Statement, Proof, Analysis paragraph format



Hudson High SchoolWriting Guide2013-2014I write to discover what I think.--Daniel J. BoorstinNobody should suppose that good writing—the kind that says what it means while being pleasant to read—has ever been easy.--Jacques BarzunEvery piece of honest writing contains this tacit message: “I wrote this because it’s important; I want you to read it; I’ll stand behind it.--Matthew GriederA writer is somebody for whom writing is more difficult than it is for other people.--Thomas MannTable of ContentsHow to Write and Organize Your PaperIntroductions and Conclusions…………………………………………………………………………3-5Thesis Statements………………………………………...…………………………………………….……6-7SPA Paragraphs (Statement, Proof, Analysis)………………………………………………………8Topic Sentences………………………………………………………………………………………………….9Transitions……………………………………………………………………………………………………10-11Blending Quotes…………………………………………………………………………………………….….12Qualifying an Argument………………………………………………........................................13Citing Sources and Avoiding PlagiarismPlagiarism…………………………………………………………………......................................14-15Documentation……………………………………………………………...................................16-20Citing Sources on a Works Cited Page…………………………………............................21-24Electronic Sources……………………………………………………………………………21-22Print Sources……………………………………………………………………………………22-24In-text Citations………………………………………………………………................................25-26Formatting the Paper: What it should look like before you turn it inHow to Format the First Page of Your Paper……………………………………………………..27How to Format Your Works Cited Page………………………………………………………….….28Lists, Tips, and Other Helpful Hints The Eight Parts of Speech…………………………………………………………………………….…….29The Four Types of Sentences………………………………………………………………………….….30Numbers: When to Use Words and When to Use Digits………………………………….…31Test-Taking Terms…………………………………………………………………………………………32-33Rhetorical and Literary Terms…………………………………………………………………….…34-37Words That Describe Tone………………………………………………………………………….……..38Style........................................................................................................................39Words That Should Never Appear in a Formal Paper…………………………………….…..40Academic Writing………………………………………………………………………………………….…..41“No Excuse” Words……………………………………………………………………………………….…..42The FATAL FLAW……………………………………………………………………………………………….43School-Wide Writing RubricsIntroduction…………………………………………………………………………………………………44-45The Six Traits of Writing……………………………………………………………………………….46-47Expository Writing Rubric…………………………………………………………………………………48Personal / Narrative Writing Rubric………………………………………………………………….49Persuasive Writing Rubric…………………………………………………………………………………50Analytical Writing Rubric……………………………………………………………………………….….51Two Sample Graphic Organizers………………………………………………………………………………52-55This guide was written and compiled by Amy Plackowski, with contributions from members of the Hudson High School English Language Arts department.Writing Effective Introductions and ConclusionsBegin with a broad statement about your topic.Ex.: Since its beginning, the environmental movement has been a complex and varied organization, with separate factions employing different techniques to achieve their goals.Set the context for the paper and give background info:Some of these factions, as demonstrated by Edward Abbey’s The Monkey Wrench Gang, believed direct action was needed in the fight against corporate expansion and environmental destruction. Abbey uses humor and wit to show the benefits of direct action, and access to the characters’ minds and scientific diction in order to show the passion and connection to the environment felt by the main characters in the book. Narrow to your thesis:The destructive actions of radical groups that followed in the spirit of Abbey’scharacter portrayal sparked much controversy, and actually hurt the environmental movement’s cause by bringing negative sentiment to the legitimate political and social movement.IntroductionBegin by generalizing the arguments you made in your paper.Rachel Carson’s Silent Spring integrates science and sentiment in order to convert the reader into an environmentally conscious American. Start broadening out to the larger significance of your argument:Her novel was highly controversial at the time of its publication, but it proved to be essential in the fight for the protection of nature as well as a regulatory system of government. It was an important trigger in female involvement in the movement and it is still supported by research and policy in modern times.End by answering the “so what?” question. Why is your argument important?Without the mass awareness caused by Silent Spring, the environmental movement could never have accomplished what it has today.ConclusionSix Kinds of Ineffective Introductions0-31751. The Place-Holder Introduction. When you don’t have much to say on a given topic, it’s easy to create this kind of introduction. Essentially, this weaker introduction contains several vague sentences that don’t really say much. They exist just to take up the “introduction space” in your paper. 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 be an effective strategy, but it can be easy to stop at just restating the question instead of offering a more effective, interesting introduction to your paper. The teacher wrote your question and will 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. Anyone can look up a word and copy down what the dictionary says. However, the dictionary is not a particularly authoritative source; it doesn’t take into account the context of your course and doesn’t offer particularly detailed information.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 and fails to connect to the thesis. Avoid beginning a paper with phrases like “throughout history” or “since the dawn of time.”Example: Throughout history, slavery has been a problem.5. The Book Report Introduction. This introduction is what you had to do in your 5th grade book reports. It gives the name and author of the book you are writing about, tells what the book is about, and offers basic facts about the book. You might resort to this kind of introduction when you are trying to fill space because it’s a familiar 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. He tells the story of his life.6. The Obvious Rhetorical Question Introduction. You may have been taught that a good “hook” is a question. This can sometimes be effective, but only in very specific circumstances. In more advanced writing, the rhetorical question usually seems obvious or silly. Example: Have you ever seen your family brutally murdered by Indians? Well, that’s exactly what happened to Abigail Williams in Arthur Miller’s play The Crucible.Thesis StatementsWhat does a good thesis statement do?It directly answers the question or prompt, if there is one.It makes a claim that others might dispute, which can be backed up by evidence. It doesn’t just state the topic of the paper; rather, it makes an argument about the topic. If you don’t have an argument for a thesis, you don’t have an essay!It provides a road map for the paper; in other words, it tells the reader exactly what to expect from the paper.The more specific you can be about how you will prove your point, the better.ExamplesBad: The North and the South fought the Civil War for various reasons, some the same and some different.Better: While both sides fought the Civil War over the issue of slavery, the North fought for moral reasons while the South fought to preserve its own institutions.Best:While both Northerners and Southerners believed they fought against tyranny and oppression, Northerners focused on the oppression of slaves while Southerners defended their own right to self-government.Bad: Mark Twain’s Huckleberry Finn is a great American novel.Better: In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on shore.Best: Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.Remember, your thesis can and should change throughout the writing process!How to Generate a Thesis StatementIf you’re having trouble writing a thesis statement, follow these steps.Step 1: Identify your topic and your task.Imagine you get a prompt like this:Literature is full of characters that can be considered heroic. From a work of literature you have read, select a character who in your opinion is heroic. In a well-developed composition, identify that character and explain why he or she is heroic.Your topic is a heroic character in a piece of literature you know. You must now choose what, specifically, you will write about.Step 2: Turn your subject into a guiding question. In Finding Nemo, which character is heroic?Step 3: Put your topic in a sentence.In Finding Nemo, the character of Marlin is heroic.Step 4: Add your argument, viewpoint, or opinion to your topic to make your thesis persuasive.Marlin is heroic because he rescues his son from captivity.Step 5: Elaborate on your thesis so that it addresses all parts of your assignment.Marlin is heroic because he overcomes his own fears when he braves the dangers of the ocean to rescue his son from captivity and realizes that he has to stop sheltering his son. Where should I put my thesis statement?The most common, and often required, spot for a thesis statement is at the end of the introductory paragraph or paragraphs.Statement, Proof, Analysis paragraph formatStatement:Also known as a topic sentenceMakes an argument for your thesis Should be your idea, not someone else’sEncompasses the entire paragraphTransitions from the previous paragraph3600450295275ProofDataTextual evidenceDetailsOther sources / researchProves your statementAnalysisExplains how statement (topic sentence) backs up the thesis Explains how theproof proves your statementMakes explicit connections between the statement and the proofDoesn’t rely on the reader to guess what you meant to proveTopic SentencesA good topic sentence4243070128270provides a transition from the previous paragraph. Remember, your transition shouldn’t happen in the last part of the paragraph, but the first. Often, all you need is a good transition word (see “Transitions” on pages 10-11) to move smoothly into the paragraph. Sometimes, you don’t need a transition word at all.encompasses the entire paragraph. It should act like an umbrella for the whole paragraph. Once you’ve written the paragraph, go back and read the topic sentence. If you’ve mentioned anything in your paragraph that wasn’t covered in the topic sentence, either change your topic sentence or change the paragraph.makes an argument. If your topic sentence is just a statement of fact, it’s not a good topic sentence. Remember, a large part of your paragraph is proof, so you can’t write a good paragraph if you have nothing to prove!Examples of good topic sentencesThroughout The Monkey Wrench Gang, Abbey’s humorous wit is a constant which emphasizes the success the four activists enjoy and shows how direct activism can be an effective technique. The fact that the activists were not caught also shows one of the strongest points of environmental terrorism: its disorganized nature which makes it hard to stop. Abbey uses a look into the characters’ thoughts, as well as scientific diction in order to show the characters’ passion for and connection to the environment. Examples of bad topic sentencesThere is no doubt that the characters in The Great Gatsby are wealthy; Gatsby throws extravagant parties frequently.In Arthur Miller’s play The Crucible, many characters are introduced in the first act.Miller not only uses actions to suggest a character’s personality, but dialogue as well.TransitionsUsing transitional words and phraseshelps papers read more smoothly.? They provide logical organization and understandability and improve the connections and transitions between thoughts.Transitions indicate relationships, whether within a sentence, paragraph, or paper. This list illustrates "relationships" between ideas, followed by words and phrases?that can connect them.Illustration????? Thus, for example, for instance, namely, to illustrate, in other words, in particular, specifically, such as.?ContrastOn 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.?AdditionAnd, 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.?TimeAfter, 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.?SpaceAt 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.?ConcessionAlthough, at any rate, at least, still, thought, even though, granted that, while it may be true, in spite of, of course.?Similarity or ComparisonSimilarly, likewise, in like fashion, in like manner, analogous to.?EmphasisAbove all, indeed, truly, of course, certainly, surely, in fact, really, in truth, again, besides, also, furthermore, in addition.?DetailsSpecifically, especially, in particular, to explain, to list, to enumerate, in detail, namely, including.?ExamplesFor example, for instance, to illustrate, thus, in other words, as an illustration, in particular.?Consequence or ResultSo that, with the result that, thus, consequently, hence, accordingly, for this