MACBETH ESSAY ASSIGNMENT 2008 - Kenwood Academy
MACBETH ESSAY ASSIGNMENT
ESSAYS ARE due on ___________ at the start of class. Late essays will only be accepted for -10 on Friday, _________ due to the end of the semester. No revisions will be allowed.
No late outlines will be reviewed (only outlines in on Thursday are guaranteed to be checked) See page 6 for more details on turning in the paper.
Essays must be typed with all sections completed to be accepted. This and the final are the last major grades for semester 1.
WRITING PACKET:
included are eleven new pages to help you write this essay. you already have many of these sheets. We have been working with most of this since the first week of school. This is your last chance to practice before the junior research paper. please try your best to do a great job on this essay. please put these into the writing section of your binder- you will need them for the research paper and you will not get them again.
I Want an A+
Here are some revision and editing techniques that should help you develop your paper to the next level of brilliance. Though they are not mandatory, they can help you assure your paper earns the highest score possible, and they can help you improve your writing in the future. Try them!
← read the essay aloud so you can hear any errors
← have it read aloud to you again to hear errors and flow issues
← read sentence by sentence backwards to check for fragments & run-ons in isolation
← read paragraph by paragraph backwards to check for cohesion within each paragraph
← re-use your peer rubric with the final draft to be sure it has those elements
← photocopy the final rubric and score yourself using it to be sure all elements are present
← re-read all handouts on the paper to be sure every area is accounted for
MACBETH ESSAY ASSIGNMENT
ESSAYS ARE due on ______________ at the start of class. Late essays will only be accepted for -10 on ____________ due to the end of the semester. No revisions will be allowed. Essays must be typed with all sections completed to be accepted.
This and the final are the last major grades for semester 1.
PART 1: Develop a thesis chart and statement
A. Pick a possible topic for your essay
Consider the themes, symbols, and bid ideas from the play. Also, do some
research at the library and/or at (unit # and
password 1710).
B. consider the elements of a thesis statement
Look at this sample to help: (this is too simple- you cannot use it)
|Who: |Macbeth |
|What: |transforms from noble warrior to deceitful murderer |
|Where: |In Shakespeare’s Macbeth |
|When: |Early Modern Era |
|Why/How: 1. |exemplifies honor |
| 2.|incites evil |
| 3.|annihilates everything |
1. NOTICE THE “WHY/HOW’S” ARE NOT PLOT- THEY ARE IDEAS THAT CAN BE EXPLAINED WITH PLOT
2. NOTICE THAT THE “WHY/HOW’S” ARE PARALLEL (THEY ALL START WITH A PRESENT TENSE VERB)
WHEN WHERE WHO WHAT
SAMPLE THESIS: IN SHAKESPEARE’S TRAGIC EARLY MODERN ERA PLAY, MACBETH, MACBETH TRANSFORMS FROM NOBLE WARRIOR TO DECEITFUL MURDERER AS HE FIRST EXEMPLIFIES HONOR, THEN INCITES EVIL, AND FINALLY ANNIHILATES EVERYTHING HE ONCE LOVED. WHY/HOW 1 WHY/HOW 2
Why/how 3
YOU DO NOT NEED TO LABEL THE THESIS, BUT YOU SHOULD HAVE ALL THE PARTS
C. Fill in a chart of your own here:
|Who: | |
|(a person or a group of people or society) | |
|What: | |
|(starts with a strong verb & is the point | |
|of the whole essay) | |
|Where: |In Shakespeare’s play Macbeth |
|When: |Early Modern Era |
|Why/How: (usually do not included | |
|character names, ideas that can have 2-3 | |
|ex’s from plot) | |
|1. | |
| | |
|2. | |
| | |
|3. | |
D. Write your chart out into sentence form here (where and when are written for you):
IN SHAKESPEARE’S TRAGIC EARLY MODERN ERA PLAY MACBETH, _______________________
MACBETH ESSAY ASSIGNMENT
ESSAYS ARE due on ______________ at the start of class. Late essays will only be accepted for -10 on ____________ due to the end of the semester. No revisions will be allowed. Essays must be typed with all sections completed to be accepted.
