1

Cohn

2013-14

2

Honors vs. AP Students 3

Document Requirements—MLA Format 4

WSQ 5

Cornell Notes 6

Sentence Cheat Sheet 7

Sentence Structure 8

Paragraph Structure 9

Buff Paragraph 10

FIB Essay 11

One Pager 13

Dialectical Journal 14

Self Questioning Strategy 15

Vocabulary Word Card 16

Vocabulary Schema 17

Literature Data Sheet 16

Socratic Seminar 17

Chart the Text 18

TPCASTT 19

Presentations 20

Power Point 21

Pechakucha 22

Paper Slide Video 23

Works Cited 24

MLA Sample Document 25

Table of Contents

3

Ho

no

rs E

ngl

ish

A

P E

ngl

ish

(A

dva

nce

d P

lace

men

t)

Stay

s fo

cuse

d f

or

90

-min

ute

cla

ss p

erio

ds

Ab

le t

o w

rite

an

d r

ead

at

an a

bo

ve-a

vera

ge le

vel

Kn

ow

s th

e ru

les

on

pla

giar

izin

g an

d w

rite

s w

ith

inte

grit

y

Rea

ds

a n

ove

l on

his

or

her

ow

n w

ith

litt

le c

lass

roo

m in

stru

ctio

n

Is a

n a

ctive

rea

der

Mo

tiva

ted

to

lear

n a

nd

per

seve

res

Ab

le t

o fi

nd

info

rmati

on

on

his

or

her

ow

n, e

spec

ially

if a

te

ach

er is

un

avai

la-

ble

Op

en-m

ind

edn

ess

and

ab

le t

o t

hin

k “o

uts

ide

the

bo

x”

Invo

lved

in c

lass

roo

m a

ctivi

tie

s

Take

s p

rid

e in

sch

oo

l wo

rk/c

on

sist

entl

y d

oe

s h

is o

r h

er b

est

wo

rk

Spen

ds

at le

ast

thre

e h

ou

rs p

er w

eek

ou

tsid

e o

f sc

ho

ol w

ork

ing

on

cla

ssro

om

as

sign

men

ts

Att

end

s cl

ass

at a

ver

y h

igh

rat

e (f

ew

or

no

ab

sen

ces)

Be

will

ing

to w

ork

—in

gro

up

s o

n h

is o

r h

er o

wn

an

d a

s a

clas

s

Take

s a

lead

ersh

ip r

ole

in c

lass

an

d o

uts

ide

of

clas

s

Dea

ls w

ith

per

son

al is

sues

in a

no

n-d

efian

t m

ann

er

Has

res

pec

t fo

r se

lf a

nd

oth

ers

Acc

epts

co

nst

ructi

ve c

riti

cism

wit

h e

ase

Kn

ow

s th

e re

qu

irem

ents

/fo

rmat

of

a b

asic

5-p

arag

rap

h e

ssay

Kn

ow

s sc

ho

ol a

nd

cla

ssro

om

ru

les

and

fo

llow

s th

em

Acc

epts

res

po

nsi

bili

ty—

thin

ks o

f o

ther

s b

efo

re a

ctin

g B

ON

US:

Can

ap

ply

cla

ssro

om

str

ateg

ies

into

oth

er a

reas

Ho

no

rs c

ou

rse

s ar

e al

so g

eare

d t

ow

ard

s h

elp

ing

stu

den

ts a

t a

late

r d

ate

to e

nro

ll in

Ad

van

ced

Pla

cem

ent

(AP

) co

urs

es.

Res

ilien

ce:

Stu

den

ts n

eed

to

be

able

to

tak

e n

egati

ve f

eed

bac

k o

f th

eir

wo

rk a

nd

ac

cep

t it

. W

ork

eth

ic: S

tud

ents

will

nee

d t

o r

ead

wid

ely

on

th

eir

ow

n o

uts

ide

of

clas

s.

Tim

e: S

tud

ents

ne

ed t

o b

e ab

le t

o d

evo

te a

s m

uch

tim

e fo

r A

P h

om

ewo

rk a

s th

ey

wo

uld

ho

mew

ork

fo

r a

colle

ge c

lass

—ab

ou

t 1

-2 h

ou

rs o

ut

of

clas

s fo

r EA

CH

ho

ur

in c

lass

dep

end

ing

on

ski

lls.

