Monday, January 4, 2010..........Happy New Year!!!
Person of the Century - Project Overview
Objectives: Students will review the basics of a PERSUASIVE ESSAY
Students will review the specific details for the overall project
1. Students will look over and discuss the PSSA check list and rubric .
CHECK LIST- This must be completed and turned in with your final draft.
http://www.pssa-prep.com/rubricscheck.pdf
RUBRIC -
http://www.megaupload.com/?d=NAFSON3H
2. Persuasive Essay Notes:
Definition of Persuasive Writing: Persuasive essays include material that tries to move a reader into taking an action, forming a new opinion or changing an opinion
Function of Persuasive Writing: requires writers to think critically and take a position on an issue of importance in school, work or the community
Types of Persuasive Writing: editorial, letter, proposal, explanation, defense of an issue, speech writing, persuasive essay, defense of a hypothesis, public service announcement, personal viewpoint essay, application/ resume and comparison/ evaluation.
3. Students will be researching their Person of the Century in the library.
- Students will select a prominent person form the 20th or 21st Century. You will be writing an
essay to nominate this person for the "Person of the Century Award"
20th Century - 1901-2000
21st Century - 2001-present
Research Specifics:
In your paper, you will have to include a minimum of three reasons explaining why your person deserves to win the Person of the Century Award.
A. Suggestions:
- Your person is influential in a positive way.
- Your person is admirable.
- Your person has overcome something challenging in their life in order to achieve certain goals.
- Your person has helped the community and taken part in volunteer work for the good of humanity.
- Your person gives hope to others and has leadership abilities.
B. In order to make those three reasons valid you must back them up with authentic evidence and examples. What has your person actually done that will prove an attribute they might have? How are you going to demonstrate that your person actually portrays those qualities?
C. You must have a minimum of three examples for each reason.
By the end of class today students should have chosen a person that they will be nominating and writing about for the Person of the Century Award.
Paper Specifics
1. Each student must have a research notebook...specifically for this project
2. The notebook will be graded
3. The paper may only contain research that makes up 25% or less of the entire paper
4. The paper will be 2 pages in length
5. The paper will follow MLA rules for set-up and research
6. The paper will ALSO contain the following:
A. An outline page
B. A Works Cited page
C. A peer-edited rough draft
D. Attached PSSA rubric
7. Sources- Minimum of 3 sources cited in the paper; 1 must be a tangible source.
*That means information must be collected from 3 or more different sources in your notebooks*
A. NO random Google searches.
B. Absolutely NO Wikipedia or Wiki sources of ANY kind.
C. All online sources must come from Power Library.
You will be using a combination of direct and paraphrased quotes. Partial quotes are acceptable.
Standard: 1.4.11.C
Include a clearly stated position.
Include convincing, elaborated detail.
Make sure the paper is properly cited.
Develop reader interest.
Anticipate and counter reader concerns arguments.
Include a variety of methods to advance the argument or position.
Wednesday, December 23, 2009
Friday, December 18, 2009
Journal Day
Christmas is only a week away, but are you ready? Do you have all of your plans in order for the big day? Today you will be writing about your plans for the Christmas holiday. What do you plan to do on Christmas day? Christmas Eve? Are there any yearly rituals you observe on Christmas? Do you have a special place to visit every year? Etc. etc.
Or
Write on a topic of your choice.
(Journals MUST be a minimum of 1 full page)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Or
Write on a topic of your choice.
(Journals MUST be a minimum of 1 full page)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Wednesday, December 16, 2009
Capitalization Rules
Capitalization Rules:
Main rules from Purdue Owl:
http://owl.english.purdue.edu/owl/resource/592/01/
A FEW MORE RULES:
-Capitalize geographical names:
Vancouver Island
San Francisco
the Grand Canyon
the South Pacific
-Note: do not capitalize directions that are not part of a regions name:
northern California
-Capitalize the main words and the first word of the titles of articles, books, poems, plays, songs, etc.:
English Structure and Style
The Brothers Karamazov
Stairway to Heaven
Capitalize official names or names of groups or organizations:
Department of Redundancy Department
House of Commons
House of Senate
Republicans
Black Americans
Lutherans
Capitalize personifications:
Because I could not stop for Death —
He kindly stopped for me —
Usually capitalize the first word of each line of poetic verse (see above example).