This and the final are the last major grades for semester 1.
PART 2: outline the Macbeth essay
TURN THIS IN ON Thursday or Friday –no late outlines will be reviewed (
(only outlines in on Thursday are guaranteed to be checked)
Look at the example with Macbeth’s transformation to review the outline form:
Sample thesis: In Shakespeare’s tragic Early Modern Era play Macbeth, Macbeth transforms from noble warrior to deceitful murderer as he first exemplifies honor, then incites evil, and finally annihilates everything he once loved.
| |PTBM |EX |Primary Quote |Secondary Quote |
| |Macbeth exemplifies|*was Thane of Glamis/ |“For brave Macbeth- well he |“Macbeth is not destitute of feelings of |
| |honor |captain in Duncan’s |deserves that name- . . . |sympathy, is accessible to pity, is even made in |
| | |army |unseamed him from the nave to |some measure the dupe of his uxoriousness, ranks |
|SPI | |* killed MacDonwald |the chaps,/ And fixed his head |the loss of friends, of the cordial love of his |
| | |who was bad (Mac was |upon our battlements.” |followers, and of his good name, among the causes|
| | |good at his job) |(Act 1:2, 11. 16, 22-3) |which have made him weary of life, and regrets |
| | |* was made Thane of | |that he has ever seized the crown by unjust |
| | |Cawdor | |means, since he cannot transmit it to his |
| | |feels guilty about | |posterity” (Millibard) |
| | |actions | | |
NOTE: ll is two lower case letter “l”s that stand for multiple line numbers.
Make an outline:
YOU MUST TYPE USING THE TEMPLATE AT:
Go to class files. There are three pages of files, on the last one is the outline template. Download and save it. Type your information into it. You may use 10 point font, but be sure to keep the rest of the page as it is. It must all fit on one sheet.
write your thesis statement at the top (put your heading at top right)
fill in PTBM’s from the thesis statement’s how/why’s
write each PTBM in 5-7 words- not a sentence, a point- not plot
develop each ex with 2-3 examples from the plot that support your Point To Be Made using bullet points (here you can use names and get specific- go in chronological order)
add primary quotes that support the PTBM’s by using full sentences that are about 2-4 lines long
check that each quote has “ ” and (Act__: __, ll. ___-___) at the end
add 2 secondary quotes from research (use the link under Macbeth and the Gale site on classnotesonline)
check that each secondary quote has “ ” and (author’s last name, p. ____) at the end (no pages on-line)
double check that all quotes are exact (if you do not use the full quote, I cannot help you)
double check that all examples and quotes really support the PTBM’s and make sense
MACBETH ESSAY ASSIGNMENT
ESSAYS ARE due on ______________ at the start of class. Late essays will only be accepted for -10 on ____________ due to the end of the semester. No revisions will be allowed. Essays must be typed with all sections completed to be accepted.
This and the final are the last major grades for semester 1.