reason, therefore, so, because, since, due to, as a result, in other words, then.?SummaryTherefore, finally, consequently, thus, in short, in conclusion, in brief, as a result, accordingly.?SuggestionFor this purpose, to this end, with this in mind, with this purpose in mind, therefore.Adapted From: Taraba, Joanna. “Transitional Words and Phrases.” [online] 23 January 2010 < careful when using transition words to choose words that actually indicate the relationship you are trying to convey. For example, although this sentence sounds authoritative, the transition word doesn’t make sense in this context:Thoreau believes that people should become closer to nature to discover the essence of life. More specifically, he writes, “we do not ride the railroad; it rides upon us.”The quote is not a more specific example of the first statement. It’s another point. The writer should have chosen a more fitting transition word (such as “additionally”), or used a quotation that is actually a specific example of that particular point.Although words like “first,” “second,” etc. can sometimes be good transition words, avoid using a string of transitions that sounds like a list (first, second, last, etc.). Here’s an example of the type of transitions to avoid:The origins of World War I were quite complex. First, from the end of the Franco-Prussian War, a system of secret alliances developed across Europe. Second, competition for colonies provoked international antagonism. Thirdly, a class of professional military officers developed and tended to dominate the civil authorities. Finally, strong feelings of nationalism fed the fires of hatred in pre-war Europe. Note: Under no circumstances should you add the suffix “-ly” to a numerical order (firstly, secondly, lastly, etc.). Yuck!Blending QuotesQuoted passages should never stand as their own sentences. To blend quotes properly, you need to provide an introduction that gives the context, and, if possible, an analysis after the quote. A good rule of thumb: a sentence should never begin with a quote.Quotes that need blending:Roger’s cruelty begins in chapter four when he torments Henry. “Roger gathered a handful of stones and began to throw them” (Golding 32).The society in The Giver teaches that conformity is important. “It was not a rule, but it was considered rude to call attention to things that were unsettling or different about individuals” (Lowry 25).In Jourdain’s account, he describes the crew scrambling to bail water out of the cracking ship to keep it afloat. “Sir George Somers . . . most comfortably encouraged the company to follow their pumping and by no means to cease bailing out the water” (123).Fitzgerald gives Nick a muted tribute to the hero. “Gatsby turned out all right at the end” (176).Quotes that are blended well:Roger’s cruelty begins in chapter four, when he gathers “a handful of stones and [begins] to throw them [at Henry]” (Golding 32).Lowry emphasizes society’s belief that conformity is important when she writes, “It was not a rule, but it was considered rude to call attention to things that were unsettling or different about individuals” (25).Prospero treats Caliban as a “poisonous slave” who was “got by the Devil himself” and tortures him with “cramps . . . that shall pen [his] breath up” (Shakespeare 1.2.320).Fitzgerald gives Nick a muted tribute to the hero: “Gatsby turned out all right at the end” (176).For Nick, who remarks that Gatsby “turned out all right” (Fitzgerald 176), the hero deserves respect but perhaps does not inspire great admiration.How to qualify an argumentWhen given a choice between “defend,” “challenge,” or “qualify,” it’s usually best to qualify. Very rarely will you agree or disagree with a position wholeheartedly and in all circumstances, and even when you do, it’s good to show that you have given some thought to when the statement could be right or wrong. Qualifying allows you to make a more complex, nuanced argument, and shows a high degree of critical thinking. Below are some samples from Thoreau argument analyses of good qualifying statements. Notice the emphasized words that help the author qualify the statement.Thoreau’s claim is correct to an extent; life is too short to waste time on useless emotions, but not all complexities in life are pointless.Thoreau’s argument about living a deliberate, meaningful life is powerful and effective, but he goes too far in saying modern technology prevents us from accomplishing this.Though Thoreau makes wise, well-thought-out points, it may be unrealistic to believe that they are possible to achieve.Thoreau is partially right, because technology has muddled our once-simplistic life, but without some of the advances we have made, our lives would be much harder.”Thoreau makes a good argument but is not completely correct, specifically in his assertion that people should not get involved in affairs that do not pertain to them.Although I agree with Thoreau’s idea in theory, I don’t think I would agree with his sentiments much if I had to practice them myself.Thoreau is partially right and partially wrong, because technology is needed and useful to a certain extent, but can become too much when people require advances for every little thing they don’t want to put the energy into doing themselves.PLAGIARISMPlagiarism is using someone’s else’s words or ideas without giving proper credit—or without giving credit at all—to the writer of the original material. Whether plagiarism is intentional or unintentional, it is a serious offense. It may result in your failing the paper or even failing the class. If you plagiarize a paper in college, you may even be expelled. Fortunately, plagiarism is easy to avoid as long as you know the rules. Learn how to avoid plagiarism now, and you won’t have to deal with the consequences later.Rules to live by:Never submit any writing as representing your own ideas or words when it does not.You must cite paraphrases as well as direct quotes. Even if you don’t quote a word or phrase directly, you have to give the author credit if you use one of his/her ideas.Always give formal, direct credit for other people’s words or ideas. This includes legitimate research as well as sources such as SparkNotes and Wikipedia. (However, you should avoid these resources anyway.)Always use quotation marks when you are using someone else’s word, phrase, sentence, or paragraph.Always ask the teacher if you’re not sure if you’re plagiarizing, or if you’re not sure how to cite something correctly.Never, never, never participate in any form of plagiarism.The following excerpt from A Guide to MLA Documentationprovides examples of what plagiarism is or is not.Original version (written by Robert Hughes, p. 168, of A History of English, on the transportation of criminals from England to Australia:)Transportation did not stop crime in England or even slow it down. The “criminal class” was not eliminated by transportation, and could not be, because transportation did not deal with the causes of crime.Version A—PlagiarizedTransportation did not stop crime in England or even slow it down. Criminals were not eliminated by transportation because transportation did not deal with the causes of crime.Because the writer of Version A does not indicatewith quotation marks that the words and ideas belong to Hughes, her readers will believe the words are hers. She has stolen the words and ideas and has attempted to cover the theft by changing or omitting an occasional word.Version B—PlagiarizedRobert Hughes points out that transportation did not stop crime in England or even slow it down. The criminal class was not eliminated by transportation, and could not be, because transportation did not deal with the causes of crime (168).Version B is also plagiarism, even though the writer acknowledges his source and documents the passage with a parenthetical reference. He has misunderstood the difference between quoting and paraphrasing. He has copied the original word-for-word, yet has supplied no quotation marks to indicate the extent of the borrowing. As written and documented, the passage masquerades as a paraphrase when in fact it is a direct quotation.Version C—Not plagiarizedHughes argues that transporting criminals from England to Australia “did not stop crime. . . . The ‘criminal class’ was not eliminated by transportation, and could not be, because transportation did not deal with the causes of crime” (168).Version C is one satisfactory way of handling this source material. The writer has identified her source at the beginning of the sentence, letting readers know who is being quoted. She then explains the concept of transportation in her own words, placing within quotation marks the parts of the original she wants to quote and using ellipsis points to delete the parts she wants to omit. She provides a parenthetical reference to the page number in the source listed in the Works Cited.NOW YOU KNOW!(ZERO EXCUSES)DocumentationA. You need to cite:Direct quotes—sentences, phrases, and key wordsParaphrases (rephrased or summarized material)Words specific or unique to the author’s research, theories, or ideasUse of an author’s argument, opinion, or line of thinkingHistorical, statistical, or scientific factsArticles or studies you refer to within your textB. You do not need to cite:Proverbs, axioms, and sayings (“You can’t judge a book by its cover.”)Well-known quotations (“Ask not what your country can do for you, but what you can do for your country.”)Common knowledge (Thomas Edison invented the phonograph, or oxygen has an atomic number of 8, or Starry Night was painted by Vincent van Gogh.) Common knowledge refers to facts and is information that is so well-known that it can be confirmed in numerous sources.Sometimes it is difficult to be sure what counts as common knowledge, especially when writing in an academic discipline that is new to you. Perhaps you are not familiar with Van Gogh or atomic numbers. Two good rules of thumb: ask yourself if a knowledgeable reader would be familiar with the factual information and check multiple sources (at least three) to see if the fact is contained therein. If you are not sure if something counts as common knowledge, document it to be safe.C. Credible SourcesWith the internet, there are many sources of information available to students. But just because something is online doesn’t mean it’s accurate or factual. On Wikipedia, for example, anyone with a computer can write and edit the information that appears on the site. Because of this, Wikipedia is not to be used as a Works Cited entry, though your teacher may allow you to use it as a Works Consulted entry. Ask your teacher to be sure. Google can also lead students to inaccurate information. The school library subscribes to numerous online databases that contain information about topics of interest. Typically, these are considered more credible sources.The following is a list of indicators that can help you decide whether a source is reliable:AuthorityPeer Review: Most scholarly journals and academic book publishers are committed to a policy of consultant review, commonly referred to as “peer review.” Peer reviewers comment on validity of the argument, the accuracy of the facts, and the currency of the research. Thus, a manuscript submitted to most scholarly journals and presses has undergone rigorous scrutiny before being publishedAccuracy and VerifiabilityIf you are evaluating scholarly material, check to see that the work’s sources are indicated, so that its information can be verified. The sources probably appear in a list of works cited. The titles in the list might also lead you to more credible sources.CurrencyThe publication date of a print source suggests how current the author’s scholarship is. Many online documents and websites are out-of-date. Ideally, a document should record all dates of publication and revision. Scrutinizing the publication dates of works cited in the text also reveals the currency of its scholarship.Questions to ask yourself:Who is the author of the work, and what are the author’s credentials for writing and publishing this work?When judged against your previous reading and your understanding of the subject, is the information furnished by the author correct? Is the argument presented with logic and without bias?Are the author’s sources clearly and adequately indicated, so that they can be verified?Are the author’s sources current, or are they outdated?Who is the publisher, or what is the sponsoring organization, of the work?Is the work peer-reviewed- that is, has it been read and recommended for publication by experts?Examples:If the webpage is run by a specific organization, the information contained on that page will be in favor of that organization. If you’re doing research on gun control, for example, and you go to the NRA (National Rifle Association) website, the information you find there will be in favor of gun rights. You will most likely not find unbiased information about gun control.What to Look for When Using Internet Sources:457200107315Author- make sure the author of the document or the person or group responsible