Capitalization Chart
http://www.eliterateeducation.com/site/capitalization.htm
Ex 1
http://www.mytestbook.com/test_questions.aspx?topics=Grammar%20Capitalization%20and%20Punctuations&subject=LanguageArts&grade=3&test_id=926
Ex 2
http://www.grammarbook.com/grammar_quiz/punctuation_mastery.asp
Ex 3
http://www.mytestbook.com/test_questions.aspx?topics=Grammar%20Capitalization&subject=LanguageArts&grade=3&test_id=776
EXERCISES:
Capitalization Worksheet 1
Circle the correct choice in each sentence:
1. I decided to take courses in (Journalism / journalism) and (Dramatics / dramatics).
2. My (Aunt / aunt) goes (East / east) each winter to visit her sister.
3. Two (High School / high school) reporters asked to interview the college (President / president).
4. I was told to begin my letter with “My (Dear / dear) (Sir / sir).”
5. I ended it with “Very (Truly / truly) (Yours / yours).”
6. After (Labor Day / labor day), I’ll be in (University / university) classes.
7. Members of the (Freshman Class / freshman class) are being assisted by a group of (Senior / senior) students in making a float for Homecoming.
8. My (Sister / sister) now lives in the (South / south).
9. Dr. Gillis, (Professor / professor) of (English / english), retired last semester.
10. She always does well in (French / french) and (History / history) courses.
11. “I once attended,” (He / he) said, “Elm (High School / high school).”
12. My (Uncle / uncle) Charles became an (All-American / all-American) athlete while he
was in college.
13. The (Boy Scout / boy scout) leader pointed out the (Milky Way / milky way) to his troop.
14. She read Language (In / in) Thought (And / and) Action.
15. Her office is in (Room / room) 218 of the new (Science Building / science building).
Capitalization and Punctuation Worksheet 2
Correct the punctuation and capitalization errors in the following sentences:
1. he could not make up his mind whether to take french spanish or russian
2. the rocky mountains extend through several states including colorado wyoming and utah
3. the amazon river is located in south america
4. he was a sergeant in the marine corps stationed at a naval base south of san diego
5. the epic paradise lost by john milton is an attempt to justify the ways of god to man
6. last summer we toured the south for awhile and then turned back northward camping among other places in yellowstone national park and the black hills
7. i asked mother when uncle george would be visiting at our home in fargo north dakota
8. two of arthur millers best plays are death of a salesman and the crucible
9. she couldnt decide whether to major in elementary education or english
10. they worshipped the blessed virgin at st peters cathedral in rome italy
11. he was a senior at the university of west florida in pensacola florida
12. the union pacific railroad serves various states in the midwestern and northern parts of the united states
13. they shopped first at sonderbergs department store on elm street and then visited cramden park zoo in east miami
14. he decided to visit professor abbott who taught western civilization 101 at depaul university in chicago Illinois
15. the london symphony orchestra performed ludwig von beethovens ninth symphony
Correct the following sentences which contain punctuation and/or capitalization errors.
