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Writing Links
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Our students will be writing much this year-especially essays. Most of the writing will be guided, with prompts
and a grading rubric. Please refer to the matrix below and see what we will be focusing on each quarter. There are more
important links below the matrix...
Essay Writing…
Thesis Statement: a statement of the purpose, intent, or main idea of
an essay.
Theme: the message in a piece
of work.
Hook: word or phrase used to capture the imagination and interest of
the reader. Should appear early in the introduction.
Point of View: vantage point form where the story is told:
· First person: "I"
· Second person, "you"
· Third person: all knowing [Omniscient], about all characters
· Limited Omniscient: share the thoughts of only one character
· Camera View: storyteller record the action, unaware of any of the other characters' thought or feelings
Unity: sense of oneness in writing in which each sentence helps to develop
the main idea.
Writing Unclear Sentences
Incomplete Comparison: the result of leaving out a word or words that
might show exactly what is being compare to what.
Example: I
get along with Rosa better than my sister.
Ambiguous Wording: wording that is unclear because it has two or more
possible meanings.
Example: Mike
took the car to the drive-in movie, which turned out to be a rear nightmare.
Indefinite Reference: Problem caused by careless use of pronouns.
Example: As
he pulled his car up to the service window, it made a strange rattling sound.
Misplaced Modifiers: modifiers placed incorrectly, causing the meaning
of the sentence to be unclear.
Example:
We have an assortment of combs for physically active people with unbroken teeth
Misplace Modifiers: modifiers that appear to modify the wrong word or
a word that isn't in the sentence.
Example:
After [I was] standing in line for five hours, the manager announced that all the tickets had been sold.
Shift in Construction: a change in the structure or style midway through
a sentence.
Examples:
Tense: Marie
drinks lots of juice when she got thirsty.
Number: When
a person is sick, they ought to rest.
Person: When
you get better, you can do all the things a person likes to do.
Voice: Joe
is playing soccer again and many new skills are being learned by her. [shift from active to passive voice]
Unparallel Construction: occurs when the kind so words or phrases being
used changes in the middle of the sentence.
Example: In
my hometown, folks pass the time shooting pool, pitching horseshoes, and at softball games. [should
be playing]
Need to submit your writing to see if it's ALL yours? Click on Turnitin below...
http://www.turnitin.com/static/home.html
Research Paper Links
Important: The Handbook for Writers of Research Papers is the ultimate reference for
MLA style. Please defer to this text if you find any conflicts in information on this website.
Research Paper Overview
Note
Unless otherwise
noted, all the pages referenced in this overview are from Writers Inc.
All M.L.A. formatting issues can be resolved by referring to the MLA Handbook for Writers of Research Papers. Each student must have a copy of the handbook.
Task
Create a paper to inform your audience (classmates, experts) about an interesting, relevant topic. The paper should use the latest
(current) information about your topic and should include at least five (5) sources. You are not trying to persuade or share
your point of view, but only to inform
the reader. The writing will be in the form of a third-person point of view; therefore, avoid any use of the “I”
or "you" pronouns.
Purpose
- Test your ability to understand your audience, choose a subject, and craft an original, thoughtful, and interesting
paper
- Practice principles of organization
- Gain experience in researching information to support/prove your thesis
- Learn how to properly paraphrase, and use other authors' information in original ways, thus avoiding plagiarism
- Become adept at properly citing source material
Preparation
- Read MLA Research Paper sample on pp. 299-307. Note the structure of the report: hook, thesis statement, body with bold subtopic headings, and conclusion
- Choose a topic that interests you, and one
you already have some knowledge of! See Suggested Topics handout or Google: hot topics / research papers / high school
- Find out more about your topic by interviewing,
reading, browsing online, and observing. You are not gathering written information at this point, but merely getting a "feel"
for a possible topic.
- Select your topic. Have topic approved by teacher.
- Focus your topic (see p. 266) to a manageable size, not too general, and not too specific. You must be able to answer these two questions
before you can finalize your topic:
Question 1: Can I gather
enough information to justify writing a long, thoughtful paper?
Question 2: Is there so much
information available that I will lose my focus, and the reader's interest?
¨ At this point, make sure teacher approves of topic!
- Craft a Thesis Statement (p. 265, Writers
Inc., 1.8.2 MLA Handbook) around your central thought. Your thesis statement should be the answer to a clear, thoughtful
question. Remember-your thesis statement serves as the controlling idea for your
research, and expresses what you believe your research will prove. Important: You
can always change, or modify, you thesis statement later.
¨ Again, make sure teacher approves of thesis statement!