for the publication or site is identified. Once you establish authorship, consider the authoritativeness of the work. Publications sometimes indicate the author’s credentials in the field by including relevant biographical information.Text- if you are working with historical documents or literary texts that exist in various versions, make certain you use reliable editions. A modern scholarly editor must compare, analyze, and evaluate these variations and produce an edition that is as historically authoritative as possible.Editorial Policy- Take note of the entire work or site you are using even if you are interested only in a particular document within it. Look for a statement of mission or purpose as well as for evidence that the document went under consultant review.Publisher or sponsoring organization- The name of the publisher or sponsoring organization should be clearly stated, preferably with access to information about the organization. Note the last part of the domain name (e.g., the .org in ). This suffix identifies where the source originates from- for example, a commercial enterprise (.com), an educational institution (.edu), a government agency (.gov), or a non-profit organization (.org).The best way to know if a source is credible is to ask your teacher.D. Parenthetical CitationsWhen you quote, paraphrase, or summarize any information from an outside source, you must indicate which source you are using within the body of the paper, not just on the Works Cited page. MLA uses parenthetical citations (this just means placing abbreviated citation information in parenthesis) to refer to the sources used for a research paper. Parenthetical citations should:Be placed directly after the quoted, paraphrased, or summarized materialExample of quoted material at the end of the sentence:Fitzgerald gives Nick a muted tribute to the hero: “Gatsby turned out all right at the end” (176).Example of quoted material in the middle of the sentence:For Nick, who remarks that Gatsby “turned out all right” (176), the hero deserves respect but perhaps does not inspire great admiration.Consist of the author’s last name and the page number where you found the information. For example, (Smith 170). A reader can then refer to your Works Cited page at the end of your paper to find any other bibliographic information about the source by the author with the last name Smith.Example of a parenthetical citation for a direct quote:“In speaking of the current situation of Black women writers, it is important to remember that the existence of a feminist movement was an essential precondition to the growth of feminist literature, criticism, and women’s studies, which focused at the beginning almost entirely upon investigations of literature” (Smith 170).For exact formatting, close your quotes (shift/quotation mark), hit the spacebar, open the parenthesis, type the author’s last name, hit the spacebar, type the page number, close the parenthesis, hit period. Ex: “That was easy” (Smith 170).For an in-text citation “cheat sheet,” see page 26 of this guide.E. Other Ways to Attribute Your Source1. Another way to inform your reader of your source is to include the author’s name in the text of your paper. For example, use the author’s name to introduce the quote. When you do this, you need only put the page number where you found the quote in parentheses.Example:Barbara Smith argues in “Toward a Black Feminist Criticism” that when “speaking about the current situation of Black women writers, it is important to remember that the existence of a feminist movement was an essential precondition to the growth of feminist literature” (170)2. Even if you are paraphrasing or summarizing and not directly quoting, you must still use parenthetical citations. Use your own words, and place the author’s last name and page number in parentheses. Example:The feminist movement had to occur before the establishment of feminist literature (Smith 170).D. Works ConsultedA Works Consulted page contains the bibliographical information of sources you referred to as you researched for your paper, but from which you did not summarize, paraphrase, or quote. For example, you may have done some background research on the Great Depression to better understand Of Mice and Men, but you probably didn’t use that information directly. If you include a Works Consulted page, format it exactly like a Works Cited page (see page 28), but label it “Works Consulted” and place it after the Works Cited page.E. Quoting vs. Paraphrasing vs Summarizing: How to ChooseYou will need to make decisions about when to quote directly, when to paraphrase, and when to summarize. All three choices require parenthetical citations.1. When you quote, you are reproducing another writer’s words exactly as they appear on the page. Here are some tips to help you decide when to use quotations.If you can’t say it any better and the author’s words are particularly brilliant, witty, edgy, distinctive, a good illustration of the point you’re making, or otherwise interesting.If you are using a particularly authoritative source and you need the author’s expertise to back you up.If you are analyzing diction, tone, or a writer’s use of a specific word or phrase.If you are taking a position that relies on the reader understanding exactly what another writer says about the topic.2. When you paraphrase, you take a specific section of a text and put it into your own words. Paraphrase when youWant to introduce a writer’s position, but you can put it into your own words.Are supporting a particular point and need to draw on a certain place in the text that supports your point.Want to present a writer’s view on the topic that differs from your position or that of another writer; you can then refute the writer’s specific points in your own words after you paraphrase.When possible, paraphrase rather than quote directly.3. When you summarize, you are offering an overview of an entire text, or at least a lengthy section of a text. Summary is useful when you are providing background information, grounding your own argument, or mentioning a source as a counter-argument. When you are summarizing someone else’s argument or ideas, be sure this is clear to the reader and cite your source appropriately.How to Cite Sources on a Works Cited PageThis will vary based on what kind of source you are using and the information available on that source. Use the following pages to help guide you in your creation of each works cited entry. If you are using a source that’s not included on this list, see your teacher for help. Keep in mind that Works Cited entries must be double-spaced.Note: The following information is in MLA format. You should use MLA format unless otherwise instructed by your teacher. If your teacher asks you to use another citation style (APA, Chicago, etc.), he or she will give you more information about that style.Citations below have been adapted from: “MLA Works Cited: Examples of MLA Citations.” Scribendi. Web. 24 September 2012.479298080645BOOKSThe Basic Form:Last Name, First Name. Title of Book. Edition used. Place of publication: Publisher, Year of publication. Medium of publication.Book with one author:Aprilson, Andy. The Emergency Budget Task Force Handbook. Mississippi: Haberdasher, 2001. Print.Book with two authors:Bringham, Darrin E., and Sally Knope. Resting Heartbeat Science. 12th ed. Alahandro: Spaghetti, 2001. Print.Book with three authors:Christopherson, Charles, Ronald Swanson, and Roger Koltz. Fog Pirates: On Board the USS Hammerhead. Pickleton: Putters, 2001. Print.Book with more than three authors:Niderbacher, Leslie A., et al. Penne and the Jets: A Love Story. Albuquerque: Partridge, 2003. Print.Books with no author:Encyclopedia of Football. New York: Sporting Publishers Inc., 2002. Print.Books by a corporate author or organization:Canadian Pumpkinology Association. The Truth about Rats and Skunks: Nature’s Worst Enemies. Toronto: La Fraude Publishers, 2009. Print.?A book with an editor:Hill, Charles A., and Marguerite Helmers, eds. Defining Visual Rhetorics. Mahwah, NJ: Lawrence Erlbaum Associates, 2004. Print.Work in an anthology:Graeve, Michael J. “Catching the Big One: How Fishing Helped Me Find My Center.” The Anthology of Modern Fishing. Ed. A.D. Hovel. Ann Arbor: Maven Publishing Company, 2009. 42-63. Print.Work in a reference book:Graeve, Michael J. “The Best Way to Catch a Fish.” The Big Book of Fishing. Ed. D.A. Trader. Burlington: Vermont’s Finest Publisher Inc., 2008. Print.Two or more works by the same author:Zruna, Jim. Adequate Lawn Care 101. Detroit: University of Michigan Press, 1993. Print.---. Common Lawn Pests and How to Destroy Them Effectively. Florida: Simon & Penguin, 1991. Print.?PERIODICALSThe Basic Form:Last Name, First Name. “Title of Article.” Title of Periodical Series Number. Volume Number. Issue Number. Date of Publication (for a scholarly journal, the year; for other periodicals, the day, month, and year): Pages. Medium of publication.Magazine:LaFrambois, Karen. "Why Do People Treat Their Pets Better Than Other Humans?" Vanity Circus Sept. 2003: 121-140. Print.Journal article:4735195527685Coxswain, Abraham D., Frederick Blursdale III, Thaddeus T. Landover, and Jose Sanchez. “Analyzing the Psychology of Odd Juxtaposition.”? Name Technology 42 (1986): 121-342. Print.ELECTRONIC SOURCESThe Basic Form:Author/Editor (if available). “Title of Article (if applicable).” Title of Website/Database/Book. Version or Edition. Publisher information (the organization/institution affiliated with the site), date of publication. Medium of publication. Date of access.Page on a website:Mueller, Dawn. “How the Packers Won My Heart and Then the Super Bowl.” The Very Unofficial Packers Fan Site. 14 Mar. 2011. Web. 1 May 2011.Online Database Article from a Library Subscription:Langhamer, Claire. “Love and Courtship in Mid-Twentieth-Century England.” Historical Journal 50.1 (2007): 173-96. ProQuest. Web. 27 May 2009.Entry in an online encyclopedia:"Einstein, Albert." Encyclopaedia Britannica Online. Encyclopedia Britannica, 1999. Web. 27 Apr. 2009. Article in an online scholarly journal:Paulson, Robert. “Soapmaking: A Journey through the Dirty World of Saponification.” Journal of Pierce & Pierce 55.81 (1991): 21-48. Web. 14 April 2001.E-Mail:Rodgers, Aaron. “Re: I Am Your Biggest Fan.” Message to Dawn Mueller. 20 Mar. 2011. E-Mail.SOUND RECORDINGCD:Adele.? 21.? XL Recordings, 2011. CD.Song:Mars, Bruno. “Just the way you are.” Doo-Wops & Hooligans. Elektra, 2010. CD.Audiocassette:Mozart, Wolfgang Amadeus.? Piano Concerto No. 12 in A Major.? Perf.? Timothy Twain.? Rec. 14 August 1982.? Sony, 1988. Audiocassette.?OTHER COMMON SOURCES:Film:Zoom: Academy for Superheroes. Dir. Peter Hewitt. Revolution Studios, 2006. Film.Television program:“Cooking with Chocolate.”? Fancy Eats. The Food Channel. 6 June 2006. Television.Interview:McCabe, Adam. Interview by Larry King. Larry King Live. CNN. New York. 21 September 2009. Television.?In-Text CitationsIn MLA Style, referring to the works of others is done by using in-text citations (sometimes called parenthetical citations). You will use in-text citations:When you use a direct quotation or the author’s exact wordsWhen you use an idea that is the author’s (paraphrase or summary)When you use statistics or dataRules and Formatting for in-text citationsRule #1: Insert the appropriate information (usually author and page number) in parentheses after the words or ideas borrowed from another source. Quotation marks need to close before the citation, but ending punctuation needs to come after the citation. (See the next page for examples.) The only exception to this rule is when using block quotes (see Rule #5). Rule #2: Place in-text citations where a pause would naturally occur to avoid disrupting the flow of your writing (usually at the end of a sentence).Rule #3: For most papers involving research, you should have at least one citation per paragraph. If all the information in one paragraph comes from the same source, it’s OK to put one citation at the end of the paragraph. However, if you have different sources for each sentence, you should put a citation at the end of every sentence.Rule #4: All the sources you cite in your paper should be listed on the Works Cited page. All the sources on your Works Cited page should be cited in your paper.Rule #5: If a quoted passage is more than four typed lines long, you should use a block quote. A block quote is indented on the left side. It is double-spaced (like the rest of your paper). It does not include quotation marks. The citation goes after the final punctuation. (Note: If you are quoting a passage that is more than four lines long, try to shorten or paraphrase it. Some teachers may not allow you to use block quotes, while some teachers may limit the number of block quotes you may use. Be sure to ask.) Here’s an example of what a block quote would look like in a paper:For Charles Dickens, the eighteenth century was awash in contradictions. The opening lines of his novel A Tale of Two Cities gives examples of these