The Dukes’ ELA Helper

Your literacy toolkit

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Table of Contents

Section Page(s)

1. Literary Terms……………………………………………………………………………………………………………………………….2-42. Plot Diagram……………………………………………………………………………………………………………………………...... 53. Conflict Types………………………………………………………………………………………………………………………………..54. Degrees of Connotation……………………………………………………………………………………………………………….. 65. Words which Describe Tone…………………………………………………………………………………………………………. 76. Words which Describe Mood……………………………………………………………………………………………………….. 77. Weak and Dead Verbs………………………………………………………………………………………………………………….. 88. Strong Verbs………………………………………………………………………………………………………………………………... 89. Words that Describe Someone’s Voice………………………………………………………………………………………… 810. Examples of Strong Sensory-Imagery Words

Sensory Image: Sight……………………………………………………………………………………………………………………. 9Sensory Image: Color……………………………………………………………………………………………………………………. 9Sensory Image: Taste…………………………………………………………………………………………………………………….9Sensory Image: Smell………………………………………………………………………………………………………………….…9Sensory Image: Touch……………………………………………………………………………………………………………………9Sensory Image: Sound………………………………………………………………………………………………………………….. 9

11. Parts of Speech……………………………………………………………………………………………………………………………..1012. The Writing Process……………………………………………………………………………………………………………………… 1013. Rhetoric……………………………………………………………………………………………………………………………………….. 1114. Effective Transitions…………………………………………………………………………………………………………………….. 1115. Better Ways to Say… ……………………………………………………………………………………………………………………. 1216. Replacing “The text says…”……………………………………………………………………………………………………………1217. Common Spelling Errors…………………………………………………………………………………………........................1218. Common Spelling Rules………………………………………………………………………………………….........................1319. Four Types of Sentence Structures…………………………………………………………………………………………....... 1320. Check Yourself! Common Errors in Student Writing Guide…………………………………………………………….1421. Proofreading Marks……………………………………………………………………………………………………………………….1522. Graphic Organizer for Essay (HOT-TTEEEE-TOH)…………………………………………………………………………….16-1823. Rubrics…………………………………………………………………………………………………………………………………………..19-20

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Literary Terms

1. Alliteration: repetition of initial consonant sounds in a line of textExample – My love is like a red red rose

2. Allusion: reference to a well-known person, work of literature, work of art, historical event, or place (literature can include a tv show, movie, song, law as these are all forms of writing)Example – He’s no Justin Bieber! She’s no Arianna Grande!

3. Analysis Tag: a sentence following textual evidence that explains the evidence presented4. Analysis (Analyze, v.): an examination of a whole to discover its elements and their relations (to examine)5. Antagonist: secondary character who tries to stop the protagonist from achieving a goal

Example – The Wolf in The Three Little Pigs is the antagonist; the third pig – the smart one - is the protagonist6. Attention Grabber/Hook: a word or phrase that is designed to capture an audience’s attention, often used at the

start of an essay7. Author’s Perspective: the writer’s point of view

Example – The way The Three Little Pigs is usually told from the pig’s point of view versus the way the story is told from the Wolf’s point of view in The True Story of the Three Little Pigs

8. Author’s Purpose: the reason or motive for writing9. Body Paragraph: a collection of sentences (paragraph) that comes between the introduction and the conclusion

of an essay or text10. Cause: the reason or why something happened11. Central Idea/Main Idea: the point the author is making about a subject12. Characterization: the act of developing a character through the events, word choice, character’s actions,

interactions, thoughts and feelings, and description of the character13. Citation (Cite, v.): the formal documentation of your source (the formal way of crediting the author as evidence

for or justification of an argument or statement)14. Claim: in an argument, the writer’s position on an issue or a problem15. Climax: the turning point; the high point in the action of the story16. Compare: similarities in a text; what’s the same between the two stories, articles, etc.17. Contrast: differences in a text; what’s different between the two stories, articles, etc.18. Conclusion: 1the closing paragraph of an essay; 2to use key pieces of information to formulate a judgment19. Conflict: struggle between 2 opposing forces (external, internal)

Example: external – a human dealing with a hurricane; internal – struggling to make a decision20. Connotative Meaning: the expanded meaning, including the emotions or ideas associated with a word (the vibe

instead of the dictionary definition)21. Counterclaim: an argument made to oppose a claim22. Denotative Meaning: the dictionary definition of a word23. Details: specific points that support a topic in the text 24. Dialect: a form of language spoken by people from a particular region or country; accent

Examples: y’all; youze guys; soda vs pop; carton of eggs sounds like cotton of eggs in Boston25. Dialogue: the conversation between 2 or more characters in a literary work

Example: “Hello,” said Johnny. Diana replied, “Howdy!”

