Notes:

GETTING STARTED: PREWRITING In writing, the most puzzling aspect is how to get started. Generally, following the process described below can get you involved in your paper quickly and keep you proceeding productively to a first draft. Determine the SOAPS: “Lay the groundwork with general goals…” Before you write, you must determine the: Subject Occasion Audience Purpose Speaker The first step is determining your TOPIC. Sometimes you will be given a topic such as the Most Important Invention of Modern Times or An Early Childhood Memory. Sometimes you will be given a method of development, such as a Narrative or Compare/Contrast. Sometimes you will have a completely free rein to write about any topic in any manner you choose. Each of these has a slightly different starting point, but once you have your topic, the rest of the procedure of getting started on each project is the same. The Topic Free Topic: When you are free to choose your own topic, the most important rule is to write about what you know. Please see Appendix C on page 19 for additional practice with writing prompts and developing topics. Assigned Method of Development: If you have been asked to develop a topic in a particular way, your topic has to be suitable for that approach. For instance, you need two items for a Compare/Contrast composition. Again, no matter what method of development you are going to use, always choose something you know as a topic, or do the research needed to build your knowledge. Assigned Topic: If you have been given a topic, the first step of prewriting has been done for you. Now you are ready for BRAINSTORMING. Brainstorming Brainstorming means collecting all potentially useful information or ideas. This is the material that might end up in your paper. At this point, the rules are simple: write down everything, move quickly from one idea to the next, and do not stop to decide if an idea is good or not. There are many shapes of brainstorming. Writers should try a variety of approaches to find out what works best for them. The most efficient methods use words or phrases rather than sentences. Once you have determined your topic (the previous step), write it down. Now write down the ideas that you associate with the topic. Making a simple LIST gives a quick way to collect ideas. CLUSTERING or WEBBING lets you show the connections between ideas, but remember the three rules of brainstorming and do not try to fill in one section of a web before moving to the next. You might use a GRAPHIC ORGANIZER such as a Venn diagram at this point to help you remember the type of information you might need for a required process. A computer program such as Inspiration is another tool. Whatever model you use or shape you end up with, remember Brainstorming is not Outlining; it is gathering the information you will use later in your outline. Give yourself enough time to consider a topic fully during the brainstorming stage before beginning to evaluate.

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Notes: Evaluating This is the time to decide if what you wrote down belongs in your paper. This is often the time when a writer decides on the specific focus that a paper will have, which will be eventually stated in a THESIS STATEMENT or TOPIC SENTENCE. Use the idea of Unity to help decide if an idea is closely enough connected to your topic to include. Pick the ideas that most appeal to you so that your interest is evident in what you later write. Once you have chosen what will be in your paper, you can create your outline. Outlining An outline is merely a plan of organization. There are many ways to outline; it is up to you to pick the method that works best for you. One way is simply to number the ideas of your brainstorming that you decided to keep. Graphic organizers let you put your ideas into a diagram that lets you see how your ideas fit together to develop your topic. A more formal outlining method uses numbers and letters to show the order and relationship of ideas. As you outline, you have another chance to evaluate your supporting information to assure you are maintaining your focus and unity. Once you have finished your outline, the Prewriting stage is pretty well complete. It is now time to use your ideas.

All the fun’s in how you say a thing. Robert Frost

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Notes:

THE PARAGRAPH A paragraph is a series of sentences developing one topic. There are three parts to the paragraph: topic sentence, body, and conclusion. All parts work together to explain, prove, and support the main idea. The Topic Sentence The topic sentence states the main idea of the paragraph. It names the subject and states a specific feeling about the subject. Interesting subject + specific feeling, thought, feature about subject = a good topic sentence Examples: Hernan Cortes’ arrival in Mexico in 1519 marked the beginning of the end of the Aztec Empire. (interesting subject) (specific thought/feeling) During Odysseus’ travel to the Underworld, he realizes that he is not invincible. (interesting subject) (specific thought) A key to Tim’s survival is the ability to learn from his mistakes and not be discouraged by them. (interesting subject) (specific thought)

The Body The body of a paragraph contains supporting sentences that give details and evidence about the topic sentence. They can include relevant facts, examples, quotations, reasons, explanations, paraphrases, comparisons, analyses, observations, etc. By using specific evidence, the supporting sentences develop the main idea so that the reader can clearly see the point introduced in the topic sentence. The Conclusion Sentence A concluding sentence draws together the ideas in a paragraph, giving it a sense of completeness. It “echoes” the thesis statement, taking a new look at it with the supporting details in mind. Four Techniques: Restate the main idea: In these ways we can all help to protect our planet. State a decision: Tomorrow will not be soon enough; we need to start recycling today. Offer an opinion: We need an international agency to protect the planet Earth. Use a transitional word signaling an end: Finally, we can refuse to contaminate the world we live in.

The worst enemy to creativity is self-doubt. Sylvia Plath Page | 3 

Notes:

TYPES OF PARAGRAPHS Descriptive Paragraph – Gives a clear, detailed picture of one person, place, thing or event; it creates a vivid picture in words. The Saint Elena Canyon Just before dawn one day, I stood at the mouth of the majestic Santa Elena Canyon, watching the sun come up. The Rio Grande, about 50 feet wide at this point, spilled out of the canyon. As the sun rose, the coloring of the canyon walls, reflected in the slow-moving waters, gradually changed. Faint blacks, browns, and warm, rusty reds faded into grayish white. Before long the sun moved on and left the canyon in shade. I felt dwarfed by the high, massive, sheer walls. More than anything I remember the sounds. Like a symphony, songs of birds and insects flowed from the lower canyon, then vibrated and echoed up and out of the sky. Looking up, following the sounds, I could see black vultures soaring up and down the canyon walls. It looked almost as if they were dancing to the songs. Tor Eigeland, America’s Majestic Canyon

Comment [O1]: Topic Sentence states subject, setting, and direction/purpose of paragraph, as well as gives author’s general impression

Comment [O2]: Body maintains focus and gives vibrant details about subject. Lots of sensory words that give us a clear image of sight and sound Comment [O3]: Conclusion Sentences concludes the extended image/thought with a personal opinion/observation

