show how examples prove your point

More support means stronger position

Logical structure

Not enough time for a five-paragraph essay, but structure it similarly

Limit yourself to two good, strong examples

Helps you write and helps grader read

Grammar

Two sections on the SAT: one long and one short

SAT really only tests 5 basic grammatical concepts:

Sentence structure

Verbs

Nouns

Pronouns

Prepositions

Three main types of questions:

Error ID

Improving sentences

Improving paragraphs

20 percent of all error ID and improving sentence questions contain no error

When working on the improving paragraphs section, don’t read the entire essay; instead, go right to the questions and read only the lines near the line in the question.

Most sentences structure errors are clause-related:

Independent and subordinate

Independent clauses can stand alone (complete idea with subject and verb)

Subordinate clauses are dependent on independent clauses

Most errors with dependent clauses are sentence fragments

The trouble with verbs:

Make sure the subject and verb agree (singular and plural)

Subjects with “and” are plural; subjects with “or” are singular

All verbs in a sentence are parallel (i.e., infinitives, imperatives, etc.)

Verb tense should be consistent within a sentence (present, past, etc.)

Nouns are usually okay, but make sure they agree with the verbs

Pronouns can get messy! Here’s why:

Pronouns have to agree with the noun

Make sure you know to whom the pronoun refers

Pronouns can be the subject or the object (i.e., I and me)

Sentences written in the active tense are better

“I broke the vase.” vs. “The vase was broken by me.”

Do you know your prepositions? They can change the meaning of a sentence.

Other little things to know (in case it’s not one of the 5 major concepts):

Faulty comparisons (are you comparing two or more than two?)

Misplaced modifiers (to what does the phrase refer?)

Adjectives or adverbs (do you know the difference?)

Diction (does the word make sense in context?)

Additional SAT Prep and SAT Writing Resources

SAT Practice Tips, Practice Tests and Study Plans

@ http://sat.collegeboard.org/practice?s_kwcid=TC|7002|free%20sat%20writing%20practice||S|b|13017102644

Getting Ready for the SAT

@ http://sat.collegeboard.org/SAT/public/pdf/getting-ready-for-the-sat.pdf

Getting to Know the SAT

@ http://professionals.collegeboard.com/testing/sat-reasoning/prep/sat

SAT Tips

@ http://www.businessweek.com/articles/2013-01-02/sat-tip-pointers-for-a-perfect-essay

The Essay: SAT Writing Practice Questions

@ http://sat.collegeboard.org/practice/writing-sat-essay?pageId=practiceWritingEssay&tabValue=scoring

SAT Full Practice Test (requires college board password)

@ http://sat.collegeboard.org/practice/sat-practice-test

SAT Sample Student Essays

@ http://professionals.collegeboard.com/testing/sat-reasoning/about/sections/essay

Writing Frameworks: Planning & Graphic Organizers

Some of the following graphic organizers are from: http://margdteachingposters.weebly.com/graphic-organizers.html

MargD

MargD

MargD
MargD

MargD

MargD

Online Writing Manuals

For additional writing support, visit the following online writing manuals:

AVID High School Writing Guide

@ http://www.scribd.com/doc/124266701/High-School-Writing-Manual-Teachers-Guide

How to Research – Research Paper Manual

@ http://www.hartdistrict.org/saugus/writing/pages/Writing%20the%20research%20paper.pdf

The Art of Composition – Writing the ‘Essay’

@ http://www.hartdistrict.org/saugus/writing/pages/Writing%20the%20Essay.pdf

National Writing Project

@ http://www.nwp.org/cs/public/print/resource_topic/teaching_writing?gclid=CMKDn9PB47UCFWlnOgodtTIAbw

Style Manuals & Writing Guides (APA, MLA, etc…)

@ http://www.calstatela.edu/library/styleman.htm

Online Grammar Handbook

@ http://www.tc.umn.edu/~jewel001/grammar/

Guide to Grammar & Writing

@ http://grammar.ccc.commnet.edu/grammar/

Grammar & Writing Power Points (notes)

@ http://grammar.ccc.commnet.edu/grammar/powerpoint.htm

Sentence Sense Online Writing Resource

@ http://www.ccc.commnet.edu/sensen/

Purdue Online Writing Lab (OWL)

@ http://owl.english.purdue.edu/owl/

UW-Madison Writing Handbook

@ http://writing.wisc.edu/Handbook/

The Definitive Guide to Successful Writing

@ http://writetodone.com/2012/06/15/writers-guide-to-online-success/

High School Writing Manuals

James B. Content High School: Writing Manual

@ http://www.conantcougars.com/academics/english/pdfs/write_right.pdf

Bishop Ward Writing Manual

@ http://wardhigh.org/s/350/images/editor_documents/Writing%20Guide%20aug%2009%20rkamps.doc