1. The seasons passed and the couple grew old it was July 1943 before their son returned
2. There are three poems i shall never forget the rubyiat of omar khayyam by edward fitzgerald elegy written in a country churchyard by thomas gray and the waste land by t s eliot
3. Did you hear him ask her will you go to the party tonight
4. The U S S Constellation entered the war on July 18 1969 and a brave accurate bunch of its gunners successfully destroyed three of the enemys boats
5. In spite of repeated attacks the fort a must on the generals capture list did not fall and the position of the invading troops grew perilous
6. The paper said that the population boom was jeopardizing the countrys future and one ecologist was quoted as saying either people stop producing offspring or they will produce famine and death
7. There are several possible solutions to the energy problem said the scientist one is conservation another is increased exploration and a third is the development of solar energy
8. The author of the work edgar allen poe was a moody genius who was reputed to have a drinking problem but if that was the case it certainly didnt interfere with the quality of his work said the professor particularly his poems such as the raven and annabel lee and his short stories such as the Gold Bug
9. One day i want to go to New York city I want to see a broadway show and shop on fifth avenue
10. The two cats have very different personalities squirt is playful and tidbit is lazy
Main rules from Purdue Owl:
http://owl.english.purdue.edu/owl/resource/592/01/
A FEW MORE RULES:
-Capitalize geographical names:
Vancouver Island
San Francisco
the Grand Canyon
the South Pacific
-Note: do not capitalize directions that are not part of a regions name:
northern California
-Capitalize the main words and the first word of the titles of articles, books, poems, plays, songs, etc.:
English Structure and Style
The Brothers Karamazov
Stairway to Heaven
Capitalize official names or names of groups or organizations:
Department of Redundancy Department
House of Commons
House of Senate
Republicans
Black Americans
Lutherans
Capitalize personifications:
Because I could not stop for Death —
He kindly stopped for me —
Usually capitalize the first word of each line of poetic verse (see above example).
Capitalization Chart
http://www.eliterateeducation.com/site/capitalization.htm
Ex 1
http://www.mytestbook.com/test_questions.aspx?topics=Grammar%20Capitalization%20and%20Punctuations&subject=LanguageArts&grade=3&test_id=926
Ex 2
http://www.grammarbook.com/grammar_quiz/punctuation_mastery.asp
Ex 3
http://www.mytestbook.com/test_questions.aspx?topics=Grammar%20Capitalization&subject=LanguageArts&grade=3&test_id=776
EXERCISES:
Capitalization Worksheet 1
Circle the correct choice in each sentence:
1. I decided to take courses in (Journalism / journalism) and (Dramatics / dramatics).
2. My (Aunt / aunt) goes (East / east) each winter to visit her sister.
3. Two (High School / high school) reporters asked to interview the college (President / president).
4. I was told to begin my letter with “My (Dear / dear) (Sir / sir).”
5. I ended it with “Very (Truly / truly) (Yours / yours).”
6. After (Labor Day / labor day), I’ll be in (University / university) classes.
7. Members of the (Freshman Class / freshman class) are being assisted by a group of (Senior / senior) students in making a float for Homecoming.
8. My (Sister / sister) now lives in the (South / south).
9. Dr. Gillis, (Professor / professor) of (English / english), retired last semester.
10. She always does well in (French / french) and (History / history) courses.
11. “I once attended,” (He / he) said, “Elm (High School / high school).”
12. My (Uncle / uncle) Charles became an (All-American / all-American) athlete while he
was in college.
13. The (Boy Scout / boy scout) leader pointed out the (Milky Way / milky way) to his troop.
14. She read Language (In / in) Thought (And / and) Action.
15. Her office is in (Room / room) 218 of the new (Science Building / science building).
Capitalization and Punctuation Worksheet 2
Correct the punctuation and capitalization errors in the following sentences:
1. he could not make up his mind whether to take french spanish or russian
2. the rocky mountains extend through several states including colorado wyoming and utah
3. the amazon river is located in south america
4. he was a sergeant in the marine corps stationed at a naval base south of san diego
5. the epic paradise lost by john milton is an attempt to justify the ways of god to man
6. last summer we toured the south for awhile and then turned back northward camping among other places in yellowstone national park and the black hills
7. i asked mother when uncle george would be visiting at our home in fargo north dakota
8. two of arthur millers best plays are death of a salesman and the crucible
9. she couldnt decide whether to major in elementary education or english
10. they worshipped the blessed virgin at st peters cathedral in rome italy
11. he was a senior at the university of west florida in pensacola florida
12. the union pacific railroad serves various states in the midwestern and northern parts of the united states
13. they shopped first at sonderbergs department store on elm street and then visited cramden park zoo in east miami
14. he decided to visit professor abbott who taught western civilization 101 at depaul university in chicago Illinois
15. the london symphony orchestra performed ludwig von beethovens ninth symphony
Correct the following sentences which contain punctuation and/or capitalization errors.