Narrative Paragraph – Shares a memorable event or an important experience. It tells a real or imaginary story with a clear beginning, middle, and ending. Applause from a Cabbage Patch On the day of my first piano recital, I became more and more nervous. To help me calm down, my piano teacher told me to place several heads of cabbage in the room where I practiced. If I could play for them, he said, I could play for a real audience. I was so eager to get over my nerves that I was willing to try anything. For the next few hours, I played to an audience of cabbage heads. When the time of the recital finally arrived, I was still a wreck. I waited, sick with fear, for my turn. My hands felt like ice. When I finally walked across the stage, I looked out into the dark audience. I could not see anyone! All those people out there could just as easily have been cabbage heads! As I sat down to play, my hands relaxed. Before I knew it, I had played all my pieces without a mistake. For the first time, the cabbage heads applauded! Heath Grammar and Composition, First Course; 1990 Expository Paragraph – Gives information, explains, informs, or maybe criticizes by using facts and examples. The Character of Mathilde Loisel in Guy de Maupassant’s “The Necklace” In the early part of the story, Mathilde is a young housewife dreaming about wealth. She thinks money is everything, and her highest aim is ease and luxury, which she thinks that she was somehow born to have. Her husband, a lower rank clerk, can afford only a small household. Mathilde gets angry at this gap between her dream and the reality of her life. The result is that she is not able to like anything that she has. She does not treat her husband with love and respect, but whines at him instead about their condition. Her borrowing of the necklace for the big party is, in a way, her attempt to escape her drab life and live out her dream, if only for a night. Mathilde is consumed with wealth and status, and therefore she cannot enjoy the life she has. Page | 4 

Comment [O4]: Topic Sentence gives the subject (recital) and a specific feeling about it (nervous)

Comment [O5]: Body gives specific details about narrator’s nervousness and explains how she overcomes it. Maintains reader’s interest by keeping us in suspense; we want to know how narrator performs. This narrative is arranged in chronological order. Comment [O6]: Brings a clear conclusion to narrator’s experience by giving the outcome.

Comment [O7]: States subject (a young Mathilde) and gives a specific thought about her (desires wealth) Comment [O8]: Supports her desire for wealth Comment [O9]: Fact from story Comment [O10]: Discussion/purpose of the fact Comment [O11]: Further evidence of Mathilde’s character Comment [O12]: Original thought/observation Comment [O13]: Restates Mathilde’s character and gives definitive conclusion/analysis of her

Notes: The Underworld’s Effect on Odysseus When Odysseus hears the tales of the men and women in Hades, he gains a new appreciation for his own life. As he listens to Agamemnon’s story of his own murder, Odysseus realizes how lucky he is to have a wife who honors and respects him. He appreciates the fact that although he has not seen Penelope for many years, he knows that she would never kill him the way Clytaemnestra killed Agamemnon. Also, Agamemnon was killed without being given the privilege of seeing his son. Odysseus recognizes that while he has not seen Telemachus, he still has the opportunity to form a relationship with him before his death. Another tale that helps Odysseus put his own difficulties into perspective is his meeting with Achilles. Odysseus understands how lucky he is to be alive as he listens to Achilles tell him about the horrors of Hades. Achilles mentions that he would rather be a poor farmer living on Earth than be a hero dead in Hades. At this point Odysseus learns a whole new gratification for the protection that Athena provides for him, because without her he would be suffering in Hades as well. After Odysseus’s adventure into the Underworld, he fully understands how trivial his own hardships are compared to the suffering endured by the heroes trapped in Hades.

Comment [O14]: Interesting subject Comment [O15]: Specific thought about subject Comment [O16]: Evidence from text Comment [O17]: Beginning here and extending through the next sentence is a discussion and explanation of the evidence given prior Comment [O18]: Transition into another piece of textual evidence Comment [O19]: Evidence from text to further support Odysseus’s growth Comment [O20]: observation Comment [O21]: restates subject Comment [O22]: reemphasizes main point and brings the “proof” together

Faith Stewart, 2012 Persuasive Paragraph – Gives an opinion or strong feeling about a subject and uses facts, examples, and reasons to convince readers. (The following is a response to a prompt on a literature test.) Should Odysseus be absolved of responsibility since his orders were defied? Odysseus’s men have chosen many times to ignore the orders of their leader. Each time they do so, they are forced to deal with difficult and dangerous situations. Although Odysseus warned his men not to do many of the dangerous things that they do, it is still Odysseus’s obligation to take responsibility for their actions. As appointed leader and captain, Odysseus is accountable for the misdeeds and wrongdoings committed by his men. Odysseus gave his crew reason to mistrust him when he sacrificed his own men and saved himself in the land of the Laestrygonians. Because of this, it was Odysseus’s fault that his men did not trust him enough to follow his directions. Therefore, Odysseus should not be exempt from the punishments given to his men because of their poor behavior.

Comment [O23]: the first two sentences work together stating the main focus of the paragraph

Comment [O24]: gives a specific opinion Comment [O25]: this sentence is the first valid point toward persuasion Comment [O26]: example to help support author’s opinion Comment [O27]: factual evidence for support Comment [O28]: transitional word signaling end

Faith Stewart, 2012

Comment [O29]: restates author’s opinion

Fill your paper with the breathings of your heart. William Wordsworth

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Notes:

A ONE PARAGRAPH ESSAY Writing a paper is like painting a house. In both cases, the first thing you must do is get organized. You cannot begin to paint without paint and brushes, nor can you begin to write without a topic or an idea to develop. You must now get to work. To begin to paint the house, first clear away the cobwebs. They tend to foul the brush and can harbor sudden surprises you do not want to meet close up when you are on a ladder. You need to focus as you begin writing. Now is the time to channel your imagination and creativity to the job at hand. Now you get really involved. As you continue to work on your house, scrape away peeling paint and make any repairs as you go. As you write your paper, get your ideas down. You might get to a place where you have to make some changes or rework a section, but keep going. Remember this is not the final coat yet. Now is the time to go over what you just did. Once your house is cleaned and patched, prime the patches you worked on. This is the editing step of your painting, and you need an editing step in writing. Make sure your words and ideas are sound and smooth and fit in naturally with the surrounding thoughts. You are nearly finished. Now your house is ready for the final coat of paint. Because you have done all the preparation logically and carefully, this part is easy. It is just like the final draft. Because you have done the brainstorming, organizing, and revising, you only have to put the final orderly and polished appearance onto your work. A wellpainted house and a well-written paper are both the result of following an orderly process and not skipping any of the steps.

