writer’s handbook downsville central schoolwriter’s handbook downsville central school committee...

Writer’s Handbook

Downsville Central School

Committee Members 2008: Andrew Morris Pat Pattison Heather Odell Gretchen Blynt Keidy Martinez This handbook has been designed to assist DCS writers in rules for correct writing and standards to follow in preparing papers for any subject.

TABLE of CONTENTS Statement of Purpose…………………………………………………… Page 5 NYS ELA Standards……………………………………………………. Page 6 Eagle Writers Mission (purpose and process)………………………….. Page 7 DCS Universal Writing Rubric…………………………………………. Page 8 DCS Student Literacy Benchmarks (writing/thinking)…………………. Page 9-10 Proofreading Marks…………………………………………………….. Page 11 Standard Form for all Word-Processed Documents……………………. Page 12-13 State Exams 3-8 State Exams Introduction Page…………………………………………. Page 14 Grades 3-4 ELA Test Design…………………………………………… Page 15 Grades 5-6 ELA Test Design…………………………………………… Page 15-16 Grades 7-8 ELA Test Design…………………………………………… Page 16-17 Comprehensive English Exam Grade 11 General Synopsis of Grade 11 Regents Exam…………………………... Page 18 Part A Day One Regents Task…………………………………………… Page 19 Part A Day One Regents Task Rubric…………………………………… 0 Part B Day One Regents Task…………………………………………… Page 21 Part B Day One Regents Task Rubric…………………………………… Page 22 Part A Day Two Regents Task…………………………………………… Page 23 Part A Day Two Regents Task Rubric…………………………………… Page 24 Part B Day Two Regents Task…………………………………………… Page 25 Part B Day Two Regents Task Rubric…………………………………… Page 26 Revising Writing Using a Model for Comparison……………………….. Page 27 Tips for Part A and B Day One Regents Tasks………………………….. Page 28 Tips for Part A and B Day Two Regents Tasks…………………………. Page 29 Understanding the Regents Rubric Qualities……………………………. Page 30 Mr. Morris’ Basic Essay Structure (Introductory Paragraph)…………… Page 31 Literary Analysis Tips …………………………………………………… Page 32 Transitional Phrases (to use in essay writing) …………………………… Page 33 Useful Websites Online Writing Assistance and Test Prep (URLS)………………………. Page 34

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Literary Elements and Devices Introductory Page: Literary Elements and Devices………………………. 5 Literary Elements and Devices (defined with examples)………………… Page 36-38 Note Taking Taking Notes……………………………………………………………... Page 39 Taking Notes Graphic Organizer………………………………………… Page 40-41 Graphic Organizers Structuring Your Writing – Building Format Graphic Organizer……….. Page 42 Structuring Your Writing………………………………………………… Page 42 Pyramid Notes: Preparing to Read, Think, Write, or Speak…………….. Page 44 T.A.P. (Topic, Audience, Purpose)……………………………………… Page 45 Event Map……………………………………………………………….. Page 45 Web1…………………………………………………………………….. Page 46 Web2…………………………………………………………………….. Page 48 Idea Diagram…………………………………………………………….. Page 49 Outline for Writing………………………………………………………. Page 50 Position/Support Web……………………………………………………. Page 51 Article Organizer………………………………………………………… Page 52 Main Ideas and Supporting Details……………………………………… Page 53 Essay Organizer…………………………………………………………. Page 54 PowerPoint Using PowerPoint……………………………………………………….. Page 55 Sample PowerPoint Slides………………………………………………. Page 56 Job-Related Help Resume Format………………………………………………………….. Page 57 Sample Resume…………………………………………………………. Page 58 Sample Cover Letter……………………………………………………. Page 59 Business Letter Format – Modified Block……………………………… Page 60 The Research Paper Steps in Writing the Research Paper…………………………………… Page 60 Choosing Your Subject…………………………………………………. Page 61 Narrowing Your Subject………………………………………………... Page 62 Provide of Focus for Gathering Material……………………………….. Page 62 Select a Bibliography…………………………………………………… Page 63-64 Gathering Notes………………………………………………………… Page 64 Categorizing Notes……………………………………………………… Page 64 Deciding on an Approach………………………………………………. Page 64 Drawing up a Detailed Outline…………………………………………. Page 64 Writing the First Draft………………………………………………….. Page 64-65 Make a Clear Copy……………………………………………………... Page 65

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Leave for a Day………………………………………………………….. Page 65 The Importance of Editing Your Own Work……………………………. Page 65 Your Final Copy…………………………………………………………. Page 65 MLA/APA Format……………………………………………………….. Page 65 Research Paper Checklist………………………………………………. Page 66-69 Research Paper Rubric…………………………………………………. Page 70 Research Task Definition………………………………………………… Page 71 Topic Check……………………………………………………………… Page 72 Topic Check 2……………………………………………………………. Page 73 Article Map………………………………………………………………. Page 74 The Nuts and Bolts of Writing Parts of Speech…………………………………………………………… Page 75 Mechanics………………………………………………………………… Page 76-77 Sentences…………………………………………………………………. Page 78 Common Grammatical Errors……………………………………………. Page 79-80 Writing the Scientific Report Guidelines for Designing a Controlled Experiment……………………… Page 81 Organization of the Final Report…………………………………………. Page 82 Acknowledgments………………………………………………………. Page 83

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DCS WRITER’S HANDBOOK

STATEMENT OF PURPOSE

It is our intention that this handbook be made available to students, faculty, administration, and parents. We encourage its use in the classroom as a desk reference, for students engaged in a variety of written assignments and all facets of the writing process, and for teachers as a possible tool for developing lesson plans and to focus your attention on state assessments for ELA and pertinent writing skills.

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ELA Standards

STANDARD 1

Students will read, write, listen, and speak for information and understanding. As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

STANDARD 2 Students will read, write, listen, and speak for literary response and expression. Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.

STANDARD 3 Students will read, write, listen, and speak for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will present, in oral and written language and from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

STANDARD 4 Students will read, write, listen, and speak for social interaction. Students will use oral and written language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

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WHEN WRITING, ALL EAGLE WRITERS WILL STRIVE FOR: Meaning – The written task will demonstrate understanding, interpretation, and analysis of task. Development – The written task will demonstrate sound development of ideas specific and relevant to the task. Organization – The written task will demonstrate direction, shape, and unity. Language Use – The written task will demonstrate awareness of audience and purpose through effective use of words English conventions – The written task will demonstrate a clear understanding of the conventions of the English language. ALL EAGLE WRITERS WILL UTILIZE THE WRITING PROCESS: Prewriting – Choose a form and manageable topic. Identify your purpose and audience. Draft a sentence that expresses your main idea. Gather information about the topic. Begin to organize the information. Drafting – Draft an introduction that grabs your reader’s attention and states your main idea. Provide background information. Follow a plan for organizing your ideas. State your supporting points and elaborate on them. Wrap things up with a conclusion. Revising – Evaluate your draft, or ask a peer to evaluate it. Revise the draft to improve its content, organization, and style. Publishing –

Proofread your draft to find and correct spelling, punctuation, and grammar errors. Use correct manuscript style Publish your writing Reflect on your writing experience

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ALL EAGLE WRITERS AND EDUCATORS WILL UTILIZE AND MODIFY, AS NEEDED, THE FOLLOWING UNIVERSAL WRITING RUBRIC:

BEGINNER INTERMEDIATE COMMENCEMENT Meaning/Ideas and Content -Topic is clear

-Supporting details are appropriate to the overall topic -Knowledge and/or understanding is evident; reader may have more questions or desire more depth

-Topic is well developed and focused in most places -Supporting details are used to back up points -Knowledge and/or understanding is clear

-Topic is focused and richly developed throughout -Supporting details stand out but are well developed -Thorough knowledge and/or profound understanding is demonstrated

Organization and Development

-Paragraphs are used to define a distinct beginning, middle and end

-Paragraphs are ordered and have clear transitions -The writing flows smoothly in most places -The introduction grabs the reader’s attention -The conclusion is thorough and/or logical