1. The seasons passed and the couple grew old it was July 1943 before their son returned
2. There are three poems i shall never forget the rubyiat of omar khayyam by edward fitzgerald elegy written in a country churchyard by thomas gray and the waste land by t s eliot
3. Did you hear him ask her will you go to the party tonight
4. The U S S Constellation entered the war on July 18 1969 and a brave accurate bunch of its gunners successfully destroyed three of the enemys boats
5. In spite of repeated attacks the fort a must on the generals capture list did not fall and the position of the invading troops grew perilous
6. The paper said that the population boom was jeopardizing the countrys future and one ecologist was quoted as saying either people stop producing offspring or they will produce famine and death
7. There are several possible solutions to the energy problem said the scientist one is conservation another is increased exploration and a third is the development of solar energy
8. The author of the work edgar allen poe was a moody genius who was reputed to have a drinking problem but if that was the case it certainly didnt interfere with the quality of his work said the professor particularly his poems such as the raven and annabel lee and his short stories such as the Gold Bug
9. One day i want to go to New York city I want to see a broadway show and shop on fifth avenue
10. The two cats have very different personalities squirt is playful and tidbit is lazy
Friday, December 11, 2009
Journal Day
There are only 13 shopping days left until Christmas. Many Americans get very stressed around this time of year with all of the shopping and preparation for the holiday season. Today you will write about your own holiday shopping and preparation routine. Are you or anyone in your family one of the people that falls into this stressed out category? Do you spend lots of time trying to find just the right gifts for a very large shopping list, or do you take the easy way out by buying lots of gift cards? How do you decide who to buy for?
Or
Write on a topic of your choice.
(Journals MUST be a minimum of 1 full page)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Or
Write on a topic of your choice.
(Journals MUST be a minimum of 1 full page)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Friday, December 4, 2009
Journal Day
President Obama wants to send 30,000 more troops to Afghanistan. He has also stated that he plans to begin bringing all American troops home within 18 months. What are your thoughts on the topic? Should we send more soldiers? Are they really needed? When should our soldiers be coming home?
Or
Write on a topic of your choice.
(Journals MUST be a minimum of 1 full page)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Or
Write on a topic of your choice.
(Journals MUST be a minimum of 1 full page)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Tuesday, December 1, 2009
Library
Tuesday-Thursday:
Tuesday: Miss Hoffman will teach you how to use the Power Library
Wednesday-Thursday:
1. Review how to create a research notebook
2. Collect research for your individual paragraphs
I. In ONE paragraph, you will incorporate a direct quotation and create a WORKS CITED PAGE
II. In a SECOND paragraph. you will incorporate a direct quotation and a paraphrased citation. You will create a WORKS CITED PAGE for this paragraph.
**Remember you MUST cite within each paper.
1.5.11C - Write with a distinctive focus
Tuesday: Miss Hoffman will teach you how to use the Power Library
Wednesday-Thursday:
1. Review how to create a research notebook
2. Collect research for your individual paragraphs
I. In ONE paragraph, you will incorporate a direct quotation and create a WORKS CITED PAGE
II. In a SECOND paragraph. you will incorporate a direct quotation and a paraphrased citation. You will create a WORKS CITED PAGE for this paragraph.
**Remember you MUST cite within each paper.
1.5.11C - Write with a distinctive focus
Wednesday, November 25, 2009
Journal Day
Tomorrow is Thanksgiving and because of this fact, your prompt for today is to write about at least one thing that you are thankful for. Why are you thankful for this?
You could also
Write about your favorite Thanksgiving memory
Or
Write on a topic of your choice.