Rea

din

g: S

tud

ents

sh

ou

ld b

e re

ady

to r

ead

larg

e am

ou

nts

of

colle

ge-l

evel

mat

eri-

als

wit

h m

inim

al s

up

po

rt.

Wri

tin

g: S

tud

ents

sh

ou

ld b

e ab

le t

o s

tru

ctu

re a

n e

ssay

in a

way

th

at w

ou

ld s

core

a

t le

ast

co

nsi

sten

t 3

s in

Idea

s an

d C

on

ten

t an

d O

rgan

izati

on

an

d a

lway

s a

t le

ast

2s

for

con

ven

tio

ns

and

sen

ten

ce fl

uen

cy.

Stu

den

ts s

ho

uld

be

able

to

ad

dre

ss a

n e

ssay

pro

mp

t w

ith

ou

t te

ach

er g

uid

ance

. St

ud

ents

mu

st b

e ab

le t

o w

ork

eff

ecti

vely

ind

epen

den

tly,

in s

mal

l gro

up

s, a

nd

w

ho

le-c

lass

acti

viti

es.

Sy

nth

esis

: Stu

den

ts s

ho

uld

be

ab

le t

o c

om

bin

e d

iffe

ren

t so

urc

es f

orm

ally

an

d in

-fo

rmal

ly in

wri

tin

g, s

pea

kin

g, a

nd

th

inki

ng.

C

om

e in

wit

h a

bas

ic u

nd

erst

and

ing

of

figu

rati

ve la

ngu

age,

au

tho

r’s

pu

rpo

se, p

a-th

os/

eth

os/

logo

s, a

nd

ba

sic

rese

arch

kn

ow

led

ge (

i.e.,

th

e n

eed

to

cit

e so

urc

es

and

kn

ow

led

ge o

f w

hat

a p

aren

theti

cal c

itati

on

is).

Th

e re

adin

g lo

ad f

or

AP

Lan

guag

e is

th

us:

on

e n

ove

l rea

d e

nti

rely

ou

tsid

e o

f cl

ass

per

mo

nth

; typ

ical

ly d

aily

-ass

ign

ed e

ssay

s an

d o

ther

sh

ort

er r

ead

ings

. Ea

ch p

iece

o

f re

adin

g w

ill b

e re

spo

nd

ed t

o t

hro

ugh

a d

iale

ctica

l jo

urn

al a

nd

a s

um

mar

y.

Be

pre

par

ed t

o w

rite

on

au

tho

r’s

styl

e, a

dd

ress

ing

dic

tio

n, t

on

e, p

oin

t o

f vi

ew,

figu

rati

ve la

ngu

age,

etc

.

4

DOCUMENT REQUIREMENTS

All submitted work should be in MLA Format

Upper Left Corner

Name

Teacher Name

Class

Date

All Written assignments will be double spaced on both notebook paper AND typed papers.

If an assignment is longer than one page, the page number should appear in the upper right hand corner using

this format: Your last Name + Page # Cohn 3

5

WSQ

Watch—Summarize—Question

Strategy for watching video information and presenting observations in class.

Watch— Watch the assigned video(s). Most videos will be approximately 10 minutes in

length. Some may be shorter and there may be collections of shorter videos assigned.as a

group.

Summarize—Provide a brief synopsis/explanation of the information presented in the video.

Be sure to include the main points of the video and any information you found interesting,

new or insightful. How does the video apply to what we are studying? 3-4 sentences.

Question— What is a question you have about the video information or what Essential Ques-

tion is the video addressing? You must have at least 1 Question to present in class.

Example Format: Should be written on notebook paper and submitted at the beginning of

class.

Watch Summarize Question

Video Title and Date Assigned 3-4 Sentences about the content of

the video

1 Question you have about the con-

tent, or what Essential Question the

video is addressing.

6

CORNELL NOTES

Name

Class

Hour

Topic:

Essential Question

Main Ideas

Terms &

Vocabulary

Text Subheadings

People

Questions to

review

Details

Definitions/Examples

Key ideas and content from text

Explanation, dates, details

Possible answers.

Summary: 1-3 sentences summarizing notes for review. Main ideas, key

terms, and information to remember.

7

SENTENCE CHEAT SHEET

8

CUMULATIVE SENTENCE/THESIS STATEMENTS

Cumulative Sentence

Cumulative Sentence - Base clause and free modifiers that are added most often at the end. 1st Lesson - Verbal @ first = then they write their thoughts down.