PART 3: DRAFT THE essay
FOLLOW THE DRAFTING PROCESS FOR EACH SUPPORT PARAGRAPH
o save the paper on a drive, disk, and to e-mail (print a copy after each time you work on it too)
o write PTBM’s as the first sentences using strong verbs (not “be” verbs)
o add the ex’s next with 2-3 sentences that fully explain how your PTBM supports your “what” in the thesis
o introduce the quotations with lead in phrases such as: Before Macbeth starting murdering his friends, his fellow soldier praised him for killing in battle by proclaiming, “For brave Macbeth-well he deserves that name- . . . unseamed him [MacDonwald] from the nave to the chaps,/And fixed his head upon our battlement.”(Act 1:2, ll.16, 22-3)
o end each paragraph with an interpretation of how this paragraph supports your thesis
o write your introduction and conclusion last by following this format:
INTRO CONCLUSION
hook & general statement of “what” re-worded, restatement of thesis
1-2 sent. Summary
explanation of “who” review of PTBM’s
thesis
final analysis of “what”
Use standard conventions for typing as listed Below;
← write a five paragraph essay (no papers accepted that are not 5 complete paragraphs)
← type the paper (no papers accepted that are not typed)
▪ 12 point font
▪ double spaced
▪ using default font (Times, Times New Roman)
▪ black ink
▪ 1 inch margins
▪ 5 space indentation to show a new paragraph
▪ no extra space between paragraphs
▪ heading in top right corner of the first sheet-no cover page
▪ title on top line after heading – no bold, not large font, no italics except in title of play Macbeth
← type a Works Cited page using standard guides
PART 4: REVISE! REVISE! REVISE!
o come to class everyday with your drafts and do all activities in class
o have peers and others read the essay using the peer revision rubric
o read the paper yourself on the computer and in a printed out version to see errors
PART 5: EDIT AND PROOFREAD
o read the essay aloud to hear grammar errors
o have the essay read aloud to you to hear errors
o read the essay sentence by sentence backwards to check for fragments
o underline the subject and predicate of each sentence to check for fragments
o circle all be verbs and try to remove at least 1/2 of them by using strong verbs
o read a final copy that is printed out- not just the ones on the screen
o use spell check and grammar check
PART 6: WRITE A GREAT TITLE
← start with the “who” of your paper
← write down the major themes of your paper (love, hate, power, terror)
← use a thesaurus to find some alliterative words that you can use
← start with a short alliterative phrase
← put a colon in followed by Examining ________
← tell the “who” and “what” from the thesis
← end with the title (in italics)
ex: For a paper about how Macbeth turned evil and Lady Mac turned nice you could use:
The Tragic Twosome: Examining the Reversal of Macbeth and Lady Macbeth’s Roles in Macbeth
PART 7: TURN IN THE PAPER
← look at the rubrics to be sure you earn full credit- you have written these before and you know what you will be scored on- so you should try to earn as many points as possible
← the paper is worth 100 points and will not be accepted after class starts on Friday the 18th for any reason that does not involve a hospital form
← you will not be able to write the paper in time if you get behind on the thesis, outline, or draft-so be sure to plan ahead
← you must be in class on the 18th to turn your paper in- do not leave it in my mailbox, or on my desks, or give it to someone to turn in, or show up for a minute to turn it in and leave- if a serious health incident occurs, a parent or guardian must call me before the class to tell me (printer or computer problems do not count so check your ink supply and make sure you give yourself time to do this major paper)
← the essay will not be accepted without:
▪ 5 paragraphs
▪ typed draft with comments
▪ typed final draft
▪ typed Works Cited with 3 sources that match the parenthetical citations in the essay
▪ thesis as last sentence of introduction
▪ outline and use of the format from the outline in essay
FINAL ORDER:
TOP RUBRIC
FINAL TYPED DRAFT
TYPED WORKS CITED
HAND WRITTEN OR TYPED OUTLINE
TYPED DRAFT(S) WITH COMMENTS INSERTED (no handwritten drafts accepted)
BOTTOM PEER REVISION RUBRIC
NOTHING ELSE SHOULD BE INCLUDED
POINTS WILL BE DEDUCTED FOR ESSAYS THAT ARE OUT OF ORDER OR INCLUDE EXTRANEOUS PAGES
Name
Date
Class, Period
Alliterative Symbol: Examining Topic of Essay in Macbeth
Grab your reader’s attention with a hook. If I was writing a paper about Oliver Twist, I might start with a sentence about how orphans get what they deserve. You would want to read on to find out that I mean that Oliver ends up happy; that is what he deserved. Then explain your hook and highlight the points you will make. Do not say “in this essay I will. . . .” This is a good place to give a brief summary of the plot in two to three sentences. Tell the reader the setting (where and when the story takes place) and introduce the major characters and their roles. The last sentence of the introduction must be the one-sentence thesis statement.