Concord High School Writing Handbook

@ http://www.mdusd.k12.ca.us/concord/Documents/Forms/Concord_High_School_Writing_Handbook.pdf

PV High School Writing Manual

@ http://www.pvhigh.com/academics/pdf/acad_english_Writing_Manual.pdf

Pioneer High School Writing Resource Links

@ http://www.aaps.k12.mi.us/pioneer.english/writing_resources

Glencoe Writing Examples & Resources

@ http://www.glencoe.com/sec/glencoewriting/writing_resources_grade_6.php

Glencoe Interactive Writing Models

@ http://www.glencoe.com/sites/common_assets/literature/iwm-hs/writing_models.php

Glencoe High School Writing Rubrics

@ http://www.glencoe.com/sec/glencoewriting/HighSchoolRubrics_876544.indd.pdf

Glencoe Student Writing Resources

The Following Resources are from Glencoe High School Writer Resources

Composition Resources:
Paradigm Online Writing Assistant
This interactive writer' guide provides step-by-step instruction for writing different kinds of essays from the informal to the argumentative. The site also includes information on the stages of the writing process. Studying the examples and completing the activities in each stage will certainly help you develop your writing skills.
St. Cloud State University Literacy Education Online
Having trouble with a writing assignment? This site is loaded with solutions to common writing problems. Whether you have a question about commas or clarifying ideas, the suggestions offered here will help you feel more confident about your writing skills.
The Purdue Online Writing Lab
The Online Writing Lab strives to provide you with the resources you need to become a better writer. This site' online handouts are indexed by topic and include spelling, punctuation, sentence construction, parts of speech, and research papers. Scroll down to the Spelling handouts, and try the interactive exercises to learn about spelling rules, noun plurals, and suffixes.
The Writing Center
The Writing Center is designed to help you through the process of writing a research report, from choosing a topic to the final stages of editing and presenting. You'll need a strong foundation in grammar, of course, and this site contains plenty of information on parts of speech, sentence construction, spelling, punctuation, and more.
Grammar Resources:
Community Learning Network
This English grammar and style "theme page" offers links to a variety of curricular resources and reference materials-from grammar and punctuation help to style guides and reference works. Are you an aspiring journalist or just curious about common errors in writing? Do you need a thesaurus or want to read a classic book online? There seems to be something for everyone in this comprehensive Web site.
Grammar Bytes
Are you looking for an interrupter, a collective noun, an appositive, or a gerund phrase? You'll find them here, along with a study of irregular verbs, four ways to correct comma splices and fused sentences, and a host of other grammar rules, definitions, and explanations. Test your grammar knowledge with fun, interactive exercises!
Research and Reference Tools:
Bartleby.com
Through this site, you can access a wide variety of novels, plays, poetry, and nonfiction essays. You can also find the ninth edition of Bartlett's Familiar Quotations and other reference books, such as The American Heritage Book of English Usage, Strunk's The Elements of Style, and Oxford Shakespeare.
Britannica.com
This is an invaluable site for internet research. Through this site, you can access the entire EncycloÃ¦pdia Britannica, read articles selected from more than seventy of the world's top magazines as well as daily news postings from the Washington Post, and link to thousands of the Web's best sites.
Infoplease.com
The almanacs, dictionary, encyclopedia, and atlas available at this site provide access to thousands of facts sorted into easy-to-navigate categories.
The Internet Public Library
With an extensive selection of reference tools, online exhibits, and online texts, this site is a great starting point for any research or writing project. Through this site, you can access newspapers from every state and many countries as well.
Library Spot
Browse the stacks of the world's libraries at this Web site. In addition, you'll find links to school libraries, presidential libraries, and specialized libraries, as well as a nicely stocked Reference Desk.