Write what you like; there is no other rule. O. Henry

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Comment [O30]: Topic Sentence: the subject and specific focus – we now know exactly the idea of the paragraph. Comment [O31]: First supporting idea with elaboration following it, as it does in the following sections. . Comment [O32]: Second supporting detail. Comment [O33]: Third supporting detail. Comment [O34]: Fourth supporting detail.

Comment [O35]: Fifth supporting detail.

Comment [O36]: Concluding sentence: echoes the topic sentence.

Notes:

THE ONE PARAGRAPH ESSAY EXPANDED INTO A MULTI-PARAGRAPH ESSAY Most success is the result of good preparation. Generally, you can put your time and effort into either preparing or repairing. You will not have a good final product without one or the other. This is true in academics as well as other areas. How well you present what you know depends on how well you have prepared. This is especially true when you present yourself in writing. In terms of preparing a successful and pleasing result, writing a paper is like painting a house. In both cases, the first thing you must do is organize. You cannot begin to paint without paint and brushes, nor can you begin to write without a topic or an idea to develop. Do not just pick the color you will use; have the paint, brushes, and ladders all together before doing anything else. For your writing, know where you want to go; you have to have an idea of the general color of the paper you are starting. Have your tools ready and then move onward. Now, get to work. To begin to paint the house, first clear away the cobwebs. They tend to foul the brush and can harbor sudden surprises you do not want to meet close up when you are on a ladder. Get rid of the spiders and dirt now so you will not get sidetracked later on. Similarly, you need to focus as you begin writing. Now is the time to channel your imagination and creativity to the job at hand. Get rid of distractions now, or they are bound to get in your way later on. Have a good plan, and the rest of the job gets easier. Now you can really get down to business. Now you are really involved. As you work on your house, scrape away peeling paint and make any repairs as you go. Begin at one point and work in an orderly fashion so no part gets skipped. This is the hardest and most unappealing part of the job, but it is the most essential for future success. As you write your paper, get your ideas down. You might get to a place where you have to make some changes or rework a section, but keep going. This is the hardest part of writing. You have a plan to follow, so just keep moving from idea to idea. Remember this is not the final coat yet, but the more attention you pay to getting your ideas down clearly and directly, the easier the following steps will be. Once you finish this stage, you can start to see what your final result will look like. Now is the time to go over what you just did. Once your house is cleaned and patched, prime the patches you worked on. A good final coat depends on a good undercoat. Your house will need repainting soon if you skip this step. This is the editing step of your painting, and you need an editing step in writing. Make sure your words and ideas are sound and smooth and fit in naturally with the surrounding thoughts. Read for sense and style. Listen to your work; your ear can tell you where you need to touch up a bit. After this step your hard work is over. You are nearly finished in either project. Now your house is ready for the final coat of paint. Because you have done all the preparation logically and carefully, this part is easy. It is just like the final draft. Because you have done the brainstorming, organizing, and revising, you only have to put the final orderly and polished appearance onto your work. Now is when you most appreciate the effort you put into the earlier stages, and you can expect to have no sudden spiders appearing. A well-painted house and a well-written paper are both the result of following an orderly process and not skipping any of the steps. You could just slap new paint on over the old or write down the words off the top of your head, but lack of effort is soon obvious, and taking the shortcut is a waste of time. It is always worth the effort to paint a good paper.

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Comment [O37]: Introductory paragraph begins general and becomes more specific as it develops to a thesis.

Comment [O38]: The topic sentence from above is now a thesis statement. It will end the introduction paragraph and give the idea that the essay illustrates. Comment [O39]: First supporting detail has become the topic sentence of the first body paragraph. There is fuller elaboration in each of the following body paragraphs than there was in the paragraph version above. Comment [O40]: Supporting detail from above is now a topic sentence.

Comment [O41]: Topic sentence.

Comment [O42]: Topic sentence.

Comment [O43]: Topic sentence.

Comment [O44]: Concluding paragraph begins with a sentence that echoes the thesis statement; then suggests why we should know what we just read.

Notes:

THE PARTS OF A MULTI-PARAGRAPH ESSAY When you are writing a multi-paragraph essay, there are three major parts that you must have: Introduction Body Conclusion Now, let us examine them briefly… The Introduction: “Set the table for the reader…” Open provocatively; writers use the following devices to begin: Incident / Example / Analogy / Quotation / Startling Statement / Definition / Question / Description. It should begin with a general discussion of the topic and then narrow to the specific topic, i.e., the thesis statement. Develop a Thesis Statement: “What is the main point of your paper?” Everything you write should develop around a clear central thesis. Your thesis is the backbone of your paper: the main point, the central idea. In fact, if you ask yourself “What is the main point of my paper,” your answer should resemble your paragraph/essay’s thesis statement. The thesis statement focuses your central ideas into one or two sentences. Developing a well-crafted thesis statement and revising that statement as you write will help you discover what your paper is really about, what you really want to say. Finally, you should provide a thesis early in your paper in order to establish your position and give your reader a sense of direction. Avoid burying your thesis statement in the middle of a paragraph or late in the paper. Body: “The heart of the paper…” Each body paragraph has a topic sentence, usually located at the beginning of the paragraph, which is directly tied to the thesis statement. Each paragraph utilizes some transitional devices which link it to the preceding and succeeding paragraphs. Each paragraph is unified; it deals with a single idea. The supporting sentences in each body paragraph lend details to the main idea of that particular paragraph. That refers to utilizing facts, examples, incidents, reasons, analogies, and descriptions. Each paragraph should have a coherent structure to its details and supporting sentences. Conclusion: “Wrapping up the paper…” The Conclusion can sometimes be the most difficult section of the essay to compose because writers have done much within the previous sections and because of that, they don’t want to repeat themselves. Keep it simple. Remind yourself that the goal of your conclusion is to give a sense of finality and because of that, you can “echo” the thesis statement without repeating it. After that, consider these points: Leave the reader with a clear understanding of thesis and how it has been developed and proven. Develop the conclusion in one or more of the following ways (Brief Summary / Discussion of Most Important Point / Statement of the Significance of the Thesis / Request for Action or Attitude / Quotation / Anecdote / Emotional Statement) Be clear. Look to be original. Drive your point home to the reader. Woodberry Forest School; 2009