- Create a Topic Web (sample: p. 265) or list
(brainstorm to guide you in your research). You will probably have to look at many sources before you come up with the ones
that really support your central thought. Make sure to look in books, as well as magazines and online sources,
- Write a One Page Overview. In this summary you will include:
¨ Introduction of your topic, including the thesis statement
¨ Intended audience for topic
¨ Your purpose for selecting the topic
¨ What you hope to prove by writing the paper
¨ Quick summary of what paper will be about (think: subtopic headings)
¨ Where you intend to find the information to support your thesis
.
- Write a Topic Question Outline
(p. 300, 1.8.3, MLA Handbook) for your body. Make sure each main point (five to seven, not more than eight) is developed with a least two items
of relevant supporting material. To increase interest, use a variety of types of support.
- Write a Topic Sentence Outline.
(p. 300) Remember-each of the topic statement sentence must answers a question
from the Topic Question Outline. Also, the topic sentence outline must contain
at least two examples (evidence) to support each topic sentence. Note: a topic sentence may be either a subtopic heading (bolded), or merely a topic sentence for a paragraph. Suggestion: There should be
five-to-eight bolded subtopic headings, each with at least two examples (in paragraph format) to support the headings.
- Fill in twenty (or more) index cards (p.268, Writers Inc.
and 1.7, MLA Handbook) to bolster your topic topic headings/statements
A. Front:
¨ Where information came from: proper citation in M.L.A. format (p. 281-298)
¨ Keep in alphabetical order, by author's last name
B. Back:
¨ Write a descriptive heading/title for each card
¨ Write notes/details/quotations (with quotation marks, ellipses)
- Match index cards with subtopic headings since
this will help you organize as you write.
- As you write the First Draft, make sure to summarize, paraphrase,
quote, and cite sources properly when using information from the index cards (p. 273-275). Include an Introduction that is interesting, uses a hook, and includes a clear thesis statement (p. 270, Writers Inc.,
1.8.2, MLA Handbook). Be sure there are at least two paragraphs to support
each subtopic heading in the Body of your paper. Finally, make sure your Conclusion (p. 271) leaves the reader with a clear understanding of your research, and perhaps something to think
about later.
Important: You must make this paper your own, in your own words-not
merely a compilation of other's research. Be especially careful not to cut-and-paste direct quotes, without citation. Also,
avoid using most of the original source text when paraphrasing (51% rule). This could get you into major academic trouble:
plagiarism. Be aware that this paper will be submitted to turnitin.com for analysis!
- Submit your Final Draft, after…
¨ An adult has read the paper aloud to you
¨ An adult has read, and signed, on the top of Title Page
¨ You have submitted to turnitin.com
¨ You have checked to make sure you have all the necessary document stapled together from the Final
Product Submitted list [see below]
Format
Length: 8-10 pages
Font: Times/12, double-spaced
Important: use MLA Handbook
for Writers of Research Papers as ultimate model for formatting (p. 131, 4.1-4.8)
Final Product Submitted
1. 20+ note cards, with proper citations, rubber-banded.
2. Title Page (p. 300)
3. One-page Overview
4. Topic Sentence Outline
(p. 300) Note: I do not need Question Outline
5. Research Paper (p. 301)
6. Works Cited Page (follow
MLA Documentation Style Guide, p. 281-298, Inc, and p.321, MLA Handbook
Important: include at least
five (5) cited sources (book, article, online, etc.)
At least two sources must be from a book
General encyclopedias cannot be used. Encarta is a general encyclopedia,
Wikipedia is merely an online encyclopedia (and not reliable).
Deadlines for Submitting
Important:
No extension on dates, “0” given
Note: Each due date assignment
will be worth at least fifteen points
Date
Assignment
Thursday, January 17
Topic, approved by teacher
Thursday, January 24
Thesis statement, approved by teacher
Thursday, January 31
One-page overview
Thursday, February 7
Subtopic/question outline
Thursday, February 14 Topic sentence outline
Thursday, February 28
Index cards
4th
Quarter begins March 3rd
Thursday, March 6
Submit rough draft
Thursday, April 10 Submit final draft, with
documentation
Points
The final research paper
will be worth 200 points!
________________________________________________
Writing
Skills Focus: 2006-2007
Grade 8
Use MLA format
Grammar
Students will adhere to the proper conventions appropriate for that grade
level: subject-verb agreement, sentence construction, spelling, mechanics, etc.
Writing Process
Students will learn and practice the writing process.
Five-Paragraph Essay
· Student will be able to read,
understand, and clearly answer writing prompts.
· Students will use a five-paragraph
essay framework.
· Students will compose a thesis statement
which clearly answers the prompt and provides three supporting points.