-Paragraphs are well-ordered and have clear and effective transitions throughout -The entire piece flows smoothly -The conclusion effectively ties all points together and leaves the reader satisfied and thinking critically

Language Use -Word choice is somewhat varied -Sentence structure is usually correct but repetitive -Vocabulary relevant to the topic is used occasionally

-Words are mostly precise and specific -A variety of words are used -Sentence structure is somewhat varied and sentences sound natural, not choppy -Vocabulary relevant to the topic is used regularly

-Words are precise, specific, and vibrant -Choice of words and phrases make the writing come alive -Sentence structure is consistently varied -Vocabulary relevant to the topic is used with precision throughout -Full awareness of audience and purpose

Style and Voice -Writer’s style and voice are emerging but inconsistent

-Writer’s experimentation with style and voice is present

-Writer’s style and voice consistently amuse, surprise, delight, or move the reader -Writing is individual and powerful, full of personality

English Conventions -Grammar, spelling, punctuation, and capitalization are inconsistently correct -Errors in usage do not distract from meaning

-Spelling is usually correct -Few lapses in grammar, punctuation, and capitalization relative to length

-Spelling and capitalization are always correct -Very few lapses in punctuation and grammar relative to length

Writing Process -With coaching, uses certain writing process techniques -Work shows development through revision and editing with teacher assistance and suggestion

-With coaching, continues to use and elaborates on writing process techniques -Work shows development through revision and editing (with some assistance and in response to teacher suggestion)

-Independently uses a variety of writing process techniques and modifies them to suit individual needs -Work shows polish achieved through independent revision and editing

The purpose of a writing rubric is to assist teachers and students in evaluating the quality of a written assignment. This writing rubric should be used to communicate strengths and areas of improvement.

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DCS Student Literacy Benchmarks: Writing/Thinking

By the end of Grade 4 students will be able to:

1. Demonstrate the proper use of verbs, nouns, and adjectives in a creative and organized manner

2. Use basic punctuation correctly when writing 3. Create an example that uses varied vocabulary and sentence structure 4. Evaluate and revise writing samples, including their own 5. Write a multiple-paragraph composition that supports a consistent point of view 6. Develop a summary paragraph on information read 7. Paraphrase and synthesize documents 8. Assess and select information to write notes for a report 9. Compose and support the information in an essay based on documents—pictures,

diagrams, graphs, and articles 10. Write more than one connecting paragraph using comparison/contrast from two

literary works By the end of Grade 8 students will be able to:

1. Demonstrate correct use of conventions; use complete sentences 2. Write legibly in an organized and coherent manner 3. Demonstrate age- and content-area-appropriate vocabulary 4. Show awareness of audience and use voice effectively 5. Take notes for effective summarizing and planning; paraphrase 6. Prepare organize (beginning, middle, end) reports which include:

a. Graphic organizers b. Research notes c. Data collection d. Source citation (bibliography) e. Effective language/flow

7. Write original literary text which a. Uses literary devices (plot, setting, action, climax, conflict, rising/falling

action, resolution) b. Maintains consistent focus according to the theme/purpose/mood in the

given genre 8. Draw conclusions and support those conclusions in writing from a text 9. Express opinions in writing with supporting examples from a text 10. Describe situations, explain cause and effect, compare and contrast events

By the end of Grade 12 students will be able to:

1. Formulate and maintain a controlling idea/thesis/hypothesis that establishes a critical stance and/or offers an interpretation of text(s) or experiment based on the principal features of the genre(s)—singular, comparative, qualified, predictive stances

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2. Develop strategies (webbing, Venn diagrams, graphic organizers) to organize and write in-depth, analytical, research-based responses with factual evidence and proper citations

3. Produce papers, essays, and theses that employ appropriate transitions within and among paragraphs and include appropriate conclusions

4. Generate organized, written responses demonstrating sound understanding, interpretation, and analysis of the task using specific and relevant evidence in language that shows awareness of audience

5. Demonstrate the effective use of words, sentence structure, sentence variety, conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage.

6. Use scientific method to design an experiment and write a laboratory report in proper format

7. Model real-life and word-problem scenarios with mathematical equations 8. Write logical and complete explanations of work/reasoning 9. Demonstrate a working knowledge of specific vocabulary across the subject areas

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Proofreading Marks

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Standard Form for Word Processed Reports or Compositions

The paper itself:

1. Double-spaced, 12 point font, Times New Roman 2. One-inch margins on top, bottom, and sides, EXCEPT for the first page. The top

margin on the first page is two inches to accommodate your heading. 3. Use only one side of the paper when printing.

Heading:

1. In the top left corner, type your name, subject, grade, and block/period. This heading is double-spaced.

2. In the top right corner, you’ll place your last name and page number. For example: Morris 1

Title:

1. When a title page is not required, center your own title (capitalized only) on the first page. Return to the left margin and begin typing your text just below your title.

Paragraphs:

1. Indent each paragraph five spaces (hit tab button). Do not leave an extra space between paragraphs.

2. Quoted material that is longer than four lines must be blocked—indented (one inch) on both the left and right sides and single-spaced. You do not need quotation marks around the block. Continue on with double-space after the block.

SEE AN ACTUAL LAYOUT ON THE NEXT PAGE

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Franklin 1

Joe Franklin

Mr. Morris

English

10 December 2008

Ralph’s Malaise

Xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx

xxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxxx.



xxxxxxxxxxxxxxxxxxxxxxxxxxxxxx:

Block Quotation qqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqq Block quotation: Single-space Indented one inch on both sides

Period goes at the end of citation, not outside of the parenthesis. Return to double-spacing after citation.

qqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqqq




qqqqqq. (Grant 67)



xxxxxxxxxxxxxxxxxxxx.

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STATE EXAMS ELA EXAMS GRADES 3-8

AND THE COMPREHENSIVE ENGLISH REGENTS EXAM GRADE 11

The following pages contain information regarding ELA state exams. If you have further questions or concerns, please contact your child’s teacher or explore the websites provided hereafter. For grades 3-8 you will see test designs. For grade 11 you will see example prompts for all four tasks and the state rubrics used to grade each task. Also included for grade 11 are tips for each of the four tasks.

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NYS ELA TEST DESIGNS

Grade 3 Test Design Session 1 (Reading)

• Format o 3 to 4 passages (literary and informational) o 20 multiple choice items o 1 constructed response item

• Standards 1, 2, 3 measured Session 2 (Listening/Writing)

• Format o 1 listening selection (literary) o 4 multiple choice items o 2 constructed response items o 1 editing paragraph

• Standards 1, 2, 3 measured Grade 4 Test Design Session 1 (Reading)

• Format o 4 to 5 passages (literary and informational) o 28 multiple choice items


• Format o 1 listening selection (literary) o 2 constructed response items o 1 extended response item

• Standard 2 measured Session 3 (Reading/Writing)

• Format o 2 paired passages o 3 constructed response items o 1 extended response item

• Standard 3 measured Grade 5 Test Design Session 1 (Reading)

• Format

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o 3 to 4 reading passages (literary and informational) o 20 multiple choice reading items o 1 constructed response item


• Format o 1 listening selection (informational) o 4 multiple choice listening items o 1 constructed response item o 1 editing paragraph

• Standards 1 and 3 measured Grade 6 Test Design Session 1 (Reading)



• Format o 1 listening selection (literary) o 3 constructed response items o 1 extended response item



• Standard 3 measured Grade 7 Test Design Session 1 (Reading)

• Format o 4 to 5 passages (literary and informational) o 26 multiple choice items o 2 constructed response items


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• Format o 1 listening selection (informational) o 4 multiple choice items o 2 constructed response items o 1 editing paragraphs

• Standards 1 and 3 measured Grade 8 Test Design Session 1 (Reading)*


• Standards 1, 2, 3 measured Session 2 (Listening/Writing)*

• Format o 1 listening selection (informational) o 3 constructed response items o 1 extended response item



• Standard 3 measured *Sessions 1 and 2 will be given on one day

For more information visit: www.nysed.gov

(click on “Parents” or “Teachers” and then “Assessment Information”)

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General Synopsis of Grade 11 English Regents Exam

The English Regents exam is taken over a two-day period. Students compose two essays each day. Each day, they have three hours to complete the exam. Part 1: Students listen to a speech (twice), take careful notes, answer multiple choice questions on key ideas, and compose a written response. This essay is usually informative in nature.