26. Effect: what actually happened; an outcome or result27. Elaborate: to further explain in detail

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28. Explicit Evidence: support that is directly stated in the text29. Evaluate: to judge or determine the worth of30. Fact: a statement that can be proven to be true

Example: 1 + 1 = 231. Figurative Language: words or phrases that promote a meaning that is not literal; used for effect; used in an

imaginative manner Examples include: as big as the moon; I’m gonna kick your butt

32. Flashback: a scene within a story that interrupts the flow of events to relate an event that occurred in the past33. Foreshadowing: a literary device an author uses to hint at future events in the story34. Genre’: a way to group literature according to its features and expectations one has as a reader of the text

(science fiction, historical fiction, biography, etc.)35. GIST Statement: a summary of the text using eighteen to twenty-two words36. Hyperbole: a description that is exaggerated for effect

Example: mile-high ice-cream cones37. Idiom: a phrase that cannot be taken literally; it means something other than what it says

Example: It’s raining cats and dogs; She sings at the top of her lungs38. Implicit Evidence: evidence that is implied (hinted at with clues) and not plainly or directly stated39. Inference (Infer, v.): a conclusion or opinion reached based on known facts (to deduce or determine, based on

information in the text)40. Irony: the use of words to convey a meaning that is opposite of its literal meaning; a contradiction of the

expected outcome41. Introduction: the first paragraph of an essay that presents the claim or thesis42. Justify: to prove an opinion or a claim; to show or prove to be right or reasonable43. Literal Language: words and phrases that can be taken for exactly what the words mean44. Literary Device: technique an author uses to create a specific effect45. Metaphor: a figure of speech comparing two unlike objects or ideas without using “like” or “as,” representing or

symbolizing something elseExample: Her hair was silk; She’s an angel

46. Mood: the feeling the reader gets from the story or a scene from the storyClarification: how the reader feels when reading the story

47. Multiple Meaning: when a word has more than one definition and is dependent on the context for understanding

48. Narrator: the storyteller49. Onomatopoeia: the use of words that have a sound imitating what they mean

Example: buzz, hiss, roar, woof50. Oxymoron: a figure of speech in which contradictory terms appear side by side

Example: jumbo shrimp; cruel kindness51. Paraphrase: rewording something written or spoken by someone else using one’s own words52. Personification: giving human characteristics or traits to non-human or inanimate objects

Example: The flowers danced in the wind; The desk flew across the room.53. Plagiarism: unethical practice of taking someone else’s work or ideas and passing them off as one’s own54. Plot: sequence of events in a story55. Point of View: perspective from which the story is told56. Protagonist: the leading or main character

Example: The smart pig in The Three Little Pigs, the third one

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57. Quotation: selected words from a text or speech by another person, which can lead to a citation; offset by quotation marks and cited

58. Repetition: a technique in which words, phrases, or lines are repeated for emphasis59. Resolution: how the story ends, how the conflict is resolved60. Sensory Imagery: painting a picture in the mind of the reader using one or more of the five senses

Example: The moonlight shone on the shimmering water as the saltiness drifted through the air61. Sequence: series of events in particular order62. Setting: when and where the story takes place

Example: Walt Disney World, 197363. Short Response: A concise paragraph of 6-14 sentences that answers a question using 2 pieces of textual

evidence (not a summary)64. Simile: A comparison of two unlike things or concepts using “like” or “as”

Example: The car drove like a dream65. Stanza: a group of lines forming a section of a poem

Clarification: Think of it as poem or song’s version of a paragraph – not the chorus66. Summary (Summarize, v.): A concise account that briefly explains the main points from a text (to briefly explain)67. Supporting Details: specific points that are used to develop a claim, thesis, or topic sentence68. Symbolism: When an object represents something other than itself

- Bald Eagle America or Patriotism - Rain new beginning- Spring youth- Fall middle age

69. Text Structure: The way written text is organized and presented70. Textual Evidence: Information taken from text to support a claim, thesis, or hypothesis; can be written as a

quotation or be paraphrased71. Theme: The message or moral of a piece of literature that can be directly or indirectly stated72. Thesis: One concise statement that informs the reader about the topic of a written work

a. In the novel _____, by ______, the author proves ________ through ______, _____, and _____.73. Tone: The author’s attitude towards a subject