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Notes:

A COMPLETE MULTI-PARAGRAPH ESSAY: “THE COMPLETE PICTURE” A Literary Analysis of “Jethro” in Across Five Aprils Across Five Aprils is a novel by Irene Hunt about a farm family’s living through the Civil War in southern Illinois. Hunt herself spent her early years on a farm in southern Illinois, and the people she describes seem lifelike. The story focuses on Jethro Creighton, a boy of nine years when the story begins, and the tragedies that befall his family during the long war. Jethro’s likable character and Hunt’s vivid descriptions make the book very involving and realistic. Jethro learns many hard lessons during the four years of the war. Early in the book, his oldest and best-loved brother, Bill, leaves home to fight for the South. Bill’s decision angers Jethro’s neighbors, who torment the remaining family. Jethro finds unexpected help, however, from a man who used to be an enemy. From this he learns that people do not divide neatly into good and bad. Jethro’s hardest lesson comes when he must decide whether nor not to report his cousin Eb to the authorities. Eb had joined the Union army but deserted in despair. Jethro’s final decision – writing to President Lincoln for help – shows how mature Jethro has become. At the end of the book, most of the family is together again. The war, however has taken its toll on all of them. The author clearly portrays how one small family has been so greatly affected by the larger war. Throughout, the descriptions of the farm in southern Illinois and the stories of the battles ring true. The tenderness in Jethro’s family, shown in his mother, father, and sister Jenny especially, helps explain how Jethro grows up to become such an admirable young man. Heath Grammar and Composition, First Course; 1990

Writing…is but a different name for conversation. O. Henry

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Comment [O45]: Intro paragraph gives brief background information and states the main conflict Comment [O46]: Thesis statement comes at end of intro paragraph and clearly states the purpose of the essay Comment [O47]: Topic sentence outlines the body paragraph’s main focus

Comment [O48]: Body paragraph contains specific textual examples and offers an explanation and discussion of their purpose Comment [O49]: Conclusion paragraph brings the evidence and purpose together and restates the main idea Comment [O50]: Conclusion statement clearly brings an end to the essay and offers a final thought on the growth of Jethro’s character

Notes:

PROOFREADING CHECKLIST The following checklist will help you proofread, edit, and improve your written work. When done ask a classmate, parent, or teacher to proofread it again. Author: _______________________

Title: _________________________

Writing Skill Is there evidence of prewriting activity? Are the title main words capitalized? Does the title fit the piece? Is the introduction effective? Are paragraphs used to organize information? Is the main idea clear, with a sense of purpose? Is the information placed in logical order? Is there enough supporting evidence? Does the writer stay on topic? Is the writing interesting? Is the word choice appropriate? Does each sentence begin with a capital letter? Does each sentence end with the proper punctuation? Is each sentence a complete thought? Are there any spelling errors? Are there other words that should be capitalized? Are plurals and possessives correct? Are quotation marks used correctly? Is the conclusion effective and relevant? Is the written text well organized on paper? Other Comments:

Yes

No

Comment

Steven Krajnjan, The Teacher’s Binder, www.TimesaverForTeachers.com

CORRECTION SYMBOLS / error in use of capital letter P error in punctuation Sp error in spelling frag sentence fragment r-on run-on sentence awk awkward phrasing, sentence, or passage pro incorrect use of pronoun agree error in pronoun or verb agreement prep incorrect use of preposition

W error in word choice ¶ begin a new paragraph here tense error in verb tense ^ insert, omitted something Rev revise for clarity cite cite your source vary/ss vary your sentence structure Gr error in grammar α remove Page | 10 

Notes:

STANDARD WRITING EXPECTATIONS FOR A FORMAL WRITING ASSIGNMENT Criteria

Specific Expectations

Heading

First and last name Appropriate section and course Teacher’s name Due date

The Writing Process

Prewriting Drafting Revising Editing Proofreading Publishing

Structure

Introduction Topic sentence/thesis statement Supporting details in logical order Elaboration of details Transition/Conclusion

Content

Clarity of purpose Clarity of expression Unity of ideas Quality of examples Variety of examples Elaboration of details

Mechanics

Spelling Punctuation Capitalization Grammar

Citations (optional)

MLA Format Integrity Verifiable and accurate sources

Episcopal Academy Middle School English Department; 2004

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Notes:

MAKING THE MOST OF REVISION, PROOFREADING, AND EDITING When you have finished writing: Reread what you have written. Read it aloud to yourself. Have a partner read the piece aloud to you. Ask a friend, parent, or teacher to read the piece and make suggestions. Use the revision, proofreading, and editing checklists to make corrections and improvement. Revision Checklist for Content and Meaning: Is the purpose of my assignment clear and does it thoroughly address the assignment? Have I taken into consideration the audience of this assignment? Have I demonstrated a sufficient knowledge of the subject? Do I have enough clear and specific, suitable, and accurate supporting details? Have I included specific references or quotations to support my thesis statement? Have I included examples to show and prove my point(s)? Are the ideas arranged in a logical order? Have I displayed original and creative ideas, and have I cited any necessary information? Do I have a strong introduction and conclusion? Revision Checklist for Organization Have I provided useful preparation and background in the introduction? When applicable have I included the author(s) and title(s) of the work(s) discussed? Do I have a clear and powerful thesis statement/topic sentence? Do I stick to my thesis statement/topic sentence? Are the topic sentences strong and interesting that connect clearly to the thesis statement? Does my writing have coherence? Have I connected ideas with transitional words, phrases or sentences? Does my writing have unity? Have I used only relevant details? Have I smoothly and effectively included any necessary quotations? Do I have a clear, relevant, and appropriate conclusion that does more than restate the thesis statement and offers a powerful summary observation of the thesis statement/topic sentence. Revision Checklist for Style Have I “hooked” the reader? Do I use a variety of sentence structures (phrases and clauses)? Do I use a variety of sentence beginnings? Do I use action verbs in the active voice? Do I use the present tense primarily? Have I used strong vocabulary? Have I used the words accurately? Have I used the correct usage?