paradoxes:It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair, we had everything before us, we had nothing before us, we were all going direct to Heaven, we were all going direct the other way. (Dickens 13)In-Text Citations Cheat SheetA paraphrase (using the idea, but not the exact words):Abraham Lincoln wrote the Emancipation Proclamation (Smith 152). If the cited passage is a direct quotation:“Abraham Lincoln wrote the Emancipation Proclamation” (Smith 152).If an author is mentioned in the sentence, it is not necessary to mention the author in the citation:Abraham Lincoln wrote the Emancipation Proclamation (152). If the author is not given, use the title of the book:Abraham Lincoln wrote the Emancipation Proclamation (Slavery in the United States 152). If the author is not given, use the title of the article:Abraham Lincoln wrote the Emancipation Proclamation (“Emancipation Proclamation” 78). If no author or page number is given, use the title of the source:Abraham Lincoln wrote the Emancipation Proclamation (Slavery in the United States). If your source has 2 authors:Abraham Lincoln wrote the Emancipation Proclamation (Smith and Jones 152). If your source has more than 2 authors:Abraham Lincoln wrote the Emancipation Proclamation (Smith, et al. 154). If you cite more than one page:Abraham Lincoln wrote the Emancipation Proclamation (Smith 152-154). If you cite two or more books by the same author, indicate the specific book:Abraham Lincoln wrote the Emancipation Proclamation (Smith, Slavery in the United States 154). If you interview someone, just use his/her last name:Abraham Lincoln wrote the Emancipation Proclamation (Smith). If you quote or paraphrase a quote found in your source, use qtd in (“quoted in”) before the source you site:Abraham Lincoln wrote the Emancipation Proclamation (Smith, qtd. in Jones 298). If you site a web site that has an author (a web source usually has no page number):Abraham Lincoln wrote the Emancipation Proclamation (Jones). If you cite a web page with no author, use the web page title:Abraham Lincoln wrote the Emancipation Proclamation (“Emancipation Proclamation of 1863”). For two articles with the same title, add more information, such as the name of the subscription database: Abraham Lincoln wrote the Emancipation Proclamation (“Emancipation Proclamation,” ABC-Clio). How to Format the First Page of Your PaperEach page of your paper should include your last name and the page number in the top right corner. It should be ?” from the top. It should look exactly like this example (one space, no comma). In Microsoft Word 7, go to “Insert,” click “page number,” choose the third option, and type in your name and a space.Your title should be centered and placed one double-spaced line below the date. Do not bold, italicize, or underline the title. Do not make it a different or larger font. Begin your paper just one double-spaced line below the title. Capitalize all the words in the title except prepositions, conjunctions, and articles. Your heading should consist of this information, in this order, 1” from the top. Double-space everything, including the heading. Do not abbreviate the date. Lastname 1Your NameName of TeacherName of ClassDateWhat are the Guidelines for Written Papers?Generally, your paper should consist of an introductory paragraph, a few body paragraphs, and a conclusion. The thesis statement will usually be located at the end of the first paragraph. The number of body paragraphs will depend on the type of paper you are writing, the required length of the paper, and the subject matter. You may have been taught that you should have three body paragraphs, and this is a good rule of thumb. You should ask your teacher if you should stick to this rule or not. When you are doing textual analysis, remember that quotations must be short and you must cite the source of the quotation. If you are quoting a single text, and you have named the text and the author in the first paragraph, you only have to indicate the page number. All quotations must be blended with your own words. If your quotation is longer four typed lines, there is a special way of incorporating it into your paper. See page 12 for more information about blending quotes. See page 25 for more information about block quotes. See pages 25-26 for more information about in-text citations.-Papers should be typed in 12-point Times New Roman font, unless you are told otherwise. The paper should be double-spaced. The margins should be one inch. You should use paragraphs in any paper you hand in. The first line of every paragraph should be indented. The other pages in your paper do not need to include the heading or the title, but should include your last name and page number. Remember that this is for papers written in MLA format. If your teacher wants to you write in APA or Chicago format, he or she will give you separate instructions.How to Format a Works Cited PageYour Works Cited page should be the last page(s) of your paper. Therefore, your last name and the page number should be in the top right corner, ?” from the top of the page. Use the “header” function on your computer to do this.Write the words “Works Cited,” centered, at the top of the page, 1” from the top. Don’t do anything else with these words. They should not be bolded, underlined, italicized, inside quotation marks, or in a different font or size. Don’t skip any extra lines before beginning your list. Use a hanging indent for each entry. This means that the first line of each entry should be left-aligned, and each line after that should be indented. (Think of it as the opposite of how you indent in a regular paragraph.)Your Works Cited page should be listed in alphabetical order by the first letter of each entry. Just like the rest of your paper, the Works Cited page should be double-spaced. You shouldn’t have any extra spaces between entries, and you shouldn’t single-space your entries. Lastname 5Works CitedCarpenter, Frederic I. Eugene O’Neill. Boston: G.K. Hall, 1979. Print.Griffin, Ernest G. “O’Neill and the Tragedy of Culture.” Modern Drama. 31 (March 1988): 1 - 15. Print.Grimm, Reinhold. “A Note on O’Neill, Nietzsche, and Naturalism: Long Day’s Journey into Night in European Perspective.” Modern Drama. 26 (September 1983): 331 - 333. Print.O’Neill, Eugene. Long Day’s Journey into Night. 1955. New Haven: Yale University Press, 1989. Print.Rich, J. Dennis. “Exile without Remedy: The Late Plays of Eugene O’Neill.” Eugene O’Neill: a World View. Ed. Virginia Floyd. New York: Frederick Ungar, 1979. Print.The Eight Parts of Speech: A Very Basic GuideYou probably know these already. If you don’t, use this page to help you learn. If you’re confused, ask your teacher. You should be able to define each part of speech and identify it in a sentence.Verb—expresses actions, events, or states of being. It explains what the noun is or does. (It can be in past, present, or future tense, and can be in the perfect form, too.)Ex.: Dracula bites his victims on the neck.Ms. Roberts is my favorite teacher.Susan will planttulips in the spring.Noun—names a person, place, thing, or idea. Ex.: Last year, our neighbors bought a dog.Democracyis a political system.I felt joy on the last day of school.Pronoun—can take the place of another noun or pronoun.Ex.:She and I will go to the movies.Jim rode his bike to school.Carry it over there.Adjective—modifies (describes or identifies) nouns or pronouns.Ex.:Anna covered her kitchen walls with green paint.The coal mines are dark and musty.The dog lost its ball behind that tree.Adverb—modifies (describes) a verb, adjective, another adverb, phrase, or clause.Ex.:The seamstress quickly made the dress.We were shocked at the boldlyspoken words.She told him to dial the number more quickly.Preposition—shows the relationship between two other parts of speech. An easier way to remember: a preposition is usually anywhere a mouse can go.Ex.:The mouse went around the door.The mouse ran into the hole.The mouse squeezed between the cracks.Conjunctions—link words, phrases, and clauses.Ex.: I ate the pizza and the pasta.Gerald had to rewrite his paper when his computer crashed.I don’t like the blue car or the red car.Interjection—is added to a sentence to convey emotion.Ex.:Ouch, that hurt!Wow, you got a great grade!Oh, no! The exam is today?Adapted from are four (4) kinds of sentences: declarative, imperative, interrogative, and exclamatory.-1143003003551. A declarativesentence makes a statement. Example: The assignment is due tomorrow.02774952. An imperativesentence gives a command or makes a request. Examples: Please hand it in now. Stop.02546353. An interrogative sentence asks a question. Example: Do you know him?-114300647704. An exclamatory sentence shows strong feeling. Declarative, imperative, and sometimes interrogative sentences can be made into exclamatory sentences by punctuating them with an exclamation point. Examples: The assignment is due tomorrow! Stop!3543300-114300Numbers: When to use words and when to use digitsWrite out numbers that are one or two words long. For example, write out numbers like twenty, sixty-three, two, or one-hundred, but use digits for numerals like 110 or 1,002.No matter how many digits are in the number, write it out if it’s the first word of the sentence. Ex.: Twenty-one thousand citizens are registered to vote in that county.The exception: if the sentence begins with a year. Ex.: 1994 was a very good year.Use numerals when describing a unit of measure, time, or proportion. Ex.: 2 inches, 5-minute delay, 65 miles per hour, 23 years old, page 23. Again, the only exception is if the number is the first word of the sentence.Use numerals for decimals and fractions. Ex.: 1/3, .52Approximate figures should be written out. Ex.: About half the students, a third of the time, four times as often.Place a hyphen after a unit of measure when the unit describes the noun. Ex.: 10-foot pole, 5-year-old horse, 3-second rule.The “%” sign should be written out as “percent.” Write dates as numerals. Ex., February 14, 2010. (Note: don’t write “14th.”Don’t include an apostrophe when talking about a decade or century. That is, write “the 1960s” rather than “the 1960’s.” (Nothing belongs to the 1960s.)Use numerals when writing out scores (110 to 98), addresses (221 Baker Street), finances ($35.50 per person), and time (7:15 A.M.) (Exception: when using “o’clock,” as in, “The train left at seven o’clock.)Top Eleven Test-Taking TermsPRINTEMAILTeacher StoreStandardized Test Tutor: Reading: Grade 6 Grade 6 $14.99Teacher StoreStandardized Test Tutor: Math: Grade 4 Grade 4 $14.99Students often have difficulty with open-ended response questions. Whether you are taking a standardized test or answering a question for a take home essay, if you don’t understand the question, you cannot answer the question. Most writing prompts include one or more of the following ten terms. Understanding what each of these means will get you a long way toward tackling any question that is thrown at you.AnalyzeExplain how each part functions or fits into the whole. Write the obvious as well as the hidden characteristics or meanings. This can be very difficult for many students; they tend to respond on the surface without digging deep. When you analyze something, pretend you are a detective and break the material into parts. You might analyze poems, for example, by identifying the theme, figurative language, inferences and their meanings, and clarifying words/phrases.Persuade (variations: Argue, Convince)Give a point of view! Take a stand and defend one side of an issue. Give facts, statistics, beliefs, opinions, and your personal view. Show passion when you are defending your side. CompareStudents sometimes confuse comparing and contrasting. Comparing provides common characteristics, identifying how things are alike or similar. To compare and contrast the good and bad points of watching television, you can draw a T- chart, with the left side containing the good points and examples about television, and the right side contains the bad points and examples about television. ContrastContrasts provide the characteristics that are not alike. How are people, events, or objects different? You can compare and contrast using graphic organizers. SummarizeSum it up! Give the meaning in a concise way using as few words as possible. Some students really have trouble with this; they have problems deciding what is most important in the piece of literature, and they end up writing too much. Summarizing requires you to synthesize and restate key points from text in a sentence or short paragraph. Ask yourself, “What is the author saying?” Retell the most important facts. DemonstrateWhen you see this word, you must provide a step-by-step procedureto show how to do something. For example, you may have to write directions/instructions from your home to school, how to complete your favorite recipe, or do a certain dance. DescribePresent a clear picture of a person, place, thing or idea. The reader should be able to visualize a picture or movie in his head from the material read. ExplainMany students do not take enough time to give a very clear description of an event, object, or idea. “Tell me more!” Make sure it is crystal clear. Think about the five W’s (Who, What, When, Where, Why) and H (How). Add to your explanation by providing details based on answers to these questions.InterpretWrite your understanding of a passage in your own words. Start by asking yourself, “What does the _________ mean?” Give a view from your own experiences and the information you find. InferRead between the lines; the answer is not in the passage. The reader derives meaning from information or clues the author provides. This can be very hard. You have to be able to figure out the author’s clues. If you do not understand the material, you will have a very hard time answering an inferential type question. It is an educated guess, like a hypothesis in science. 