Clarification: How the reader think the author feels about a subject74. Topic Sentence: A concise sentence that conveys the main idea of the paragraph75. Transitional Words: Words or phrases that connect one idea to another

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Plot Diagram

Exposition – the first stage of a typical story plot, provides important background information and introduces the setting and important characters

Conflict – a struggle between opposing forces – the story’s focus – external, internal. The conflict the characters face may be introduced in the exposition

External Conflict – when a character struggles against force outside him/herself such as nature, a physical obstacle, or another character Internal Conflict – a conflict that occurs within the character

Rising Action – a single incident or a related series of incidents in a literary plot that build toward the greatest point of interest (climax)

Climax – the point of greatest interest in a story or play, usually occurs toward the end of a story, after the reader has understood the conflict and becomes emotionally involved with the character – the conflict is resolved and the outcome of the plot usually becomes clear

Falling Action – stage of the plot in which the story begins to draw to a close; tensions ease as the falling actions begin; however, the final outcome out of the story is not yet fully worked out at this point

Resolution – the part of the story’s plot line in which the problem of the story is resolved or worked out

Conflict TypesInternal

Man vs. self - battles that characters wage within themselves

ExternalMan vs. man – battle against another character (doesn’t have to be physical)

Man vs. nature – battle against a natural force (examples: tornadoes, hurricanes, earthquakes)

Man vs. society – battles the character wages against norms the entire society endorses

Man vs. supernatural – battles against an unnatural force or being (examples: Ghosts, God(s))

Man vs. machine/technology – battles the character wages against artificial intelligences, machines, or the consequences of technology

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Degrees of Connotation

Looks Like Mild Extreme

HappinessContentDelightedGlad

Gratified Pleased Satisfied

EcstaticElatedEnthusiastic

EuphoricExhilaratedVibrant

CaringAppreciativeAttentiveConsiderate

Friendly KindThoughtful

AdoringCherishingDevoted

Idolizing InfatuatedPassionate

DepressionAwfulDisappointedMoody

SomberSubduedUnhappy

Dismal GloomyGrim

Hopeless MelancholySuicidal

FearAfraidAnxiousTense

UneasyUnsureWorried

DistressedHorrifiedParalyzed

PetrifiedTerrifiedTerror-stricken

AngerAnnoyedCrankyFuming

IrkedResentfulTesty

Infuriated SeethingOutraged VengefulPetulant Vindictive

Notes:

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POSITIVE TONE WORDS

NEUTRAL (+, -, or neutral)

NEGATIVE TONE WORDS

AdmiringAffectionateAppreciativeApprovingCalmCasualCelebratoryCheerfulCompassionateComplimentaryConfidentDelightfulEcstaticEmpatheticEncouragingExcitedFriendlyFunnyGleeful

HopefulHumorousJovialNostalgicOptimisticPassionatePlayfulProudReassuringReflectiveRelaxedRespectfulScholarlySelf-Assured SentimentalSereneSympatheticTranquil

CommandingDirect

ImpartialIndirect

MeditativeObjective

QuestioningSpeculative

UnambiguousUnconcernedUnderstated

AnnoyedAnxiousApatheticApprehensiveBelligerentBossyConfusedCynicalDepressedDerogatoryDesperateDetachedDoubtfulEmbarrassedFearfulFranticFrustratedFuriousGraveGreedyHopeless

HostileImpatientMelancholyMischievousMournfulNervousOutragedParanoidPatheticPessimisticSaltySarcasticSelfishSeriousSkepticalSlySolemnStressfulThreateningUncertain

Words which Describe Mood

mood = emotional effect that the text creates for the audience

POSITIVE MOOD WORDS NEGATIVE MOOD WORDSAmusedAwedChipperConfidentContentDeterminedDignifiedDreamyEmpoweredEnergeticExcitedExhilaratedGiddyGratefulHarmoniousHopefulHyperJoyous

JubilantLiberatingPeacefulPlayfulPleasedRefreshedRelaxedRelievedSatisfiedSentimentalSurprisedSympatheticThankfulThoughtfulTrustfulWarmWelcoming

AggravatedAnxiousConfiningCrankyCrushedDesolateDisappointedDistressedDrainedEnragedEnviousFutileHauntingHeartbrokenHopelessIndifferentIntimidatedIrateIrritated