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Notes: Revision Checklist for Mechanics Do I use short and long quotation forms correctly? When necessary have I used the correct citation method? Is my punctuation correct? Have I avoided run-on sentences and sentence fragments? Is my spelling accurate? Do I remember NOT to use “I” or “you” in a formal written assignment? Have I avoided making agreement mistakes? Do I avoid using contractions in a formal written assignment?

Proofreading and Editing Checklist: Are my sentences complete? Do I have any sentence fragments or run-on sentences? Are my sentences varied in structure and length? Have I used parallel constructions where appropriate? Do all verbs agree with their subjects? Are verb tenses consistent? (If I am writing about literature have I used present tense?) Have I used the correct form of each pronoun? Do pronouns agree in number, person, and gender? Have I chosen appropriate and interesting vocabulary? Do I capitalize the first word in each sentence and all proper nouns and adjectives? Have I checked the spelling of words of which I am not sure? Do I use spell-check or a dictionary? Are plural and possessive forms spelled correctly? Do I indent my paragraphs? If I included dialogue, did I indent each time a different person spoke? Are there any words missing? Have I checked for punctuation, especially end punctuation? If documentation is used, have I checked to make sure I have the correct form and punctuation? A Guide to Communication: The Grosse Point Public School System; 2000

Don’t tell me the moon is shining; show me the glint of light on broken glass. Anton Chekhov

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Notes: ERB RUBRIC When scoring, consider

6 Paper

5 Paper

4 Paper

3 Paper

2 Paper

1 Paper

Educational Records Bureau, 2007 Overall Development The overall effect of the paper The degree to which the assignment is fluent and addresses the task, audience, and purpose.

Organization The degree to which the assignment is: Clearly and logically ordered Paragraphed

Support The degree to which the assignment includes details that develop the main points.

Fluent, richly developed Clear awareness of audience and purpose Distinctive, engaging voice Original, insightful, or imaginative

Carefully but subtly organized from beginning to end Logical order Elegant flow of ideas Provides closure

Supporting details are rich, interesting, and informative throughout; fully developed Details are relevant and appropriate for the focus

Organized from beginning to end Logical order Subtle transitions Provides closure Minor lapses in order or structure (some breaks in sequencing) Meaning is subordinate to organizational devices Contrived transitions Provides closure Poor transitions Random sequencing Attempts closure Shift in focus

Details are strong and varied throughout Details are relevant and appropriate for the focus

Fluent, fully developed Clear awareness of audience and purpose Evidence of voice, compositional risks attempted Cohesive Moderately fluent, adequately developed Awareness of audience and purpose Ideas developed but somewhat limited in depth Somewhat developed Some awareness of audience and purpose Repetitive or too general

Poorly developed Some awareness of audience or purpose Ideas and details are not clear

Not developed Restates topic No awareness of audience or purpose Inappropriate response Too brief to show development

Details are adequate to support the focus Details are generally relevant to the focus Details lack elaboration Insufficient relevant details Important details are omitted

Thought patterns are difficult to follow Ideas are not clear or sequenced Resembles free-writing, rambling Continual shifts in focus

Supporting details are listed Repetitious details Too few details

So short or muddled that it lacks organization or focus

Virtually no details Irrelevant details

Sentence Structure The degree to which the assignment includes sentences that are: Complete and correct Varied in structure and length Correct in their usage Sentence structures enhance style and effect Virtually no errors in structure or usage Successfully uses more sophisticated, varied sentence patterns Sentence structures are appropriate to style and effect Few errors in structure or usage Moderately successful in using more sophisticated sentence patterns Some sentence variety Generally correct structure and usage Attempts to use more sophisticated sentence patterns Little sentence variety Errors in structure and usage interfere with meaning Over-reliance on simple or repetitive constructions Chaining Noticeable errors in usage No sentence variety Serious errors in structure or usage Too brief to demonstrate variety

Lack of sentence sense Riddled with errors at the sentence level Riddled with errors in usage Too brief to evaluate

Word Choice

Mechanics

Vocabulary Word Choice

Spelling Punctuation Capitalization

Rich, effective vocabulary throughout Vivid language May use figurative language and imagery

Very few or no mechanical errors relative to length or complexity

Effective vocabulary Generally successful in using rich language

Few mechanical errors relative to length and complexity

Acceptable vocabulary Attempts to use rich language Misuse of big words

Some mechanical errors that do not interfere with communication Limited text, but mechanically correct

Simplistic vocabulary with acceptable but limited word choice Some errors in word choice

Simplistic vocabulary with inappropriate and/or incorrect word choice

Extremely limited vocabulary Riddled with errors in word choice Too brief to evaluate

Some mechanical errors that do interfere with communication Errors are disproportionate to the length or complexity of the assignment (errors cause major problems for readers) Noticeable mechanical errors that interfere with communication Errors are disproportionate to the length or complexity of the assignment (errors cause major problems for readers) Mechanical errors that seriously interfere with communication Too brief to evaluate

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Notes: APPENDIX A:

TIPS ON WRITING YOUR PARAGRAPHS and ESSAYS

1. Maintain Coherence: “Let it flow…” a. Organize effectively – for space/time, emphasis, problem to solution, most familiar to least familiar, simplest to most complex. b. Use parallel structures. c. Avoid unnecessary shifts in verb tense, number, or person. d. Use effective transitions. 2. Maintain Unity: “Keep your eye on the ball…” a. Maintain Unity in your paragraph by sticking to the point – supporting your thesis statement. Read each sentence after the thesis sentence and ask ‘Does this support my thesis?’ If it fails this test – don’t use it. 3. Use Transition Words to your Advantage: “Give sophistication to your paper…” a. Transition words and phrases help establish clear connections between ideas and ensure that sentences and paragraphs flow together smoothly, making them easier to read. Use the following words and phrases in the following circumstances. b. To indicate more information: Besides Furthermore In addition Indeed In fact Moreover Second…Third…, etc.

