Whitesboro Central School District / Homepage
TABLE OF CONTENTS
Unforgivables……………………………………………………………………………………5
Conventions………………………………………………………………………………………8-11
Capitalization
Conventions
Using Commas
Using Numbers
Reading…………………………………………………………………………………………….14-16
Literary Terms
Fiction
Non-Fiction
The Writing Process…………………………………………………………………………..18
The Paragraph…………………………………………………………………………………..19-22
Components of a good paragraph
Outline for writing a paragraph
Short response rubric
The Essay………………………………………………………………………………………….23-33
6+1 Traits of a well-written paper
6+1 Traits Rubric
Format for a good essay
Outline for a good essay
Extended response rubric
Essay checklist
Final copy formats
Research Paper (MLA)……………………………………………………………………….36-45
MLA research process
Work cited examples
Model for work cited pages
Listening/Speaking…………………………………………………………………………..48-52
Oral presentation outline
Speaking Rubric
Audience check sheet
Reference Page…………………………………………………………………………………54-55
Appendices………………………………………………………………………………………58-63
Brain storming/Starters pages
UNFORGIVABLES
Any errors in the following categories are not acceptable:
Capitalization
❑ The pronoun I must be capitalized
❑ First word in a sentence must be capitalized
❑ Proper Nouns:
Names
Days of the week
Months of the year
Titles- such as Mr., Mrs., or Dr.
Places-Whitesboro, New York or Dunham Library
Languages-English, Spanish, French
Punctuation
❑ There must be ending punctuation at the end of every sentence (period, question mark, or exclamation mark)
❑ A comma must be used with a series of three or more items (The grocery list is milk, bread, and soup.)
❑ An apostrophe must be used
When showing possession (the teacher’s class, or the Changs’ house)
With a contraction (isn’t, you’re)
Others
❑ Indent when starting a new paragraph
❑ Spelling-
If the word is in a question, you must spell it correctly in the answer
Everyday language (no use of slang or texting language)
❑ Presentation- final product must look like a finalized paper using team guidelines
Quick Reference Capitalization Rules
Capitalize proper nouns- Whitesboro Middle School, Buffalo, Elm Street, Empire State Building, World War II
Capitalize the names of the days of the week, months of the year, and special holidays- Monday, June, Memorial Day
Capitalize the name of a specific course if a number or letter follows it- I like math; therefore, when I am in high school, I will take Algebra II.
Capitalize the names of languages- English, Latin, Spanish
Capitalizing in friendly and business letters- capitalize the first word and all nouns in the salutation (greeting), but in the closing, only the first word should be capitalized
Salutations: Dear Chairman of the Board: Dear Mom,
Closings: Sincerely yours, Very truly yours,
Capitalizing titles- capitalize the first and last words and every important word in titles
We read The Adventures of Tom Sawyer and The Prince and the Pauper
Capitalizing in Quotations-Capitalize the first word of a sentence and the first word in a direct quotation
Wise Ben Franklin said, “When the well’s dry, we know the worth of water.”
Capitalizing for family relationships- Capitalize a word showing a family relationship when the word is used before or in place of a person’s name
I saw Dad and Uncle John, but my sister was not with them.
Conventions to Remember
Point of View- Based on your purpose for writing, decide on your point of view and do not change it.
First Person (I, me, we, us) - informal writing: self-expression, narration and letters
Third Person (he, she, it, one, him, her, they, them) - formal writing: literary analysis, exposition, persuasion, and narration
Sentence Structure-
1. Avoid fragments!
Because the weapon his squire had given him was powerful
2. Avoid run-ons!
One day he heard a big woof from a dark figure in front of him, he thought it was a bear.
3. Proofread!
Use commas correctly, eliminate unnecessary or confusing words, and add proper end marks when appropriate.
Punctuating Titles-
Underline (or italicize) the titles of books, plays, book-length poems, magazines, newspapers, radio and television programs, movies, CD’s, aircrafts, and ships.
Place in quotation marks titles of songs, poems, short stories, episodes of radio or television programs, chapters of books and articles.
Quotation Marks-
Place quotation marks before and after the exact words of a speaker or writer.
Place a single quotation mark before and after a quotation within a quotation.
COMMAS
Commas and Dates
Use a comma to separate the day of the month from the year and after the year
EXAMPLE: Kathleen met her husband on December 5, 2003, in Mill Valley, California.
Commas and Titles
Use commas to surround degrees or titles used with names. Commas are no longer required around Jr. and Sr.
EXAMPLE: Al Mooney, M.D., knew Sam Sunny Jr. and Charles Starr III.
Commas and Cities and States
Use a comma to separate the city from the state and after the state in a document. Remember when using an abbreviation a comma is omitted after the abbreviation.
EXAMPLE: I lived in San Francisco, California, for 20 years.
I lived in San Francisco, CA for 20 years.
Commas and Names
Surround the name or title of person when he/she is addressed directly.
EXAMPLE: Will you, Aisha, do that assignment?
Yes, Doctor, I will.
Commas and Adjectives
Use a common to separate two adjectives when the word AND can be inserted between them.
EXAMPLE: He is a strong, healthy man.
Commas and a Series
Use commas to separate words and phrases in a series of three or more.
EXAMPLE: There are many chores in the house that will be split between my husband, son, and daughter.
Commas and Interruptions
Use commas to set off expressions interrupting sentence flow.
EXAMPLE: I am, as you have probably noticed, very nervous about this.
The information in this section was taken directly from The Blue Book of Grammar and Punctuation by Jane Straus.
USING NUMBERS IN A SENTENCE
Numbers ranging from 1- 9
Spell-out numbers 1 to 9
Example: I want five books.
Numbers greater than nine
Use numerals for numbers greater than nine
Example: Please send me 10 copies.
Fractions
Be sure to spell-out simple fractions. Remember to use a hyphen where necessary.
Example: One-half of the inventory has been sold.