Write the PTBM from the top left box as the first sentence of the SP 1. Go to your ex box for SP1 and write the first example into one sentence that gives a specific example from the text and explains it fully as if the reader has not read Macbeth recently. Then write a sentence giving another specific example and explaining it fully. You may have one more sentence that explains a third example, you probably should have three examples if you want to earn an “A”. Next, lead into your primary quotation, “give the exact quote.”(cite it) If this support paragraph has a secondary quote, give that here too using the same format. Finally, end the paragraph with a sentence that relates SP1 back to the “what” of the thesis.
Transition into your next SP with a word such as: another, subsequently, consequently, etc. and then state your PTMB for SP 2. Follow the same format as SP 1 for the other sentences.
Do the exact same for SP 3 as you did for SP2.
Restate your thesis in different words; you may delete the “when” and “where” from the sentence. Review your PTBM’s in different words. Give a statement of your final analysis of the topic as a whole and what lesson the story teachers its readers about humanity. Follow this formal exactly. Your essay will be 2-3 pages long.
QUOTATION INTEGRATION
“Learn as much by writing as by reading.”
-Lord Acton
One of the main goals in writing a literary analysis paper is to prove that you can use quotes from the text and from experts to support your own ideas about the text. For this essay, you must incorporate three(3) primary quotes and two (2) secondary quotes from two different sources.
PQ Integration Example:
After (character) discovers (event), s/he says, “at least one full sentence.”(citation)
Instead of “discovers”, can use: “believes”, “reveals”, “comprehends”, “grasps”, or “recognizes”
Instead of “says”, can use: “utters”, “declares”, “articulates”, “shouts”, “demands”, “responds”, or “exclaims”
If it’s not dialogue, can use: “feels”, “senses”, “undergoes”, “suffers”, “becomes”, “transforms”, or “develops”
Instead of “after”, can use: “because”, “since”, “before”, “following”, or “while” (avoid “due to the fact”- it is slang)
SQ Integration Examples:
Considering (character’s) position in society, it becomes clear that, “at least one full sentence.”(citation)
Examining the role of (symbols) clearly illustrates, “at least one full sentence.”(citation)
FYI:
▪ a book cannot quote, and an author is writing, not quoting, so you should NEVER say the word “quote” in your essay
▪ remember to use a comma before the quote marks & after introductory phrases over three words long
▪ quote at least one full sentence- about two lines typed
▪ avoid . . . (ellipses) if possible since they can lead you to taking a quote out of context
▪ use brackets [ ] if you are clarifying-like I did in the example outline to show that MacDonwald was the “he” being discussed
▪ there is a special format if you have over four lines (should not have –see me if you do have)
▪ keep the period inside the quotes if you have quoted a full sentence
▪ use only one author’s last name (not an editor!)- if there is no author, use the first word or two of the title (unless they are articles like “a” or “the”
▪ for a book, use a page #’s in the citation, for a play, use Act: scene, lines
USE THE WEB:
Use your links to find online research
(unit # and password 1710)
. . . and to help write your works cited pages.
USE THE LIBRARY:
Even though there are some good online sources, it is still much easier to find quotes from scholarly sources in the library. Make sure that you get all of the information (title of book, author, page number, etc. so that you can write your Works Cited page.
