English Department Writing Manual

English Department Writing Manual

8th Grade

North Salem Middle / High School

Mrs. Frohman, Mrs. Johnson, Mrs. McCleary

Table of Contents
I.In-Class Writing
Brief Description
Explanation of the Parts
Graphic Organizer
Critical Lens Essay
Critical Lens Prep Activity
Critical Lens Essay Outline
Graphic Organizer
II. Critical Stance Research Writing
Brief Description
Sample Research Assignment
Research Paper Outline
Research Paper Graphic Organizer
Research Paper Checklist
III. Reading Journal
Brief Description
Sample Journals
IV. Conventions of Standard Written English
Brief Description
Sentence Types
Sentence Beginnings
A Good List of Transitions
Parallelism and Tense Agreement
V. Partial Task Writing
Brief Description
Introduction and Conclusions
Sample Essay Introductions and Conclusions
Writing Concluding Paragraph Activity
Quoting, Paraphrasing, and Summarizing

(I)

In-Class Based Writing

Extemporaneous prompt writing is used to assess all students in grades 6 through 12. The North Salem English Departments maintains a commitment to these tasks represented by the frequency and attention assigned to students’ in-class writing skills development. As students work to improve their ability to read essay questions, interpret the prompt, construct, and most importantly write a response, the material contained within will provide the information they need for improvement.

Students Should:

Recognize the importance of the three-pronged approach to interpretation: (1) analyze and interpret the text, (2) interpret the prompt (3) provide support in the form of specific textual references for both

Follow the suggestions for intro, body and conclusions provided on the next page

Always maintain the appropriate task focus: never lose touch with the point posed in the question by drifting off into a discussion of plot

The following outline applies to:

paired writing in which you are discussing two works of fiction or non-fiction.
expository writing where you are discussing one work of literature.
the listening essay in which you will listen to a passage(s) that is read to you and will then respond to a prompt about that passage. In the case of a listening essay, you will be unable to use direct quotes. Instead you will use very specific information that you have recorded while the passage(s) is being read to you.

In-Class EssayWriting

Explanation of the Parts

The purpose of a literature based essay is for you (the student) to show the reader (teachers) that you understand the literary work(s) and can apply it to a prompt. You explain your interpretation using specific textual evidence (quotes) to support your thesis (your interpretation of the author’s meaning).

Introduction:

Hook: Reframe the question that is provided in the prompt. (Make the question into a statement.)

Background Information: The first few sentences of the introduction summarize the meaning or focus of the literature/text. Be sure to provide the title and author somewhere in the intro.

Thesis: The thesis is where you give a brief answer to the prompt which will guide the topics for each body paragraph. It should be the last sentence of the intro.

Body Paragraphs (2 or 3 of these depending on the prompt):

Topic Sentence: The first sentence in your body paragraph should include a word or phrase that helps the reader transition to the new idea. State the specific idea that you plan to discuss and show its connection to the thesis.

Quote Set Up: Text quotes will introduce evidence from the literature that supports your thesis. The quote set up should include a very brief description of what is going on in the text at that point and should include who is speaking.

Text Quote: Select evidence from the text that supports your thesis. The evidence can be dialogue or actions as described by the author. The evidence should be directly quoted, using quotation marks and line or page number citations.

Analysis: After the text quote, use two or three lines to explain how this quote supports your thesis.

Conclusion: At the end of the paragraph, make an inference or connection about the overall significance as it relates to the text.

Conclusion:

Restate thesis: Use a transitional phrase to begin your concluding paragraph. The first sentence should be a rewording of your thesis from the introductory paragraph.

Review Main Points: Write one to three sentences that summarize the two or three main points from your body paragraphs.

Concluding Thoughts: State and explain how your thesis relates to the world we live in.

In-Class Essay

Graphic Organizer

Introduction

Hook
Background
Info.
Thesis

Body Paragraphs

Topic Sentence
Quote Set Up
Text Quote
Analysis
Conclusion

Body Paragraphs

Topic Sentence
Quote Set Up
Text Quote
Analysis
Conclusion

Body Paragraphs

Topic Sentence
Quote Set Up
Text Quote
Analysis
Conclusion

Conclusion

Restate Thesis
Review Main Points
Concluding Thoughts

Critical Lens Essay

What is a Critical Lens Essay?

A critical lens is a way of looking at a piece of literature through a particular focus. The critical lens itself is a quote that you then apply to several pieces of literature. This quote is relevant to the overall theme of a book.

What additional expectations are there?

In your critical lens essay, you must discuss two books, using one character per book that portrays the qualities outlined in the critical lens. You must also use 2 examples and one literary element for each example per book to help support your analysis of the character.

As this will be your first time working on the critical lens essay, we will be using a step–by-step approach. We will begin by interpreting lenses, then will write an essay using one work of literature, and finally, a full critical lens using two works of literature.