Large Numbers
Express large numbers in their simplest form. Be sure to maintain consistency.
Example: You can earn from one million to five million dollars.
Example: You can earn from five hundred to five million dollars.
Starting a sentence with a number
When starting a sentence with a number be sure to spell-out the number
Example: Forty-five students received awards for perfect attendance.
Decades ~ there are three rules related to numbers and decades in this section
1. When spelling-out the decade be sure to use lowercase lettering
Example: During the eighties and nineties, the U.S. economy grew.
2. When using incomplete numerals be sure to place an apostrophe before the incomplete numeral, not after the year.
Example: During the ‘80s and ‘90s, the U.S. economy grew.
3. When using complete numerals an apostrophe is not required.
Example: During the 1980s and 1990s, the U.S. economy grew.
The information in this section was taken directly from The Blue Book of Grammar and Punctuation by Jane Straus
Basic Literary Terms
The following is a list of basic literary terms and their meanings. If students are familiar with these terms, they will be able to recognize these while reading and will have common vocabulary for discussions, analysis, and written work.
Characterization- The way in which an author develops the characters so that the reader can picture them and understand their feelings. This is done in four different ways: what they do, what they say/think/feel, what others say about them or what the author tells the reader about them.
Climax- The most exciting part of the story (also called the turning point)- the story begins to turn towards the resolution.
Conflict- The problem in the story. Conflict can be internal or external. There are several types of conflict: char vs char, char vs himself, char vs nature, char vs society, or char vs technology
Exposition- Introduction of material necessary for the understanding of the story; usually includes a description of the setting, the characters and anything else the reader needs to know about the story.
Plot- A series of events that happen in the story (the story line).
Protagonist- The main character or the leading figure in the story.
Resolution- The solution to the problem in the story (not always the end of the story).
Setting- Where and when the story takes place
Theme- The universal message that the reader gets from the story. It is a main idea, underlying message, lesson, piece of advice or moral that the author is trying to convey. Not all stories have themes.
Thinking about reading fiction?
The following are a few suggestions that you could have students think about or answer before they read, while they are reading, or after they’ve read.
Before
Title and author
What type of selection is this?
Why am I reading this?
What do I already know that could help me better understand this selection?
How might the subject or theme of this selection relate to my own life or experiences?
Do I expect this reading to be easy, average, or challenging? Why?
I expect this selection will provide information, instruction, pleasure or other?
During
What conflict does the protagonist face?
Is the story heading in the directions you thought it would?
What other characters are involved in the plot?
Can you predict what the climax might be?
Can you relate to any one character from the selection? How?
After
Summarize the theme or main idea of the selection
What kind of person is the protagonist?
What part of the selection was the most enjoyable? Why?
Was there a character that I particularly liked/disliked?
Did the protagonist change by the end of the selection? How?
Thinking about reading non-fiction?
The following are some things that you could have the students think about or answer before they read, while they are reading, or after they’ve read.
Before
Title and author
This selection informs, instructs, describes, persuades, entertains
What type of non-fiction selection is this? (historical article, letter, biography, essay)
What will this selection be about?
Are their any pictures, diagrams or graphs that will supply information? Explain.
Do I know anything about this topic that will help me to understand it better?
During
The 5 W’s (who, what, where, when, why, and how)
Use Chunking/margin notes
Develop questions to ask
Underline main points
Predictions
After
What is the author’s purpose for writing this selection?
What technique(s) does the author use to appeal to the reader? Descriptions, emotional language, argument, quotations, compare/contrast, personal recollections
Is there a statement or short passage that strongly implies the main idea?
Describe something you learned from the selection and explain its significance.
The Writing Process
Writing is a skill that follows five specific steps. The five main steps in the process are pre-writing, drafting, revising, editing, and publishing.
Step 1. PRE-WRITING
This is the planning page for a piece of writing and the first step in the writing experience. During this step, writers explore and select topics (unless the topic is teacher selected). Even during this initial step, writers must identify the task, the audience for whom they will be writing, and the purpose for writing.
Task- What am I being asked to write?
Audience- Who will read/hear my piece?
Purpose- What do I hope to accomplish by writing?
Step 2. DRAFTING
Drafting is the second step in the writing process. In the drafting step, writers put their ideas into sentences. Then they build their sentences into a paragraph. The primary focus in drafting is merely to get ideas down on paper. Writers should not worry about mistakes in this step.
Step 3. REVISING
Revising is the third step in the writing process. During this step, writers look for words and phrases that need to be changed. They may add more information or remove some. They may choose to rearrange their ideas in a different way. It is important to understand that effective revision can make the difference between a mediocre piece of writing and an excellent piece of writing. Please refer to the pages in the handbook labeled, Traits of a Well-Written Paper (p. 22)
Step 4. EDITING
Editing is the fourth step in the writing process. During this step, writers proofread their drafts in preparation for producing a final copy by:
o Checking to make sure they have fulfilled the requirements of the assignment
o Check the task, audience and purpose of your piece
o Correct mechanical errors such as grammar, spelling, punctuation, capitalization, and usage
o Correct any typos
o Check final copy format (specified by the teacher)
Step 5. PUBLISHING
This is the fifth step in the writing process. In this step, writers share their final copies with an audience. This may be accomplished in a number of different ways:
Read aloud or share with class
Display in your classroom for others to see
Having the work published in school publications
The Paragraph
A paragraph may be defined as a group of three or more related sentences that
explain or develop a single idea. The four main reasons for writing paragraphs are to describe, to tell a story, to explain, or to persuade. In a well written paragraph, the main idea is expressed clearly in a topic sentence. Then each sentence in the body of the paragraph works together logically to support the idea(s) expressed in the topic sentence. Sentences that give more information about the topic are called supporting details. The concluding sentence sometimes called the clincher, is a sentence that ties the paragraph together by restating the main idea of the paragraph.