· Students will compose interesting introductory
paragraphs which grab the reader's attention and end with a thesis sentence.
· Student will compose body paragraphs
which begin with a topic sentence, connect the point to the answer, and follow with supporting details (facts, details, examples,
etc.)
· Student will effectively use transitions
between paragraphs and sentences.
· Students will write and effective conclusion
which restates the thesis in new words and summarized the three points.
Expository Essay
Students will compose a five paragraph expository essay in response to
a prompt.
Persuasive
Essay
Students will compose a five-paragraph essay in response to a prompt.
One of the supporting points must be a counterpoint.
Audience and Purpose
Students will write in a way that is appropriate for a given audience
and purpose.
Writing Style:
- Students will project
writer's personality and attitude in their writing
- Students will vary sentence
patterns in their paragraphs
- Students will use a variety
of vivid verbs and adjectives.
Grade 10
Use MLA format
Grammar
Students will adhere to the proper conventions appropriate for that grade
level: subject-verb agreement, sentence construction, spelling, mechanics, etc.
Writing Process
Students will learn and practice the writing process.
Compare and Contrast
Between two or more items
Evaluate sources... for reliability and bias.
Difference between fact and opinion ...in evaluating sources
Persuasive Essay:
compose an extensive essay (3-5 pages) on a controversial issue...
Link to Controversial Topics/Themes
... using the five-paragraph structure, but expanding it into three to five pages
in length. Counterpoints (See Below!) must be addressed. Paper must include outside source
and be written in MLA format.
Audience and Purpose:
Students will write in a way that is appropriate for a given audience
and purpose.
Writing Style:
- Students will project
writer's personality and attitude in their writing
- Students will vary sentence
patterns in their paragraphs
Students will use a variety
of vivid verbs and adjectives.
Point/CounterPoint!
You may already sense that developing paragraphs in support of your proposition will be different
from developing paragraphs in opposition to it. That's because when you develop arguments for your proposition, you
are confirming; when you develop arguments against your proposition, you are refuting. Both kinds of development are essential. You must show that your own ideas are clear, reasonable, and solid. You must
also show how your opposition's case is weak.
Writing paragraphs that confirm or support your proposition is similar to what you've done in
the past. Most often you'll state the paragraph's main point in a topic sentence and go on to explain or define key terms,
then give specific details that support the topic sentence. Paragraphs refuting the opposition, however, are usually concerned
with exploring another person's thinking, especially with pointing out errors of logic and failures of insight. If you can
show that your case is strong and the opposition's is weak, chances are excellent that the reader will be on your side at
the end--and that's the goal.
[Chuck Guilford, http://www.powa.org/argument/expanding.html, 9.11.06]
Useful Online Resources
Structured Writing Link
1. Sentence Links
2. Paragraph Links
3. Essay Writing Links
Essay Critique
Writer’s Name __________________________________________________________
Critic’s Name ___________________________________________________________
Critique Guidelines:
1. Read through the entire paper first.
2.
Circle or comment on any glaring mistakes.
3.
Read the paper a second time.
4.
Follow the checklist, and answer the questions.
+ (yes), - (sometimes), (0) no
5.
Make any remarks that will improve the paper.
Assertion:
Does the paper have an introduction?
+ - 0
Is the introduction engaging and informative?
+ - 0
Is there a thesis in the introduction? Underline it.
+ - 0
Does the thesis clearly explain the purpose
of the paper?
+ - 0
Does each body paragraph have a topic sentence?
+ - 0
Do the body paragraphs maintain the focus?
+ - 0
Does the body provide enough evidence to
prove its argument? +
- 0
Does each of the body paragraphs have at least
one quotation? +
- 0
Are the quotations appropriate and significant?
+ - 0
Is there clear commentary that explains the evidence? + -
0
Is there a conclusion that summarizes the
line of argumentation? +
- 0
Is the paper written in concise and understandable
language? +
- 0
Is the paper organized in a logical
manner?
+ - 0
Technical:
Are the pages numbered correctly?
+ - 0
Is the heading in the appropriate format?
+ - 0
Is the title in the appropriate format?
+ - 0
Is the entire essay double-spaced?
+ - 0
Is the title (if it goes to a second line) single
spaced?
+ - 0
Is the parenthetical documentation placed
appropriately?
+ - 0
Is the parenthetical documentation punctuated
correctly?
+ - 0
Are first and second person pronouns avoided?
+ - 0
Is the paper free of grammatical errors?
+ - 0
Is the paper free of punctuation errors?
+ - 0
Is the paper free of spelling errors?
+ - 0
Is there
sentence variety?
+ - 0
Critics Comments:
How do
I fix my paper?
1.
Read through your critic’s comments.
