English 9 Honors/

Freshman Seminar Writing Manual

NorthSalemHigh School

Mrs. Vilkas

Table of Contents / Page
I. In-Class Writing
Brief Description / 3
Essay Key Points / 4-6
Literature Based Essay Writing Explanation / 7
ELA Regents Essay Rubric / 8
Critical Lens Graphic Organizer / 9-10
Critical Lens Checklist / 11
II. Critical Stance Research Writing
Brief Description / 12
Sample Research Assignment: The Media Project / 13-14
Media Project Model / 15
Media Project Peer Editing Sheet / 16
Research Paper Rubric / 17
III. Partial Task Writing
Brief Description / 18
Revising Writing for Sentence Variety / 19
Exploring Tense Shifts / 20-21
Pronoun Antecedents / 22-23
Sample Essay Introductions / 24
Sample Mini-Essay Tasks / 25-27
Integrating Quotations / 28-34
IV. Blog Writing
Brief Description / 35
Blog Comment Rubric / 36
V. Stylistic/Mechanical Elements of Writing
Brief Description / 37
Sentence Types / 38
Sentence Beginnings / 39
Use of Commas / 40-43
A Good List of Transitions / 44-46
Avoiding the Dreaded “Said” / 47-48
Writing Self/Peer-Evaluation / 49-50

(I)

In-Class Based Writing

Extemporaneous prompt writing is used to assess all students in grades 6 through 12. The North Salem English Department 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 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) discuss the technique used to convey the author’s message, (3) provide support in the form of specific textual references for both;

Follow the suggestions for introduction, body and conclusion provided on the next page;

 Always maintain the appropriate task focus; never loose touch with the point posed in the question by drifting off into a pure discussion of plot.

Essay Key Points

Introductions:

Grab reader’s attention

Reframe the question

Add brief specifics that hint at your interpretation

Must be precise

New level beyond formulaic approach is ideal

Supporting Details From Literary Works:

Integration of quotes versus quotes as appendages

Using ellipsis so quotes flow into writing

Appropriately introduce full quotes using strong verbs such as:

SAY:exclaimed stammered, whimpered, pleaded, whispered, mumbled, interrupted, retorted, continued, explained, squealed, replied, warned, objected, asked

PHASES OF CREATION / ORGANIZATION:arranged, conceived, created, designed, developed, devised, enabled, enhanced, formulated, initiated, invented, innovated, originated, packaged, prepared, produced, refined, reshaped, resolved, solved, structured

DISCOVER / TO MAKE AWARE: ascertain, determine, unearth, reveal, uncover, unveil, expose, unmask, divulge

TO THINK:conceive, envision, imagine, realize, visualize, suppose, suspect, conjecture, surmise, deem, reason, cogitate, speculate, deliberate, reflect

TO CLARIFY:elucidate, illuminate, illustrate, justify, rationalize, explicate

Organization:

You should include at least TWO body paragraphs per work discussed.

Avoid Clichés:

on the other hand / never a dull moment / give 110%
due to the fact that / fall on deaf ears / one game at a time
all walks of life / calm before the storm / just trying to help the team win
leave no stone unturned / nipped in the bud / jump on the band wagon

Task Focus:

Be certain to use any literary elements suggested in the question.

You may discuss elements not listed in question, but not at the exclusion of those elements.

Note these common literary elements used by authors:

allegory
alliteration
allusion
antagonist
Aside
characterization
conflict
couplet
dialogue
epithet
/ flashback
foil
foreshadowing
genre
hyperbole
imagery
in media res
irony
metaphor
mood/tone
/ novel
onomatopoeia
oxymoron
personification
play
plot - all 6 parts
point of view
play
protagonist
red herring
/ rhyme scheme
setting
short story
simile
soliloquy
sonnet
symbolism
theme
tragedy
tragic flaw

Conclusion:

Expand the scope of your discussion;

Make a sharp final observation;

Avoid redundancy = don’t repeat what you’ve already said in the essay.

General Points:

Use formal writing – no contraction, no informal diction (kids, guys), no symbols for words (&);

Pay attention to sentence beginnings, which often leads to sentence structure; (See Writing Revision Sheet from The Odyssey)

Watch agreement in use of pronoun antecedents; (See handout on pronoun antecedents)

Proofread for shifts in tenses;

Use this basic plan before you write:

Work #1 / Work #2
Title / Author
Character(s)
Example #1
Literary Element #1
Quote #1
Example #2
Literary Element #2
Quote #2
Conclusion:

Do not quit when faced with a challenge

Quiet your subconscious random thoughts

Be definite – avoid “might mean”

In-Class Essay Writing

Explanation of the Parts

The purpose of a literature based essay is for you (the student) to show the teacher that you understand the author’s intended purpose or meaning, and that you understand how the author revealed this purpose using technique. You explain your interpretation of author’s purpose and author’s technique using specific textual evidence in the form of quotes to support your thesis (your interpretation of the author’s meaning).