Part 2: Students read an article, interpret a visual (chart, graph, etc), answer multiple choice questions, and compose a written response based upon the text and the visual. This essay is usually persuasive in nature.

Part 3: Students read two literary passages that share an overall theme or idea. Students answer multiple choice questions, develop a controlling idea (what do both passages have in common?), and compose a written response (being sure to incorporate discussion of relevant literary elements and devices).

Part 4: Students read and interpret a critical lens (a quotation), agreeing or disagreeing with the lens. Students then apply their interpretation of the lens to two works of literature they’ve read in class by composing a written response. They basically examine two works of literature through this “lens.” It’s helpful to think of this lens as a microscope.

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The following two pages contain tips for each task found on the English Regents exam.

Tips for Part A and B Day One Regents Tasks

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Part One (Listening Passage) Listening and Writing for Information

and Understanding -Read the directions and your task so you know what to listen for and what you’ll be writing about.

-Listen carefully to the speech (2x). -Take notes!! Use bullets or some other method. Fill in any blanks second time around.

-Answer multiple-choice questions (use them in your essay if you’re confident they are correct). -Organize your information – prepare to write -Set up ABCD in your introduction Remember, “D” will make up your body paragraphs (topics of discussion or evidence to support thesis).

(A) is your hook, (B), is background information regarding your topic, (C) is your thesis or main idea, (D) is your 3 or more topics of discussion or qualities or bits of evidence or support. -PROOFREAD YOUR ESSAY -- look back at the “guidelines”

Part Two (Visual/Graphic) Reading and Writing for Information and

Understanding

-Read the directions and your task, so that you will know what you need to write about (Summary or Persuasive)

-Read and HIGHLIGHT relevant information in the article that supports your overall topic. Make notes in the margin to remind you of important facts

-Read and interpret the significance of the charts or graphs!!!!!!!

-Answer multiple-choice questions (use them in your essay if you’re confident they are correct). -Organize your information – prepare to write -Set up ABCD in your introduction Remember, “D” will make up your body paragraphs (topics of discussion or evidence to support thesis).

-Write your essay using BOTH the ARTICLE AND THE CHART/GRAPH -THE MORE DIRECT EVIDENCE (QUOTES) YOU USE, THE BETTER OFF YOU’LL BE!!!!!!!!!! -Proofread your essay – look back at the “guidelines”

Tips for Part A and B Day Two Regents Tasks

Part Three (Controlling Idea) Reading and Writing for Literary

Analysis -Read the directions and your task, so that you will know what you need to write about. -Read and analyze your first piece of literature, gathering direct quotes and literary elements that illustrate your overall theme -Read and analyze your second piece of literature, gathering direct quotes and literary elements that illustrate your overall theme -Answer the multiple-choice questions (Use them in your essay if you’re confident) -Write your essay comparing the two pieces of literature to the overall theme (i.e., “attitudes toward nature”) -SET UP ABC only: (A) is your hook, (B) is a brief summary of passage one and passage two (demonstrate you understood what you just read), (C) is your controlling idea – What are both passages saying about the overall theme/topic? You might begin as follows…Both passages express/illustrate… -BE SURE TO USE DIRECT QUOTES FROM BOTH TEXTS WHEN EXPLAINING HOW EACH RELATES TO THE OVERALL THEME -BE SURE TO MENTION LITERARY ELEMENTS WHEN EXPLAING HOW THE LITERATURE RELATES TO THE OVERALL THEME -Proofread your essay -- look back at the “guidelines”

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Part Four (Critical Lens/quote) Reading and Writing for Critical

Analysis

ead the directions and your task, so t you will know what you need to ite about.

et up ABC for this essay – your hook ) is the author and the quote (so and once said…).

)Background is your agreement or agreement with the lens (this tement holds a lot of truth or this tement doesn’t hold much truth)….

d your interpretation of the lens – put nto your own words -- bring it back to rature (i.e., in all great books, or in allat stories…)

) are your two selections you will use support your opinion regarding the s (two books that relate to this lens …), then briefly state how each book ates to the quote.

emember, the lens is open to erpretation – you can make it fit CITR Kite Runner somehow – if not, think other literature you’ve read – Romeo d Juliet, Old Man and the Sea, any ems or short stories…

E SURE TO USE SPECIFIC AMPLES FROM EACH BOOK IN UR DISCUSSION OF HOW THE OK RELATES TO THE QUOTE

E SURE TO EXPLAIN HOW TERARY CHNIQUES/ELEMENTS HELP PRESS THE SIGNIFICANCE OF E QUOTE

roofread your essay – look at your uidelines” again

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Understanding the Regents Rubric Qualities

The following are the Regents scoring rubric qualities. Ask yourself these questions as a way to simplify what the rubric is attempting to assess. MEANING Did they understand what they read? Did they understand what they were asked to do? Did they draw some conclusions from the text (“interpret”) and not just copy? DEVELOPMENT Did they use specific details from the text? Did the details fir the task they were asked to do? Did they USE the details to build their argument and make their position (not just list them)? ORGANIZATION Did they write an introduction that states their point? Did they write a conclusion that restates their point? Did they keep restating their point throughout? Did they use transitional words & phrases? LANGUAGE USE Did they write for the intended audience? Did they use words that fit their ideas and audience? Did they vary sentences for good rhythm? Did they write in a natural, individual “voice”? CONVENTIONS Did they spell words correctly? Did they use correct punctuation? Did they use correct grammar? Did their usage agree with Standard Written English? Did they capitalize correctly? Did they divide the essay into logical paragraphs?

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Basic Essay Structure

The following is used in Mr. Morris’ English class as the basic essay structure. The emphasis here is on the introduction. A (hook), B (background information), C (thesis or controlling idea), and D (support or discussion topics) are contained in the introduction.

A. Explain what a hook is.

A hook is an attention grabber – it’s purpose is to grab your reader’s attention – to provoke them.

B. Explain what background information is. BI is general information about your topic. Its purpose is to inform your reader by offering general information about the topic – you’re building context so your reader knows what’s going on.

C. Explain what a controlling idea is. How is this different from a thesis statement?

A controlling idea is the significant generalization that is drawn from both passages and provides the focus for your essay. What are both passages telling you about “the nature of work”?

D. Explain the purpose of “D.” This is where you offer three or more topics of discussion or three or more bits of evidence to support your thesis or position. The purpose of “D” is to set up the body paragraphs of your essay.

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Literary Analysis

A literary analysis is an analysis of how various literary devices in a work of literature function to create meaning, and to emphasize the work's theme.

A literary analysis evaluates the use of important literary concepts such as:

• Plot • Theme • Setting • Narration/point of view • Characterization • Imagery • Metaphor or simile • Symbol • Genre • Irony • Diction

A few tips on literary analysis

1. You must ANALYZE. If your essay consists of little more than plot summaries, you will not score well. Do not simply paraphrase the story, book, poem, or passage. You don't need to tell me what happens in the work—I’ve read it already.

2. Analysis means analyze the evidence in the literary work: don't make stuff up about the characters' emotions, motivations, or future. The evidence is what's in the text—the words, the literary devices, and the structure of the work. 3. Literary analysis means analyze the literature as writing. Personal anecdotes simply don't belong in a literary analysis.