c. To indicate an example: For example For instance In particular Particularly Specifically To demonstrate To illustrate

d. To indicate a cause or reason: As Because Because of Due to For For the reason that Since

e. To indicate a result or an effect: Accordingly Finally Consequently Hence So Therefore Thus

f. To indicate a purpose or reason: why For fear that In the hope that In order to So So that With this in mind

g. To compare or contrast: Although On the other hand However Similarly In comparison Whereas In contrast Yet Likewise Nevertheless

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Notes: h. To indicate a particular time frame or a shift from one time period to another: After Initially Before Lastly Currently Later During Meanwhile Eventually Next Finally Previously First…Second…, etc. Simultaneously Formerly Soon Immediately Subsequently i. To summarize: Briefly In brief Overall Summing up To put it briefly To sum up To summarize

j. To conclude: Given these facts Hence In conclusion So Therefore Thus To include

4. Know When to Use Quotations: “Fit quotations logically into your paper…” a. Use quotations when the specific language of a quotation is important. b. Use quotations when accuracy is essential – to indicate the writer’s exact position. c. Use quotations to support your argument, rather than relying upon someone else’s words. d. Keep quotations to a minimum. A short phrase or sentence is more easily understood than a long quotation. e. Look for the “kernel” or the most important part of the quotation and extract it. f. Paraphrase a quotation in your own words when possible. g. Overusing quotations can result in “patchwork” writing, a jumble of miscellaneous information from various sources that is merely pieced together. Pearson Education, Inc. http://www.teachervision.fen.com/writing-composition/vocabulary/1780.html 2009.

To get the right word in the right place is a rare achievement. Mark Twain Page | 16    

Notes: APPENDIX B:

MIDDLE SCHOOL STYLE SHEET Standard format and procedures for all written work.

Heading in the upper left and in this order: (Single space) Student’s name Course Teacher’s name Date due (not date written)

The rest of the paper is double spaced, size 12, standard font (Times New Roman)

Mechanics Do italicize, underline, or bold one’s own title. Do not use contractions. Numbers (spell out numbers less than 101) Italics (italicize titles of full-length works and ships; use quotation marks for short works) No run-ons, fragments Glossary (affect-effect; than- then) Pronoun-antecedent agreement (everyone – he or she [not both]; all – they) Consistent verb tense (in a narrative, use past tense) Periods and commas always go inside quotation marks.

Style No Second person (you) Avoid obvious padding:( I believe, In my opinion, In the book it says, the season summer, through the whole house.) Do not begin a sentence with (and, but, or.) Use formal diction and style. Be careful with blanket generalities (everyone, always.) Title refers to the content of the paper, not the assignment. Introduce quotations with context, not page number or scene. Never end a paragraph with a quotation. Organize paragraphs logically: use topic sentences, transitions, and conclusion sentences. Avoid qualifiers (very, pretty, really, so.) Episcopal Academy Middle School English Department; 2009

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Notes: APPENDIX C:

WRITING TOPICS

Writing Topics: #1 Getting started in writing On this and the following pages, you will find ways to help you write. Many exercises can be repeated numerous times as you strive to improve your writing skills. It is helpful to start by writing about yourself, your surroundings, and what you know. Pay attention to your five senses and emotional reactions as well. Whether you find writing easy or difficult, writing is an important life skill. In school, and later in life, we all need to write every day, whether we think of ourselves as writers or not. How do you react to the following thoughts about writing? Read through the list and write one paragraph to one of the writers. It may help you to tell the writer what you agree with and what you question. Tell the author how the words make you feel. You may want to compare the statements of two of the writers instead. Either way, react and write! 1. Tina Fey, who wrote the screenplay for the movie Mean Girls, won an Emmy Award in 2008 for her writing for the TV show 30 Rock. When she accepted the award, she held up the trophy and proclaimed, “I never would have had any of my other jobs if I hadn’t been a writer first.” 2. “Sometimes there’s no one to listen to what you really might like to say at a certain moment. The paper will always listen. Also, the more you write, the paper will begin to speak back and allow you to discover new parts of your own life and other lives and feel how things connect.” Naomi Shihab Nye, poet and author 3. “Why write? To be surprised. The writer sits down intending to say one thing and hears the writing saying something more, or less, or completely different. The writing surprises, instructs, receives, questions, tells its own story, and the writer becomes the reader wondering what will happen next.” Donald Murray, author and professor of writing 4. “Get it down. Take chances. It may be bad, but it is the only way you can do anything really good.” William Faulkner, Nobel Prize winning author, screenwriter 5. “In order to write well you have to write a lot. You wouldn’t want a day to go by without writing.” Lucy Caulkins, author and professor of writing 6. “Poems arrive. They hide in feelings and images, in weeds and delivery vans, daring us to notice and give them form with our words. They take us to an invisible world where light and dark, inside and outside meet.” Susan Goldsmith Wooldridge, poet and teacher 7. “Start by writing the wrong meanings in the wrong words; but keep writing till you get to the right meanings in the right words. Only at the end will you know what you are saying.” Peter Elbow, author and professor of writing Writing Topics: #2 Picture Your Surroundings Take a mental photograph of the place you are sitting right now. Gaze around you until your eye falls on something that catches your attention. Draw a picture of the object or scene in the space below or the space to the right of this text. Then, write a paragraph in which you describe the object or scene as completely as possible. (continues on page 19)

Writing Topics: #3 Writing from Photographs Page | 18    

Notes: Find a photograph that you have taken, that is hanging in your home, or that you find in a magazine or newspaper. Sports photographs are especially good for this exercise. First, study the photograph. Second, fill in the chart with notes. Third, start writing about what you have observed and imagined. Questions

Answers

Details

What happened?

What is happening?

What will happen?