Introduction:

Hook: some unique way of getting the reader’s attention and introducing the focus of the paper. (Avoid vague, general comments that can be used to start any paper you ever write).

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 and Subtopics: The thesis is where you state your interpretation of the author’s purpose or meaning. It can be the last of the introduction, but it is not required to be. The subtopics are the focus each body paragraph. These subtopics should be a part of the intro.

Body Paragraphs (2 - 4 of these per work):

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 subtopic and specific idea or attitude about that topic 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 and observations. You must effectively introduce the quote by providing the context for quote.

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 restates your thesis from the introductory paragraph. Avoid using the same wording you used in your introduction.

Review Subtopics: Write one to three sentences that summarize the three main points from your body paragraphs.

Concluding Thoughts: State and explain the larger significance of your thesis. How does what you have examined in the essay and the text relate to the larger context of the world we live in?
# _____NAME ______

Date ______

The Once and Future King and Childhood's End Rubric

QUALITY / COMMENTARY / PTS.
EARNED / PTS. AVAIL-ABLE
Meaning: the extent to which the response exhibits sound understanding, interpretation, and analysis of the task and text. / The essay begins with a topic paragraph that includes the title and author of the work, an appropriate critical lens and its source. / (10)
The student has provided a correct interpretation of the lens and has agreed or disagreed with the statement. / (10)
Development: the extent to which ideas are elaborated using specific and relevant evidence from the text. / The student has thoroughly discussed one relevant reason or example that supports or refutes the lens by providing specific details from the first text. / (15)
  • Quotations from the work illuminate the student’s thesis
  • Citations are accurate
/ The student has thoroughly discussed a second relevant reason or example that supports or refutes the lens by providing specific details from the same text. / (15)
The student has thoroughly discussed one relevant reason or example that supports or refutes the lens by providing specific details from the second text. / (15)
  • Quotations from the work illuminate the student’s thesis
  • Citations are accurate
/ The student has thoroughly discussed a second relevant reason or example that supports or refutes the lens by providing specific details from the second text. / (15)
Organization: the extent to which the response exhibits direction, shape, and coherence. / The student has divided the essay into appropriate paragraphs. The essay is clearly written and organized. / (5)
Language: the extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure, and sentence variety. / The student has written in whole sentences and has maintained a third person narrative. / (5)
Conventions: the extent to which the response exhibits conventional spelling, punctuation, paragraphing, capitalization, grammar, and usage. / There are no errors in mechanics. (-1/2 pt. per error) / (10)
TOTAL POINTS EARNED:

In-Class Essay:

Graphic Organizer for Critical Lens Prep Activity

How to "Solve" a Critical Lens

Go on-line to some great sources like or look through a book of McGill's Quotations or Bartlett's Quotations and find five or six challenging quotes on a subject.

Directions: Read and interpret each lens. Then choose two works we’ve read this year that would apply. Predict which elements from each work might aid you in your discussion as well. Students are encouraged to discuss the particular details they would mention in small group discussion to further review of the literature.

Now, follow these steps:

1. Copy the quotation and author here:

2.Look up any unfamiliar words or any words that are used in a unique way.

Vocabulary Word: / Shades of Meanings:

3.Explain the meaning of the quote in simple English:

4. State why do you agree or disagree with it based upon the works you have read. ______

5.Select TWO works that prove OR disprove the intent of the quote:

______by ______

______by ______

6.In the table below, cite the character(s) you will choose AND the specific examples you'll use to prove or disprove the quote:

Character(s): / Critical Examples, Scenes, Details which Support OR refute the Quote:
w
w
w
w
w
w
w
w

Critical Lens Checklist:

WHAT TEACHERS CONSIDER WHEN GRADING THESE ESSAYS!

Content

Have you stated lens and source?

Is the interpretation clear and accurate?

Have you agreed or disagreed (“This is proven true in…”)

Did you provide the accurate full titles and authors?

Does each paragraph have a topic sentence?

Is there specific and relevant evidence in each paragraph?

Development, development, development! (Have you provided MANY supporting details?)

Have you made an explicit connection to lens?

Have you made a summary statement which explains what was ultimately revealed?

Skills

Have you included transition words or ideas in:

  • Topic or transition statements?
  • moving from your original idea to specific evidence?
  • concluding sentences at the end of each paragraph?

Does your essay have varied sentence structure?