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Transitional Phrases

TO INTRODUCE EXPLANATIONS or REASONS For example, Also, In addition, Furthermore, Moreover, One way… Another way… TO INTRODUCE CONCLUDING SENTENCE In conclusion, Therefore, Thus, In short, In summary, TO INTRODUCE DIRECT QUOTES/EVIDENCE On page _____, the text states, “_____” Evidence from the text states, “_____” The text states, “_____” On page ____, (character) says, “‘_____’” In fact, the text on page ______ states, “_____”

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Online Writing Assistance and Test Preparation

The following URL is a great resource for a variety of writing skills for both teachers and students. You’ll also find information on MLA and APA formatting and style. Highly recommended: http://owl.english.purdue.edu/owl/ The following URLS provide test preparation for the English Regents Exam: http://regentsprep.org/Regents/english/english.cfm www.regentsreviewlive.net/rrl/powerpoint/ This handbook will soon be posted on the DCS Website (at the Homepage or the Library’s). You can access the Library’s page via the homepage. http://www.dcseagles.org/education/school/school.php?sectionid=8 – homepage

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http://owl.english.purdue.edu/owl/

http://regentsprep.org/Regents/english/english.cfm

http://www.regentsreviewlive.net/rrl/powerpoint/

http://www.dcseagles.org/education/school/school.php?sectionid=8

LITERARY ELEMENTS and LITERARY DEVICES/TECHNIQUES

The following pages are lists of literary terms DCS students should be able to identify, define, and apply before they take the Comprehensive English Exam in grade 11. Some of these terms are tested in some form or fashion on the 3-8 exams as well. We apply our understanding of these literary elements and devices to literature, mostly fiction and poetry. Understanding an author’s use and development of these literary elements and devices helps us to deepen our understanding of a text. We also apply our understanding of these elements and devices when we write about literature (literary analysis essay). The grade 11 Regents exam will ask students to show how authors use specific literary elements (for example: theme, characterization, structure, point of view) or techniques (for example: symbolism, irony, figurative language) to convey the controlling idea, which the student developed after reading two passages (usually a short story and a poem). The grade 11 Regents exam will also ask students to reference appropriate literary elements (for example: theme characterization, setting, point of view) to develop an analysis.

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Literary Elements and Devices (defined with examples) Students will be responsible for knowing the definitions of the literary terms as well as being able to apply them to literature.

1. alliteration—repetition of the same or similar consonant sounds in words that are close together

Ex. The big blue blimp sailed past.

2. allusion—reference to a statement, a person, a place or an event from literature, history, religion, myth, politics, sports, science, or the arts

Ex. “I’m your Venus, I’m your fire and your desire.”

3. assonance—repetition of similar vowel sounds followed by different consonant sounds in words that are close together

Ex. molten golden notes

4. character—individual in a story, poem, or play

5. direct characterization—the writer tells us directly what the character is like Ex. Susie is a hard worker.

6. indirect characterization—we have to put clues together to figure out what a

character is like Ex. Susie completed all the duties in record time, helped Ann with hers,

and still managed to run the errands.

7. static character—does not change much in the course of a story

8. dynamic character—changes in some important ways as a result of the story’s actions

9. conflict—struggle or clash between opposing characters, force, or emotions.

Types of conflict: internal—character vs. himself external—character vs. character, character vs. nature, character vs. society, character vs. fate, character vs. supernatural

10. hyperbole—figure of speech that uses exaggeration to express strong emotion or

create a comic effect. Ex. “I cried a river of tears when he left.”

11. imagery—language that appeals to the senses

Ex. “The trilling of the larks in the flower-filled meadow”

12. irony—contrast or discrepancy between expectation and reality

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13. verbal irony—a speaker says one thing but means the opposite

Ex. Saying, “Great grade, Einstein” to someone who just failed his test.

14. situational irony—what actually happens is the opposite of what is expected or appropriate

Ex. A fireman’s house burns down.

15. dramatic irony—occurs when the reader or the audience knows something important that a character does not know

Ex. In Romeo and Juliet, when we know Juliet is married to Romeo, but her parents do not

16. metaphor—figure of speech that makes a comparison between two unlike things

without using like or as Ex. The velvet night.

17. onomatopoeia—use of a word whose sound imitates or suggests its meaning Ex.

hiss, boom, tick-tock

18. personification—type of metaphor in which a nonhuman thing or quality is talked about as if it were human

Ex. The stubborn door won’t open

19. point of view—vantage point from which a writer tells the story

20. omniscient point of view—narrator plays no part in the story but can tell us what all characters are thinking or feeling

21. third person limited point of view—the narrator, who plays no part in the story,

zooms in on the thoughts and feelings of only one character

22. third person objective point of view—the narrator, who plays no part in the story, reveals no thoughts or feelings

23. first person point of view—the narrator is a character in the story

24. rhyme—repetition of accented vowel sounds and all sounds following them in

words that are close together in a poem Ex. love and dove

25. rhyme scheme—the pattern of rhymed lines in a poem

26. internal rhyme—occurs with a line

27. slant rhyme—words that sound similar but do not rhyme exactly

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28. setting—time and place of a story or play

29. simile—figure of speech that makes a comparison between two seemingly unlike

things using like or as Ex. The moon looks like a giant marshmallow.

30. symbol—person, place, thin, or event that stands both for itself and for something

beyond itself. Ex. the color white symbolizes purity, the cross symbolizes Christianity

31. theme—the central idea of a work of literature

32. tone—attitude of writer takes toward the reader, a subject, or a character

33. oxymoron—a contradiction in terms

Ex. war games, jumbo shrimp

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Taking Notes There are various methods for taking notes when listening or reading for information. The key is finding the method that best suits your style of learning. Some methods are listed below, but whichever method you use, you should write down the following:

• Summary of information, especially by section • Main ideas • Definitions • Lists and series • Description of a process • Sections you don’t understand and need to go back over or ask questions about

Also, keep in mind these ways to save time:

• Use abbreviations, acronyms, and symbols (U.S., in., @, #, +, w/o, etc.) • Draw simple illustrations, charts, or diagrams

Taking Notes—Cornell System

• Draw a vertical line 2 ½ inches from the left side of the paper. • While reading or listening, write down general ideas on the right side. • Skip lines to show the end of ideas or thoughts. Use abbreviations to save time. • After, read through your notes and in the left column write down key words or

definitions as well as questions that are answered by the notes. • At the bottom of the notes, write a summary for the overall point made.

Taking Notes—Outlining

Formal Outline: Title I. First major heading

A. Subheading of first degree 1. Subheading of second degree

a) Subheading of third degree (1) Subheading of fourth degree

(a) Subheading of fifth degree B. ____________________

Informal Outline: Title First major heading -Subheading of first degree -Subheading of second degree -Subheading of third degree

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Taking Notes—Graphic Organizer Explaining Relationships:

Cause or Problem Effect or Solution

Compare and Contrast (Venn Diagram):

Different Same Different

Sequencing (Technical Directions):

#1 #2 #3 #4

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Clustering Ideas (Mapping):

Detail

Hierarchy (Persuasive Writing):

Detail Detail

Detail

DetailMain Idea

DetailDetail

Detail

Main Point

1st Argument 2nd Argument 3rd Argument

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Structuring Your Writing—Building Format

Topic:

In

trod

uctio

n

Thesis Statement:

Bod

y Pa

ragr

aphs

Con

clus

ion

Co

Body 1

Supporting Details:

Topic Sentence:

ncluding Idea:

Body 2

Supporting Details:

Topic Sentence:

Body 3

Supporting Details:

Topic Sentence:

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Structuring Your Writing Good writing comes from good planning. Successful writers organize their thoughts before beginning to write. There are many ways to do this. You will need to find a method that works for you. Here are some suggested ways of structuring a piece of writing.

Outline Format Process: I. Introduction

A. Make a general statement about the topic. B. Briefly introduce the subtopics that will be expanded in the body of the essay. C. Write a thesis statement (your overall point, what you intend to prove).

II. First body paragraph

A. Make a strong topic sentence. B. Expand or explain this topic sentence. C. Give specific examples or evidence. D. Make a mini-conclusion.

III. Second body paragraph

A. Make a transition and strong topic sentence. B. Expand or explain this topic sentence. C. Give specific examples or evidence. D. Make a mini-conclusion.

IV. Additional body paragraphs, if needed V. Conclusion

A. Restate the general topic B. Review the subtopics and their relationship to the topic. C. Make a general statement about these ideas.

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Using PowerPoint® Presentation Design Tips The design of your presentation is important if you want your audience to understand your “message.” Use the following hints to help you design effective PowerPoint® presentations.

• Keep it short: Consider your audience. Long presentations tend to lose the audience. Include only necessary information on slides.