Writing Topics: #4 Engaging the Five Senses Find a place to write that is full of sights, sounds, smells, feelings, and (possibly) tastes. Sitting outdoors or in front of an open window is helpful. You might also try sitting in front of a fire or TV or in the kitchen. You can even do this exercise with a photograph of your favorite place—if you have a good enough imagination! Fill in the chart. Then use the information and your sensations to help you write about the place. Sense Sensations observed or imagined Adjectives/Adverbs Sight Sound Smell Touch/Skin Sensation Taste

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Notes: Writing Topics: #5 HEADLINES! Collecting Words from Photographs Find a photograph that you have taken, that is hanging in your home, or that you find magazine or newspaper. List all the nouns, verbs, adjectives, and adverbs that come to mind as you observe the photo. You will use these words to write headlines about your photo. Nouns

Verbs

Adjectives

Adverbs

How many headlines can you create using one word from each box? For example, if your photograph is of your family at dinner, a headline might be: Happy Family Eats Hungrily. Writing Topics: #6 Cut-Ups Step 1: Select an article that interests you from a newspaper or magazine. Now, cut it up so that you omit the “fluff” and keep the “essentials” of the story. Place the remaining lines of print on the page in a way that tells the story in a prose or poetic reformulation. Be sure the meaning of the news story comes through in its essentials. Step 2: Using the essential story you have created from doing Step 1, use words from your cut-up (or additional words you write) to create a haiku poem that further distills the passage and its issues. Aim for, but do not lock yourself into, the standard number of beats per line for a haiku: 5, 7, and 5. Step 3: For further practice, take the ideas from your haiku and write a paragraph explaining the original story. Did you know that Ben Franklin used to write prose, re-write it as poetry, and finally switch it back to prose to improve the quality of his writing? Writing Topics: #7 Interview When doing an interview, it is good to ask six types of questions: Who? What? Why? When? Where? How? For example, you might inquire, “To whom did this happen? What happened? Why did it happen? (OR Why is it important?) Where did it happen? When did it happen? How did it happen?” You might even ask, “What will happen next?” You have several choices for this exercise. You may interview a friend or family member about an event that interests you. You may apply these questions to a movie or TV show you have seen. You may use a photograph and “ask” these questions. Or, you may “interview yourself” about a specific event. After conducting your interview, write a summary of your information in sentence/paragraph form. (continues on page 22)

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Notes: WHO?

WHAT?

WHY?

WHEN?

WHERE?

HOW?

WHAT NEXT?

Writing Topics: #8 Free writing and “Taming the Demon” Peter Elbow, a well-known author and teacher of writing, advocates a technique of practicing writing he calls free writing. Doing push-ups and sit-ups helps an athlete gain strength; free writing is an exercise that can strengthen writing over time. Unfortunately, sometimes students think free writing is the same thing as writing a composition for a class assignment. While free writing may help you get started, editing is required for a final piece of writing. Free writing is an exercise; it’s a way for you to get more powerful as a writer. First, read Peter Elbow’s thoughts about free writing (from Writing with Power: Techniques for Mastering the Writing Process, 1981). Then, try free writing yourself, for ten minutes. Do not stop, criticize yourself, cross things, out, or worry about spelling or topics. If you can’t think of anything to say, write about that! Just keep writing. When time is up, re-read what you’ve written—just for fun. If a topic interests you, pursue it another time, in another piece of writing. “Free writing for ten minutes is a good way to warm up when you sit down to write something. You won’t waste so much time getting started when you turn to your real writing task and you won’t have to struggle so hard to find words…Free writing helps you learn to write when you don’t feel like writing…Free writing teaches you to write without thinking about writing…Most people experience an awkward and sometimes paralyzing translating process in writing: ‘Let’s see, how shall I say this.’ Free writing helps you just say it… (continues on page 23) Page | 21    

Notes: “Free writing is a useful outlet. We have lots in our heads that makes it hard to think straight and write clearly: we are mad at someone, sad about something, depressed about everything. Perhaps even inconveniently happy… Free writing is a quick outlet for these feelings so they don’t get so much in your way when you are trying to write about something else. Sometimes your mind is marvelously clear after ten minutes of telling someone on paper everything you need to tell him. (In fact, if your feelings often keep you from functioning well in other areas of your life frequent free writing can help: not only by providing a good arena for those feelings, but also by helping you understand them better and see them in perspective by seeing them on paper.) “Free writing helps you to think of topics to write about. Just keep writing, follow threads where they lead and you will get to ideas, experiences, feelings, or people that are just asking to be written about. “Finally, and perhaps most important, free writing improves your writing. It doesn’t always produce powerful writing itself, but it leads to powerful writing… “To write is to overcome a certain resistance: you are trying to wrestle a steer to the ground, to wrestle a snake into a bottle, to overcome a demon that sits in your head. To succeed in writing or making sense is to overpower that steer, that snake, that demon. “But if, in your struggles to write, you actually break its back, you are in trouble…Somehow the force that is fighting you is also the force that gives life to your words. You must overpower that steer or snake or demon. But not kill it.” (Elbow, 1981, pages 14-18) Writing Topics: #9 Free Writing, Centering, and Seed Ideas If you have already tried free writing without any prompt to start with, now try to “write without stopping” on a topic like one of those below. After you try free writing for five minutes, go back to your free writing to “mine” the work, looking for what Lucy Calkins calls a “seed idea” and Peter Elbow calls the “center of gravity” in your initial writing. You may then take the seed or center to write a more finished, thoughtful piece. Example 1: (Roll of Thunder, Hear my Cry) Re-read or remember the passage in which T.J. visits the Logan children at the revival with his new “friends.” Write what is going on in T.J.’s head. (Or, write what is going on in Stacey’s or Melvin’s!). Free write for five minutes. Re-read your passage. What is one emotion at the heart of this scene for T.J.? Write more carefully about this emotion. Example 2: (The Giver) Jonas’s world is a world without difference. Skin, hair, eyes, and other physical features have been modified to remove perceptions of difference among people. There are some differences in aptitude, but these are not spoken about. For five minutes, free write about yourself. Use these prompts if they help you: If the people in Jonas’s world could somehow see me as I am, they would be surprised to see a person… When I woke up this morning and looked in the mirror, I saw… I’m different from other people because… When finished with your free write, re-read the passage you wrote about yourself. Make a list of some of your unique qualities or features mentioned in the piece. Write more carefully about one of these qualities or features. Example 3: Think of a friend or member of your family with whom you spend a lot of time. Free write about this person for five minutes. Reread your free write. Are there seed ideas of emotions or events that are begging to be written about? Write a more careful piece about one of these ideas. Page | 22    