NAME: ______________________
DATE: _______________________
English III H, period: ___________
please turn this in on top of your outline (not stapled- just have your heading info on both)
| | | |
| |TOTAL SCORE | |
| |OUT OF 30 POINTS |each line item can earn up to two (2) |
| | |points |
_____ outline uses landscape orientation and the chart takes up the whole sheet
_____ standard heading is at top right corner
_____ chart: four columns & three rows (columns labeled: PTBM, EX, PQ, SQ - rows labeled: SP I, SP II, SP III)
_____ thesis statement at top is ONE grammatically correct sentence with all parts:
• who, what, in Macbeth, during the Early Modern Era, 3 how/why’s
_____ PTBM for SP I is from the thesis statement’s how/why and is a point- not plot
_____ PTBM for SP II is from the thesis statement’s how/why and is a point- not plot
_____ PTBM for SP III is from the thesis statement’s how/why and is a point- not plot
_____ EX for SP I has 2-3 bullet point examples from the plot that support PTBM (uses names, gets specific, chronological order)
_____ EX for SP II has 2-3 bullet point examples from the plot that support PTBM (uses names, gets specific, chronological order)
_____ EX for SP III has 2-3 bullet point examples from the plot that support PTBM (uses names, gets specific, chronological order)
_____ all PQ boxes have primary quotes that support the PTBM’s
_____ at least two SQ boxes have a secondary quote that supports the PTBM
_____ quotes use full sentences that are about 2-4 lines long
_____ each quote has quotation marks and a parenthetical citation at the end, quotes from the text are formatted so
that a new line it starts with a capital letter and includes a / (if it is that way in the text-most is)
_____ all quotes are exact and full
NAME: ______________________
NAME: ______________________
DATE: _______________________
English III H, period: ___________
please turn this in on top of your outline (not stapled- just have your heading info on both)
| | | |
| |TOTAL SCORE | |
| |OUT OF 30 POINTS |each line item can earn up to two (2) |
| | |points |
_____ outline uses landscape orientation and the chart takes up the whole sheet
_____ standard heading is at top right corner
_____ chart: four columns & three rows (columns labeled: PTBM, EX, PQ, SQ - rows labeled: SP I, SP II, SP III)
_____ thesis statement at top is ONE grammatically correct sentence with all parts:
• who, what, in Macbeth, during the Early Modern Era, 3 how/why’s
_____ PTBM for SP I is from the thesis statement’s how/why and is a point- not plot
_____ PTBM for SP II is from the thesis statement’s how/why and is a point- not plot
_____ PTBM for SP III is from the thesis statement’s how/why and is a point- not plot
_____ EX for SP I has 2-3 bullet point examples from the plot that support PTBM (uses names, gets specific, chronological order)
_____ EX for SP II has 2-3 bullet point examples from the plot that support PTBM (uses names, gets specific, chronological order)
_____ EX for SP III has 2-3 bullet point examples from the plot that support PTBM (uses names, gets specific, chronological order)
_____ all PQ boxes have primary quotes that support the PTBM’s
_____ at least two SQ boxes have a secondary quote that supports the PTBM
_____ quotes use full sentences that are about 2-4 lines long
_____ each quote has quotation marks and a parenthetical citation at the end, quotes from the text are formatted so
that a new line it starts with a capital letter and includes a / (if it is that way in the text-most is)
_____ all quotes are exact and full
REVISER’S NAME: ____________________ AUTHOR’S NAME: ____________________
Peer revision rubric for Macbeth Essay for English III
Please look for the following in the paper you are reading. Make suggestions on the paper as well as filling out this sheet. You will need to see the outline chart as well as the draft to complete. Please read carefully as you would want someone to read your paper. This sheet will be collected with the final copy and count towards the final grade. If you missed doing this in class, please ask your homework partner to complete this for you. It must be completed by someone in this class or my other English III classes.