Circle of focus - 7-8 students. (fishbowl)

Prompt #1 - Think of a person important to you. Share who it is.

Prompt #2 - Think of something specific that person has done - Share

Prompt #3 - Think of another specific occasion regarding that person - Share

Prompt #4 - Think of a final specific attribute, event involving that person - Share. Write what you’ve shared, starting with the phrase, “This morning I remem-bered…”

Review previous student work: Edit

Look at a base clause - change the period to a comma (. ,)

Start with narrative focus. With supplementary lessons, branch out into exposito-ry

Kim walked into the room…. The rain came down in San Antonio…

Today I learned…. Whitman’s poetry style incorporates …

AVG Words in Sentence

4th Grade 8

9th Grade 11

12th Grade 15

During this first week of school I.....

* something I did ,

*something I learned , and

*something that made me laugh .

9

PARAGRAPH STRUCTURE

A topic sentence is the first sentence in a paragraph and gives the

reader an idea of what the paragraph will be about. The second sentence

usually provides an example of the topic, or a reason/argument for the

reader to consider your point of view. The third sentence provides details

to support the second sentence. The fourth sentence provides another ex-

ample or reason relating to the topic. The fifth sentence provides details to

support the fourth sentence. The sixth sentence summarizes the para-

graph and provides a transition to the next paragraph topic.

10

BUFF PARAGRAPH

Buff Paragraph Outline

This is an outline for a single paragraph essay. This outline does not include the introduction or conclusion, and

they are not usually included in an outline anyway. Note that the first body paragraph is a Roman I.

There may be some variation within this outline, but there must be thorough explanation/analysis of your sup-

port and quotes that relates back to the main point or thesis of the whole paper.

I. Topic Sentence: States both the topic of the paragraph and the main point you want to make about that topic.

A. Introduce the first reason or example that supports your main point.

1. Provide a quote or specific example as evidence or support.

2. Explain how the quote or example supports your main point.

B. Transition to another reason or example that supports your main point.

1. Provide a quote or specific example as evidence or support.

2. Explain how this quote or example supports your main point.

C. Transition to a third reason or example to support your main point.

1. Provide a quote or specific example as evidence or support.

2. Explain how this quote or example supports your main point.

Write a concluding sentence (or two) that explains how all three of the examples above support your topic sentence. In a

multi-paragraph paper, the last sentence should relate the whole paragraph to the larger thesis of the whole paper and

help transition to the next paragraph.

In a multi-paragraph paper, each body paragraph would follow this outline. The first topic sentence of each paragraph would

be a Roman I on the outline. Each subsequent body paragraph would be II, then III, etc.

11

FIB ESSAY

Name Pg#

Name:

Teacher:

Class:

Date:

Title:

Introductory Paragraph:

Opening Lead: _____________________________________________________________

Brief summary and narrow focus ___________________________________________________

_____________________________________________________________________________

Thesis Statement: __________________________________________________________

______________________________________________________________________________

I. Topic Sentence of Body Paragraph _________________________________________

A. Reason or example ___________________________________________________

1. Supporting evidence ___________________________________________

2. Explanation _________________________________________________

B. Transition to second reason or example __________________________________

1. Supporting evidence ___________________________________________

2. Explanation _________________________________________________

C. Transition to third reason or example ____________________________________

1. Supporting evidence ___________________________________________

2. Explanation _________________________________________________

D. Concluding/Transition sentence ________________________________________

II. Topic Sentence of Body Paragraph ________________________________________

A. Reason or example ___________________________________________________

1. Supporting evidence ___________________________________________

2. Explanation _________________________________________________

B. Transition to second reason or example __________________________________

1. Supporting evidence ___________________________________________

2. Explanation _________________________________________________

C. Transition to third reason or example ____________________________________

1. Supporting evidence ___________________________________________

2. Explanation _________________________________________________

D. Concluding/Transition sentence ________________________________________

III. Topic Sentence of Body Paragraph _________________________________________

A. Reason or example ___________________________________________________

1. Supporting evidence ___________________________________________

2. Explanation _________________________________________________

12

FIB ESSAY

B. Transition to second reason or example __________________________________

1. Supporting evidence ___________________________________________

2. Explanation _________________________________________________

C. Transition to third reason or example ____________________________________

1. Supporting evidence ___________________________________________

2. Explanation _________________________________________________

D. Concluding/Transition sentence ________________________________________

Concluding Paragraph:

Summary of thesis ______________________________________________________________

Significance of ideas _____________________________________________________________

Big idea/question/reflection _______________________________________________________

When converting to essay format be sure that your essay is in paragraph format, double spaced in

12 point black font. Your headING should be on the left side with your last name and page number,

the headING should only appear on the first page of your document. You should have 1 inch margins

around the page. Preferred Fonts are Arial, Times New Roman, Calibri, Cambria, Gautami,Candara,

Franklin Gothic, Garamond, Lucida Bright, Mangal, and Tahoma.