11. EvaluateEvaluate simply means “judge.” For example, in a history class, you might be asked to evaluate the effectiveness of a certain President’s policy. In this case, you’re being asked to judge how effective that policy was. Be careful: it may be tempting simply to describe the policy, or to explain what the effects of the policy were. Instead, your answer might be that the policy was very effective, somewhat effective, not effective at all, effective for some people and not other people, etc. Another example: you might be asked to evaluate an author’s opinion about something. In this case, you’re being asked to judge how valid that opinion is. Is it very valid? Somewhat valid? Not valid at all?A number of these key vocabulary words are interrelated. For example, if you can analyze, interpreting should not be a problem. Also comparing and contrasting go hand in hand, but they are not always connected. The terms are also cross-curricular, and that makes them extremely useful in all classes.Adapted From: Williams, Kechia. “Top 10 Terms Students Need to Know to Be Successful on Standardized Tests.” Scholastic. 20 January 2010. < to the strategies, modes, devices, and techniques an author uses to achieve a particular purpose. The word can also apply to the study of those choices. Here are some terms you may see in association with rhetoric:1. Rhetoric or stylistic devices—a technique used by an author to induce an emotional response. Ex: metaphor, alliteration, simile, allusion, parallelism, etc.2. Rhetorical modes—This flexible term describes the variety, the conventions, and the purposes or the major kinds of writing. There are four rhetorical modes, sometimes known as modes of discourse. A.Exposition explains and analyzes information by presenting an idea, relevant evidence, and appropriate discussion.B.Argumentation proves the validity of an idea, or point of view, but presenting sound reasoning. C.Description recreates, invents, or visually presents a person, place, event, or action so that the reader can picture what’s being described.D.Narration tells a story or narrates an even or series of events.3. Rhetorical strategies—The way an author organizes words, sentences, and overall argument in order to achieve a particular purpose. The major rhetorical strategies are comparison / contrast, cause / effect, exemplification, process analysis / division, definition, and classification.4. Rhetorical structures—How a passage is constructed. If asked to consider rhetorical structure, look at the passage’s organization and how the writer combines images, details, or arguments to serve his or her purpose. A. Details—Facts revealed by the author that support his/her attitude or tone.B. Diction—Diction refers to the author’s choice of words. For example, in the sentence “That guy was really mad!” the author uses informal diction (“guy,” “mad”), whereas in the sentence “The gentleman was considerably irritated,” the author uses more elevated diction. When discussing diction, do not say or write, “The author uses diction.” That’s like saying,“The author uses words.” Diction must always be described by adjectives and then adjectives must be analyzed and explained. For example, if you describe an author’s diction as “somber,” you must explain why. What makes it “somber?” What specific clues lead you to describe the diction in such a way?C.Imagery—A mental picture that is conjured by specific words and associations which can also include auditory and other sensory components. When discussing imagery, do NOT say, “The author uses imagery to paint a picture for the reader.” That is simply restating the definition. The author said, “The humidity slapped me in the face and clung to me like a spider web” when he could have said, “It was wet and sticky outside.” Why?D. Syntax—The pattern or formation of sentences or phrases in language (sentence structure). Ex: fragments, run-ons, compound vs. simple, periodic vs. loose, many prepositional phrases, choppy sentences vs. long, flowing sentences, etc. For example, “The big, blue sky beckoned her” essentially says the same thing as “She was beckoned by the big blue sky,” but the sentences have different syntax.E.Tone—See “Words that describe tone,” page 38. A correct perception of an author’s tone is essential to understanding a particular work; misreading an ironic tone as a serious tone, for example, could lead you to miss the humor in a description or situation.F. Voice—how the rhetor presents himself or herself to the reader determines the speaker’s voice. For example, the speaker’s voice could be personal or cold, compassionate or judgmental, authoritative or hesitant, or can have a combination of characteristics.With permission: Winston Churchill High School English Department Style Guide. [online] 18 January 2010. TermsFigures of Speechanalogy-(n.) an extended metaphor; in poetry, we use the expression “controlling metaphor” when the metaphor extends throughout the entire poemapostrophe-(n.) a way of addressing someone or something invisible or not ordinarily spoken toconceit-(n.) an elaborate comparison between two things: an outlandish metaphor in which the things compared don’t seem to be similar at allfigure of speech-(n.) when a writer decides to depart from the usual connotations of words to state truth that regular language cannot accomplish: metaphors and similes are examples of figures of speechhyperbole-(n.) an overstatement or exaggeration, used for effectimage-(n.) a word or sequence of words that refer to any sensory experience imagery-(n.) all the images in a poem taken together; imagery is often created with figures of speech.metaphor-(n.) a statement that one thing is something else, even though in reality it is notpersonification-(n.) a figure of speech in which a thing. an animal, or an abstract term is made humansimile-(n.) a comparison of two things, indicated by some connecting word, usually like, as, than, or a verb such as resemblesSoundaccent-(n.) a greater amount of force given to one syllable in speaking than to another; favor it with a little more breath and emphasis-sounds louder, higher in pitch. or longeralliteration - (n.) a succession of similar sounds, usually the repetition of the same consonant sound at the beginning of successive wordsassonance-(n.) a specific type of alliteration where the sound of a certain vowel is repeatedcacophony - (n.) a harsh, almost uncomfortable effect occurring when a poem’s sounds don’t flow smoothlyconsonance-(n.) when poems or phrases have the same beginning and ending consonant sounds but different vowel soundseuphony - (n a pleasant sort of harmony that happens when the sound of words in a poem. working together with meaning. satisfy the mind and earonomatopoeia - (n.) an attempt to represent a thing or action with a word that imitates the sound associated with that thing or actionrime (rhyme) -(n.) when two or more phrases contain the same sound endingsMore Literary TermsForm.stanza-(n.) a group of lines with a pattern repeated throughout the poem meter-(n.) when stresses occur at fixed intervals in a poem’s linesrhythm-(n.) the recurrence of stresses and pauses in a poemallegory-(n.) a description-usually prose. a narrative-where persons. places and things stand for other things consistently and continuouslyballad-(n.) any narrative song or poemcouplet4.) a two lined stanza, usually rhymedelegy-(n.) a lament or’ sad poem written in meditation, sometimes written on the occasion of a death open form-(n.) a poem without a rime scheme and without meterhaiku-(n.) a poem of about seventeen syllables that conveys a flash of understanding with an image limerick-(n.) a short poem. usually funny. with a rime scheme a a b b aparody-( when one writer imitates another writer or’ another work to poke fun prose-(n.) writing structured with sentences and paragraphssonnet-(n.) a poem with a fixed form of fourteen lines and a particular rime scheme verse-(n) qny composition in lines of more or less regular rhythm. sometimes ending in rimes iambic pentameter4.) a line of five iambs (an unstressed syllable followed by a stressed syllable)blank verse-(n.) unrhymed iambic pentameter the style of many of Shakespeare’s playsWord play.allusion - (n.) any reference to a person, place, or thing - fictitious, historical, or actual - which is not directly or literally connected to the text.ambiguity - (n.) the quality of having two or more possible meanings; of being indefinite, uncertain, or vagueconnotation - n.) associations and suggestions that go along with a word’s definitiondenotation - (n.) the dictionary meaning of a worddiction - (n.) choice of wordsimage - (n.) a word or sequence of words that refer to any sensory experienceimagery - (n.) all the images in a poem taken togetherimply - (v.) to indicate indirectly or by allusion: hint, suggestinfer - (v.) to conclude or decide from something known or assumedirony - (n.) a way of speaking or writing implying a difference between what is heard or read and what is actually meant; sarcasm is a bitter, mocking type of ironypun – (n.) a play on words: reminds is of other words of similar or identical sound but completely different denotationtone - (n.) the overall attitude of a poem created by details and the way they are presented and diction in a workSome words that describe TONETone is the prevailing attitude of a piece of writing as perceived by the reader, or the rhetor’s attitude toward the subject, audience, or both. When determining tone, it is sometimes helpful to imagine the piece being spoken aloud. Expect to use more than one word to describe rmalFormalLightHumorousComicSeriousGrave DecorousPersonalSubjectiveImpersonalObjectiveAcademicConversationalCasualOffhandedImpassionedLooseReasonableRambunctiousReasonedZanyExperimentalControlledReservedPlainspokenSimpleOrnateElaborateIronicSarcasticJokingMysteriousDarkDidacticMockingCondescendingShockedThreateningPessimisticFlippantLight-heartedFamiliarBusinesslikeBitterEagerColloquialElevatedStraightforwardOffhandedGenialPlayfulSomberCuteSincereInsincereAngryRelaxedAffectiveElegantLovingPityingFancifulSolemnWhat do we mean when we talk about “style?”Style = the choices that writers or speakers make in language for effect.What stylistic choices can an author make?An author could choose to write with a lot of description, or very sparsely.An author could choose to use a lot of jargon, or to write so everyone can understand.An author could choose to write in a sarcastic tone or an earnest tone.An author could choose to write in first person, second person, or third person; the narrator could be limited or omniscient.An author could choose to write formally or informally.An author could choose to write with a lot of long, loose, periodic, compound-complex sentences, or could choose to write in simple sentences.An author could choose to use complex (Latinate) words, or simple (Anglo-Saxon) words. Likewise, he or she could use abstract or concrete diction.An author could write humorously or straightforwardly.An author could choose to write didactically (like he or she is trying to teach or instruct).An author could choose to write passionately or in an objective-sounding tone.An author could choose to write in a chatty style—like she’s sitting next to you—or in a formal style—like he’s giving a speech.An author could choose to write with a lot of metaphors and similes.An author could choose to write with many symbols.An author could choose to write with a lot of dialogue or very little.An author could choose to write in a style representative of a certain literary movement, like Realism or Post-modernismAn author could choose to write vaguely, or with clarity.There are many, many more stylistic choices an author could make that aren’t on this list!Style encompasses diction, syntax, tone, voice, organization, rhetorical devices, and literary devices. With every sentence, phrase, and word, the author makes a choice about the style he or she wants to use. Often, an author’s style is partially determined by the genre he or she is writing in; an author will change styles depending on if he/she is writing a technical manual, a satire, or an editorial. Likewise, the audience helps determine the author’s style; you will write differently for your teacher than you would for your friends, your boss, or your grandma. Often, writers will use a variety of styles within one text. You usually won’t be able to describe a writer’s style in just one word.Once you’ve determined some features of the writer’s style, it’s important to ask yourself, Why did the writer make these choices? What is their effect? What is the author’s purpose, and how does the style help him / her achieve her purpose?Words and phrases that should never appear in a formal paper (unless your teacher says otherwise):3821430229870“You” (or any form of the word)“I” (or any form of the word)“This quote shows. . .” “In conclusion” (indicate with your paragraph structure that you’re about to wrap up)“A lot” (use “a great deal” instead)“In the play (or novel, story, poem, text, etc.)”