• Amount of information: Too many words or pictures can be distracting. As a

general rule, use no more than 7 words per line, 7 lines per slide. Limit each slide to one main idea. Try turning a slide into two slides if it has too much information.

• Use bullets: Your bulleted phrases should be kept as short as possible. A typical

slide may have between 3 and 6 bullets. Use the text to highlight your points, not narrate.

• Animation and special effects: Keep in mind that animation and special effects

should draw attention to your important points. Don’t get carried away with these tools and use them as entertainment. These effects often distract the audience from the information being presented. Avoid sound effects as well.

• Technical aspects: PowerPoint®’s default font is Times New Roman. If you

choose another font, the clearer the better. A font size of at least 26 is readable. Avoid cursive, italics, or large amounts of upper case text. Simple graphs and charts may be included. Choose color combinations that contrast well. Slides with light backgrounds may be more legible than slides with dark backgrounds, especially if any room light is present. Consistency helps the presentation to be seen as a whole. Select a background color or design to be used throughout.

Presentation Tips The audience should focus on the presentation instead of focusing on you. Use the following helpful hints to deliver effective presentations.

• Maintain a moderate pace: Speaking too fast will exhaust your audience and speaking too slowly may put them to sleep.

• Pauses are important: Try pausing for five to ten seconds after making

important points. This will let your audience rest and give them time to absorb what you have said.

• Stay still: Excessive movement can distract your audience from your

presentation. Holding note cards will keep your hands occupied.

• Speak to your audience: Always face your audience while speaking

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Sample PowerPoint® Slides

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Street Address City, State and Zip Code

Phone Number Fax Number Email Address

Your Name

Objective What do you want to do?

Education Name of School Address Dates Attended Degree Received

Work Experience Dates Attended (starting with most recent), Employer Name Address Job Title, Duties

Accomplishments List one or more things that you have done or a special skill you may have.

Extracurricular activities

List activities in which you have participated such as scouting, sports teams, church groups, etc.

References Name and Relationship to you Address Phone Number

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651 Creeper Road Truck Stop, NY 21545

Phone (607) 123-4567 Fax (607)765-4321 E-mail [email protected]

John Wrench

Objective Seeking a full-time position as a Diesel Technician where I can put my skills and recent training to good use

Education Truck Stop High School 19 Maple Ave., Truck Stop, NY, 12785 Dates Attended: September 1998-June 2002 Regents diploma with Honors

Work Experience 2002-present Leonard’s Engine Repair 75 Crowbar Ave., Truxon, NY, 12645 Mechanic: Experience includes maintenance and repair of two- and four stroke cycle engines

Summer 2001 Parts International 439 Skyline Dr., Carlise, NY, 15273 Clerk: Responsibilities included stocking shelves, customer service, and computerized inventory.

Accomplishments High Honor Roll—Truck Stop High School Enrolled in Automotive Technology Program—DCMO BOCES Commercial Driver’s License—Class B with Tanker Endorsement

Extracurricular activities

Member of Varsity Wrestling Team (2000-present) Co-Captain-2002; Class B Tournament Champion

Norwich Youth Wrestling Volunteer

References Leonard McPhee, Owner of Leonard’s Engine Repair 162 Circle St., Truxton, NY, 12645 (607) 654-8329

Nancy Read, English teacher 75 Booker Dr., Truck Stop, NY 12358 (607)874-2816

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Sample Cover Letter

52 Maple Street Anytown, New York 14567 September 15, 2004 Mrs. Pat Cummings, Personnel Director American Restaurant 24 Elm Street Anytown, New York 14567 Dear Mrs Cummings: After reading your advertisement in The Daily News, I believe my qualifications match your requirements for a Kitchen Assistant. My training in the Culinary Arts Program at DCMO BOCES and my work experience have thoroughly prepared me for employment in this position. As a recent graduate of a 2-year program at BOCES, I have knowledge of sanitation procedures and practical experience in salad-making, baking, entrée preparation, and dining room set-up. I am a detail-oriented person, can follow directions, and enjoy working with others. My instructors nominated me for the National Technical Honor Society; this honor is reserved for students who have demonstrated exemplary technical and employability skills. In addition, I completed two-week work experiences at three local restaurants and received glowing evaluations which I have enclosed. I am confident that my skills and work experience qualify me for the position of Kitchen Assistant. Please find my résumé attached for your review. I look forward to meeting with you to discuss this opportunity. I may be reached at (301) 456-7890 after 3:00 PM. Thank you for your consideration. Yours truly, Sally Smith

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Business Letter Format—Modified Block Your Street Address Your Town, State Zip Code Date (Heading) (Inside Address) Name, Title Company Name Street Address Town, State Zip Code (Greeting) Dear (Appropriate Title): (Body) Paragraph 1—In your initial paragraph, state the reason for your letter, name the specific position or type of work for which you are applying, and indicate from which resources you learned of the opening (placement center, news media, friend, employment service, etc.). Paragraph 2—Indicate why you are interested in the position, the company, its products or services. State what you can do for the employer. If you are a recent graduate (from high school, college, or a vocational training program), explain how your academic background or classroom experience makes you a qualified candidate for the position. If you have practical or related work experience, point out your specific achievements or unique qualifications. Show that your skills match their needs. (May be bulleted.) Paragraph 3—Refer your reader to the enclosed résumé or application form that summarizes your qualifications, training, education, and experience. Indicate your interest in a personal interview and your flexibility as to the time and date. Tell how you can be reached. List your phone number and offer any assistance to help in a speedy response. Finally, close your letter with a statement or question which will encourage a response. Sincerely, (Closing) Typed Name (Signature)

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WRITING THE RESEARCH PAPER In between the choosing of a topic and the final typing of the last revision lie a series of skills which, if learned thoroughly, might well be the most important and most permanent academic possession acquired in four years of high school. Specifically, you need to learn how to : delve deeply into a topic; find and select raw data; reflect, speculate, and meditate upon implications and relationships; glimpse and follow insights; establish logical categories; organize an outline; think and write with clarity and precision; and revise. Make the writing of every paper an exercise to develop these skills. Steps in Writing the Research Paper

1. Choose your subject 2. Narrow your subject 3. Provide a focus for narrowing material 4. Find references and select bibliography 5. Gather notes 6. Categorize notes 7. Decide upon an approach and point of view to gain control over your material 8. Draw up a detailed outline 9. Write a detailed outline 10. Make a clear copy 11. Leave for a day 12. Edit your work—go over you paper four times

a. First, reposition paragraphs and sentences b. Second, add and delete material to achieve balance and to advance the

stated objective of your paper c. Third, look to insert transitional words and phrases d. Fourth, read the paper aloud

13. Make a copy 14. Know rules for using quotations 15. Know rules for using footnotes 16. Know how to make a bibliography

Choosing Your Subject Choose a subject which interests you. The outstanding American expert on Tibet spends half of her time in Washington as advisor to governmental agencies, yet she has never traveled beyond the boundaries of the United States. When asked how she became so well versed on Tibet, she answered, “I’m simply fascinated by the subject, and have read everything I could get my hands on.” A research paper, then, is an opportunity to further your interest in some subject or area.