13

ONE PAGER

“Yo

u w

ill p

lace

a q

uo

te

on

th

is p

age

fro

m y

ou

r n

ove

l th

at a

pp

lies

to t

he

focu

s o

f th

e as

sign

men

t.

(Pag

e #)

A o

ne

pag

er u

sual

ly c

on

tain

s a

par

agra

ph

th

at a

nal

yzes

th

e lit

pie

ce in

co

nn

ecti

on

w

ith

th

e fo

cus

of

the

assi

gnm

ent

(mo

od

, th

eme,

ch

arac

ter,

plo

t su

mm

ary,

ca

use

/eff

ect,

co

mp

are/

con

tras

t).

It s

ho

uld

b

e at

leas

t 5

-7 s

tro

ng

sen

ten

ces.

On

e se

nte

nce

sh

ou

ld in

corp

ora

te t

he

sele

cted

q

uo

te a

s w

ell.

It s

ho

uld

be

info

rmat

ive

(3rd

per

son

) an

d s

ho

uld

be

erro

r fr

ee. I

t is

u

sual

ly a

su

mm

ary

par

agra

ph

OR

an

alys

is

(ho

w o

r w

hy)

. Th

e en

tire

su

rfac

e o

f th

e p

age

sho

uld

be

cove

red

wit

h t

ext/

imag

e.

Mak

e it

co

lorf

ul t

o a

ttra

ct a

tten

tio

n.

The

visu

al

sho

uld

co

nn

ect

to

the

lit p

iece

an

d t

he

focu

s o

f th

e as

sign

men

t

14

DIALECTICAL JOURNAL

PROCEDURE:

As you read, choose passages that stand out to you and record them in the left-hand col-

umn of a T-chart (ALWAYS include page numbers).

In the right column, write your response to the text (ideas/insights, questions, reflections,

and comments on each passage)

If you choose, you can label your responses using the following codes:

(Q) Question – ask about something in the passage that is unclear

(C) Connect – make a connection to your life, the world, or another text

(P) Predict – anticipate what will occur based on what’s in the passage

(CL) Clarify – answer earlier questions or confirm/disaffirm a prediction

(R) Reflect – think deeply about what the passage means in a broad sense – not just to the

characters in the story. What conclusions can you draw about the world, about human na-

ture, or just the way things work?

(E) Evaluate - make a judgment about the character(s), their actions, or what the author is

trying to say

Complete journal entries for at least two passages each week. You can earn up to 25 points

per week for your journals.

Sample Dialectical Journal entry: THE THINGS THEY CARRIED by Tim O’Brien

Passages from the text Pg#s Comments & Questions

“-they carried like freight trains;

they carried it on their backs

and shoulders-and for all the

ambiguities of Vietnam, all the

mysteries and unknowns, there

was at least the single abiding

certainty that they would never

be at a loss for things to carry”.

Pg 2

(R) O’brien chooses to end the first section of the novel with

this sentence. He provides excellent visual details of what each

solider in Vietnam would carry for day-to-day fighting. He makes

you feel the physical weight of what soldiers have to carry for

simple survival. When you combine the emotional weight of loved

ones at home, the fear of death, and the responsibility for the

men you fight with, with this physical weight, you start to under-

stand what soldiers in Vietnam dealt with every day. This quote

sums up the confusion that the men felt about the reasons they

were fighting the war, and how they clung to the only certainty -

things they had to carry - in a confusing world where normal

rules were suspended.

15

SELF QUESTIONING

During Reading Strategy.

At the end of each paragraph, ask yourself a question about what you just read. Use the 5W+H (Who, What, When,

Where, Why, How) to help you come up with the questions. Make an inference (best guess) about the answer to the

question, and when you find the answer in the text or the information that confirms or denies your guess, make a note of

that as well. The worksheet for this strategy is as follows:

Question Answer/Inference Text Answer—Pg #

Who?