—unless it’s not obvious what you’re talking about, don’t use it. It’s just filler!SlangContractionsJargon (except in very specific instances)TEXT/IM abbreviations (UR going 2 B in big trouble if u do this!)“Etc.”An author or historical figure’s first name without his/her last nameClichés (“as strong as an ox,” “in a nutshell”)AbbreviationsColloquialisms (“guy,” “seeing as how,” “anyway,” “sort of,” “kid,” etc.)Overgeneralizations (“always,” “never,” “everyone,” “no one”)Exclamation points!Rhetorical questions“Things”The Ten Commandments of Academic Writing3771900114301. Do not use parentheses to make points that should be made in a separate sentence. Do not overuse parentheses. Dashes work!2. Do not be conversational unless quoting dialogue. Writing is not the same as talking.3. Never make reference to your own paper in your writings. In other words, do not write phrases like, “I am going to tell you about,” “This paper is about,” “As was mentioned earlier,” or “As you can see from the examples listed earlier.” (It is possible to do this ONCE and do it well, but more than once and you might be getting into trouble.)4. With a few exceptions, paragraphs should be around 5-7 sentences.5. Have a thoughtful title. “The Tempest and Colonialism” or “Style and Setting in Lord of the Flies” are perfectly acceptable titles (although there’s nothing wrong with getting a little more imaginative). “Lord of the Flies Paper” or “Synthesis Essay” are NOT good titles.6. Do not be repetitive. Do not use the same words over and over again. Vary your sentence structure and length. 7. Make sure you’re using the documentation style your teacher has assigned (MLA, APA, Chicago Manual of Style, etc.). Use it correctly. If that style specifies a certain format for the heading or pages, use it!8. Avoid passive voice.9. Do not use ten words when five will do the job. Do not use big, complicated words when simple words are enough.10. PROOFREAD! Stupid mistakes show a lack of care and do not make a good impression on your grader.“No Excuse” WordsAccept verb: to take/to receive Except verb: to leave out preposition: excluding Affect verb: to act upon/to influence Effect verb: to accomplish noun: the result Allusion noun: intentional reference to something Illusion noun: false idea/misleading appearance Among prep: comparison of items within a group Between prep: comparison of two specific items Are verb: present tense plural of “be” Our pronoun: possessive form of “we” Beside adj: by the side of Besides adv: in addition to Borrow verb: to obtain or receive something Lend verb: to give out/allow the use of Bring verb: motion towards the speaker Takeverb: motion away from the speaker Further adj.: more distant in time or degree to help the progress of/advance Farther adv.: more distant in space and time Good adj.: used to modify a noun Well adj.: to be satisfactory, healthy, etc. adv.: indicates something capably done Imply verb: to suggest something Infer verb: to interpret/get a certain something Its pronoun: possessive form of “it” It’s contraction: shortened form of “it is/has” Knew verb: past tense of “know” New adj.: not yet old/fresh/recent/fashionable Lay verb: to put or place something Lie verb: to rest/recline/stay/remain Leave verb: to go away Let verb: to permit or allow Lose verb: unable to be found Loose adj.: not taut, not tight/calm, unruffled Lead verb: to show the way Led verb: past tense of “lead” Principal noun: person or leader in charge adj.: first, highest, foremost in rank Principle noun: basic truths, fundamental laws Stationary adj: fixed position, not moving Stationery noun: writing paper Their pronoun: possessive form of “they There noun: that place To prep.: in the direction of Too adv.: in addition, also, as well Than conjunction: use to make comparisons Then adv.: time, space, or order, in addition Weather noun: the state of the atmosphere Whether conjunction: if it is the case, either Which pronoun or adj.: what particular one Witch noun: woman who practices sorcery Who’s contraction: form of “who is” Whose pronoun: possessive form of “who” You’re contraction: form of “you are” Your pronoun: possessive form of “you” From: Prior Lake High School, Laker Stylebook. [online] January 25, 2010. FATAL FLAWThe items on the following list shall be known from now on as “fatal flaws.” These are mistakes that will make your paper DOA (dead on arrival). If you pass in a paper that contains one of the fatal flaws, your teacher may not read it. He or she may hand it back and you may be told to fix it. It will then be considered late. Keep this paper handy!All are basic proofreading errors. So…happy proofreading!FATAL FLAW 1: No mention of the full name of the text in the opening paragraph.FATAL FLAW 2: No mention of the author’s full name in the opening paragraph.FATAL FLAW 3: Misspellings of character names or proper names (of people or places) from the text.FATAL FLAW 4: Improper use of quotation marks or italics to denote the title of a text.Shorter works—like poems, stories, songs, articles—use quotation marks.Longer works—like anthologies, novels, albums, newspapers—use italics.Don’t use both italics and quotation marks, and don’t use bold font.If you have any questions, consult your teacher, Writer’s Inc., Write for College, or any other source on MLA format.FATAL FLAW 5: Improper citation of source material.If all quotes are from the same text, include just the page number in parentheses after the quotation.A passage would be cited and punctuated as follows: In the story “The Things They Carried,” the narrator recognizes that the characters “carried all they could bear, and then some” (7).Note: there is no “p.” before the page number. The period is at the end of the sentence, not inside the quote. If you are quoting more than one text, use the author’s name either somewhere in the sentence, or include it in the parenthesis before the page number (don’t put a comma after the author’s name in parenthesis).If you have any questions, consult your teacher, this guide, Writer’s Inc., Write for College, or any other source on MLA format.FATAL FLAW 6: Lack of capitalization of proper nouns.FATAL FLAW 7: Incorrect formatting (see “Formatting the Paper” on page 27).School-Wide Writing RubricsWhat do these rubrics mean?These rubrics are intended to give you a basic idea of the expectations for papers you write.? Your teacher will adapt these rubrics for individual assignments according to the type of assignment, the topic, the level, the subject, and the learning objectives.? For example, your teacher might combine two or more categories, assign different point values to different categories, grade you only on some of the categories, or change the wording to make it clearer.? You may get a rubric from your teacher that doesn't look like these rubrics at all, but it will use some of the same language and expectations.? Be sure to consult the rubric your teacher gives you for accurate grading information, and ask your teacher if you don't understand something.Why are there so many different rubrics?You will write several different types of compositions during your time in the Hudson Public Schools. Traditionally, we think of writing as falling into four different categories, or modes: Expository, personal / narrative, analytical, and persuasive. The definitions for these modes are below, but you’ll see that there is a great deal of overlap among them. For example, an essay might be both persuasive and analytical, or it might be both personal and expository. Your teacher will adjust the rubric for each assignment accordingly.The Four ModesWhat is expository writing?Expository writing is used to explain, describe, or inform. It is usually nonfiction, and can be either personal or objective. You may need to do research to write an exposition, or you may only need to write from your own experiences. You might be asked to describe cause and effect, compare and contrast two different things, define something, describe something, give examples, or explain how to do something. Expository writing sometimes has a lot in common with personal and analytical writing. Here are some examples of prompts you might get for an expository essay:Describe your personal hero, and explain why that person is your hero.Describe the events that led to the Civil War.Explain how to make your favorite pare and contrast two different fast-food restaurants.What is the personal essay or narrative?The personal essay is about your experience. It might be about an experience you had, or it might be an opinion about a topic that is important to you. There can be a lot of overlap between the expository essay, the personal essay, and the persuasive essay, but they are different things. In a personal essay, you should use “I,” and you should focus on description, details, thoughts, and feelings. You can write somewhat informally and in your own voice. A personal narrative is a specific type of personal essay that tells a story. It is usually the most creative type of composition. A personal essay might take the form of a memoir, a journal, a college application essay, a travel essay, or a blog. Here are some examples of prompts you might get for a personal essay or narrative:Write about a difficult decision you’ve had to make and the impact it had on your life.Describe the best vacation of your life and tell how it changed you.Write a story about how you overcame a challenge and what you learned from it.Identify an ideal that you hold, and explain why that ideal is important to you.What is a persuasive essay?In a persuasive essay, you attempt to convince the reader of your position by using evidence and logic. Often, but not always, you will need to do research to help prove your point. Depending on the topic, the persuasive essay might have a lot in common with a personal essay; for example, you might persuade your audience to watch your favorite TV show. On the other hand, a persuasive essay might be more analytical: you might be asked to research an important social issue and persuade the audience of your opinion about it using facts, data, and analysis. Here are some examples of persuasive essay prompts you may be given:Which is better: chocolate ice cream or vanilla ice cream? Why? Was the US justified in dropping the atomic bomb on Japan during World War II? Should the US ban the sale of semiautomatic weapons?Should Hudson High School adopt a stricter dress code?What is an analytical essay?An analytical essay explores a big idea or question about an event, text, or issue. It breaks down the topic into different parts, and examines those parts to give us a better understanding of the topic. An analytical essay is frequently also a persuasive essay: you must convince the audience that your interpretation of a topic is correct, and you do this by using logic and evidence related to the topic. You may only associate analytical writing with English class, but you can write an analytical essay in any subject. Here are some examples of analytical essay prompts you may be given:Explain how Macbeth’s ambition contributes to his downfall.Evaluate the government’s responses to the Great Depression and tell which were the most effective.Examine the methodology of a scientific study and explain if the findings are valid.Examine how the painting of the Mona Lisa was influenced by the time and place in which it was created.The Six Traits of Writing (Plus One)Hudson High School’s writing rubrics are framed by the six traits of writing, which describe quality writing, no matter what the genre. In your short story, your literary analysis, or your lab report, it is essential that you choose words that convey precisely what you mean. All genres of writing require an organizational structure that will allow your reader to follow your thoughts. Word choice and organization are two of the six (plus one) traits.The Ideasare the main message……the content of the piece, the main theme, together with all the supporting details that develop that theme. The ideas are strong when the message is clear, not garbled. The writer chooses details that are interesting, important, and informative–often the kinds of details the reader would not normally anticipate or predict. Successful writers do not "tell" readers things they already know; e.g., "It was a sunny day, and the sky was blue, the clouds were fluffy white …" Successful writers "show" readers that which is normally overlooked; writers seek out the extraordinary, the unusual, the unique, the bits and pieces of life that might otherwise be anizationis the internal structure……of a piece of writing, the thread of central meaning, the pattern and sequence, so long as it fits the central idea. When the organization is strong, the piece begins meaningfully and creates in the writer a sense of anticipation that is, ultimately, systematically fulfilled. Events proceed logically; information is given to the reader in the right doses at the right times so that the reader never loses interest. Connections are strong, which is another way of saying that bridges from one idea to the next hold up. The piece closes with a sense of resolution, tying up loose ends, bringing things to a satisfying closure, answering important questions while still leaving the reader something to think about.Voiceis the writer coming through the words……the sense that a real person is speaking to us and cares about the message. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice.Word Choiceis the use of rich, precise language… …that communicates not just in a functional way, but in a way that moves and enlightens the reader. In descriptive writing, strong word choice resulting in imagery, especially sensory, show-me writing, clarifies and expands ideas. In persuasive writing, purposeful word choice moves the reader to a new vision of ideas. In all modes of writing figurative language such as metaphors, similes and analogies articulate, enhance, and enrich the content. Strong word choice is characterized not so much by an exceptional vocabulary chosen to impress the reader, but more by the skill to use everyday words well.Sentence Fluencyis the rhythm and flow of the language……the sound of word patterns, the way in which the writing plays to the ear, not just to the eye. How does it sound when read aloud? That's the test. Fluent writing has cadence, power, rhythm, and movement. It is free of awkward word patterns that slow the reader's progress. Sentences vary in length, beginnings, structure, and style, and are so well crafted that the writer moves through the piece with ease.Conventionsis the mechanical correctness……of the writing and includes five elements: spelling, punctuation, capitalization, grammar/usage, and paragraphing. Writing that is strong in Conventions has been proofread and edited with care. As you assess a piece for convention, ask yourself: "How much work would a copy editor need to do to prepare the piece for publication?" This will keep all of the elements in conventions equally in play. Plus Presentation, whichis the way we exhibit or present our message on paper……so that the writing is inviting to read. Guidelines for presentation include a balance of white space with visuals and text, graphics, neatness, handwriting, font selection, borders, and overall appearance. Think about examples of text and visual presentation in your environment. Which signs and billboards attract your attention? Why do you reach for one CD over another? All great writers are aware of the necessity of presentation. Presentation is key to a polished piece ready for publication.Education Northwest. 6+1 Traits Definitions. October 10, 2010 < Writing Rubric: Grades 6-12, Hudson Public Schools AdvancedProficient Developing BeginningDoes not meet expectationsIdeas: Does the writer use relevant evidence to support an original interpretation of the topic? Thesis states the topic clearly. Develops ideas with well-chosen details, effectively integrating and explaining details. Description / explanation is thorough and complete.Thesis states the topic Develops ideas clearly and consistently, incorporating and explaining relevant details. Offers clear, specific explanations or descriptions.A thesis is present, but development remains basic or general. Some details are used, but they may not be relevant, sufficient, or well-explained. Reveals an accurate but basic understanding of the topic.A main idea emerges, but a thesis is not clear. Details are confusing, irrelevant, or not well-explained. Conveys a confused or inaccurate understanding of the topic.No main idea or thesis emerges. Lacks details and / or explanation of the topic. Provides no evidence of understanding of anization: Does the structure of the essay enhance the ideas and make it easier to read?Every paragraph and the paper as a whole uses SPA format. Intro begins broadly and narrows to a thesis that drives the essay; a satisfying conclusion answers the “so what?” question. Accurate transitions in topic sentence connect ideas. Sequencing is logical and effective. Every paragraph and the paper as a whole uses SPA format. Intro and conclusion go beyond obvious, but could be more interesting. The intro includes a good thesis that drives the essay. Transitions are accurate. Sequencing is logical.SPA format is attempted, but topic sentence may not make an argument or analysis may not show connections. A recognizable intro and conclusion are present.. Transitions are not always present. Sequencing shows some logic, but could be more effective.SPA format may only be discernable in some places. Intro and conclusion are present but insufficient. A main idea emerges, but a thesis is not identifiable. Weak transitions offer little help getting from one topic to the next. It’s hard to see how all the topics are connected.A logical organization can’t be identified; content is strung together in a random fashion. A thesis is not identifiable. The intro and/or conclusion are ineffective or not present. Transitions between ideas are confusing or nonexistent. Control of languageConventions: How much editing would have to be done to be ready to share with an outside source? Does the paper show mastery of basic conventions?Spelling, punctuation, and capitalization are consistently correct. Grammar/usage is correct and contributes to clarity and style. Almost no editing is needed.Spelling, punctuation, and capitalization are correct. Grammar/usage is usually correct; the meaning is clear. Some editing is needed, but not a lot.Spelling, punctuation, and capitalization are mostly correct. Grammar/usage is inconsistently correct though problems do not distort meaning. Moderate editing is needed.Spelling, punctuation, and capitalization are inconsistent. Grammar / usage is frequently incorrect, resulting in confusion. A great deal of editing is needed.Spelling, punctuation, and capitalization errors are frequent. Errors in grammar/usage make message incomprehensible. Extensive editing (on almost every line) is needed.Voice: Does the writing sound like the writer? Is it appropriate for the audience?Author seems interested in the topic. Tone and style are appropriately formal for audience and topic.Author seems invested in the topic. Tone and style are usually appropriate; some lapses.Author seems disinterested in the topic. Tone and style are not always appropriate for the audience or topic.Author seems bored; writing is flat. Tone and style are not appropriate to the audience or topic.Writing is flat and mechanical. Tone and style are inappropriately informal for audience or topic.Sentence Fluency: Can you feel the words and phrases flowing together as you read it out loud?Sentences flow smoothly. Sentences are well-built with varied structure and rhythm.Sentences flow. Sentences structure is correct and varied but feels mechanical in places.Sentences are technically correct but not varied or interesting. Sentence flow is awkward in places.Sentences vary little, with unchanging structure. Phrasing often sounds unnatural and awkward.Sentences are incorrectly structured—choppy, incomplete, rambling, or awkward.Word Choice: Is the vocabulary concise, precise, and interesting?Vocabulary conveys meaning in a concise, precise, and engaging way. Diction is natural but never overdone. Lively verbs energize, precise nouns/modifiers convey meaning clearly.Vocabulary conveys meaning with precision and clarity. Diction is appropriate and used correctly. Too many “be” verbs may weaken writing, make it boring. Vocabulary is functional but uninteresting. Occasional lack of precision in diction results in wordiness or an unclear message. “Be” verbs abound.Vocabulary is vague, imprecise, or incorrect, resulting in impaired meaning. Vocabulary is limited. Words are frequently incorrect, confusing reader.Personal / Narrative Writing Rubric: Grades 6-12, Hudson Public SchoolsAdvancedProficientDevelopingBeginningDoes not meet expectationsIdeas: Does the writer use relevant evidence to support an original interpretation of the topic? Main idea and purpose are clear and enhanced by vivid details. Topic is focused and supported with evidence and examples. Writing is personal, fresh, unique.Main idea is present but could benefit from additional information. Specific details and supporting evidence enhance main idea. Topic needs ic is identified as main idea, but is too simple or broad. Topic needs focus. Development is basic. Author uses a few examples, but needs more.Possible topic is emerging, but vague. Supporting details are lacking/vague. Author generalizes about topic without adding personal experiences/examples.No main idea exists. Specific details are not used. Supporting evidence/examples are not given. Writer did not properly answer the anization: Does the structure of the essay enhance the ideas and make it easier to read?Organization enhances main idea. Sequencing moves reader easily through text. Thoughtful topic sentences and transitions show how ideas connect. Structure enhances purpose. Interesting intro, thesis, body, and conclusion compel and satisfy the anization is smooth and logical. Sequencing makes sense. Ideas are chunked in proper paragraphs. Transitions are logical but may lack originality. Intro and conclusion could be more interesting. Organization moves reader through essay without too much confusion. Sequencing shows some logic, transitions are present but predictable. Paragraphs come together, but are not detailed anization is problematic, but structure begins to emerge. Sequencing slows the reader’s understanding. Paragraphs are simplistic. Transitions are used, but are overused or used incorrectly. It’s hard to see how the piece fits together as a whole.Writing lacks sense of direction; ideas are strung together with little guidance for the reader. Transitions are weak or nonexistent. Lack of structure/logic makes it almost impossible for the reader to understand the piece.Conventions: How much editing would have to be done to publish? Does the paper show mastery of basic conventions?Errors are minor and do not distract from writing. Proper conventions make text meaningful and easy to read. Only minor editing is needed to publish.Some noticeable errors, but overall meaning is still clear. Some parts still need editing before publishing, but conventions are more correct than not.Author has some control over conventions, but errors sometimes still distract the reader’s understanding. Needs moderate editing to publish.Author continues to struggle with conventions. Too much editing is needed to publish although piece begins to communicate some meaning. Errors in conventions repeatedly distract the reader, making the text unreadable. Extensive editing is required for publication.Control of languageVoice: Does the writing sound like the writer? Is it appropriate for the audience?Author speaks directly to the reader and engages the reader in powerful, personally revealing way. Author takes risks and shows individual thinking. Author’s tone and passion convey personality.Author attempts to fully engage the reader. Moments of personality and risk-taking enliven the essay. Author entertains and engages the reader. Author’s emotions are sometimes evident.Author has attempted to engage the reader. Piece is personable, though topic is not compelling. Writing surprises, delights, or moves reader in a few places.Author’s voice is hard to recognize. Author reveals little; doesn’t risk enough to engage the reader. Tone is unexciting/unemotional. Narrative lacks passion.Authors seems uninvolved/disconnected from the topic and audience. Writing is flat, lifeless, or too mechanical. Author takes no risks, does not engage the reader.Sentence Fluency: Can you feel the words and phrases flowing together as you read it out loud?Sentences flow smoothly. Sentences are well-built with strong, varied structure.Sentences flow. Some sentences are complex and varied. Sentences flow but are sometimes awkward. Sentence structures are correct but not varied or enough.Sentences vary little. Sentence structures are usually correct, yet do not flow. Writing seems unnatural. Sentences are choppy, incomplete, run-on, rambling, awkward, simple, and/or monotonous.Word Choice: Is the vocabulary concise, precise, and interesting?Vocabulary is powerful and engaging, creating mental imagery. Lively verbs energize, specific nouns add interest. Literary devices make writing come to life and add