[pic]
Components of a Good Paragraph
A well-developed paragraph must include the following attributes:
A topic sentence
Three solid supporting details
▪ quotations taken from the literature or informational text
▪ references or excerpts from the literature or informational text
▪ writer insight and explanation
Sentence Variety
▪ using different words to start most sentences
▪ varying the length of sentences
Internal transitions
▪ To show comparisons --- Similarly, In the same way, Likewise, In comparison, Just as
▪ To illustrate sequence of time or events -- First, second, third…, Following this, Later, Earlier, At present, In the past, Until now
▪ To illustrate cause and effect -- As a result, Therefore, Hence, Because, Thus, Consequently
▪ To contrast ideas -- On the other hand, And yet, At the same time, In spite of, However
▪ To summarize -- In conclusion, In summary, Finally, Let me conclude by saying, Altogether, As we have seen
Logical Organization
An appropriate closing
A minimum of three to five sophisticated sentences (five to eight sentences at the high school level)
There are three must haves for a good paragraph:
l. The topic sentence states the main idea of the paragraph. It names and limits the topic
• Thus giving the controlling idea for the rest of the paragraph
2. Supporting sentences develop the topic sentence
• They do this by giving:
– reasons
– examples
– facts
– statistics
– quotations
3. The concluding sentence marks the end of the paragraph and often summarizes or raises the key point of the paragraph.
• A concluding sentence is similar to the topic sentence in that it summarizes the paragraph.
Outline for Writing A Well-Developed Paragraph
Topic sentence/Explain the first main point:
________________________________________________________________ __________________
___________________________________________________________________________________
___________________________________________________________________________________
Supporting Detail:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Supporting Detail:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Supporting Detail:
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Connection between the main point and research/literature:
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Concluding Sentence:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Short-Response Rubric
|2 points |The response is accurate, complete, and fulfills all the requirements of the task. Necessary support and/or examples|
| |are included and the information given is clearly text-based. Any inferences from the text are relevant to the task.|
|1 point |The response is partially accurate and fulfills some requirements of the task. Some information may either be too |
| |general, overly specific, inaccurate, confused and/or irrelevant. Some of the support and/or examples may be |
| |incomplete or omitted. |
|0 points |The response is completely inaccurate and fulfills none of the requirements of the task, or the student failed to |
| |respond to the task. |
Excerpted from the 2011 New York State Testing Program Grades 3–8 Scoring Guide
Traits of a Well-Written Paper
A common set of traits are displayed in all good writing. In any genre of writing the following traits appear; ideas, organization, voice, word choice, sentence fluency, conventions, and presentation. Skilled writers are able to develop and maintain a clear idea that is organized, uses a variety of sentences, uses excellent word choice, error free, with an engaging voice that respects the audience and is in a format that enhances the ability for the reader to understand. The 6 + 1 Writing Rubric organizes these traits in a 5 point scale. This tool is used by students while they are preparing, revising, and evaluating their work, as well as by teachers in final evaluation of student work.
IDEAS
Ideas are the heart of the message, the content of the piece, the main theme, together with the details that enrich and develop that theme. The main focus with ideas is the details chosen to include in a piece. An effective writer narrows the topic and includes knowledge and experience on the topic in a fresh, interesting and informative way. This writer does not bore the reader with information that is already known, but uses unusual or extraordinary details.
A writer should: Choose a topic, narrow the topic to something specific (assigned or not), and then elaborate on the idea by including the following:
• use a fresh, original perspective
• when possible, write from experience
• use important, interesting details (not just common knowledge)
ORGANIZATION
The internal structure of a piece of writing is the thread of central meaning, the logical and sometimes intriguing pattern of the ideas that enhances the overall message. The organization of a piece can be based on a compare/contrast, deductive theme, point-by-point analysis, development of a central theme, chronological order, or any other logical construction. An effective writer knows how to lead his/her reader without confusing them. This writer does not leave the reader with more questions about their topic after the reader has finished.
A writer should: Make use of the following elements to assist in the understanding of the topic.
• Use an inviting lead that hooks the reader
• Use logical and effective order, structure, & sequence
• Use smooth transitions to emphasize main idea
• Place supporting details where they are most appropriate
• Use a conclusion that gives the reader a sense of resolution (clincher, sealer, end)
WORD CHOICE
Word choice uses rich, colorful, and precise language that moves and enlightens the reader. An effective writer knows that writing is more effective when you use descriptive words instead of mundane/common language. “Don’t tell me the moon is shinning; show me the glint of light of broken glass.”
A writer should: Choose words that paint a picture in your mind’s eye.
• use words that create a mental picture for the reader
• use powerful action verbs (vivid verbs)
• use specific nouns and adjectives
• use language that is natural and not overdone
• be concise (tighten sentences)
• use words correctly
• avoid repetition, slang, and clichés
VOICE
Voice is the heart and soul, the magic, the wit along with the feeling and conviction of the individual writing coming out though the words. Voice conveys the personality of the writing not the personality of the writer. Voice is an extension of word choice. An effective writer uses voice to address the appropriate audience and task to emphasize the meaning of the piece.
A writer should: Voice is the individual something that separates one’s writing from another.
• write honestly and from the heart
• interact with the reader (without using YOU)
• use language that brings the topic to life
• care about the topic
• use expression to voice personality
SENTENCE FLUENCY
Sentence fluency is an auditory trait. It is the rhythm and flow of the language, the sound of word patterns, and the way in which the writing plays to the ear -- not just to the eye. An effective writer uses sentence fluency as a way to keep the reader actively reading.
A writer should: Take advantage of the following to enhance the readability of one’s piece.
• Vary sentence beginning, structure, and length
• Use complete sentences
• Use transitions (internal & external) to promote cadence
CONVENTIONS
Conventions are the last step before sharing a piece of work. It is the mechanical, usage, grammatical, spelling, and paragraphing correctness of the piece, including the correct usage of capitals and punctuation. The editing process makes the piece readable by any reader.