What?

When?

Where?

Why?

How?

Summary of information or story. 1-2 sentences.

16

VOCABULARY WORD CARD

17

VOCABULARY SCHEMA

Vocabulary Schema

'Schema" is one of the first words we learn about at the beginning of the school year. It is all of the things that

you know in your brain. Everyone has schema, although everyone's schema is different. Pick 15 words from

the Vocabulary list for the novel/unit and create a diagram that illustrates your schema of the vocabulary from

the novel/unit.

EXAMPLE: bonbon

Food snack prestige chocolate fancy decadent sophisticated

Bonbon

sweet good candy

18

LITERATURE DATA SHEET

Title: Copyright :

Author: Genre:

Protagonist Setting:

Antagonist

Main Idea (what is story about)

Conflict

Resolution

Theme (life lesson)

Symbol(s)

Mood

Tone Author’s Purpose

Figurative Language – 3 examples (quote) + identify term (metaphor, simile, etc)

Summary of story:

19

SOCRATIC SEMINAR

Socratic Seminar is a method of discussion that allows participants to discuss a topic thor-

oughly and leads to a deeper understanding of the topic/text. Seminar participants explore

and evaluate ideas, issues and values.

4 Elements of Socratic Seminar

The Text

A text for study is selected and all members read the text silently. They then read the

text again, marking the text for important ideas, questions and understanding. Students de-

velop possible focus points for discussion after reading.

The Question

An opening question is presented by the leader or a participant. The opening ques-

tion should not have a right or wrong answer. A good opening question leads participants

back to the text to discover new understandings. The discussion of the question generally

leads to more questions.

The Leader

The seminar leader opens the discussion with the opening question and facilitates or

guides the discussion as it progresses. They guide participants back to the text, clarify re-

sponses, ask follow up questions and encourage reluctant participants to speak up. The

leader doesn’t control the conversation, they guide it towards true discussion and learning,

instead of debate.

The Participants

Participants study the text, arrive at the seminar ready to engage with the text and

others, listen actively, share their ideas and questions with each other and search for evi-

dence to support their ideas.

Inside/Outside Circle

The seminar is formed with 2 circles, the inner circle is where the discussion takes

place. There is usually an empty seat at the table for someone from the outside circle to join

in the discussion as needed. The outside circle monitors the discussion and takes notes over

the discussion to track the issues and evidence of the conversation.

20

CHART THE TEXT

Use the chart below to help with your analysis of the selected text. Indicate the text you are reading

(cut & paste, paragraph # and sentence #), what you believe the author is saying and what the author

is doing in that particular section. Then summarize into an analysis paragraph.

What the Author Says Text What the Author is Doing

One night a plane exploded in mid-air over the island and the dead pilot floated to the ground.

But a sign came down from the world of grownups, though at the time there was no child awake to read it. There was a sudden bright explosion and corkscrew trail across the sky; then darkness again and stars. There beneath a parachute, a figure that hung with dangling limbs. -- Lord of the Flies

The “universe” is answering Ralph’s call for a sign from the grown ups. The author uses this as a symbol and foreshadowing for the deathly events to come.

I lied about how much I was making because they would spend it all.

Maus (77) “Of course I only SAID I

got half of what I really made. Other-wise they wouldn’t save anything.”

Inferring that Vladek is more fi-nancially responsible than his in-laws. Demonstrating how Vladek’s restraint could be an asset.

Analysis: Combine what the author is saying and what the author is doing into a summary paragraph.

The author uses Vladek’s lying about his income to demonstrate how his inlaws are poor money managers. His miser-ly ways prove to be an asset.

21

TPCASTT

TPCASTT

(Typecast Strategy for Poetry Analysis)

Title: Ponder the title before reading the poem.

Paraphrase: Translate the poem into your own words

Connotation: Contemplate the poem for meaning beyond the literal. (Focus on Simile, Metaphor, Symbol, Diction, Point of View, Alliteration, Ono-matopoeia, Rhythm and Rhyme)

Attitude: Observe both the speaker’s and the po-et’s attitude (tone)

Shifts: Note shifts in speakers and in attitudes (Change of Feelings in the poem)

Title (again): Examine the title again, this time on an interpretive level (How is the title different now to the overall meaning of the poem?).