2.
Talk with your critic about improvements.
3.
Go step by step through the checklist.
4.
Fix any areas that received a “-“ or “0.”
5.
Edit and improve your paper for submission!
SAT Essay Guidelines...
The essay measures your ability to:
- develop a point of view on an issue presented in an excerpt
- support your point of view using reasoning and examples from your reading, studies, experience, or observations
- follow the conventions of standard written English
The essay measures your ability to:
- develop a point of view on an issue presented in an excerpt
- support your point of view using reasoning and examples from your
reading, studies, experience, or observations
- follow the conventions of standard written English
Directions
The essay gives you an opportunity to show how effectively you can
develop and express ideas. You should, therefore, take care to develop your point of view, present your ideas logically and
clearly, and use language precisely.
Your essay must be written on the lines provided on your answer
sheet-you will receive no other paper on which to write. You will have enough space if you write on every line, avoid wide
margins, and keep your handwriting to a reasonable size. Remember that people who are not familiar with your handwriting will
read what you write. Try to write or print so that what you are writing is legible to those readers.
Important Reminders:
SAT Writing Prompts
Prompt 1
We measure our progress as a civilization by what we see as advances in technology, which seem more significant than such
concerns as education and the condition of the natural world. Still, I would prefer to be a part of a community that judged
itself on the happiness of its members rather than on the development of new technology.
Adapted from Thomas Moore, The Re-Enchantment of Everyday Life
Does a strong commitment to technological progress cause a society to neglect other values, such as education
and the protection of the environment? Plan and write an essay in which you develop your point of view on this issue. Support
your position with reasoning and examples taken from your reading, studies, experience, or observations.
Prompt 2
People are often told to obey the rules. In reality, these rules are not permanent: what is right at a given point in time
may be declared wrong at another time and vice versa. The world changes so rapidly that rules are out-of-date almost as soon
as they are created. People cannot rely on established guidelines to determine what they should and should not do.
Adapted from Gregory D. Foster, "Ethics: Time to Revisit the Basics"
Are established rules too limited to guide people in real-life situations? Plan and write an essay in
which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading,
studies, experience, or observations.
Prompt 3
I suspect that like many people who watch their diet, exercise regularly, and check the weather report before leaving the
house, I am a little too concerned with controlling what can't be fully controlled. I know I am doing the sensible thing.
But I sometimes think that the more reckless among us may have something to teach the rest of us about freedom. Perhaps there
is something good about taking chances against our better judgments.
Adapted from Melvin Konner, "Why the Reckless Survive"
Is it sometimes better to take risks than to follow a more reasonable course of action? Plan and write
an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from
your reading, studies, experience, or observations.
Prompt 4
It is rare to find an objective and independent viewpoint on style, literature, politics, or any other matter. Many people's
opinions are formed through their associations with others. It is our nature to conform; conformity is a force that few can
successfully resist. We give in to the human instinct to go along with the crowd and to have its approval.
Adapted from Mark Twain, "Corn-pone Opinions"
Do we tend to accept the opinions of others instead of developing our own independent ideas? Plan and
write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken
from your reading
Prompt 5
Think carefully about the issue presented in the following excerpt and the assignment below. Many persons believe that
to move up the ladder of success and achievement, they must forget the past, repress it, and relinquish it. But others have
just the opposite view. They see old memories as a chance to reckon with the past and integrate past and present.
--Adapted
from Sara Lawrence-Lightfoot, I've Known Rivers: Lives of Loss and Liberation
Assignment: Do memories hinder or help people in their effort to learn from the past and succeed in the
present? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning
and examples taken from your reading, studies, experience, or observations.
6+1 Writing Trait Scoring System
(One Possible Model)
20% Ideas - the content of writing, the heart of
the message, is forceful, thoughtful and complete.
20% Organization- the internal structure of the
piece, the thread of meaning, the pattern of the ideas are logical and seemless.
20% Conventions - the punctuation, grammar, and mechanics are used with precison and without error.
10% Voice –the writer’s style (voice)
is singular, consistant, moving and clear.
10% Word Choice – the writer
uses rich, colorful, precise language that moves and enlightens the reader.
10% Sentence Fluency-the sounds of word patterns,
the way the writing plays to the ear, the language itself, flows-not just the eye.
10% Presentation –the presentation
in pleasing to the eye (and in multimedia, the ear).