A writer should: Utilize the standard form of conventions to edit a piece.
• Turn in a clean, edited, and polished final draft
• Reinforce the organization with good paragraphing
• Use correct punctuation, spelling, and grammar
PRESENTATION
Zeros in on the form and layout of the text and its readability of the piece should be pleasing to the eye. Even if our words are precise, our ideas are unique, and our sentences are correct, the piece will not be inviting to read unless the elements of presentation are exhibited.
A writer should: Understand that if the piece is not appealing to the eye, it may be judged solely on its look and not on the content of the writing.
• Be aware of the finished look of the writing when it is ready to be shared
• Appealing use of white space
• Where necessary, use of bullets, numbers, side headings, and other markers that help readers access content
• Effective integration of text and illustrations, photos, charts, graphs, maps, and tables
• Skillful and tasteful use of colors
• Uniform spacing
• Legible and consistent handwriting, or appropriate use of fonts and size if it is typed
See suggested Final copy formats (p. 30-31)
6+1 Trait ® Writing Rubric
[pic]
|Name: _______________________________ | |
|Description: 6+1 Trait ® is the property of Northwest Regional Educational Laboratory. Used by permission. |
| |5 |3 |1 |
|Ideas |This paper is clear and focused. It holds the |The writer is beginning to define the |As yet, the paper has no clear |
| |reader's attention. Relevant details and quotes |topic, even though development is still |sense of purpose or central theme. |
| |enrich the central theme. |basic or general. |To extract meaning from the text, |
| | | |the reader must make inferences |
| | | |based on sketchy or missing |
| | | |details. |
|Organization |The organization enhances and showcases the |The organizational structure is strong |The writing lacks a clear sense of |
| |central idea or theme. The order, structure, or |enough to move the reader through the text|direction. Ideas, details, or |
| |presentation of information is compelling and |without too much confusion. |events seem strung together in a |
| |moves the reader through the text. | |loose or random fashion; there is |
| | | |no identifiable internal structure.|
|Voice |The writer speaks directly to the reader in a way|The writer seems sincere but not fully |The writer seems indifferent, |
| |that is individual, compelling, and engaging. The|engaged or involved. The result is |uninvolved, or distanced from the |
| |writer crafts the writing with an awareness and |pleasant or even personable, but not |topic and/or the audience. |
| |respect for the audience and the purpose for |compelling. | |
| |writing. | | |
|Word Choice |Words convey the intended message in a precise, |The language is functional, even if it |The writer struggles with a limited|
| |interesting, and natural way. The words are |lacks much energy. It is easy to figure |vocabulary, searching for words to |
| |powerful and engaging. |out the writer's meaning on a general |convey meaning. |
| | |level. | |
|Sentence Fluency |The writing has an easy flow, rhythm, and |The text hums along with a steady beat, |The reader has to practice quite a |
| |cadence. Sentences are well built, with strong |but tends to be more pleasant or |bit in order to give this paper a |
| |and varied structure that invites expressive oral|businesslike than musical, more mechanical|fair interpretive reading. |
| |reading. |than fluid. | |
|Conventions |The writer demonstrates a good grasp of standard |The writer shows reasonable control over a|Errors in spelling, punctuation, |
| |writing conventions (e.g., spelling, punctuation,|limited range of standard writing |capitalization, usage, and grammar |
| |capitalization, grammar, usage, paragraphing) and|conventions. Conventions are sometimes |and/or paragraphing repeatedly |
| |uses conventions effectively to enhance |handled well and enhance readability; at |distract the reader and make the |
| |readability. Errors tend to be so few that just |other times, errors are distracting and |text difficult to read. |
| |minor touchups would get this piece ready to |impair readability. | |
| |publish. | | |
|Presentation |The form and presentation of the text enhances |The writer's message is understandable in |The reader receives a garbled |
| |the ability for the reader to understand and |this format. |message due to problems relating to|
| |connect with the message. It is pleasing to the | |the presentation of the text. |
| |eye. | | |
|[pic] |
|[pic] |A service of the Utah Education Network | |
| |Comments, e-mail: resources@ | |
http:/Rubric/rubric.cgi?rubric_id=1082
Format for Writing A Well-Developed Essay
INTRODUCTION:
• Identify the topic and thesis
• Provide a strong explanation of the topic
• Transition to the first body paragraph
(One body paragraph is required for each main point)
BODY PARAGRAPGH 1:
• Explain the first main point
• Utilize the research/literature (Provide examples, paraphrase, or quotes)
• Draw a connection between the main point and research/literature
• End with a reference to the thesis
• Transition to the next main point
BODY PARAGRAPH 2:
• Explain the second main point
• Utilize the research/literature (Provide examples, paraphrase, or quotes)
• Draw a connection between the main point and research/literature
• End with a reference to the thesis
• Transition to the next main point
BODY PARAGRAPH 3:
• Explain the third main point
• Utilize the research/literature (Provide examples, paraphrase, or quotes)
• Draw a connection between the main point and research/literature
• End with a reference to the thesis
• Transition to the next main point
CONCLUSION:
• Focus on the thesis
• The conclusion should revolve around the overall idea of the project
Outline for Writing A Well-Developed Essay
TITLE: _____________________________________________________________________
INTRODUCTION:
Thesis statement:
__________________________________________________________________
__________________________________________________________________
Explain the topic and main points:
__________________________________________________________________
__________________________________________________________________
Transition to the first body paragraph:
__________________________________________________________________
__________________________________________________________________
BODY PARAGRAPGH 1:
Topic sentence/Explain the first main point:
__________________________________________________________________
__________________________________________________________________
Supporting Detail:
__________________________________________________________________
__________________________________________________________________
Supporting Detail:
__________________________________________________________________
__________________________________________________________________
Supporting Detail:
__________________________________________________________________
__________________________________________________________________
Connection between the main point and research/literature:
__________________________________________________________________
__________________________________________________________________
Reference to the thesis:
__________________________________________________________________
__________________________________________________________________
Transition to the next main point:
__________________________________________________________________
__________________________________________________________________
BODY PARAGRAPH 2:
Topic sentence/Explain the first main point:
__________________________________________________________________
__________________________________________________________________
Supporting Detail:
__________________________________________________________________
__________________________________________________________________
Supporting Detail:
__________________________________________________________________
__________________________________________________________________
Supporting Detail:
__________________________________________________________________
__________________________________________________________________
Connection between the main point and research/literature:
__________________________________________________________________
__________________________________________________________________
Reference to the thesis:
__________________________________________________________________
__________________________________________________________________
Transition to the next main point:
__________________________________________________________________
__________________________________________________________________
BODY PARAGRAPH 3:
Topic sentence/Explain the first main point:
__________________________________________________________________
__________________________________________________________________
Supporting Detail:
__________________________________________________________________
__________________________________________________________________
Supporting Detail:
__________________________________________________________________
__________________________________________________________________
Supporting Detail:
__________________________________________________________________
__________________________________________________________________
Connection between the main point and research/literature:
__________________________________________________________________
__________________________________________________________________
Reference to the thesis:
__________________________________________________________________
__________________________________________________________________
Transition to the next main point:
__________________________________________________________________
__________________________________________________________________
CONCLUSION:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Extended-Response Rubric
|4 points |The response: |
| |• Fulfills the requirements of the task |
| |• Uses sentence variety, with some challenging vocabulary |
| |• Makes effective use of relevant and accurate details from the texts |
| |• Demonstrates a thorough understanding of the texts |
| |• May demonstrate inferences from the texts and maintains a clear focus |
| |• Is fluent and easy to read and displays a sense of engagement or voice |
| |• Uses spelling, grammar, capitalization, and punctuation in a manner that assists considerably in communicating |
| |the student’s ideas |
|3 points |The response: |
| |• Fulfills the requirements of the task |
| |• Uses simple sentences with grade-level vocabulary |
| |• Uses relevant and accurate details from the texts |
| |• Demonstrates a predominantly literal understanding of the texts |
| |• Maintains a predominantly clear focus |
| |• Is fluent and easy to read and may display a sense of engagement or voice |
| |• Uses spelling, grammar, capitalization, and punctuation in a manner that adequately aids in communicating the |
| |student’s ideas |
|2 points |The response: |
| |• Fulfills some requirements of the task |
| |• Uses predominantly simple sentences, some sentence fragments, and grade-level vocabulary |
| |• May use some relevant and accurate details from the texts |
| |• May demonstrate some misunderstandings or gaps in understanding of the texts |
| |• Attempts to maintain or establish a clear focus |
| |• May be somewhat difficult to read, contain some inaccuracies, and displays no sense of engagement or voice |
| |• Uses spelling, grammar, capitalization, and punctuation in a manner that may impede understanding of the |
| |student’s ideas |
|1 point |The response: |
| |• Fulfills few requirements of the task |
| |• Uses sentence fragments or word phrases with below-grade-level vocabulary |
| |• May use no details or irrelevant details to support the response |
| |• May demonstrate very little understanding of the texts |
| |• Does not establish a clear focus |
| |• May be difficult to read, contains many inaccuracies, and displays no sense of engagement or voice |
| |• Uses spelling, grammar, capitalization, and punctuation in a manner that impedes understanding of the student’s |
| |ideas |
|0 points |The response |
| |• is irrelevant, incoherent, incorrect, or illegible. |
Excerpted from the 2011 New York State Testing Program Grades 3–8 Scoring Guide
Essay Checklist
This checklist may be used for self-evaluation and/or peer evaluation.
1. _____ Is the essay focused on one topic?
2. ______ Is an effective introduction evident?
3. ______ Is an effective closing evident?
4. ______ Is the essay divided into well-constructed paragraphs?
5. ______ Are key ideas stated in unified topic sentences?
6. ______ Are key ideas supported by appropriate details?
7. ______ Is sentence construction complete and correct?
8. ______ Are sentences varied in length and structure?
9. ______ Is there effective word choice?
10. _____ Is writing free from spelling errors?
11. _____ Is writing free from capitalization errors?
12. _____ Is writing free from punctuation errors?
13. _____ Does the essay sustain the reader’s interest?
Suggested Final Copy Formats
Handwritten Work
• Write in blue or black ink on white lined paper.
• Write on only one side of the paper.
• Write neatly.
• Avoid excessive cross-outs.
• Include a heading.
• Center the title. Capitalize the first word, last word, and every important word in the title. Do NOT underline the title.
• Skip a line between the title and written word.
• Indent paragraph beginning one-half inch.
• Staple the pages in the upper left-hand corner.
• Proofread carefully. A final copy should be your very best work.
Word Processed Work
• Use white paper and black ink only
• Leave margins of about one-inch on top and bottom (MLA)
• Double space throughout the entire paper (MLA)
• Use 12 point type size (teacher discretion)
• Include a heading
• Center the title (capitalize first word, last word, and all important words in the title, but do not underline the title)
• Indent five spaces on the first line of each paragraph
• Use two spaces after end marks of punctuation
• Do not forget to proofread carefully
• Avoid any handwritten corrections
• Avoid contractions
• Avoid using the pronouns I and you
MLA Research Practices
MLA (Modern Language Association) is a fundamental process most students will encounter at the secondary level, when creating a project or paper based on research. This section will provide useful explanations and models.
The Research Process
1. Select a topic
2. Locate useful resources
3. Annotate resources (take notes)
4. Devise a thesis statement
5. Select relevant resources
6. Create an outline
7. Prepare the rough draft (with proper citations)
8. Revise and Proofread
9. Complete final paper/project
10. Draft the works cited page
* This process may be adjusted to the expectations of each paper or project.