1. Read the essay quickly and circle all “be” verbs such as:
be being been was were am is are ought have
do did does could should would may might has had
|2. CIRCLE ONE |Criteria |
| |*bold terms are tested in the English and writing sections of the ACT |
| |FORMATTING: essay & Works Cited are typed in standard format (Works Cited-match citations, title, indent, format, alpha order, |
|YES NO |correct info, no excess) (essay- heading, double spaced, 5 ¶, no bold, all 12 point times font, only black ink, 1 inch margins, |
| |indent for new paragraphs 5-10 spaces, no cover page, etc.) |
| |PRE-WRITING: correct number of note cards, correct formatting on note cards, correct number of bib cards, correct formatting of bib |
|YES NO |cards, outline is complete, revised, legible, and fits essay, typed draft shows peer and author’s EXTENSIVE revisions for content, |
| |format, and grammar, no handwritten drafts, complete peer sheet (done by someone in one of my classes) |
| |OPENING AND CLOSING: title uses colon format and correct capitalization: Creative Part: |
|YES NO |Examining _____in Macbeth, intro paragraph is well-developed (opens with hook/ex, reviews relevant highlights of plot, and ends in |
| |thesis with all parts from chart and strong verbs), concluding paragraph is well-developed (restates thesis and makes general points|
| |about the main ideas) |
| |CONTENT/SUPPORTING DETAILS: thesis (focusing question) is supported throughout essay in PTBM’s (from outline/thesis w/ strong |
|YES NO |verbs-no “be verbs”), several specific examples in 3 well-developed support paragraphs with quotes, and all paragraphs ending in |
| |own words, essay makes sense and shows understanding of topic and all texts |
| |ORGANIZATION: essay contains transition words within and between paragraphs and lead-ins transition into quotes and form a sentence |
|YES NO |when added to quote, essay makes a clear, convincing argument and remains focused and in a logical order |
| |RESEARCH/QUOTES: essay includes one exact primary quote per SP to support PTBM, PQ’s have correct citations eg: (Act_: , ll._-_), |
|YES NO |essay includes at least two exact secondary quotes to analyze the play from two different scholarly sources to support PTBM, SQ’s |
| |have correct citations eg: (author’s last name, p.) [no page if on-line source] |
| |CONVENTIONS/STYLE: Adherence to conventions is shown in correct formatting of titles: book title italicized, name of character not |
|YES NO |italicized, essay does not use passive voice, first or second person, contractions, exclamation points, or questions, includes |
| |elements of style & grade-level voc., lacks redundancy, avoids wordiness, incorrect word choice, and awkward wording |
| |GRAMMAR/USAGE: essay shows significant mastery of standard grammar/usage in the areas of: apostrophes, subject/verb agreement, verb |
|YES NO |tense, idiom use, homonyms, capitals, run-ons, fragments, spelling, commas, end punctuation, colons, semi-colons, correct pronoun & |
| |referents, correct word form (supposed to, adj, adv, number) correct syntax, parallelism, hyphens, correct conjunctions & quote |
| |marks |
|ONE STRENGTH OF THIS | |
|ESSAY IS: | |
|ONE WEAKNESS OF THIS | |
|ESSAY IS: | |
Macbeth Essay rubric
|Points |Out of |Criteria |
|earned | |*bold terms are tested in the English and writing sections of the ACT |
| |10 |FORMATTING: essay & Works Cited are typed in standard format (Works Cited-match citations, title, indent, format, alpha order, |
| | |correct info, no excess) (essay- heading, double spaced, 5 ¶, no bold, all 12 point times font, only black ink, 1 inch margins, |
| | |indent for new paragraphs 5-10 spaces, no cover page, etc.) |
| |15 |PRE-WRITING: correct number of note cards, correct formatting on note cards, correct number of bib cards, correct formatting of bib |
| | |cards, outline is complete, revised, legible, and fits essay, typed draft shows peer and author’s EXTENSIVE revisions for content, |
| | |format, and grammar, no handwritten drafts, complete peer sheet (done by someone in one of my classes) |
| |10 |OPENING AND CLOSING: title uses colon format and correct capitalization: Creative Part: |
| | |Examining _____in Macbeth, intro paragraph is well-developed (opens with hook/ex, reviews relevant highlights of plot, and ends in |