personality.Vocabulary is carefully selected; mental imagery emerges. Descriptions engage many senses. Correct and varied parts of speech are chosen carefully, used well, and enrich writing. Literary devices begin to enhance writing.Vocabulary is ordinary and may lack energy and variety. Some words are confusing. Only sometimes does the vocabulary capture the reader’s attention or imagination. Some literary devices are used correctly.Vocabulary is basic/ simple, not at grade level. Author chooses passive verbs and overused nouns. Lack of variety hurts the writing. Informal language is used too often. Literary devices are attempted but confusing.Vocabulary is very limited, making the writing confusing or uninteresting. meaning. Words are so broad, generic, or misused that no mental imagery exists. Words are either so plain they bore the reader or so over-the-top that they make no sense. Literary devices are not used.Persuasive Writing Rubric: Grades 6-12, Hudson Public SchoolsAdvancedProficientDevelopingBeginningDoes not meet expectationsIdeas: Does the writer use relevant evidence to support an understanding, analysis and explanation of the writing task? Thesis makes a clear argument about the topic. Well-chosen and well-integrated evidence develops ideas. Effectively anticipates and refutes opposing viewpoints with relevant evidence.Thesis makes an argument related to the task/topic. Develops ideas clearly and consistently, incorporating and explaining relevant evidence. Anticipates and refutes opposing viewpoints with relevant evidence.Thesis is present, but development remains basic or general. Some evidence is used, but evidence may not be relevant, sufficient, or well-explained. Refutes opposing viewpoints without using relevant evidence.Main idea emerges, but thesis is not clear. Evidence is confusing, irrelevant, or not well-explained. Conveys a confused or inaccurate understanding of the topic. Does not refute opposing viewpoints.No main idea or thesis emerges. Writer may just summarize instead of arguing. Lacks evidence and / or explanation of the topic. Provides no evidence of understanding of topic. Does not refute opposing anization: Does the structure of the essay enhance the ideas and make it easier to read?Every paragraph and the paper as a whole uses SPA format. Intro begins broadly and narrows to a thesis that drives the essay; a satisfying conclusion answers the “so what?” question. Accurate transitions in topic sentence connect ideas. Sequencing is logical and effective. Every paragraph and the paper as a whole uses SPA format. Intro and conclusion go beyond obvious, but could be more interesting. The intro includes a good thesis that drives the essay. Transitions are accurate. Sequencing is logical.SPA format is attempted, but topic sentence may not make an argument or analysis may not show connections. A recognizable intro and conclusion are present.. Transitions are not always present. Sequencing shows some logic, but could be more effective.SPA format may only be discernable in some places. Intro and conclusion are present but insufficient. A main idea emerges, but a thesis is not identifiable. Weak transitions offer little help getting from one topic to the next. It’s hard to see how all the topics are connected.A logical organization can’t be identified; content is strung together in a random fashion. A thesis is not identifiable. The intro and/or conclusion are ineffective or not present. Transitions between ideas are confusing or nonexistent. Control of languageConventions: How much editing would have to be done to be ready to share with an outside source? Does the paper show mastery of basic conventions?Spelling, punctuation, and capitalization are consistently correct. Grammar/usage is correct and contributes to clarity and style. Almost no editing is needed.Spelling, punctuation, and capitalization are correct. Grammar/usage is usually correct; the meaning is clear. Some editing is needed, but not a lot.Spelling, punctuation, and capitalization are mostly correct. Grammar/usage is inconsistently correct though problems do not distort meaning. Moderate editing is needed.Spelling, punctuation, and capitalization are inconsistent. Grammar / usage is frequently incorrect, resulting in confusion. A great deal of editing is needed.Spelling, punctuation, and capitalization errors are frequent. Errors in grammar/usage make message incomprehensible. Extensive editing (on almost every line) is needed.Voice: Does the writing sound like the writer? Is it appropriate for the audience?Author seems interested in the topic. Tone and style are appropriately formal for audience and topic.Author seems invested in the topic. Tone and style are usually appropriate; some lapses.Author seems disinterested in the topic. Tone and style are not always appropriate for the audience or topic.Author seems bored; writing is flat. Tone and style are not appropriate to the audience or topic.Writing is flat and mechanical. Tone and style are inappropriately informal for audience or topic.Sentence Fluency: Can you feel the words and phrases flowing together as you read it out loud?Sentences flow smoothly. Sentences are well-built with varied structure and rhythm.Sentences flow. Sentences structure is correct and varied but feels mechanical in places.Sentences are technically correct but not varied or interesting. Sentence flow is awkward in places.Sentences vary little, with unchanging structure. Phrasing often sounds unnatural and awkward.Sentences are incorrectly structured—choppy, incomplete, rambling, or awkward.Word Choice: Is the vocabulary concise, precise, and interesting?Vocabulary conveys meaning in a concise, precise, and engaging way. Diction is natural but never overdone. Lively verbs energize, precise nouns/modifiers convey meaning clearly.Vocabulary conveys meaning with precision and clarity. Diction is appropriate and used correctly. Too many “be” verbs may weaken writing, make it boring. Vocabulary is functional but uninteresting. Occasional lack of precision in diction results in wordiness or an unclear message. “Be” verbs abound.Vocabulary is vague, imprecise, or incorrect, resulting in impaired meaning. Vocabulary is limited. Words are frequently incorrect, confusing reader.AdvancedProficientDevelopingBeginningDoes not meet expectations Ideas: Does the writer use relevant evidence to support an original interpretation of the topic? Thesis makes a clear argument about the topic. Develops ideas with well-chosen evidence, effectively integrating and explaining evidence. Reveals a thorough and insightful understanding of the topic.Thesis makes an argument related to the task/topic. Develops ideas clearly and consistently, incorporating and explaining relevant evidence. Offers a clear, specific interpretation of the topic.A thesis is present, but development remains basic or general. Some evidence is used, but evidence may not be relevant, sufficient, or well-explained. Reveals an accurate but basic understanding of the topic.A main idea emerges, but a thesis is not clear. Evidence is confusing, irrelevant, or not well-explained. Conveys a confused or inaccurate understanding of the topic.No main idea or thesis emerges. Writer may just summarize instead of argue. Lacks evidence and / or explanation of the topic. Provides no evidence of understanding of anization: Does the structure of the essay enhance the ideas and make it easier to read?Every paragraph and the paper as a whole uses SPA format. Intro begins broadly and narrows to a thesis that drives the essay; a satisfying conclusion answers the “so what?” question. Accurate transitions in topic sentence connect ideas. Sequencing is logical and effective. Every paragraph and the paper as a whole uses SPA format. Intro and conclusion go beyond obvious, but could be more interesting. The intro includes a good thesis that drives the essay. Transitions are accurate. Sequencing is logical.SPA format is attempted, but topic sentence may not make an argument or analysis may not show connections. A recognizable intro and conclusion are present. Transitions are not always present. Sequencing shows some logic, but could be more effective.SPA format may only be discernable in some places. Intro and conclusion are present but insufficient. A main idea emerges, but a thesis is not identifiable. Weak transitions offer little help getting from one topic to the next. It’s hard to see how all the topics are connected.A logical organization can’t be identified; content is strung together in a random fashion. A thesis is not identifiable. The intro and/or conclusion are ineffective or not present. Transitions between ideas are confusing or nonexistent. Conventions: How much editing would have to be done to be ready to share with an outside source? Does the paper show mastery of basic conventions?Spelling, punctuation, and capitalization are consistently correct. Grammar/usage is correct and contributes to clarity and style. Almost no editing is needed.Spelling, punctuation, and capitalization are correct. Grammar/usage is usually correct; the meaning is clear. Some editing is needed, but not a lot.Spelling, punctuation, and capitalization are mostly correct. Grammar/usage is inconsistently correct though problems do not distort meaning. Moderate editing is needed.Spelling, punctuation, and capitalization are inconsistent. Grammar / usage is frequently incorrect, resulting in confusion. A great deal of editing is needed.Spelling, punctuation, and capitalization errors are frequent. Errors in grammar/usage make message incomprehensible. Extensive editing (on almost every line) is needed.Voice: Does the writing sound like the writer? Is it appropriate for the audience?Author seems interested in the topic. Tone and style are appropriately formal for audience and topic.Author seems invested in the topic. Tone and style are usually appropriate; some lapses.Author seems disinterested in the topic. Tone and style are not always appropriate for the audience or topic.Author seems bored; writing is flat. Tone and style are not appropriate to the audience or topic.Writing is flat and mechanical. Tone and style are inappropriately informal for audience or topic.Sentence Fluency: Can you feel the words and phrases flowing together as you read it out loud?Sentences flow smoothly. Sentences are well-built with varied structure and rhythm.Sentences flow. Sentences structure is correct and varied but feels mechanical in places.Sentences are technically correct but not varied or interesting. Sentence flow is awkward in places.Sentences vary little, with unchanging structure. Phrasing often sounds unnatural and awkward.Sentences are incorrectly structured—choppy, incomplete, rambling, or awkward.Word Choice: Is the vocabulary concise, precise, and interesting?Vocabulary conveys meaning in a concise, precise, and engaging way. Diction is natural but never overdone. Lively verbs energize, precise nouns/modifiers convey meaning clearly.Vocabulary conveys meaning with precision and clarity. Diction is appropriate and used correctly. Too many “be” verbs may weaken writing, make it boring. Vocabulary is functional but uninteresting. Occasional lack of precision in diction results in wordiness or an unclear message. “Be” verbs abound.Vocabulary is vague, imprecise, or incorrect, resulting in impaired meaning. Vocabulary is limited. Words are frequently incorrect, confusing reader.Control of languageAnalytical Writing Rubric: Grades 6-12, Hudson Public SchoolsSPA Paper Graphic OrganizerThe following graphic organizer supports SPA paragraph organization and can be used for many types of essays.Thesis Statement: Write a sentence that makes an argument about your book in relation to your topic.Paragraph 1 Statement: Write a sentence that makes an argument that helps you back up your thesis statement. Paragraph 1 Proof: List details from the book that back up or support the argument you just made.Paragraph 1 Analysis: Explain how the proof backs up your topic sentence, and how the paragraph backs up your thesis statement.Paragraph 2 Statement: Write a sentence that makes an argument that helps you back up your thesis statement. Paragraph 2 Proof: List details from the book that back up or support the argument you just made.Paragraph 2 Analysis: Explain how the proof backs up your topic sentence, and how the paragraph backs up your thesis statement.Paragraph 3 Statement: Write a sentence that makes an argument that helps you back up your thesis statement. Paragraph 3 Proof: List details from the book that back up or support the argument you just made.Paragraph 3 Analysis: Explain how the proof backs up your topic sentence, and how the paragraph backs up your thesis statement.A More Generic Essay Graphic Organizer This very general graphic organizer can be used to organize just about any essay.Write the question here:INTRODUCTION:THESIS STATEMENT:TOPIC SENTENCE 1:SUPPORTING DETAILS:TOPIC SENTENCE 2:SUPPORTING DETAILS:TOPIC SENTENCE 3:SUPPORTING DETAILS:CONCLUSION: ................
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