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Narrowing Your Subject The most common criticism of research papers is, “topic too broad.” You may well wonder, “Well, how can I be sure that I have sufficiently narrowed my topic?” A Cornell English professor has this sure-fire method: put you subject through three significant narrowings, i.e., moving from one category to a class within a category, each time. For example, here are some sample narrowings for papers:

1. Public opinion polls: accuracy of public opinion polls in national elections: factors which determine the accuracy of public opinion polls in national elections

2. The climate of opinion between World War I and World War II: the moral climate, etc.: the particular arguments involved in the debate over Prohibition: the arguments for Prohibition used by the “Drys” in support of the 18th Amendment and their arguments in the late 1920’s and early 1930’s to prevent repeal

3. Discrimination against African-Americans: Northern attitudes vs. Southern attitudes: the particular geographical distinction: how Mason and Dixon’s Line became a line of demarcation

4. The Civil War: crucial battles: one battle: Napoleonic strategy and the battle of Fredricksburg

5. Comparative religion: two religions: Judaism and Christianity: “salvation” in Judaism

Provide a Focus for Gathering Material To avoid the gross error of making your paper a mere accumulation of facts, you must crystallize a genuine question, and your facts must then be used to answer this question. Whether it can be definitely answered or not is unimportant. A detailed outline at this stage is not usually possible since you are not sure of the material that you will uncover. Nevertheless, the specific question in mind will give you the needed focus for gathering pertinent material. Select a Bibliography Libraries contain many valuable sources of reference material. It will pay you in the long run to find out just what these sources are and how you can learn to use them with the maximum efficiency. Don’t make the mistake of waiting until just a few days before your paper is due to make your first acquaintance with the many reference books you library contains. A few minutes spent in the library at the beginning of the term, when you are not under pressure to finish a paper, will help you in the future. Efficiency will be increased if all the information is systematically recorded in the following ways:

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1. Record the name of the library where the reference is located. Many universities have special libraries located in separate schools on campus.

2. Record the short title of your subject. This will be important when working on current and subsequent papers.

3. Record the library call number. You will not have to refer to the card catalogue whenever you want to use the same book again.

4. Record accurately the full reference in exactly the same form that you plan to use in the bibliographic portion of your paper. This insures your including all the essential parts of the reference; also, the correct form will make easier the mechanics of typing.

5. Record briefly your opinion of the reference; e.g., “not useful-does not discuss principles”; “excellent for case studies of poor readers at the secondary-school level.”

Another valuable source of reference material is the periodical index. The following resources are available through the Downsville Central School Library webpage:

• Encyclopedia Britannica • World Book • EBSCO Host • FirstSearch • Gale InfoTrac • Newsbank

One frequently overlooked source of information is the personal interview. Every campus and town has its share of experts and authorities. If possible, arrange for an interview and be prepared to take notes. Gathering Notes

1. Use note paper of uniform size. The 3x5 slips of paper are suggested because they are uniform, less bulky, and less expensive than cards.

2. Use only one side of the slip, and then record only one topic on each slip. 3. Identify the reference information on the note slips by writing the author’s last

name, or the title of the reference in the top left corner of the note slip. The page number or numbers should appear in parentheses at the end of the item of information. This system will enable you to find quickly again the exact page if further information is needed.

4. Write notes in your own words. This will help insure that you understand what you are reading. Furthermore, you will be putting the information into a form which can be used in your paper. Always distinguish clearly between your words and the author’s. Failure to do so might lead you unwittingly into plagiarism.

5. Just as in taking notes on a textbook, always skim the article or chapter you are reading before writing the notes.

6. Notations should be concise, yet sufficiently detailed to provide an accurate meaning.

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7. Taking time to write notations neatly will avoid the time and frustration of later deciphering.

8. Use ink. Notes written in pencil will become blurred through handling and sorting.

9. If you need direct quotations, use only a few of the outstanding phrases or sentences. Most students tend to quote too much and too often.

10. Abbreviate only the common words, otherwise much time will be lost in “figuring out” unfamiliar “shorthand.”

11. When ideas and insights occur, write them on separate notes slips under the caption “my own.”

Categorizing Notes Having recorded only one topic on each slip now permits you to arrange slips into separate topic stacks. Also, having written on only one side of the slip enables you to see your full notes without turning slips back and forth. Now you will appreciate that you really were not “wasting” paper when you left the reverse side of each slip blank. Deciding on an Approach To gain control over your material, the crux of some matter must be dug out and presented in a way that illuminates the issue; some analysis or appraisal ought to be given. A reader who is presented with an assortment of facts—no matter how neatly arranged—asks, “So what?” and rightly so. You ought to have clearly in mind before you begin writing what you want this material to add up to. Remember, the predication is as important as the “subject.” Drawing up a Detailed Outline Only by working out a detailed outline can you order and control your data so that it can be marshaled to support your stated objective. Worked into the outline, also, should be your approach, point of view, and strategy. In the process of writing an outline, you will acquire the prerequisite of all good writing—you will be forced to “think through” your material. This “thinking through” is what the professional writers call “digesting” your random facts. Once you do this, then you will quite naturally, as you write, draw from a reservoir of facts rather than stringing together a compartmentalized series of “snippets” which are usually someone else’s paraphrased words. As a final “bonus” effect, the detailed outline will save you time during the revision stage since your facts will be in the right order from the beginning. Writing the First Draft With the outline before you, write as rapidly and spontaneously as possible. Recording your thoughts as they go through your mind will help to insure continuity. It is when you stop to ponder alternatives that gaps in continuity occur. Though this manner of writing

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often results in too much material, don’t be concerned because it is easier to cut than to add. Make a Clear Copy The first draft is usually rough—full of deletions, additions, and directions which are understandable only to the writer. If left in this state for even a day, much time might be lots in trying to recall exactly how you meant to blend in some of the hastily written interlineations. Furthermore, if you retype or rewrite while the material is still very fresh, some spontaneous revision may take place. The result, of course, will be a clear copy which will be ready for revision after a “cooling off” period of a day or so. Leave for a Day The “cooling off” period is important. During the writing stage, your mind is so full of associations with the words which you have written that you are liable to impose clarity and step-by-step sequences where these do not, in fact, exist; that is, your mind can fill in and bridge the gaps. The Importance of Editing Your Own Work The editing function is one of the few really important big things that you can learn in college—the ability to view you own production with enough courage to anticipate (and be concerned about) the potential reader’s reaction. This means polishing, boiling down ideas, struggling to say things clearer and clearer, perhaps starting over, or writing even 3 or 4 drafts. Your Final Copy

1. Be sure to double space your paper. 2. Leave generous margins at the top, bottom and about a 1 ½ inch margin on both

sides to provide room for the instructor’s comments. 3. Check your spelling and grammar. Do not rely solely on the computer’s check. 4. Hand in the paper on time. It is not uncommon for instructors to deduct points for

late papers.

MLA/APA Format (We use MLA and APA to cite the sources we use and to avoid plagiarism) See the DCS library website for MLA and APA formats. The OWL website mentioned previously is an excellent source. Also, your English textbooks are helpful as well as other resources found in your classroom (see you teacher).

© Academic Skills Center, Dartmouth College 2001

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Research Paper Checklist

MLA Format □ One-inch margins

□ Double-space throughout

□ Do not skip lines between paragraphs

□ Half-inch indent for first line of all paragraphs

□ Correct heading

□ 12-point Times New Roman

Unity □ Adequately limited focus (narrow your topic)

□ Clear thesis statement

□ Topic sentences help prove thesis

□ Information is relevant to your thesis

□ Information captures readers’ attention

□ Information offered is fresh and insightful

Introduction □ Thought provoking hook □ Building context/background info (strategies to make reader want to read on)

□ Smooth transition between hook/context and thesis

Conclusion □ Thesis restated (not word for word) in light of your argument

□ Effective concluding strategy—not merely a summary of your essay—but any

new insight

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Cohesion □ Clear and logical organization

□ Clear topic sentences in all body paragraphs

□ Effective concluding sentences where needed

Transitions (clear connections) (see “transitions” page in this handbook) □ Within paragraphs and between paragraphs □ Between paragraphs and thesis

□ Between your writing and cited material

Support □ Convincing evidence for thesis and topic sentences □ Relevant information to thesis

□ Current sources (when appropriate)

□ Add a source of this type for balance:

_____journal_____newspaper_____magazine_____book_____Internet □ Credibility of Internet source uncertain

□ Effective balance of paraphrasing, summarizing, and quoting

□ At least two citation per body paragraph

□ Context provided for all borrowed material, always mentioning the author by

name in your text (not only in parenthetical citations) (think of it as a tag) □ Authority of every author established with first reference

□ Comment thoroughly on the relevance of every citation—relevance to your

argument in the immediate paragraph and to your overall thesis—don’t leave citations hanging

Documentation of Sources □ Documentation of all paraphrases, summaries, and quotations (anytime you use

someone else’s words, ideas, or information)

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**plagiarism will result in a “zero” for the paper** □ Correct MLA parenthetical-citation format