JealousLonelyMercilessMoodyNauseatedNumbOverwhelmedPainfulRejectedRestlessSomberStressedSuspensefulTenseTerrifyingUncomfortableVengefulWorried

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Words which Describe Tonetone = speaker’s attitude

Weak and Dead Verbs

AmAreBe

BeingHas/had beenHave

Have beenIs Makes

SaidSaysSeems

UsesWasWere

Strong Verbs

AcquireAdvocateAffectAffirmAssureBellowConcludeCompareCompileConstructConvertDemonstrateDetectDevise

DispenseDistributeDivulgeEffectEliminateEndureExecuteExpediteFacilitateFinalizeFormulateGenerateGovernInitiate

InsistInspectInterjectInterpretJudgeJustifyLaunchLumberManipulateModelModifyMonitorMotivateNavigate

NegotiateObserveOrchestrateOrganizePerceivePersuadePleadPlummetProtestRateReconcile

ReinforceRejuvenateResolve

RetrieveSimplifySpecifySuggestSummarizeSurpassTargetTransformTransitionTranslateUtilizeVerbalizeVerify

Words that Describe Someone’s VoiceAll of these are ADJECTIVES

Grating: voice, laugh, or sound that is unpleasant and annoying

Guttural: deep sound made at the back of your throat

Hoarse: a voice that sounds sick and is a low, rough voice

Husky: a voice that is deep and sounds hoarse, often in an attractive way; typically male

Monotonous: sound or voice is boring and unpleasant because it does not change in loudness or become higher or lower (it’s flat and does not change in volume)

Nasal: sounds as if the person is speaking through its nose

Raucous: voice or noise that is loud and sounds rough

Shrill: noise or voice that is loud, high, and unpleasant

Tremulous: a voice that is not steady due to fear or excitement

Wheezy: sounds like someone is having difficulty breathing

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Examples of Strong Sensory-Imagery Words

Sensory Imagery: SightBleachedBloatedColossalCongestedDingy

ExoticExpansiveFrailGaudyHomely

ImmenseImposingLavishLeanLeathery

MattedMurkyQuaintRamshackleRegal

RobustSereneShaggyTarnishedWillow

Sensory Imagery: (Sight) ColorsBlack:EbonyOnyxSable

Green:EmeraldForestHunter

Blue:NavySapphireTurquoise

Orange:ApricotSunsetTangerine

Brown:Beige KhakiTaupe

Purple:LavenderLilacViolet

Gray:SlateSmokySteel

Red:CrimsonScarletVermillion

White:OysterPearlSnowy

Yellow:CanaryHoneyStraw

Sensory Imagery: TasteAcidicAppetizingBitterBlandCreamy

CrispDelectableFlavorfulHardyJuicy

MedicinalMintyNauseatingPalatablePickled

RichRipeSavoryScrumptiousSharp

TangyTartUnappetizingVileZesty

Sensory Imagery: SmellAromaticBurButteryDampEarthy

FishyFoul-smellingFragrantFreshMildewed

MintyMustyOdiferousOldPerfumed

PineyPungentPutridRancidRank

ReekingSpoiledStagnantStenchVile

Sensory Imagery: TouchChillyCoarseCuddlyFeatheryFeverish

FluffyFragileGooeyGnarledGritty

LeatheryMattedMushyNumbPrickly

RockyScaldingScratchySilkySlimy

SpringyTangledTepidVelvetyWiry

Sensory Imagery: SoundBawlBellowCackleCroakFizz

GrateGrowlGrumbleGurgleHowl

MuffledMutterPierceRaspyRumble

ShriekShrillSnarlSnortSqueal

StammerSwishSwoonThudWhimper

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Parts of SpeechNoun - any person, place, thing, or idea

Pronoun - a word used in place of a nounExamples: he, she, it, they, them, we

Adjective - a word that describes a noun

Verb - action or being word

Adverb - a word that describes a verb; usually ends in “ly”

Conjunction - joins words togetherExamples: and, or, but, nor

Interjection - shows surprise!