Formatting the Research Paper
• Use white 8 ½ - by – 11 inch paper
• Insert 1 inch margins at the top, bottom, and both sides of the text
• Use of proper MLA heading in the upper left margin (remember to double space)
Student Name
Teacher’s name
Course title
Date
• Insert a title on the first page (please do not include a cover page)
• Center title
• Skip one line after the title
• Indent each paragraph
• Place proper citations when needed
• Number each page (last name and page number on upper right hand corner of each page)
• Place works cited page at the end of the paper and number as last page
• Be sure to double space throughout the paper
Refer to Sample MLA Paper
Note: the information from this section was taken directly from A Guide to MLA Documentation, by Joseph Trimmer.
Writing the Research Paper
1. Create an introduction with a clear thesis statement
2. Develop a well-organized body containing evidence from resources that support the writer’s points
3. Practice proper citing rules
4. Write a conclusion to summarize the points reviewed in the body
5. Include a works cited page at the end
Refer to Sample MLA Paper
A thesis statement identifies the main point of the paper. (Do all of my paragraphs support the thesis?)
Documenting the Research Paper
One important component of any research project/paper is to credit all resources. To accomplish this task the proper documentation practices must be used. The following sections will walk you through each step of the MLA documentation process.
Citing Resources in the Paper
A parenthetical citation is required when information from a source is used in the student’s paper. When a student uses direct quotes, dates, statistics, or paraphrases information from another source a citation must be included in the paper.
What does a general parenthetical citation look like?
Example Citation: (Bollinger 23)
Elements of a citation include the first word found in the entry listed on the works cited page and a page number, if available, surrounded by parenthesis.
Example citation including the last name of the author and page number: (Bollinger 23)
Example citation including a title and page number: (“Little Bighorn” 5)
NOTE: use this type of citation only when the name of an author is not present
Where is a citation placed in the paper?
The citation is usually placed beside the borrowed information at the end of the sentence.
Example:
The mock court found Custer guilty of two of the three charges against him. He was found not guilty of disobeying orders but guilty of negligent conduct and neglect of duty (McLlveen).
Refer to Sample MLA Paper
Different Scenarios When Using Parenthetical Citations:
1. Cite the author’s last name and the page number in parenthesis for a direct quote or paraphrase
Direct Quote: “George Armstrong Custer’s private blend of egotism and stupidity would get the Seventh Cavalry massacred” (DeVoto 125).
Paraphrase: Due to Custer’s narrow point of view the Seventh Cavalry met its demise (DeVoto 125).
2. Include the author’s name in the sentence containing a direct quote or paraphrase. Remember to place the page number in parenthesis at the end of the end sentence.
Direct Quote: In Berndard DeVoto’s view, “George Armstrong Custer’s private blend of egotism and stupidity would get the Seventh Calvary massacred” (125).
Paraphrase: According to DeVoto, Custer’s narrow point of view lead the Seventh Cavalry to meet its demise (125).
Steps to Creating a Works Cited Page *
1. Begin the works cited at the top of a new page.
2. The title Works Cited – no quotation marks, no underline, with proper title capitalization – is placed at the center on the top line of the page.
3. Double space the entire works cited page.
4. Begin each entry flush with the left margin, and indent all other lines five spaces.
5. Each entry is arranged by alphabetical order by the first word of the entry (author’s last name, or the first full word of a title) Remember: ignore words like “A”, “An”, “The” when alphabetizing.
6. Proofread carefully.
7. Number the works cited page consecutively with the rest of the paper. If the paper ends on page 7, then the works cited page is page 8.
Refer to Sample MLA Paper
* The Steps to Creating a Works Cited Page was taken directly from Research Paper Procedure: High School by Amy M. Kleppner and Cynthia Skelton
Writing Entries for the Works Cited Page
Writing the proper entry for each type of resource can be overwhelming, but if you follow these models the task will be attainable.
Entry ~ a statement identifying the publication information necessary to assign credit to a source included on the works cited page.
Sample Entry:
Franke, Damon. Modernist Heresies: British Literary History, 1883 – 1924. Columbus: Ohio State UP,
2008. Print.
Format for Writing Entries
Web- Based Document
Format:
Author’s Last Name, First Name.“Title of Article.”Title of Overall Web-site. Publisher, Date of
Publication. Medium Label. Access Date.
Example:
Committee on Scholarly Editions. “Guidelines for Editors of Scholarly Editions.” Modern
Language Association. MLA, 25 Sept. 2007. Web. 15 May 2008.
Periodical publication from an online database (Scholarly Journal)
Format:
Author’s Last Name, First Name. “Title of the Article.” Title of Source Volume Number. Issue Number
(Copyright Date): Page Number. Title of the Database. Medium Label. Date of Access.
Example:
Chan, Evans. “Postmodernism and Hong Kong Cinema.” Postmodern Culture 10.3 (2000): n.
Pag. Project Muse. Web. 5 June 2008.
Periodical publication (Scholarly Journal)
Format:
Author’s Last Name, First Name. “Title of the Article.” Title of Journal. Volume Number. Issue
Number (Copyright Date): Page Number. Medium Label.
Example:
Piper, Andrew. “Rethinking the Print Object: Goethe and the Book of Everything.” PMLA 12.1
(2006): 124 – 38. Print.
A Book by a Single Author
Format:
Author’s last name, First Name. Title of the Book. Publication City: Publisher, Copyright date. Media
label.
Example:
Franke, Damon. Modernist Heresies: British Literary History, 1883 – 1924.
Columbus: Ohio State UP, 2008. Print.
A Book by Two or More Authors
Format:
Author’s Last Name, First Name, and 2nd Author’s First Name and Last Name. Title of the Book.
Publication City: Publisher, Copyright date. Media label.
Example:
Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. The Craft of Research. 2nd ed.
Chicago: U of Chicago P, 2003. Print.
A Multivolume Work
Format:
Author’s last name, First Name. Title of the anthology. Edition number. Volume number. Publication city:
publisher, copyright. Print.