Scoring Continuum
Key
|
6+1 Areas |
Possible % |
Points Scored |
|
Ideas/Content |
20 |
|
|
Organization |
20 |
|
|
Conventions |
20 |
|
|
Word Choice |
10 |
|
|
Sentence Fluency |
10 |
|
|
Voice |
10 |
|
|
Presentation |
10 |
|
|
Total Points |
|
Mastery of Writer
91-100
Strong/5
81-90
Effective/4
71-80
Developing/3
61-70
Emerging/2
0-60
Not Yet/1
Grammar Links
Ten Most Common Grammar: Arcadia University
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Scoring Guide
SAT Essay
The essay will be scored by experienced and trained high school and college teachers. Each essay will be scored by two
people who won't know each other's score. They won't know the student's identity or school either. Each reader will give the
essay a score from 1 to 6 (6 is the highest score) based on the following scoring guide.
SCORE OF 6
An essay in this category demonstrates clear and consistent mastery, although it may have a few minor errors. A
typical essay
- effectively and insightfully develops a point of view on the issue and demonstrates outstanding critical thinking, using
clearly appropriate examples, reasons, and other evidence to support its position
- is well organized and clearly focused, demonstrating clear coherence and smooth progression of ideas
- exhibits skillful use of language, using a varied, accurate, and apt vocabulary
- demonstrates meaningful variety in sentence structure
- is free of most errors in grammar, usage, and mechanics
SCORE OF 5
An essay in this category demonstrates reasonably consistent mastery, although it will have occasional errors or
lapses in quality. A typical essay
- effectively develops a point of view on the issue and demonstrates strong critical thinking, generally using appropriate
examples, reasons, and other evidence to support its position
- is well organized and focused, demonstrating coherence and progression of ideas
- exhibits facility in the use of language, using appropriate vocabulary
- demonstrates variety in sentence structure
- is generally free of most errors in grammar, usage, and mechanics
SCORE OF 4
An essay in this category demonstrates adequate mastery, although it will have lapses in quality. A typical essay
- develops a point of view on the issue and demonstrates competent critical thinking, using adequate examples, reasons,
and other evidence to support its position
- is generally organized and focused, demonstrating some coherence and progression of ideas
- exhibits adequate but inconsistent facility in the use of language, using generally appropriate vocabulary
- demonstrates some variety in sentence structure
- has some errors in grammar, usage, and mechanics
SCORE OF 3
An essay in this category demonstrates developing mastery, and is marked by ONE OR MORE of the following weaknesses:
- develops a point of view on the issue, demonstrating some critical thinking, but may do so inconsistently or use inadequate
examples, reasons, or other evidence to support its position
- is limited in its organization or focus, or may demonstrate some lapses in coherence or progression of ideas
- displays developing facility in the use of language, but sometimes uses weak vocabulary or inappropriate word choice
- lacks variety or demonstrates problems in sentence structure
- contains an accumulation of errors in grammar, usage, and mechanics
SCORE OF 2
An essay in this category demonstrates little mastery, and is flawed by ONE OR MORE of the following weaknesses:
- develops a point of view on the issue that is vague or seriously limited, and demonstrates weak critical thinking, providing
inappropriate or insufficient examples, reasons, or other evidence to support its position
- is poorly organized and/or focused, or demonstrates serious problems with coherence or progression of ideas
- displays very little facility in the use of language, using very limited vocabulary or incorrect word choice
- demonstrates frequent problems in sentence structure
- contains errors in grammar, usage, and mechanics so serious that meaning is somewhat obscured
SCORE OF 1
An essay in this category demonstrates very little or no mastery, and is severely flawed by ONE OR MORE of
the following weaknesses:
- develops no viable point of view on the issue, or provides little or no evidence to support its position
- is disorganized or unfocused, resulting in a disjointed or incoherent essay
- displays fundamental errors in vocabulary
- demonstrates severe flaws in sentence structure
- contains pervasive errors in grammar, usage, or mechanics that persistently interfere with meaning
Essays not written on the essay assignment will receive a score of zero.
Scoring Guide
SAT Scoring Rubric and Guide
The
essay will be scored by experienced and trained high school and college teachers. Each essay will be scored by two people
who won't know each other's score. They won't know the student's identity or school either. Each reader will give the essay
a score from 1 to 6 (6 is the highest score) based on the following scoring guide.
SCORE
OF 6
An
essay in this category demonstrates clear and consistent mastery, although it may have a few minor errors. A typical essay
· effectively and insightfully develops a point of view on the issue and demonstrates outstanding critical thinking, using
clearly appropriate examples, reasons, and other evidence to support its position
· is well organized and clearly focused, demonstrating clear coherence and smooth progression of ideas
· exhibits skillful use of language, using a varied, accurate, and apt vocabulary
· demonstrates meaningful variety in sentence structure
· is free of most errors in grammar, usage, and mechanics
SCORE
OF 5
An
essay in this category demonstrates reasonably consistent mastery, although it will have occasional errors or lapses in quality.