Critical Lens Prep Activity

Directions: For the following critical lens quotations, provide your interpretation of the lens, two works of literature that provide a character who supports that lens and briefly explain your evidence, including literary elements that support your interpretation of the lens.

Critical Lens Quotations / Interpretation / Two works of Literature / Explanation/literary elements
“If you have made mistakes, even serious ones, there is another chance for you. What we call failure is not the falling down, but the staying down.” Mary Pickford
“Challenges are what make life interesting. Overcoming them is what makes it meaningful.”
Anonymous
“This above all: to thine own self be true, And it must also follow, as the night the day, Thou canst not then be false to any man.” William Shakespeare
Do something everyday that you don’t want to do; this is the golden rule for acquiring the habit of doing your duty without pain.” Mark Twain
“Injustice anywhere is a threat to justice everywhere.”
Martin Luther King Jr.

Critical Lens Essay Outline

Introduction:

Hook: Restate the critical lens.

Background Information: Provided your interpretation of the lens. (Put it into your own words.) Agree or disagree and provide the titles and authors of the novels you will be using.

Thesis: The thesis is where you briefly state how the lens applies to the novels. It should be the last sentence of the intro.

Body Paragraphs (2 or 4 of these depending on the number of books being discussed):

Topic Sentence: The first sentence in your body paragraph should include a word or phrase that helps the reader transition to the new idea. State the specific literary element that supports the focus of the critical lens.

Development: Use a wide range of specific and relevant evidence to illustrate the lens and integrate the literary element into the discussion. (Be specific!!!!!)

Conclusion: At the end of the paragraph, rephrase the focus of the critical lens and how it applies to the novel.

Conclusion:

Restate thesis: Reword your thesis and include titles and authors.

Review Main Points: Briefly review literary elements.

Concluding Thoughts: Connect thesis and literary elements to the world.

Critical Lens

Graphic Organizer

Introduction

Hook (Restate Critical Lens) / ______once said, “
Background
Info. (interpretation) / This quote means,
This is proven true in
Thesis / (Identify how your novels meet the criteria of the lens.)

Body Paragraph 1

Topic Sentence / (Mention the novel title, character if appropriate, literary element and how it connects to the thesis.)
Development / (Keep thesis and element at forefront of discussion. Avoid a retelling of the plot.)
Conclusion

Body Paragraph 2

Topic Sentence / (Use transition, same character, and new literary element and how it connects to the thesis.)
Development / (Keep thesis and element at forefront of discussion. Avoid a retelling of the plot.)
Conclusion

Body Paragraph 3

Topic Sentence / (Use transition to introduce new novel title, character if appropriate, literary element and how it connects to the thesis.)
Development / (Keep thesis and element at forefront of discussion. Avoid a retelling of the plot.)
Conclusion

Body Paragraph 4

Conclusion

Restate Thesis / Title, author and Title, author prove the critical lens that, “…”
Review Main Points / They do this effectively through the use of (name literary elements)
Concluding Thoughts

(II)

* Critical Stance Research Writing *

The assignment on the ensuing pages represents the nature and focus of critical stance based research. Students are expected to take a critical stance on a specific aspect of a work of literature or text, and support their position by providing corroboration from established sources. Students must use critical thinking skills to evaluate the legitimacy of the sources they reference, and be consistent in their asserted stance.

Students Should:

Select a manageable part of the work to discuss

Take a clear stance on this issue by offering your own interpretation

Use outside sources and specific references to the work to support all claims

Make the topic your own while “standing on the shoulders of experts”

Research Assignment

The Secret Life of Bees -Sue Monk Kidd

OBJECTIVES:

Locate and Recall:

Collect relevant literary criticism from legitimate sources

Record appropriate documentation/reference information

Sequence information in a logical structure

Integrate and Interpret:

Formulate a thesis

Correlate supporting data

Interpreting literary criticism

Justify formulated thesis using supporting documentation

Critique and Evaluate:

Corroborate various literary reviews

Defend student's own interpretation

Evaluate validity of sources

Validate final conclusion

Students will complete research and compose critical stance paper
• Clearly establish a thesis
• Use various sources to prove a thesis
• Draw a conclusion
• Follow MLA format as outlined in the North Salem Research Paper Booklet (e.g., parenthetical citations, direct quote and paraphrasing format and explanation, Works Cited format—including internet and database sources)

Learning Activities:

Students will read and annotate works of literary merit.

Students will participate in literary class discussion.

Students will formulate a thesis.

Students will collect supporting materials that affirm thesis.

Students will organize supporting materials.

Students will coordinate information provided through research with initial interpretations.

Students will synthesize various scholarly perspectives with their own.

Students will revise written materials following prerequisites of MLA format.

Students will create a list of reference (Works Cited) cited in the text of the paper.

Students will publish a final draft for submission to teacher and anti-plagiarism online software.

Guidelines

Your task is to evaluate the text of The Secret Life of Bees by establishing a critical position on one thematic aspect of the novel.

You will use the literary criticism provided in class as a starting point to develop a thesis about the work.