Theme: Determine what the poet is saying

22

PRESENTATIONS

Oral Presentations are a requirement of the College and Career Readiness Standards. To be successful in the adult

world you must be able to present your ideas and position to individuals and groups of people with confidence. For this

class, your oral presentations will usually include some type of visual aid and you may present individually or in a small

group.

Most presentations will be reflective and can follow the following outline.

1. What I/we did.

2. What went well.

3. What didn’t go well.

4. What I/we would differently next time.

5. Connection between classroom topic and real world.

For informational (teaching) presentations, you will be providing the class with new information as an enhancement to

their own learning. These presentations should include:

1. Topic/Essential Question

2. Research consisted of…. (where did you get information)

3. Historical relevance

4. Literary relevance

5. Modern day relevance

6. What I/we learned. Most interesting piece of information, most surprising/shocking, etc.

23

POWER POINT

15 slides

1st Slide Title/Name/Class

14th/15th Slide – Works Cited

You will present in front of class (3 minutes)

Slides 2—13 should include the following:

Heading

Color

Image

Link—optional

3-4 lines of text (bullet points)

Citation of sources—If you didn’t take the picture or come up with the infor-

mation on your own (personal experience) give credit where it is due.

You should use your Power Point as a memory cue.

DO NOT read directly from Power Point

24

PECHAKUCHA

Pechakucha – oral presentation

Pechakucha—Japanese for “chatter”

15 slides @ 12 seconds each – Visual Note Cards - 5 seconds

5 Seconds 1st Slide Title/Name/Class

12 Seconds 2nd – 11th Slide – Images only – Summary/Narrative – What is it

about?

12 Seconds 12th – 13th Slide – Images – Reflection/Analysis – What does it

mean?

7 Seconds 14th/15th Slide – Works Cited

You will present in front of class (3 minutes)

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PAPER SLIDE VIDEO

Follow the process below to develop a Paper Slide Video—an alternative to Power Point or Posters.

Step 1 – Topic

Problem Solution

Compare Contrast

Analysis

Step 2 – Plan

Group or Individual?

Assign roles – camera, talking, place papers, pull papers

Requirements

Basic Slides

Background with Moveable Objects

Music

Video Storyboard

Step 3 – Narration

Fluency

Script

Step 4 – Create Images

Hand Draw

Internet – Print Black & White

Step 5 – Practice

Rehearse

On Deck Group on Recording Day

Time Limit –

Storyboard Script / Power Point Note View

Uhms count

Number Slides

Step 6 – Record/Present

Use Sphere to Record

Good/Bad Sign – Bad Take

Quiet Space

2 people on each side of camera

Incoming and outgoing piles

Flat Surface

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WORKS CITED

Works Cited

Batman. Dir. Tim Burton. Perf. Michael Keaton, Jack Nicholson. 1989. Warner Bros., 2009.

DVD.

Bearden, Romare. The Train. 1974. Photogravure and aquatint. Museum of Mod. Art, New

York.

Brueggeman, Brenda Jo, and Debra A. Moddelmog. “Coming-Out Pedagogy: Risking Identity in Lan-

guage and Literature Classrooms.” Pedagogy 2.3 (2002): 311-35. Print.

Chan, Evans. “Postmodernism and Hong Kong Cinema.” Postmodern Culture 10.3 (2000): 729-31.

Project Muse. Web. 5 June 2008. URL:

Child, L. Maria, ed. The Freedmen’s Book. Boston, 1866. Google Book Search. Web. 15 May 2008.

Flynn, Giilan and Dave Karger “Fighting Chances.” Entertainment Weekly 12 Jan. 2001: 22-34. Print.

Foo Fighters. “All My Life.” One By One. BMG, 2002. CD.

Hanzlik, Josef. “The Black Slave Trade: A Poem.” British Women Poets of the Romantic Era. Ed. Paula

R. Feldman. Baltimore: John Hopkins UP, 1997. 472-82. Print.

Homer. The Iliad. Tr. Robert Fagles. New York: Viking, 1996. Print.

---. The Odyssey. Tr. Robert Fagles. New York: Viking, 1996. Print.

“Hourly News Summary.” National Public Radio. Natl. Public Radio, 20 July 2007. Web. 20

July 2007.

Quade, Alex. “Elite Team Rescues Troops behind Enemy Lines.” CNN.com. Cable News

Network, 19 Mar. 2007. Web. 15 May 2008.

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MLA SAMPLE DOCUMENT

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