A typical essay
· effectively develops a point of view on the issue and demonstrates strong critical thinking, generally using appropriate
examples, reasons, and other evidence to support its position
· is well organized and focused, demonstrating coherence and progression of ideas
· exhibits facility in the use of language, using appropriate vocabulary
· demonstrates variety in sentence structure
· is generally free of most errors in grammar, usage, and mechanics
SCORE
OF 4
An
essay in this category demonstrates adequate mastery, although it will have lapses in quality. A typical essay
· develops a point of view on the issue and demonstrates competent critical thinking, using adequate examples, reasons,
and other evidence to support its position
· is generally organized and focused, demonstrating some coherence and progression of ideas
· exhibits adequate but inconsistent facility in the use of language, using generally appropriate vocabulary
· demonstrates some variety in sentence structure
· has some errors in grammar, usage, and mechanics
SCORE
OF 3
An
essay in this category demonstrates developing mastery, and is marked by ONE OR MORE of the following weaknesses:
· develops a point of view on the issue, demonstrating some critical thinking, but may do so inconsistently or use inadequate
examples, reasons, or other evidence to support its position
· is limited in its organization or focus, or may demonstrate some lapses in coherence or progression of ideas
· displays developing facility in the use of language, but sometimes uses weak vocabulary or inappropriate word choice
· lacks variety or demonstrates problems in sentence structure
· contains an accumulation of errors in grammar, usage, and mechanics
SCORE
OF 2
An
essay in this category demonstrates little mastery, and is flawed by ONE OR MORE of the following weaknesses:
· develops a point of view on the issue that is vague or seriously limited, and demonstrates weak critical thinking, providing
inappropriate or insufficient examples, reasons, or other evidence to support its position
· is poorly organized and/or focused, or demonstrates serious problems with coherence or progression of ideas
· displays very little facility in the use of language, using very limited vocabulary or incorrect word choice
· demonstrates frequent problems in sentence structure
· contains errors in grammar, usage, and mechanics so serious that meaning is somewhat obscured
SCORE
OF 1
An
essay in this category demonstrates very little or no mastery, and is severely flawed by ONE OR MORE of the following weaknesses:
· develops no viable point of view on the issue, or provides little or no evidence to support its position
· is disorganized or unfocused, resulting in a disjointed or incoherent essay
· displays fundamental errors in vocabulary
· demonstrates severe flaws in sentence structure
· contains pervasive errors in grammar, usage, or mechanics that persistently interfere with meaning
Essays not written on the essay assignment will receive a score of zero.
SAT Essay Prompts
If you took the June 2006 SAT Reasoning Test, you had one of the essay prompts below:
Prompt 1
We measure our progress as a civilization by what we see as advances in technology, which seem more significant than such
concerns as education and the condition of the natural world. Still, I would prefer to be a part of a community that judged
itself on the happiness of its members rather than on the development of new technology.
Adapted from Thomas Moore, The Re-Enchantment of Everyday Life
Does a strong commitment to technological progress cause a society to neglect other values, such as education
and the protection of the environment? Plan and write an essay in which you develop your point of view on this issue. Support
your position with reasoning and examples taken from your reading, studies, experience, or observations.
Prompt 2
People are often told to obey the rules. In reality, these rules are not permanent: what is right at a given point in time
may be declared wrong at another time and vice versa. The world changes so rapidly that rules are out-of-date almost as soon
as they are created. People cannot rely on established guidelines to determine what they should and should not do.
Adapted from Gregory D. Foster, "Ethics: Time to Revisit the Basics"
Are established rules too limited to guide people in real-life situations? Plan and write an essay in
which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading,
studies, experience, or observations.
Prompt 3
I suspect that like many people who watch their diet, exercise regularly, and check the weather report before leaving the
house, I am a little too concerned with controlling what can't be fully controlled. I know I am doing the sensible thing.
But I sometimes think that the more reckless among us may have something to teach the rest of us about freedom. Perhaps there
is something good about taking chances against our better judgments.
Adapted from Melvin Konner, "Why the Reckless Survive"
Is it sometimes better to take risks than to follow a more reasonable course of action? Plan and write
an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from
your reading, studies, experience, or observations.
Prompt 4
It is rare to find an objective and independent viewpoint on style, literature, politics, or any other matter. Many people's
opinions are formed through their associations with others. It is our nature to conform; conformity is a force that few can
successfully resist. We give in to the human instinct to go along with the crowd and to have its approval.
Adapted from Mark Twain, "Corn-pone Opinions"
Do we tend to accept the opinions of others instead of developing our own independent ideas? Plan and
write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken
from your reading, studies, experience, or observations.