Preposition - indicates the relationship, often spatial, of one word to anotherExamples: after, at, by, down, for, from, in, into, on, over, to, under, with

The Writing Process

Prewriting/Planning – the first stage of the writing process; the writer carefully considers the writing assignment’s length, purpose, audience, occasion, arrangement, and his/her own knowledge on the subject; the thesis statement starts to develop

Drafting – the second stage of the writing process when the writer organizes information and ideas into sentences and paragraphs, with a more clearly defined thesis statement

Proofreading to Edit – the third stage of the writing process; reviewing a draft of text, checking for and correcting any obvious errors

Revising – the fourth stage of the writing process; rereading a draft piece of writing, looking for areas of major improvement: word choice, adding figurative language, sentence structure, etc.

Final Draft – the fifth stage of the writing process, usually the “turn it in” copy of an essay; at this stage the writing is most formal and free of error

Publishing – the last and “polishing” stage of the writing process when the writer prepares a writing to be distributed to an audience.

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Rhetoric

Rhetorical Appeals – began with the Greek philosopher Aristotle 384 B.C.E. and is used to evaluate argumentsEthos – (ethics/morals) establishes the writer’s credibilityLogos – appeals to the reader’s sense of logic, using numbers, statistics, expert opinions, cause/effect, compare/contrast, and analogyPathos – appeals to the reader’s emotions and establishes a sense of “we are in this together”

Effective Transitions

Paragraph TransitionsTo commence, (First)

Additionally, Furthermore, Moreover

Above all else, (Last)

Attribution PhraseAccording to [Author’s Last Name],

According to “Title of Text,”[Author’s Last Name] + “Title of

Text,”…Smith argues…

Smith explains…

Analysis TagBasically, [Author] <verb>

In essence, [Author] <verb>Essentially, [Author] <verb>

Clearly, [Author] <verb>Obviously, [Author] <verb>

CompareIn comparison,

In the same way,Likewise,Similarly,

ConcludingClearly,

Conclusively,Therefore,

Thus,

ContrastOn the contrary,

Contrarily,Conversely,

Nevertheless,Nonetheless,

Counterclaim (ARGUMENTATIVE)Although,

Consequently,Despite,

However,UnlessWhile…

Illustrations and ExamplesFor example,

Imagine,In this case,

In fact,Namely,Picture,

Time/Sequence (NARRATIVE)

AfterwardsAt firstBefore

EventuallyIn the meantime

MeanwhileNowSinceThen

As soon asAt the same

timeEarlier

ImmediatelyLaterNext

SimultaneouslySoonUntil

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Better Ways to Say…GOOD (Kind)

Benign Considerate Generous Humane Philanthropic

GOOD (Higher Quality)

Exemplary Outstanding Premium Reputable Superb

GOOD (Virtuous)

Honest Impeccable Noble Praiseworthy Trustworthy

GREAT

Astonishing Exquisite Magnificent Phenomenal Stupendous

BADAbhorrent Heinous Malevolent Nefarious Vile

Replacing “The text says…”

AdditionallyAffirmsAllegesAlludesAnalyzesArticulatesArguesAssertsBellowsBlurts

ClaimsClarifiesCommentsCommunicatesConveysDeclaresDemandsDepictsDevelopsDiscloses

DivulgesEstablishesExclaimsExplainsExpressesForeshadowsFussesHintsIllustratesImplies

InformsInspiresIntroducesMumblesMuttersNotesPaintsPortraysPredictsPresents

RefutesRemarksRevealsSolidifiesSpecifiesStatesUttersVoices

Common Spelling Errors

There Hour Where Know You’re Than Their Our Wear Now Your ThenThey’re Are Were

Except Affect Further LayAccept Effect Farther Lie

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Common Spelling Rules

“i” before “e” except after “c,” unless it sounds like a long “a” (neighbor, weigh, beige)Example - field, received, piece

Add an “s” after the “y” when making a word plural IF the letter before the “y” is a vowel (a, e, I, o, u)Example - key keys

Change “y” to “ies” when making a word plural IF the letter before the “y” is a consonant (not vowels)Example - baby babies

Most words ending in “f” or “fe” change their plurals to “ves”Example - shelf shelves

If a word ends in “s,” “sh,” “ch,” “x,” or “z,” you add “es"Example - bus buses

Four Types of Sentence Structures

Independent clause – a complete idea with one subject (noun, pronoun) and one verbSubordinate/Dependent clause – a group of words that has a subject and a verb, but does not express a complete idea

Simple Sentences: contains one independent clauseExample - Paul kicked the ball.

Compound Sentences: contains at least two independent clauses joined by a coordinating conjunction OR a semi-colon (;)Examples - Paul kicked the ball, and Sue wouldn’t move out of the way. OR Paul kicked the ball; Sue wouldn’t move out of the way.