Example:
Lauter, Paul, et al., eds. The Heath Anthology of American Literature. 5th ed. 5 vols. Boston:
Houghton, 2006. Print.
Citing an Anthology
Format:
Author’s Last Name, First Name.”Title of Article,” Title of Anthology. Editors. List all Editors here, Publication Location; Publisher, Copyright. Page numbers. Media Label.
Example:
Bordo, Susan. “The Moral Content of Nabokov’s Lolita. “Aesthetic Subjects. Ed. Pamela R. Matthews
and David McWhirter. Minneapolis: U of Minnesota P, 2003. 125-52. Print.
Sample MLA Paper with a Works Cited Page
[pic]
[pic]
Outline for Oral Presentation
Title (Do not underline or use quotation marks.)
________________________________________________________
Purpose of presentation ____________________________________________________
Introduction
I. Attention grabber: question, reference to occasion, startling information, illustration, or humor related to the subject.
II. Background information: information that listeners need for a clear understanding of the subject.
III. Thesis statement: one short declarative sentence that previews all the main points in the speech.
Body
Write each main point in a complete declarative sentence. Try to use active verbs (subject-verb-direct object). Try to use parallel phrasing in writing these main points.
I. Main point number one: ______________________________________________
______________________________________________________________________
(Now provide specific support: illustrations, quotations, statistics, comparisons, and explanations. You may add additional letters if you need them.)
A.
B.
C.
Transition from I to II: ___________________________________________________
______________________________________________________________________
(Do not combine this transition and main point number two in a single statement. Let the transition be a bridge from the first point to the next point. Listeners need reminders.)
II. Main point number two: ____________________________________________
_____________________________________________________________________
A.
B.
C.
Transition summing up II and I and leading to III: _____________________________
_____________________________________________________________________
III. Main point number three: ___________________________________________
_____________________________________________________________________
A.
B.
C.
Conclusion
I. Summary: a restatement of the main ideas. (Do not say, “In conclusion, I want to say…”)
II. A rounding-out of the thought: a reinforcing quotation, a challenge, perhaps an echo of the beginning of your speech. (Avoid saying, “Thank you.”)
SPEAKING RUBRIC
| |Strong |Adequate |Limited |Inadequate |
| |4 |3 |2 |1 |
|Content and organization |-Maintains clear focus on a |-Conveys a central idea or |-Attempts to focus on a |-Has little or no focus on |
| |central idea or topic |topic |central idea |central idea |
| | | | | |
| |-Elaborates details to |-Provides sufficient details;|-Lists related details but |-Offers insufficient or |
| |support central idea |may have some elaboration |provides no elaborations |unrelated details |
| | | | | |
| |-Has an opening and a closing|-Has an opening and a closing|-May have an opening or |-May have an opening or |
| | | |closing |closing |
| |-Includes a clearly stated |-Includes an opinion that is | | |
| |opinion that is linked to |linked to central idea or |-Has little varied sentence |-May have little or no opinion|
| |central idea |topic |structure and word choice | |
| | | | |-Has little or no varied |
| |-Uses varied sentence |-May use varied sentence | |sentence structure and word |
| |structure and word choice |structure and word choice | |choice |
|Delivery (spoken) |-Clearly attends to audience |-Attends to audience through |-Exhibits some awareness of |-Exhibits little or no |
| |through good eye contact and |eye contact and gestures |audience through minimal or |awareness of audience |
| |gestures | |excessive eye contact or | |
| | |-Speaks audibly with |gestures |-Speaks too softly or loudly |
| |-Speaks audibly with |expression; attempts to use | |with little or no expression; |
| |expression; uses pacing and |pacing and intonation |-Speaks too softly or loudly |gives no evidence of pacing or|
| |intonation effectively | |with little or no expression; |intonation |
| | |-Pronounces most words |gives little evidence of | |
| |-Pronounces words clearly and|clearly and correctly |pacing or intonation |-Mispronounces many words; |
| |correctly | | |speaks unclearly |
| | | |-Mispronounces many words | |
|Voice/impact: |-Innovative personality |-Evidence of personality |-Beginning sense of |-Little personality |
|Tone of writing reflects | | |personality | |
|personal expression. Writing | | | | |
|interests the listener. |-Sustains high interest |-Generally keeps interest |-Interest drifts |-Of little interest |
|CONVENTIONS: student uses |-Very few, if any, errors |-few errors |-some errors |-numerous error |
|correct grammar, spelling, and | | | | |
|punctuation | | | | |
Audience Check Sheet
In your own words, explain the main topic of the material that you heard. _____________________________________________________________________________________________________________________________________________________________________________________________
What were the main points:
1.
2.
3.
4.
What is something that you learned from the material presented?
______________________________________________________________________________________________________________________________
Were the ideas and information clearly expressed?_______ Why do you think so?
____________________________________________________________
_______________________________________________________________
Was their something in the material that you did not understand?___________ If so, what was it?
_____________________________________________________________
_______________________________________________________________
Fair Use Policy
(Educational “borrowing”)
One of the rights accorded to the owner of copyright is the right to reproduce or to authorize others to reproduce the work in copies or phonorecords. This right is subject to certain limitations found in sections 107 through 118 of the copyright law (title 17, U. S. Code). One of the more important limitations is the doctrine of “fair use.” The doctrine of fair use has developed through a substantial number of court decisions over the years and has been codified in section 107 of the copyright law.
Section 107 contains a list of the various purposes for which the reproduction of a particular work may be considered fair, such as criticism, comment, news reporting, teaching, scholarship, and research. Section 107 also sets out four factors to be considered in determining whether or not a particular use is fair.