Poetry Unit
Poetry Book Requirements
| # |
Done |
Form |
Subject/Content |
Length |
Skill |
Example (Literature text) |
| 1 |
|
Couplet |
Autobiographical |
two lines |
rhyme, simile, meter regular |
p. 811 The Secret Heart by |
| 2 |
|
Quatrain |
Autobiographical |
Four lines, rhymed, equal feet |
Simile, metaphor, meter regular |
p. 891, "The Dark Hills" -Robinson/p. 456,
"The Storyteller" - Van Doren |
| 3 |
|
Concrete |
Personal Interest/Hobby |
Various |
Uncommon words |
p. 854-855, "400-Meter Free Style" -Kumin |
| 4 |
|
Elegy |
Known individual |
10+ lines |
Alliteration |
p. 850, "She Dwelt Among the Untrodden Ways"
-Wordsworth |
| 5 |
|
Ode to Earth |
Praise of Earth |
10+ lines |
5 senses, imagery |
p. 848, "Ode to Enchanted Light" -Neruda |
| 6 |
|
Poem of color |
One color in nature |
10+ lines |
descriptive language (colorful adjectives/verbs) |
p. 868 "Silver" -de la Mare |
| 7 |
|
Haiku |
Nature |
Three or five lines; two separate poems |
Imagery |
p. 849, "Two Haiku" -Basho and Moritake |
| 8 |
|
Limerick |
Usually a humor (teasing) poem about a person
or place. |
5 lines (see website for details, example) |
Rhyme pattern, regular meter |
See Vocabulary List on website |
| 9 |
|
Free verse |
City,
town, country, place |
10+ lines |
unrhymed, personification, internal rhyme |
p. 454, "Los New Yorks" -Cruz |
| 10 |
|
Repetitious poem |
I love you because… |
10+ lines, at least half with repeated phrases,
balanced meter |
Rhythm, meter (equal amount of feet in each
line), alliteration |
p. 869 "Forgotten Language" -Silverstein |
| 11 |
|
Dialogue poem |
Discussion with death, tree, Earth, river,
etc. |
10+ lines |
dialogue |
p. 892, "Incident in a Rose Garden" -Justice |
| 12 |
|
Student pick |
|
10+ lines |
|
|
| |
|
Note: other definition
of poetic forms on p. 846-847 and on "Google" :) |
| Student _____________________________
Score________ |
|
|
|
| Poetry Book Rubric |
| Area |
Points |
| Table
of Contents present, complete (numbered) |
/10 |
| Complete: all poems (12) present, pages numbered |
/10 |
| Legible: font/print/size can be read with ease |
/10 |
| Typos,
misspelling, grammar errors limited |
/10 |
| Uncommon/colorful (adj./verb) words/phrases present, appropriate |
/10 |
| Skills
demonstrated, underlined in text, listed on bottom of page |
/20 |
| Content is meaningful, organized, thoughtful |
/10 |
| Original ideas, style, content |
/10 |
| Graphics (cover page, artwork) match/support content |
/10 |
| |
|
| Total |
/100 |
|
Student _____________________________ Score________ |
|
|
|
|
| |
Poetry Book Rubric |
| |
Area |
Points |
| 1 |
Table of
Contents present, complete |
/10 |
| 2 |
All poems present; listed in poetry book requirements |
/10 |
| 3 |
Legible: can be read with ease |
/10 |
| 5 |
No typos,
misspelling, grammar errors |
/10 |
| 4 |
Colorful/uncommon
words (adj./verb) present,
appropriate |
/10 |
| 6 |
Skills demonstrated, underlined in text, listed on bottom of page |
/20 |
| 7 |
Content is meaningful, organized, thoughtful |
/10 |
| 8 |
Original ideas, style, content |
/10 |
| 9 |
Graphics (cover sheet, artwork) match/support content |
/10 |
| |
|
|
| |
Total |
/100 |
Earth Poetry Festival
Theme: My relationship to the natural world (nature,
Earth, environment)
Who:
grade eight Baldwin
students, parents, and friends
What:
poetry celebration/competition
When:
May 5th, Monday evening, 7-9 p.m.
Where:
Baldwin School, rooms 8,
9, 10 (upstairs)
Why:
to celebrate Earth Week and the fine/fun art of poetry!
How:
- selected student will “perform” a poem of 15+ lines
- the audience will “click” fingers in approval
- the judges will judge the top three poets
- prizes will be given
- folks will snack on Earth-friendly “health” food and drink
Vibe/Groove: think
1960’s coffeehouse, San Francisco, bongos, guitar, candles, incense, tie-dye, Dylan posters, beanbags, peace signs, hugs...