□ Correct use of quotation marks

□ Avoid block quotations (this paper is too short for extended quotations)

Format of MLA Works Cited Page(s) (Bibliography) □ Use alphabetical order for Works Cited page and double-spacing for each entry

□ Use MLA format for citing:

____journals____newspapers____magazines____books____Internet____etc. □ One-inch margins

□ Works Cited at top

□ Quotation marks needed

□ Underlining needed

□ Indent second line for all entries with 2 or more lines (hanging indent)

□ Do not skip lines between entries

Editing □ Diction (choice of words)

□ Wordiness

□ Avoid clichés

□ Awkward wording

□ Avoid slang terms

□ Artless repetition

□ Avoid use of “you”/”your”

□ Key terms not defined (or technical language)

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□ Vague language (stuff, thing, etc.) Sentence Skills □ Avoid sentence fragments

□ Avoid comma splices

□ Avoid fused sentences (“run-ons”)

□ Avoid meaningless verb tense shifts and incorrect verb forms

□ Make sure subjects and verbs agree

□ Pronoun/antecedent reference unclear

□ Revise faulty parallelism

□ Monotony in use of sentences patterns (use a balance of simple, compound, and

complex sentences) Punctuation to Review and Correct □ Commas

□ Colons

□ Semicolons

□ Brackets (when changing or adding words in a citation)

□ Parentheses

□ Ellipses (when omitting words in a citation)

Spelling Issues to Review and Correct □ Spelling

□ Possession

□ Capitalization

□ Hyphenation

□ Numbers/Numerals

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RESEARCH PAPER RUBRIC

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Research Task Definition

What am I being asked to do? Write down what the task is about. Be specific.

How will I be evaluated for process and product? Write down what is being evaluated and how.

What must I do to find the answer, complete the task, and present the product? Write down the verbs, keywords, and numbers.

What should I do to get started? Make a rough plan for what you think you need to do for:

• preparing/thinking through your topic/central question…

• information access • processing the

information • transferring/creating

and presenting your product

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Topic Check

Does my topic interest me? Will I be able to interest my audience? Is the topic right for me? (too difficulty/easy) What do I know already about the topic? Can I find enough information on my topic? Is my topic too big for this assignment? Do I understand my topic?

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Topic: _____________________________________________________________ What I already know: What I need to know: How will I find the

answers:

Keywords for Searching: Central Focus Question or Statement:

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Article Map

Main idea #1 Important Details: 1. 2. 3.



Title of Article


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Parts of Speech

1. NOUNS: A noun names people, places, and things.

Ex. brother, school, love

2. VERBS: A verb describes action or state of being.

Ex. (infinitive form) to be, to eat, to sleep

3. ADJECTIVES: An adjective describes nouns and pronouns.

Ex. good, old, brown

4. ADVERBS: An adverb describes verbs and explains when and how.

Ex. quickly, very happily, quietly, soon, now, later

5. PRONOUNS: A pronoun takes the place of nouns.

Ex. we, you, he, she

6. CONJUNCTIONS: A conjunction joins words, phrases, and clauses.

Ex. and, but, or

7. INTERJECTIONS: An interjection expresses strong opinions.

Ex. Oh!, Hey!, Darn!

8. PREPOSITIONS: A preposition describes position and relationships.

Ex. in, under, with

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Mechanics CAPITALIZE 1 The first word in a sentence 2 The first word in the salutation of a letter and in the complimentary close

Dear Mrs. Lawrence; Sincerely yours, 3 The first word in a direct quotation

Mark Twain said, “A lie can travel halfway around the world while the truth is putting on its shoes,”

4 Proper nouns John Smith, Amazon River, Golden Gate Bridge, Marxist

5 The names of races, nationalities, and ethnic groups and their languages Caucasian, Native Americans, Chinese, Swedes, English

6 Nouns referring to the deity God, the Lord, Jehovah, Buddha

7 Names of religions and religious institutions Christianity, Lutheran, Islam, Judaism, Hinduism, Protestant

8 Name of businesses, organizations, and societies City Bank, the Republican Party, Future Farmers of America

9 The names of political divisions such as empires, nations, states, provinces, counties, cities, and the names of governmental bodies, agencies, and offices

the Roman Empire, Portugal, Utah, Alberta, Herkimer County, the House of Representatives, the President of the United States

10 The names of historical events and periods in history World War II, the Second World War, the Monroe Doctrine, the Roaring

Twenties, the Industrial Revolution 11 The important words in titles, including the first word, the last word, and everything

else except “the, a, an, and, but, or, for,” and prepositions fewer than four letters “Home on the Range,” Gone With the Wind, the Bible, the Koran, Roe v. Wade,

the Theory of Relativity 12 The days of the week, the months of the year, and holidays and festivals; Do not

capitalize the names of the seasons Tuesday, October, Halloween, Yom Kippur, fall, winter

13 Direction words only when they refer to regions the South, the Northeast, four miles north

USE COMMAS 1 To separate three or more words or ideas in a series

We swam in the ocean, built sand castles, and played volleyball. They brought juice, candy, and eggs.

2 Before a coordinate conjunction when joining two sentences Gail claims she was at the meeting, but no one saw her.

3 After an adverbial clause, participial phrase, or series of prepositional phrases that start a sentence

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After the votes were counted, the students named the winner. Watching the game from the tree, Ernie forgot to hold on. At the edge of the river near Main Street, a fisherman sat.

4 To insert appositive phrases Mary Lou Retton, a former gymnast, will coach us.

5 To set off expressions that interrupt or are unnecessary to the meaning of the sentence Uncle Harry, I believe, will be here later. The barn, which used to belong to my

father, fell down. 6 To separate a noun of direct address

Jill, listen to this. I think, Joe, that you are right. 7 To set off the exact words of a speaker or text

The computer executive said, “Computers rule the world.” USE A SEMI-COLON 1 To join two sentences without a coordinate conjunction

My brother bought a new lawn mower; I was anxious to see it. 2 To separate groups that have commas

We received letters from Boston, Massachusetts; Boise, Idaho; Seattle, Washington; and Dayton, Ohio.

USE A COLON 1 To introduce a list

We need many supplies for the trip: matches, water, and wood. 2 To formally introduce a quotation

Polonius offers sound advice: “Neither a borrower nor a lender be.” USE QUOTATION MARKS 1 To set off the exact words of a speaker

Ralph Waldo Emerson wrote, “A foolish consistency is the hobgoblin of little minds.”

2 To set off the titles of short works: newspaper and magazine articles, poems, short stories, songs, episodes of televisions and radio programs, and chapters or subdivisions of books

Katherine Mansfield’s, “The Garden Party,” provoked a lively discussion in our English class yesterday.

3 To show that words are used in a special way The words “flaunt” and “flout” are frequently confused.

4 To show what a writer has “borrowed” from another publication See Documenting Sources

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Sentences

1. PARTS OF A SENTENCE A. Subject Simple—The young boy wrote a book. Complete—The young boy wrote a book. Compound—John and Mary went to the movies. B. Predicate Simple—The young boy wrote a book. Complete—The young boy wrote a book. Compound—Mary ran and jumped. C. Complement Direct Object—The young boy wrote a book. Indirect Object—The young boy wrote his mother a poem. Predicate Nominative—Larry is a teacher. Predicate Adjective—Larry is nice. 2. SENTENCE PATTERNS A. Subject—Action Verb Dogs run. B. Subject—Action Verb—Direct Object Kids play games. C. Subject—Action Verb—Indirect Object—Direct Object She gives people money. D. Subject—Linking Verb—Predicate Nominative Clinton is president. E. Subject—Linking Verb—Predicate Adjective Clinton is tall. 3. SENTENCE TYPES A. Simple—one subject and its predicate He eats fruit. John and Mary like sports and television. B. Compound—two simple sentences connected by a conjunction He eats fruit, but John and Mary like sports and television. C. Complex—one simple sentence with a dependent clause(s) He throws up whenever he eats broccoli. D. Compound—Complex Mary likes broccoli, but John throws up whenever he eats it.