(Journals MUST be a minimum of 1 full page)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
You could also
Write about your favorite Thanksgiving memory
Or
Write on a topic of your choice.
(Journals MUST be a minimum of 1 full page)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization.
Monday, November 23, 2009
Research
Today we are going to write 3 separate paragraphs on 3 different topics.
Please pick 3 topics in which you have a lot of knowledge.
Start with a topic sentence and use specific examples and details.
Each paragraph must be at least 15 sentences long.
**These paragraphs will be used for a research project next week. (We are going to find and incorporate research that will enhance your paragraph / knowledge)
**We will cite in the paper and create a works cited page for each assignment.
REMEMBER, RESEARCH IS SUPPOSED TO ENHANCE YOUR WRITING.
Rules: No second person, contractions or plagiarism
Please pick 3 topics in which you have a lot of knowledge.
Start with a topic sentence and use specific examples and details.
Each paragraph must be at least 15 sentences long.
**These paragraphs will be used for a research project next week. (We are going to find and incorporate research that will enhance your paragraph / knowledge)
**We will cite in the paper and create a works cited page for each assignment.
REMEMBER, RESEARCH IS SUPPOSED TO ENHANCE YOUR WRITING.
Rules: No second person, contractions or plagiarism
Friday, November 20, 2009
Journal Day
Write on the following prompt:
You are given the chance of a lifetime. You have won an all expenses paid vacation to anywhere you would like to go. The catch is, you can only take one other person with you. Where would you go? Where would you stay? (Hotel, cabin, condo, etc.) What would you do on your vacation? Most importantly, how would you decide what one person to take with you on this grand adventure?
Or,
Write on a topic of your choice.
(Journals MUST be a minimum of 1 full page)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
You are given the chance of a lifetime. You have won an all expenses paid vacation to anywhere you would like to go. The catch is, you can only take one other person with you. Where would you go? Where would you stay? (Hotel, cabin, condo, etc.) What would you do on your vacation? Most importantly, how would you decide what one person to take with you on this grand adventure?
Or,
Write on a topic of your choice.
(Journals MUST be a minimum of 1 full page)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Friday, November 13, 2009
Monday - Thursday
1 Using the following links, we will explore the elements of a research paper.
Link1:
General Rules and Guidelines-
http://owl.english.purdue.edu/owl/resource/747/01/
Link 2:
In-Text Citations: The Basics-
http://owl.english.purdue.edu/owl/resource/747/02/
Link 3:
Formatting Quotes:
http://owl.english.purdue.edu/owl/resource/747/03/
Link 4:
Works Cited Page: The Basics -
http://owl.english.purdue.edu/owl/resource/747/05/
Link 4B: Sample Works Cited-
http://owl.english.purdue.edu/owl/resource/747/12/
Link 5: Sample Papers
Samples 1 and 2: (From the 2009 MLA)
http://owl.english.purdue.edu/media/pdf/20090701095636_747.pdf
http://owl.english.purdue.edu/media/pdf/20091250615234_747.pdf
Sample 3:
http://dianahacker.com/pdfs/Hacker-Daly-MLA.pdf
Sample 4:
http://dianahacker.com/pdfs/Hacker-Levi-MLA.pdf
Extra Link
Link 1: (Various elements of a research paper)
http://www.dianahacker.com/resdoc/
2. We will discuss the following:
-the purpose of citing within a paper
-Direct quotations, partial quotations and paraphrased work
-The WORKS CITED AND BIB. PAGE
-The form of a research paper
-Where to find information
-Citing information
Links to electronic citing:
http://www.noodletools.com/
1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus
Link1:
General Rules and Guidelines-
http://owl.english.purdue.edu/owl/resource/747/01/
Link 2:
In-Text Citations: The Basics-
http://owl.english.purdue.edu/owl/resource/747/02/
Link 3:
Formatting Quotes:
http://owl.english.purdue.edu/owl/resource/747/03/
Link 4:
Works Cited Page: The Basics -
http://owl.english.purdue.edu/owl/resource/747/05/
Link 4B: Sample Works Cited-
http://owl.english.purdue.edu/owl/resource/747/12/
Link 5: Sample Papers
Samples 1 and 2: (From the 2009 MLA)
http://owl.english.purdue.edu/media/pdf/20090701095636_747.pdf
http://owl.english.purdue.edu/media/pdf/20091250615234_747.pdf