Online Writing Centers:
National Writing Centers Association
This site contains a comprehensive list of sites related to writing, including Writing Center Resources, Writing Centers Online, Resources for Writers, and Electronic and Print Journals.
Purdue University Online Writing Lab
Purdue's award-winning Online Writing Lab (OWL) strives to provide students with the resources they need to become better writers. The site includes online resources for teachers and writers, as well as over 130 instructional handouts indexed by topic. Handouts include exercises and instruction in spelling, punctuation, sentence construction, parts of speech, and research.
Rensselaer Polytechnic Institute Writing Center Handouts
An excellent series of printable handouts covering a variety of topics, including writing types and styles, citation styles, and gender-fair language. Through this site, you'll also find links to online writing resources.
Writers' Workshop
This University of Illinois site provides teachers of writing with links to online tools. Topics covered here include Writing Across the Curriculum, ESL Resources, and General Links About Writing.
Grammar and Composition Sites:
Bartleby Library
Many reference works are available online at this site, including Bartlett's Familiar Quotations, a collection of passages, phrases, and proverbs from ancient and modern literature, and Strunk's The Elements of Style, a guide to using clear, straightforward language in writing.
Common Errors in English
Paul Brians, Professor of English at Washington State University, provides brief discussions of many common errors, with an emphasis on frequently misused or confused words.
Garbl's Writing Resources Online
This is an extensive annotated list of Web sites devoted to writing and grammar, organized into such categories as the Writing Process, Grammar Guides, Plain Language, and WordPlay. The site is maintained by Gary B. Larson, a senior communications officer at the King County (Washington) Department of Transportation.
MidLink Magazine
This award-winning online magazine for writers 8-18 years old features the work of young writers from around the world. The site includes a Teacher Resource room that offers advice on using the magazine in the classroom.
Web of On-line Dictionaries
This site is a treasure trove of links to over two hundred dictionaries of languages from Creole to Maori to Zulu. Also included are links to specialized English dictionaries, thesauri, online grammars, and a Web of linguistic fun.
Professional Development:
Teaching Today
Teaching Today is Glencoe's premiere professional development site for teachers. This site offers daily teaching tips, free downloadable materials, and a wealth of other resources you can use in the classroom today.
National Council of Teachers of English (NCTE)
With over 77,000 members, the National Council of Teachers of English (NCTE) is dedicated to improving the teaching and learning of English and language arts. At its Web site, you can review publications, share teaching ideas with other teachers, and preview upcoming events. If you'd like to join NCTE, complete the online registration form provided here.
Modern Language Association (MLA)
For over 100 years, the Modern Language Association (MLA) has focused on the study of language and literature. The MLA guidelines on documentation style are widely used by schools, academic departments, and instructors, and this site has the only online MLA guidelines that are authorized by the MLA of America. In addition, this site offers job information, MLA reports, publications, awards, and conference information.
National Education Association
This site connects to the latest educational topics, issues, and resources. You'll find information concerning public education, legislative action, school safety, health information, educational materials, books, publications, and more.

CDHS Writing Center Recommended Resources

(OWL) Purdue University Online Writing Center @ http://owl.english.purdue.edu/

Harvard University Writing Resources@ http://www.fas.harvard.edu/~wricntr/resources.html

Berkley University Writing Resources @ http://writing.berkeley.edu/writing-resources/off-campus

Colorado State University @ http://writing.colostate.edu/learn.cfm

George Mason University Writing Center Resources @ http://writingcenter.gmu.edu/?cat=181

Penn State University Writing Center @ http://pennstatelearning.psu.edu/resources/meet-writing-tutor

Baylor University Writing Center @ http://www.baylor.edu/english/index.php?id=45844

50 Resources to Improve Writing @ http://www.smashingmagazine.com/2009/06/28/50-free-resources-that-will-improve-your-writing-skills/

University of Toronto Writing Handouts @ http://www.utoronto.ca/ucwriting/handouts.html

International Writing Centers Association @ http://writingcenters.org/

‘Enhance My Writing’ Resources @ http://www.enhancemywriting.com/

CDHS Library Resources @ http://www.cdschools.org/domain/80

Remember: You will need to work with clients to identify needs, address revision issues and locate useful sources,

examples, and/or guides. Therefore, you must become familiar with the above links to fully understand

available resources the will empower you to meet the specific needs of your clients.

Writing Contest Resources:

Poets & Writers (Creative Writing Contests) @ http://www.pw.org/submission_calendar

Pomegranate Words (Writing Contests Links) @ http://www.pomegranatewords.com/magazine/teen_writing_contests.html

Open Directory – Arts: Writers Resources (Contests) @ http://www.dmoz.org/Arts/Writers_Resources/Contests/

Wining Writers (Poetry Contests) @ http://winningwriters.com/index.php

Novel Writing Contest @ http://editfast.com/english/writing_contests/novel_writing_contests/novel_writing_contests.htm

Speculative Fiction Contests @ http://www.davidbarrkirtley.com/teenwriter/Contests.html

National Intelligence Writing Contest @ http://www.afcea.org/mission/intel/writingcontestrules.asp

Young Voices Foundation (Writing Contests) @ http://www.youngvoicesfoundation.org/index.html?gclid=CI7WzpLu27QCFUfNOgode2EAVA

BYU Writing Contest Links @ http://english.byu.edu/contests/