Complex Sentences: contains a subordinate clause and an independent clauseExample - Sue cried because the ball him her.

Compound-Complex Sentences: contains at least two independent clauses and at least one subordinate clauseExample - Sue cried because the ball hit her, so Paul apologized immediately.

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Check Yourself! Common Errors in Student Writing Guide

Capitalization at the beginning of the sentence, and of proper nouns- names of people and places

Punctuationo Overuse of commaso Incorrect use of quotation markso How to properly end a sentence

Run on sentences

Incorrect use of a word, such as “there, they’re, their”

Incorrect spelling: Did you check your spelling?

Plagiarizing: Did you use your own words, or copy the author’s and forget to give him/her credit?

Text writing vs. Proper writing, such as “bc,” “b/c,” or “cuz” vs. “because”

Noun-verb agreement, such as “John and Mary is a couple.” (incorrect) vs. “John and Mary are a couple.” (correct)

Tense consistency, such as “I see her coming across the courtyard. She was wearing a yellow dress.” (incorrect) Vs. “I saw her coming across the courtyard. She was wearing a yellow dress.” (correct)

Forgetting to spell out any numbers under 100

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H O T Introduction Paragraph (3-5 Sentences)

H1. Hook- This sentence should entice your reader and “hook” them..

Choose 1 of the following options: It can be a question, a quote, or an interesting fact/statistic

Examples:Question: What makes a strong friendship?

Quote: Noah Benshea once said, “a friend is someone who allows you distance but is never far away.” No matter the paths two friends choose, their hearts will remain intertwined.

Interesting fact: Most childhood friendships end after the completion of high school; very few survive adulthood.

O2. Opinion- Should be in 3rd person (Do not use “I, We, Us, You, etc.”) It also can be two sentences in length!

Example: Friends come in all shapes and sizes and it is the differences that make a companionship strong.

T3. Thesis- What you are trying to prove

In the novel (title), by (author), the author proves (what you are claiming) through (reason 1), (reason 2), (reason 3).

Example: In the novel Freak the Mighty, by Rodman Philbrick, the author proves that opposite personalities often create the strongest friendships through the use of Max’s ignorance, Freak’s intelligence, and the formation of Freak the Mighty.

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T T E E- E E Body Paragraph (10-15 sentences)

T1. Topic Sentence- What your paragraph is going to be about (general/reasons from thesis)

Example: Friendships come in all shapes and sizes and it is the differences between friends that make them special.

T2. Transition Sentence- leads the reader to your example from text

This can be seen in/when/during….(what’s happening in story)

Example: This can be seen in the conversation between Grim and Max .

E3. Example- Choose one from the text. Use a quote to support your thesis. Copy word for word from text and put in quotations. Include page number in parenthesis, punctuation after!

Example: Grim says “You know what? Most of us go all the way through life and we never have a friend like Kevin. So maybe you should count yourself lucky” (159).

E4. Explanation- 3 to 5 sentences of explanation

-what does the quote mean?-what does it prove?-how does it prove it?

(last sentence should relate back to thesis)

Example: Max laments over the death of his friend, Freak. The bond they shared was special, even after Freak’s unfortunate demise. Grim is reminding Max that he should be happy about the time spent with him, rather than the time without. Freak helped Max realize his true potential and was his first real friend. Together, they were a dynamic duo, they were “Freak the Mighty.” Max’s frustration after Freak’s death proves that Freak was something special to him.

E5. Example- Choose a different example from the text. Use a quote to support your thesis. Copy word for word from text and put in quotations. Include page number in parenthesis, punctuation after!

Example: Another example of their everlasting friendship is when Max realized his full potential through Freak; “I never had a brain until Freak came along” (1).

E6. Explanation- 3 to 5 sentences of explanation

-what does the quote mean?-what does it prove?-how does it prove it?

(last sentence should relate back to thesis)

Example: After Freak dies, Max realizes the impact Freak had on his life. Without Freak, Max would not have learned to read, gone on adventures, or put his father away in prison. The friendship saved Max from a dreadful existence. In a way, their opposite nature and friendship helped Max realize his full potential.

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T O H Conclusion Paragraph (3-5 Sentences)

T1. Thesis- (From HOT) Restate it in a new way… don’t just rewrite it!

Example: The novel, Freak the Mighty, proves that unlikely friendships often make the biggest differences in one’s life.