Notes: Writing Topics: #10 A-Z Lists Sometimes making a list of topics can make a person feel more secure about writing. How about making a list of things from A-Z? The following list represents possible A-Z lists you might make to help get you started with writing. Working with a partner is especially fun. Once you have your lists, consult them whenever you are stuck thinking of a topic for writing. Create an A-Z list…. • of topics you might choose to write about. • of topics you will never choose to write about! • of your favorites: foods, activities, songs, sports, entertainers, etc. • of nouns. Then categorize them into proper nouns and common nouns, and into persons, places, things, or ideas. • of adjectives. Find adjectives that describe objects around you or think of a book you’ve read and use examples from that. Categorize them into adjectives that answer the questions What kind?, Which one/ones?, and How many/much? • of verbs. Categorize them into action verbs, linking verbs, and helping verbs. (Note: Use this list when reviewing complements.) • of prepositions. Create as many prepositional phrases as you can by going through the alphabetical list. • of local and global current events. Use a newspaper to help you find people and issues. • of geographical locations: cities, countries, rivers, places you hope to visit, etc. • of people you know: family members, friends, classmates, neighbors, teammates, etc. Writing Topics: #11 Found Prose and Poetry Composer John Cage used random methods to compose some of his pieces. You can find interesting and fun writing topics by taking a chance yourself! Using dice, scissors, the phone book, your eyes, and your ears, you may create some surprising writing pieces. Example 1: Found Poetry Step 1: Locate one, two or three unique, rich, musical, or odd sentences found in a newspaper, magazine, cookbook, letter, billboard, or overheard in a conversation. You may cut the sentences out (of magazines or newspapers) or simply write them down. Step 2: Break the sentences into poetic lines, arranging the words and phrases in ways that are meaningful and surprising. You may omit words, rearrange them, and add to them. Decide on careful placement of each word and line break. Step 3: Decide on a title for your poem. Beneath your title write (in parentheses) “Words from title of article, book title, date, and page number.” (Insert specifics for the source you use.) Example 2: Take a Chance Step 1: Roll one, two, or three dice. The number you roll is the number of words you will search for on a book shelf, in a dictionary, or from a telephone book. Step 2: Keep rolling your dice and adding words to your list. Step 3: Start creating a shopping list, a ransom note, a poem, or a story based on the words you have found by chance. (continues on page 25) Page | 23    

Notes: Example 3: Telephone Book and Weather Report Step 1: Randomly open the telephone book to the “white pages” and find the name and address of a person. This person will become your protagonist, or main character. Step 2: Randomly open the telephone book to the “yellow pages” and find the name and address of a business. This place will become your setting. Step 3: Look outside, consult the newspaper, or visit www.weather.com to get a weather report. This information will contribute to the atmosphere or mood. Step 4: You now have enough “elements of fiction” to begin to combine into a news story or creative piece of writing. Think of the ways the characters and setting will interact to include a conflict, resolution, and theme. Add characters as needed, from real life or the phone book. No prank calls, please. Writing Topics: #12 Writing about Art Fine art and photography can spark discussion and critical or creative writing. On many art museum websites, there are images of paintings. For example, if you browse the website of MOMA (Museum of Modern Art) http://www.moma.org/explore/exhibitions, you might find images that interest you. Or you can search for specific works by artists like Chagall (I and the Village), Picasso (Three Musicians or Guernica), Dali (Birth of a New Man), or Van Gogh (The Starry Night or Night Café). Their art is imaginative and often quite unrealistic. For something more realistic, look for Monet (Water Lilies), Degas (The Dance Class), Cassat (The Boating Party), or Tanner (The Banjo Lesson). Pick an image and study it, noticing every object, color, location, and emotion. Fill in one or both of the charts below. Use the details to start a writing piece about the picture. Questions

Answers

Details

Answers

Details

Do you like the picture? Why/Why not? How does it make you feel?

What items are in the picture?

Questions What happened?

What is happening?

What will happen?

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Notes: Writing Topics: #13 Your Daily Journal Lucy Calkins says it best, “In order to write well you have to write a lot. You wouldn’t want a day to go by without writing.” She also advises, “Tiny details are magic.” The preceding exercises can be used again and again, but the practice you get by writing in a diary or journal each day is priceless. By completing the preceding exercises, you will begin to find ways to jump fearlessly into writing. However, in writing about your life and details of your day you get a chance to reflect on your accomplishments, your emotions, your dreams, and your life. Don’t worry: every day does not require perfect and profound paragraphs. Start writing about the small things and see where the writing leads you. Journal prompts: The weather today was… When I woke up I felt… Last night I dreamed… When I went to sleep last night I was thinking about… Today is the day I finally… Today was the most boring day… Today I wore… The Phillies (Eagles, Sixers, Flyers, etc.) game was… My baseball (football, basketball, hockey, lacrosse, soccer, etc.) game was… I played… Today I went to see my friend (aunt, grandfather, etc.)… Today the news was… For dinner tonight I had… I am really confused about… Someday I hope to…

Works Cited for Appendix C Calkins, Lucy M. (1986). The art of teaching writing. Portsmouth, NH: Heinemann. Calkins, Lucy M. (1991). Living between the lines. Portsmouth, NH: Heinemann. Calkins, Lucy M. (1998). Turn your students into real writers! Torrance, CA: Staff Development Resources. Elbow, Peter. (1981) Writing with power: techniques for mastering the writing process. New York: Oxford University Press. English workshop I. (1995). Austin: Holt, Rinehart, & Winston. Gess, D. (1997). Teaching writing and thinking across the curriculum. Suffern, NY: The Write Track Company. Weinstein, A. (2004, July-August). What do your feelings have to do with literature? Harvard Magazine, p.20.

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