Dress: hippie,
beatnik
Food: please contact
Pat Keoseyan (pgogbears@aol.com.) to let her know what kind of vegetarian coffeehouse food/snack you can cook/bring, or if you would like to help organize
this event. Help: We need beanbags and other 1960s stuff!
Please tear off and return
-------------------------------------------------------------------------------------------------------------------Natural Poetry Festival
I will not attend the poetry festival
I will attend the poetry
festival. Number attending with me: _____
________________
student, print name
________________
parent signature
Note: students
who attend in period attire will get extra credit!
Important: childcare
will not be provided for this event
Poetry Unit:
Vocabulary
Verse: a single line of poetry. Also, a description of poety in general.
Couplet: two lines, often rhyming and having a balanced
(equal) meter.
Quatrain: stanza or poem consisting of four
lines. Lines 2 and 4 must rhyme while having a similar number of syllables. Two couplets can join into one stanza.
.
Haiku: A Japanese poem composed of three unrhymed lines of five, seven, and five syllables, usually about some
form of nature.
Ode: a poem with a serious subject, and an elevated style, often praising something:
people, the arts of music and poetry, natural scenes, or abstract ideas.
Elegy: a poem of mourning, from the Greek elegos, a reflection on the death of someone
Free verse: term describing various styles of poetry that are not written using strict meter or rhyme, but that still are recognizable as poetry.
Epitaph: A commemorative inscription
on a tomb or mortuary monument written to praise the deceased.
Limerick: five-line
poem written with one couplet and one triplet. If a couplet is a two-line rhymed poem, then a triplet would
be a three-line rhymed poem. The rhyme pattern is a a b b a. Some people say
that the limerick was invented by soldiers returning from France to the Irish town of Limerick in the 1700's.
Example:
There once was
a boy named Joe A
Who ran and stubbed
his fat toe. A
He fell on the
floor
B
As ran through
the door,
B
Now he’ll
never have to grow! A
Stanza: the “paragraph” of poem. A cluster
(visual grouping on page) of lines/words in a poem which share a common concern. A poem can have one, or several, stanzas.
Rhyme: repetition of the same or similar sounds of two or more words, often at the end of the line.
End rhyme: occurs in the
last syllables of verses
When he reached
the road
He let down
his heavy load.
Internal Rhyme: occurs within the verse
Example: He's bat her fur hat with
his hand.
Half (near, slant) rhyme: the consonant sounds are similar but not the vowel sounds on the final consonants
of the words involved.
Example: on / moon
bodies / ladies hazy
/ busy soul / all
Lyrical verse: song-like poetry,
has the form and musical quality of a song
Free Verse: poetry not written using strict meter or rhyme patterns
Example: What if butterfly
night is flight flight mutter mutter?
Rhyme: when two or more words share the same, or similar,
vowel sounds-usually at the end of the line.
Internal Rhyme: when two or more words within a line share
the same, or similar, vowel sounds-not at the end of the line.
Rhythm: repetition “beat” in a poem, of stressed
syllables, words, phrases, sentences.
Meter: The pattern, regular or irregular,
of feet (one stress, one unstressed, syllable in a foot) in a sentence, stanza. If the meter is consistant, there is a “beat”
to the poem.
Alliteration: The matching or repetition of consonants at the
beginning of words.
Example: Peter Pepper picked a
peck of pickles.
Consonance: repetition of two or more consonants, using different vowels sounds,
often in the middle or end of words
Example: hitter batter
Assonance: is the repetition of the same vowel sounds
Example: I hum like a drum in the sun
of the night.
Onomatopoeia: imitates the sound it is describing
Example: click buzz slurp
slingshot flap
Personification: is a figure of speech that gives an inanimate object or abstract idea human
traits and qualities. Example: The tree stretched
its arms out into the night.
Imagery: descriptive language that evokes sensory (the five
senses) experience and creates “images” (pictures) in the mind’s
eye.
Simile: compares two seeminlgy
unrelated subjects by using “like” or “as”
Example: John is “like” a tiger.
Metaphor: compares two seeminlgy unrelated subjects by using “like”
or “as”
Example: John is a tiger.
Oral tradition: way for society to share/transmit knowlege and wisdom (history, literature, law, healing, religion) across generations- without a writing system- by the use of speech. Many early examples of this tradition are poems.
Written tradition:
the recording of information (labor/trading records) beginning in the ancient Sumer, Southern Mesopotamia (modern Iraq) since at least 4000 BC. Given a boost by religious texts: Buddha’s
writings, Torah, New Testament, Koran. Many of the earliest form of writing are in poetic
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