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Common Grammatical Errors SENTENCES A. Fragment—a group of words missing a subject and/or verb or which does not express a complete thought. Incorrect Sitting by the fire reading my book. (no subject) Correct (I was sitting by the fire reading my book.) Incorrect My brother and his bright ideas. (no verb) Correct (My brother and his bright ideas make me crazy.) Incorrect Whenever I go skiing. (incomplete thought) Correct (Whenever I go skiing, I fall down.) B. Run-On—joining more than one sentence together without proper connecting words or punctuation Incorrect I was tired and hungry Mary was, too. Correct (I was tired and hungry. Mary was, too.) Incorrect The girl wore a new dress she bought it today. Correct (The girl wore a new dress which she bought today.) C. Comma Splice—two sentences connected with a comma instead of a semicolon or end punctuation Incorrect I never enjoyed science, math is my favorite class. Correct (I never enjoyed science. Math is my favorite class.) (I never enjoyed science; math is my favorite class.) II. MISPLACED/DANGLING MODIFIERS Modifiers should be as close as possible to the words they modify. Incorrect After seeing the movie, Godzilla seemed more real. (After Godzilla saw the movie?) Correct After seeing the movie, We found Godzilla more real. After we saw the movie, Godzilla seemed more real. Incorrect Looking down the valley, a wisp of smoke appeared. (The smoke was looking down?) Correct Looking down the valley, I saw a wisp of smoke appear. As I was looking down the valley, a wisp of smoke appeared. III. AGREEMENT

A. Subject – Verb

Incorrect Each of the boys have a book. (Each is singular) Correct (Each of the boys has a book) Incorrect There was two places set. (places is plural) Correct (There were two places set.)

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B. Noun – Pronoun Incorrect If students do not understand the question, you should ask for help.

(students is third person plural) Correct (If students do not understand the question, they should ask

for help C. Pronoun – Pronoun Incorrect Everyone has their own. (Everyone is singular) Correct Everyone has her own. V. Parallel Structure Items that are listed must be in the same form.\ Incorrect I enjoy sewing and to plan wardrobes. (sewing is a gerund and to

plan is an infinitive) Correct I enjoy sewing and planning wardrobes. I like to sew and to plan wardrobes. Incorrect His experience made him sullen, bitter, and a cynic. (sullen and

bitter are adjectives, cynic is a noun) Correct His experience made him sullen, bitter and cynical. Incorrect They wanted a house with seven rooms, a two-car garage and it

should be in a good location. (the three objects of the preposition with should all be nouns)

Correct They wanted a house with seven rooms, a two-car garage, and a good location.

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Guidelines for Designing a Controlled Experiment Scientists follow certain guidelines when they conduct and report on a controlled experiment. These are provided below. As you work through this section to design your experiment, make notes as you go along. Your notes will become the outline for your investigation, and you can use them to prepare a final version at the end.

1. Determine the question you are trying to answer. The question should be directly related to what you want to find out. For example, if you want to know whether or not light intensity affects tomato seed germination (the emergence of a plant from the seed), you might ask, “Does light intensity affect tomato seed germination?”

2. Formulate the hypothesis you will be testing with your experiment. The hypothesis is a tentative statement about the expected relationship between the variables. This statement must be written in a way that allows the relationship to be tested. It often suggests that there is a connection between two factors. For example, “Light intensity will influence the germination of tomato seeds.” Write in your notes the hypothesis you will be testing.

3. Formulate a title for your investigation. A title addresses specifically what is being investigated. The title should be a statement in the form of “The effect of…on…” You should specify the organism(s) you are using as well. For example, “The effect of light intensity on seed germination in tomato plants.” Write the title of you experiment in your notes.

4. Plan the design of your experiment. In the planning of your experiment, consider each of the following. Make notes of your ideas to use later.

a. You need to decide what data you will collect. The dependent variable is the one you measure.

b. What is to be your independent variable—the one you will vary to see how it may affect the dependent variable?

c. To do a fair test (controlled experiment) and obtain a valid conclusion, you must keep all but the independent variable constant. What other variables will it be important to keep constant to obtain meaningful data?

d. Decide how many individuals you will test, how many trials you will conduct with each, and the conditions to which they will be subjected.

e. Make note of safety precautions that will be necessary. Write out the steps of your experimental design in your notes.

5. Design one or more data tables that you will use to record the data as it is collected. You data table(s) should also have sections for summarizing or averaging the data, as appropriate. You data table(s) must be designed and finalized before you begin the experiment. Sketch in you notes the data table(s) you plan to use. Be sure to include appropriate headings and units.

6. Write out the steps you will follow to conduct your experiment. 7. Have your experimental design plan approved by your teacher. 8. Conduct your experiment. Gather the materials you will need, arrange for your

“test subjects,” and do the experiment.

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Organization of the Final Report When you are finished, organize you data and determine what the data “tells you.” Also, review what you did and think about whether or not some procedures should have been done differently to give you more reliable results. You final report should have the following sections:

• Title: Use your notes from the previous section (Refer to Guideline 3.) • Hypothesis: Use your notes from the previous section. (Refer to Guideline 2.)

• Methods and Materials: Describe the materials (what you used) and procedures

(what you did) in your experiment. This may be done in the form of a list, a paragraph, or a combination of both. Use your notes from the previous section to guide you in this. (Refer to Guidelines 4 and 6.) Be sure to identify the dependent and independent variables.

• Data Collected: Include your completed data table(s) and, if appropriate, a graph

or graphs to summarize the data for easier understanding of what you found.

• Discussion and Conclusions: These will relate back to the title and hypothesis for the investigation. Be sure to note whether your data supports or does not support your hypothesis. You also need to include an explanation of how or why this conclusion follows from the data you collected.

• Suggestions for Improvement: Discuss any possible sources of error that may

make your data less reliable. Include a discussion of controlling the variables when investigations involve human subjects. State three additional variables that may have influenced the outcome of your experiment.

• Suggestions for Further Research: Nearly any experiment that is done

produces new questions that could be answered with new investigations. Include two suggestions for other investigations that could be done or additional data that needs to be collected to further support your findings or to answer any new questions that came up during the experiment.

Prepare To Present Your Research to the Class Just as scientists must always defend their claims and conclusions to their peers, you should be prepared to report on and defend your findings before the class. If you are chosen to do a presentation to the class, you should be able to address each of the sections of the final report and to answer questions about your data and conclusions. You should prepare some visual aids to make the presentation clear and understandable.

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Acknowledgements

“ELA Standards.” University of the State of New York State Education Department. 26 July 2007.

22 Oct. 2008 <http://www.emsc.nysed.gov/ciai/ela/elastandards/elamap.html>.

“Preparations for Scoring.” University of the State of New York State Education Department.

26 September 2005. 22 Oct. 2008 <www.emsc.nysed.gov/3-8/rev-scoring-prep.ppt>.

“Regents Review Live PowerPoint Presentation, English 2007.” 2007.

22 Oct. 2008 <http://www.regentsreviewlive.net/rrl/powerpoint/2007/posner

%20RRL%20june%202007%20slides.ppt#4>.

“State Assessment: English Language Arts Regents Examinations: Comprehensive English.” June 2000.

22 Oct. 2008 <http://www.nysedregents.org/testing/engre/regenteng.html>.

“Tools for Reading, Writing, and Thinking.” Greece Central School District. 2004.

22 Oct. 2008 <http://www.greece.k12.ny.us/instruction/ela/6-12/tools/index.htm>.

“Writing the Research paper.” Dartmouth College Academic Skills Center. 2001.

22 Oct. 2008 <http://www.dartmouth.edu/~acskills/docs/research_papers.doc. >.

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http://www.emsc.nysed.gov/ciai/ela/elastandards/elamap.html

http://www.emsc.nysed.gov/3-8/rev-scoring-prep.ppt

http://www.regentsreviewlive.net/rrl/powerpoint/2007/posner

http://www.nysedregents.org/testing/engre/regenteng.html

http://www.greece.k12.ny.us/instruction/ela/6-12/tools/index.htm

http://www.dartmouth/

http://www.dartmouth.edu/~acskills/docs/research_papers.doc