1. The purpose and character of the use, including whether such use is of commercial nature or is for nonprofit educational purposes
2. The nature of the copyrighted work
3. The amount and substantiality of the portion used in relation to the copyrighted work as a whole
4. The effect of the use upon the potential market for, or value of, the copyrighted work
The distinction between what is fair use and what is infringement in a particular case will not always be clear or easily defined. There is no specific number of words, lines, or notes that may safely be taken without permission. Acknowledging the source of the copyrighted material does not substitute for obtaining permission.
The 1961 Report of the Register of Copyrights on the General Revision of the U.S. Copyright Law cites examples of activities that courts have regarded as fair use: “quotation of excerpts in a review or criticism for purposes of illustration or comment; quotation of short passages in a scholarly or technical work, for illustration or clarification of the author’s observations; use in a parody of some of the content of the work parodied; summary of an address or article, with brief quotations, in a news report; reproduction by a library of a portion of a work to replace part of a damaged copy; reproduction by a teacher or student of a small part of a work to illustrate a lesson; reproduction of a work in legislative or judicial proceedings or reports; incidental and fortuitous reproduction, in a newsreel or broadcast, of a work located in the scene of an event being reported.”
Copyright protects the particular way authors have expressed themselves. It does not extend to any ideas, systems, or factual information conveyed in a work.
The safest course is to get permission from the copyright owner before using copyrighted material. The Copyright Office cannot give this permission.
When it is impracticable to obtain permission, you should consider avoiding the use of copyrighted material unless you are confident that the doctrine of fair use would apply to the situation. The Copyright Office can neither determine whether a particular use may be considered fair nor advise on possible copyright violations. If there is any doubt, it is advisable to consult an attorney.
FL-102, Reviewed June 2012
[pic]
Home | Contact Us | Legal Notices | Freedom of Information Act (FOIA) | Library of Congress
U.S. Copyright Office
101 Independence Avenue SE
Washington, DC 20559-6000
(202) 707-3000
Reference Page
"APDA." : P-12 : NYSED. N.p., n.d. Web. 06 Aug. 2012. .*
Berndardsville Middle School English Department. ""The Berdardsville Middle School Literacry Handbook." Berndardsville Middle School, 2001. Web. July-Aug. 2012.
Culham, Ruth. 6 + 1 Traits of Writing: The Complete Guide, Grades 3 and up. New York: Scholastic Professional, 2003. Print.
Feldman, Kevin. Prentice Hall Literature: General Resources. Penguin ed. Upper Saddle River, NJ: Pearson/Prentice Hall, 2007. Print.
Kleppner, Amy. Research Paper Procedure--high School. Auburn Hills, MI: Teacher's Discovery, 2009. Print.
"Research Report." Language Network: Grammar, Writing, Communication. Evanston, IL: McDougal Littell, 2001. 486-99. Print.
Straus, Jane. The Blue Book of Grammar and Punctuation: An Easy-to-use Guide with Clear Rules, Real-world Examples, and Reproducible Quizzes. Tenth ed. San Francisco, CA: Jossey-Bass, 2008. Print.
"Teachers." EngageNY. N.p., n.d. Web. 06 Aug. 2012. . *
Trimmer, Joseph F. A Guide to MLA Documentation: With an Appendix on APA Style. Eighth ed. Boston: Wadsworth, 2013. Print.
* MLA 7 says to leave out the URL unless the source cannot be located without it
Paragraph web
Paragraph web
Essay web
Main Ideas/Details
|Main Idea |
| |
| |
| |
|Detail |Detail |Detail |Detail |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
Topic:________________________________________________________________________
Outline graphic organizer:
Topic:____________________________________________
I.
A.
B.
C.
II.
A.
B.
C.
III.
A.
B.
C.
• The numbering continues for roman numerals. Under the A., B., C. indent again and use number 1., 2., etc.
KWL Chart
|K |W |L |
|What I think I know |What I want to Know |What I learned |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
Topic:__________________________________________________________________________________________[pic]
-----------------------
Literacy
Handbook
Compiled by:
Carol Ann D’Accurzio
Terri Nichols
Tracey Potter
Christopher Staats
Rebecca Burkdorf
Conventions
Reading
Writing
MODES OF WRITING
Description- describes someone or something or some place
Narration- tells a story with characters and plot
Exposition- provides information and explains
Persuasion- influences the reader
Self-expression- focuses on the writer’s feelings
MLA Research
Note: the information from this section was taken directly from A Guide to MLA Documentation, by Joseph F. Trimmer.
Note: the information from this section was taken directly from A Guide to MLA Documentation, by Joseph F. Trimmer.
Note: the information from this section was taken directly from A Guide to MLA Documentation, by Joseph F. Trimmer.
Note: the information from this section was taken directly from A Guide to MLA Documentation, by Joseph F. Trimmer.
Note: the information from this section was taken directly from A Guide to MLA Documentation, by Joseph F. Trimmer.
Listening &
Speaking
Reference
Reference
Appendices
Less friction in the school in regards to who is wearing what – less bullying
No more worrying about what to wear everyday
Gives more time to focus on education
Agree --There are many benefits to wearing school uniforms
Question: Each season has its own unique appeal, choose three seasons and explain why they are unique.
Brainstorming Worksheet
Web graphic organizers can be used for brainstorming for a paragraph or a multi-paragraph essay. On this page, there are two examples of web graphic organizers: One for a basic paragraph and the other for a 5 paragraph essay.
Essay web
Swimming all day
Autumn
/Fall
Longer days
Cooler weather
Football starts
Warm weather
Summer
Changing of the leaves
Outdoor sports like snowboarding
Holiday events like Christmas
Ice skating
Winter
Unique Seasons of New York
Question: Agree or disagree with this statement. All schools should enforce a uniform rules.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- central school district rancho cucamonga
- central ohio school district rankings
- central ohio school district rating
- parkway school district school calendar
- central illinois school district map
- central ohio school district ratings
- davis school district school calendar
- scranton school district school board meeting
- central unified school district calendar
- central point school district calendar
- west central school district illinois
- central valley school district spokane jobs