O2. Opinion- Draw a conclusion from what you have stated in the entire essay/what is it you want the reader to take away from your essay? (Can be two sentences long)

Example: Without these friendships, people will remain in a lonely, pitiful existence. Comrades help people unlock their true potential, much like Freak helped Max.

H3. Hook Reversed- Leave the reader wondering. Make your reader think at the end!

Choose 1: Question, Quote, or Fact

Examples: Question: How many lives can be saved if people had more friends than enemies?

Quote: People should be proud of who they are and not upset by what they cannot change. As Lady Gaga once said, “Baby, I was born this way.”

Interesting fact: In one study, those who had the most friends over a 9-year period cut their risk of death by more than 60%. Having friends helps you live longer.

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SHORT RESPONSE 10 Point Rubric

___/1 Clear Topic Sentence THAT ANSWERS THE QUESTION

___/1 Transition sentence (This can be seen...) linking the topic sentence to example.

Does not include page/chapter numbers Summarizes a part of the story used in evidence Is not a quote from book

___/1 Quote from book stated word for word in quotations with proper citation in MLA format

“quote goes here with no period” (5).

___/3 At least 3-5 sentences explanation after the quote. One sentence is worth one point Two sentences is worth two points Three to five sentences is worth three points

___/1 Another quote from book stated word for word in quotations with proper citation in MLA format

“quote goes here with no period” (5).

___/3 At least 3-5 sentences explanation after the quote. One sentence is worth one point Two sentences is worth two points Three to five sentences is worth three points

Total Score ____/10

Subtract one point from their total if they did the following: They used taboo words They repeated words too many times

NEW Final Total Score: _____/10

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Name :___________________________________________________ Grade 7 Argumentative Essay Rubric

ARGUMENT ESSAY

4MASTERED

3PROFICIENT

2DEVELOPING

1NOT PROFICIENT

Introduction and ClaimW.7.1.a

Contains a dynamic hook

Uniquely establishes a solid claim for the chosen topic with three solid pieces of evidence

Contains an appropriate hook

Establishes a debatable claim for the chosen topic with some viable evidence

Hook does not relate to essay topic or is in the wrong format

Provides an unclear/rambling claim for the chosen topic.

No Hook given

Provides no claim for the topic.

No evidence provided in thesis

Body Paragraph with EvidenceW. 7.1.b

Employs an effective use of the TTEE template with an explanation that strongly supports the provided quote and claim

Employs an acceptable use of the TTEE template with minor errors. Explanation lacks finesse, but still support the claim

Does not have an active handle on the TTEE template. Lacks connection between evidence and explanation.

Lacks evidence, no sources to support the claim. Evidence does not clearly prove the claim.

ConclusionW.7.1.eW7.2f

Expertly provides a conclusion that follows the proper form and effectively reflects on the claim. The conclusion strengthens the claim and evidence.

Adequately provides a conclusion that follows the proper form and reflects on claim. The conclusion ties to the claim and evidence.

Minimally provides a conclusion that follows from and reflects on the claim. The conclusion merely restates the position.

Lacks a conclusion. The essay fails to conclude the argument.

Word ChoiceL.7.2d

Uses grade-level vocabulary easily AND uses sophisticated vocabulary

Uses grade-level vocabulary with ease

Uses simple vocabulary but attempts to use grade-level vocabulary even if not successful

Only uses simple vocabulary, under grade level

Style & ConventionsL.7.1-L.7.3, W.7.4, 7.1.d

Uses revision to ensure all sentences are punctuated and words are spelled correctly. The text presents an engaging, formal, and objective tone.

1-2 convention/spelling errors. The text presents an appropriate, formal, and objective tone.

3-4 convention/spelling errors. The text demonstrates a limited awareness of formal tone.

5 or more convention/spelling errors. The text demonstrates limited awareness or inconsistent tone.

Sources, MLAW.7.1.b, W.7.6, W. 7.8, W.7.9

Expertly uses accurate and credible sources. All sources are correctly cited using proper MLA format. No MLA errors.

Adequately uses accurate and credible sources. Most sources are cited correctly using proper MLA format. 1-2 MLA errors

Minimally uses accurate and credible sources. Sources may not be from a credible Source. Citations are not all cited using proper MLA format. 3-4 MLA errors

Lack of accurate or credible sources. No attempt at using MLA format. 5 or more errors.

Comments: FINAL SCORE

________________24 points possible

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