| | |thesis with all parts from chart and strong verbs), concluding paragraph is well-developed (restates thesis and makes general points |
| | |about the main ideas) |
| |15 |CONTENT/SUPPORTING DETAILS: thesis (focusing question) is supported throughout essay in PTBM’s (from outline/thesis w/ strong |
| | |verbs-no “be verbs”), several specific examples in 3 well-developed support paragraphs with quotes, and all paragraphs ending in |
| | |own words, essay makes sense and shows understanding of topic and all texts |
| |10 |ORGANIZATION: essay contains transition words within and between paragraphs and lead-ins transition into quotes and form a sentence |
| | |when added to quote, essay makes a clear, convincing argument and remains focused and in a logical order |
| |15 |RESEARCH/QUOTES: essay includes one exact primary quote per SP to support PTBM, PQ’s have correct citations eg: (Act_: , ll._-_), |
| | |essay includes at least two exact secondary quotes to analyze the play from two different scholarly sources to support PTBM, SQ’s |
| | |have correct citations eg: (author’s last name, p.) [no page if on-line source] |
| |10 |CONVENTIONS/STYLE: Adherence to conventions is shown in correct formatting of titles: book title italicized, name of character not |
| | |italicized, essay does not use passive voice, first or second person, contractions, exclamation points, or questions, includes |
| | |elements of style & grade-level voc., lacks redundancy, avoids wordiness, incorrect word choice, and awkward wording |
| |15 |GRAMMAR/USAGE: essay shows significant mastery of standard grammar/usage in the areas of: apostrophes, subject/verb agreement, verb |
| | |tense, idiom use, homonyms, capitals, run-ons, fragments, spelling, commas, end punctuation, colons, semi-colons, correct pronoun & |
| | |referents, correct word form (supposed to, adj, adv, number) correct syntax, parallelism, hyphens, correct conjunctions & quote |
| | |marks |
| | | |
| |100 |TOTAL (score=percentage) |
* YOUR NEXT ESSAY WILL BE THE 1,000 POINT RESEARCH PAPER. BE SURE THAT YOU UNDERSTAND ALL OF THE CRITERIA ON THIS ESSAY SO THAT YOU EARN ALL 1,000 POINTS ON THAT ESSAY.
Look Smart: Be Smart
Writing Tips
1. Eliminate be verbs to help you avoid passive voice:
be am has do could can
being is had doing should will
been are have did would does
2. Insert strong verbs to augment your writing:
[pic]
depict clarify express represent symbolize
exemplify describe inform epitomize personify
illustrate demonstrate portray articulate embody
3. Employ transitions to let the reader follow your train of thought:
[pic]
COMPARISON: CONTRASTS: EMPHASIS: TO ADD INFO: CONCLUSIONS:
similarly although for this reason additionally as a result of
in the same way but to emphasize another therefore
likewise however in fact equally important to summarize
like still truly for example finally
also yet again along with in conclusion
SHOWING TIME OR CAUSE:
subsequently (happening after) after meanwhile
consequently (as a consequence of) before as soon as
immediately during next
4. Incorporate prepositions to invigorate your introductory phrases and to add variety to your sentence structures, but don’t forget that subjects and verbs must match.
A subject cannot be the object of a preposition, so watch out for:
on from until along with in regard to
by down between amid in addition to
to despite beyond within away from
at after instead of without against
of around like opposite subsequent to
in toward into in spite of throughout
5. Take out your thesaurus, apply alliteration, and practice parallelism.
How to write the Works Cited page
1. Type the words “Works Cited” in the center on the top line of a sheet of paper. Capitalize the first letters, but do not put quotation marks around the word or underline or italicize it.
2. Choose the type of source your quote is from. Some are listed below.
3. Begin with the last name of the author of the book where you found your quotation.
You will have three sources, your textbook or Macbeth book and the two you found. Whichever author’s last name is first alphabetically will be first on your page.
4. Do not indent the first line.
5. If the information is too long to fit on one line, the lines after the first will be indented. (This is so that when you look at the page the author’s last name is easy to see).