You must mine these sources to find substantiation for your position on the novel.

Task Specifics:

Discuss the role of “mother” in The Secret Life of Bees.

Clearly established a thesis

Support your thesis using both the novel and at least two outside sources.

2 pages in length

Follow MLA format as outlined in the North Salem Research Paper Booklet

Critical Stance Research Paper Outline

Introduction:

Hook: In Adam Mamanian’s New York Times review of The Secret Life of Bees by Sue Monk Kidd, he states “the core of this story is Lily’s search for a mother . . . .”

Background Information: Many of the female characters that Lily encounters in this novel often fulfill the role of mother.

Thesis: Identify the two characters who fulfill that role and in what capacity.

Two Body Paragraphs

Topic Sentence: The first sentence in your body paragraph should include a word or phrase that helps the reader transition to the new idea. State how one female character supports the thesis.

Development: Use a wide range of specific and relevant evidence from the novel to illustrate the character’s role as mother and integrate the literary criticism into the discussion. (Be specific!!!!!)

Conclusion: At the end of the paragraph, draw a conclusion on how the character fulfills the role of mother for Lily.

Conclusion:

Restate thesis: Reword your thesis and include title and author.

Review Main Points: Briefly review main arguments.

Concluding Thoughts: Connect thesis to the world.

Critical Stance

Graphic Organizer

Introduction

Hook / In Adam Mamanian’s New York Times review of The Secret Life of Bees by Sue Monk Kidd, he states “the core of this story is Lily’s search for a mother . . . .”
Background
Info. (interpretation) / Many of the female characters that Lily encounters in this novel often fulfill the role of mother.
Thesis / (Include the two characters and briefly identify how they fulfill the role of mother.)

Body Paragraph 1

Topic Sentence / State how one female character supports the thesis.
Development / (Use specific evidence to illustrate the character’s role as mother and integrate literary criticism.)
Conclusion

Body Paragraph 2

Topic Sentence / State how one female character supports the thesis.
Development / (Use specific evidence to illustrate the character’s role as mother and integrate literary criticism.)
Conclusion

Conclusion

Restate Thesis
Review Main Points
Concluding Thoughts

Research Paper Checklist

Introduction

____ Opening sentences reveal relevance of topic

____ Opening sentences naturally lead into thesis

____ Clearly stated thesis

Body paragraphs

____ Logical organization

____ Purposeful transitions that provide continuity and direction

____ Appropriate balance of research and original interpretation

____ Balanced focus (paragraphs should be balanced in length)

____ Flawless mechanics (proofread carefully)

Conclusion

____ Non-repetitive review of main points

____ “Clincher” last sentence

Quotes/In-text Citations (see Handbook for verification)

____ Introductory statements for quotes (context provided)

____ Analysis/Explanation/Conclusions following quotes

____ Proper punctuation

____ Proper citation format

____ All in-text citations have a corresponding text listed in Works Cited

Works Cited page (see Handbook for verification)

____ Appropriate heading

____ Hanging indent

____ Alphabetical order

____ Proper information and format of documents provided

____ All texts listed are cited in body of research paper

Common Errors:

____Repetitive use of language-particularly with a key term or character’s name (e.g., American dream, socialism, slavery, morality, Gatsby, Huck)

____Redundant sentence starters

____Plot Telling

____Incomplete documentation for sources

____Refer to author’s by last name (Douglass, not Frederick)

(III)

* Reading Journal *

Reading journal assignments require students to draw conclusions, ask questions, make connections, summarize and evaluate literature. The journal entries provide students with opportunities to reflectively comment on what they read.

Students Should:

Recognize the necessity to use critical thinking skills when completing these tasks

Metacognitively reflect on what they think.

Recognize the difference in audience when writing a journal as compared to an essay.

How to Write a Good Reading Journal Entry

Use journals to explore your thought process as you read.

Make connections between the topics discussed in the literary work, aspects of popular culture that you observe, and personal experiences you may have.

Use Standard English to write your journals, but these may be less formal than in-class essays or formal research papers.

Do not merely repeat the things you heard in class. Make your own insightful observations and comparisons. Show the reader that you are thinking!

Reading Response Journal

Title/Chapter/Pages ______

Share your thinking about what you have read. You can focus on something that was confusing and try to ask a question that will help clarify the scene. You may share a line or lines that strike a personal connection between you and what you read. Your response should be at least five sentences long.

After you have finished reading, write down what you remember about the reading. You should write something that will help jog your memory about what you have read for the next time. If you don’t remember anything, go back and reread.

Double Entry Journal

As we have discussed, the most effective way to become a better reader is to become an active reader. This year we have used many different strategies to do that.

-We have made connections between what we are reading and other texts, ourselves, and the world.

-We have read with a focus (looking for answers to specific questions).

-We have asked questions while we read.

Now we are going to try to put all of those strategies together in a Double Entry Journal. To use a double entry journal, you need to keep a notebook handy while you read. When you come across a quote, or passage that is