  • Have you combined sentences using comma and coordinating conjunction (“, and” or “, but”)?
  • Did you combine sentences using compound subjects or compound verbs (“Kate and the Captain doubted Annie’s effectiveness at first” or “Mrs. Mallard closed the door and gazed out the window”)?
  • Have you also used some simple sentences that make your point clear?

Have you used sophisticated and appropriate vocabulary? Did you …

  • alternate proper/pronouns?
  • replace any slang and clichés?
  • avoid ending sentences with prepositions like “with,” “to,” “of”?
Conventions

Be certain you have checked for fragments and run-on sentences

Did you proofread for spelling errors, comma splices, and incorrect capitalization?

Have you checked for these 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 structure or too many simple sentences

Unclear thesis or vague conclusion

Missing colon between independent clause sentence and independent clause

Over-explanation of quotes (when meaning/significance is implied)

Last name missing from page #’s in parenthetical citation

Titles to be “quoted” (for short works) or italicized or underlined (for long works)

Reference to author’s by first name (use “Shakespeare”, not “William”)

Clichés and colloquialisms

(II)

* Critical Stance Research Writing *

The sample assignment and rubric on the ensuing pages represent the nature and focus of critical stance based research. Students are expected to take a critical stance on a specific aspect of a 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 item to discuss

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

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

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

Sample Research Assignment

Media Project

OBJECTIVES:

Locate and Recall:

  • Collect relevant media criticism from legitimate sources
  • Record appropriate documentation and reference information
  • Sequence information in a logical and cogent organizational structure

Integrate and Interpret:

  • Formulate a thesis
  • Correlate supporting data
  • Interpreting criticism
  • Justify formulated thesis using supporting documentation

Critique and Evaluate:

  • Corroborate various professional reviews
  • Defend student's own interpretation
  • Refute contradictory positions
  • Evaluate objectivity of original interpretation
  • Validate final conclusion

Students will complete research and composition of a high school level research paper that will:
• Clearly establish a thesis
• Use various sources to prove a thesis
• Draw a conclusion
• More sophisticated papers will address present both sides of an argument or multiple interpretations regarding the subject
• 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 analyze professional media criticism.
  • collect supporting materials that both affirm and contradict thesis.
  • highlight the articles in two colors – one for positive aspects and a second for the negative.
  • formulate a thesis.
  • organize supporting materials.
  • coordinate information provided through research with initial interpretations.
  • synthesize various scholarly perspectives with their own.
  • revise written materials following prerequisites of MLA format.
  • create a list of reference (Works Cited) cited in the text of the paper.
  • publish a final draft for submission to teacher and anti-plagiarism online software (turnitin.com)

Media Project

For this assignment, you are to choose a new media product such as a new cell-phone, MP3 player, book, TV show, CD, film, or video game.

To accomplish this, you will need to:

Choose which new CD, TV show, film, or video game you would like to research. ;

Locate three professional critiques;

Create a typed and corrected works cited page based on MLA format;

Compose guiding questions;

Highlight the articles in two colors, one for positive, one for negative facts;

Choose dynamic graphics;

Write a rough draft;

Peer edit another person’s paper and critique it;

Revise the rough draft to create a professional final draft;

Send your paper to Turnitin.com and print a hard copy for me to grade

Freshman Seminar Period ______Days ______A. Student

Sample Media Review

I really hate opera! Nevertheless, I actually liked this new CD release by Andrea Bocelli because “he has a beautiful voice, … [whose] savvy increases from one disk to the next” (Tuttle 2000). Even for a person relatively unfamiliar with opera, it is a collection of the most recognizable arias in the world – not something the average person normally would clamor to buy but Bocelli isn’t an average performer.

The appeal of Bocelli’s personality really comes through on this CD. H eis obviously loves this music and is clearly having fun – which makes his audience have fun too. Maybe that’s his true appeal: that those of us who don’t like opera like Bocelli’s form of opera. It’s not so sophisticated and stuffy. It doesn’t sound like he weighs three hundred pounds and is doing his fans a great favor by performing for them as the pompous Pavarotti does. He seems instead to be humble, performing with joy in his soul and we are privileged to be the ones who happen to be eavesdropping on his prayers. Even snobbish opera critics who dislike him are forced to get off their ivory podiums and admit that this CD “clearly captures something indefinably engaging about his voice -- ... the pleasure he brings to each number” (Thompson 11 September 2000). He may not reach their high standards of a Placido Domingo or a Jose Carreras, but the unforced, untrained, natural quality of his performances draws his audience. And so, despite some lackadaisical reviews, we untutored buy his CDs again and again simply because “he is Bocelli, and that is enough for his fans” (Dyer 7 September 2000). What could be greater praise?