6. Follow the sample format below, but insert the information from your source. Remember that titles of books are italicized, titles of articles in books have quotation marks around them, and the entire entry should have a period at the end.
book by one author:
Shaw, Arnold. Black Popular Music in America: From the Spirituals to Hip-Hop. New York: Scribner
Books, 1986.
book by two or three authors:
Bystydzienski, Jill M. and Estelle P. Resnik. Women in Cross-Cultural Transitions. Bloomington: Phi
Delta Kappa Educational Foundation, 1994.
single work from an anthology:
Rich, Adrienne. “Re-Forming the Crystal,” Contemporary American Poetry. Ed. A. Poulin, Jr. 3rd ed.
Boston: Houton Mifflin Company, 1980. 396.
internet (must have an author to be a respectable site or be from Gale database):
Bowker, Samuel T. “Cyberspace: Debate on Research Use.” 12 Sept. 1996: n.pag. On-line. Internet. 5
Oct.1996. Available www:http//ppc.new.edu/home/stb/com.
FORMATTING NOTE AND BIB CARDS:
general rules about cards:
• must have first initial and last name on backs
• must be written neatly in pen
• must be rubber-banded together
• note cards are 4x6 & bib are 3x5
• bib cards mst have location where you found the source on back (name of library, internet, etc.)
• must have all parts of the format
BIB CARD FORMATTING: 3x5 cards only
SEE SHEET ON TYPES OF SOURCES
bib cards should have the works cited information- like this:
Shakespeare, William. “Macbeth.” Adventures in English
Literature. Ed. F. Safier Athena ed. Austin:
Harcourt Brace and Company, 1196. 179-249.
NOTE CARD FORMATTING: 4x6 cards only
Primary Quote Note cards should have:
a slug*, a title, a lead in, an exact quote, and
a citation- like this:
Mac=good
Before Macbeth starting murdering his friends, his fellow
soldier praised him for killing in battle by proclaiming, “For
brave Macbeth-well he deserves that name- . . . unseamed
him [MacDonwald] from the nave to the chaps,/And fixed
his head upon our battlement.”(Act 1:2, ll.16, 22-3)
*leave slugs blank until you start outlining
Secondary Quote Note cards should have:
a slug, a title, a lead in, an exact quote,
and a citation- like this:
Mac is never kingly
Even though his desire for the throne is great, “The
idea constantly recurs that Macbeth’s new honors
sit ill upon him, like a loose and badly fitting garment,
belonging to someone else.”(Spurgeon, p 7)
Parallelism
In math, “parallel” means that two lines never intersect. If you have a group of parallel lines, they look like a repeat of the same line. For example: l l l l l In English, “parallelism” is a repetition of words or sentence structures to unify a sentence or phrase. They usually have three or more repetitions.
Example from Charles Dickens’ A Tale of Two Cities*: “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- in short, the period was so far like the present period, that some of its noisiest authorities insisted on its being received, for good or for evil, in the superlative degree of comparison only.”
It was the best of times,
it was the worst of times,
it was the age of wisdom,
it was the age of foolishness
pronoun verb article adjective preposition noun
(past tense) (first two
are superlatives)
*there are seven examples of paradox in this long, but grammatically correct sentence
Example from Winston Churchill: “Never in the field of human conflict was so much owed by so many to so few.”
so much
by so many
to so few
preposition conjunction adjective**
**these words can be different parts of speech
Example from Julius Caesar: “I came, I saw, I conquered."
For this one, you get to fill in the parallel banks. Be sure to draw lines to show the parallelism and put the parts of speech at the bottom.
________________________________
________________________________
________________________________
***in the original Latin, Veni, vidi, vici
-----------------------
L
make sure it’s right BEFORE you turn it in. . . .
OUTLINE RUBRIC
make sure it’s right BEFORE you turn it in. . . .
OUTLINE RUBRIC
Name: Period:
................
................
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