Sample 3:
http://dianahacker.com/pdfs/Hacker-Daly-MLA.pdf
Sample 4:
http://dianahacker.com/pdfs/Hacker-Levi-MLA.pdf
Extra Link
Link 1: (Various elements of a research paper)
http://www.dianahacker.com/resdoc/
2. We will discuss the following:
-the purpose of citing within a paper
-Direct quotations, partial quotations and paraphrased work
-The WORKS CITED AND BIB. PAGE
-The form of a research paper
-Where to find information
-Citing information
Links to electronic citing:
http://www.noodletools.com/
1.4.11B Write complex informational pieces
1.5.11A Write with a sharp, distinct focus
Journal Day
Today is Friday the 13th, and many people believe that this day brings nothing but bad luck. Write about a particularly unlucky experience from your own life. If you cannot think of an unlucky experience from your own past, write a fictional tale about a very unlucky person.
Or,
Write on a topic of your choice.
(Journals MUST be a minimum of 1 full page)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Or,
Write on a topic of your choice.
(Journals MUST be a minimum of 1 full page)
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Monday, November 9, 2009
Peer Edit
Monday - Tuesday:
Students will peer edit Autobiography rough drafts.
Mrs. Christian's classes should log on to www.turnitin.com to complete the peer edit assignment
Students will peer edit Autobiography rough drafts.
Mrs. Christian's classes should log on to www.turnitin.com to complete the peer edit assignment
Friday, November 6, 2009
Journal Day
Please respond to the following prompt:
If you had an investor that was willing to fund the development of a new item, no matter how outrageous the concept , what would you invent? What would the item be used for? What would it look like? Who would you market it to?
or
Write on a topic of your choice.
(Journals MUST be a minimum of 1 full page)
Academic Content Standard:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
If you had an investor that was willing to fund the development of a new item, no matter how outrageous the concept , what would you invent? What would the item be used for? What would it look like? Who would you market it to?
or
Write on a topic of your choice.
(Journals MUST be a minimum of 1 full page)
Academic Content Standard:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Tuesday, November 3, 2009
Autobiography
Goal: Students will create a well developed autobiographical essay focusing primarily on their education and not only how it has shaped their past, but will influence their futures as well.
Today we will begin constructing an autobiographical essay. This essay will focus primarily on education. We will be using a five paragraph structure for this essay. The following is the formatting that you should use for each paragraph:
Paragraph 1: Introduction- Describe who you are and how the three elements that will follow have influenced your life thus far.
Paragraph 2: Describe your life and background, explaining how your education has helped shape who you are.
Paragraph 3: Explain how your education is helping to build your future in general.
Paragraph 4: What are your hopes and dreams for the future? How does your education play into those hopes and dreams?
Paragraph 5: Conclusion- Tie all of your ideas together. How has your life and schooling up to this point helped to contribute towards your goals for the future? What specific steps do you still need to take in order to accomplish your goals?
You cannot use 2nd person in this essay.
You cannot use contractions in this essay.
Be sure to keep an eye open for fragments and run on sentences.
Remember to think carefully before using any of the words we have covered in our confused homophones lessons.
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of co
Today we will begin constructing an autobiographical essay. This essay will focus primarily on education. We will be using a five paragraph structure for this essay. The following is the formatting that you should use for each paragraph:
Paragraph 1: Introduction- Describe who you are and how the three elements that will follow have influenced your life thus far.
Paragraph 2: Describe your life and background, explaining how your education has helped shape who you are.
Paragraph 3: Explain how your education is helping to build your future in general.
Paragraph 4: What are your hopes and dreams for the future? How does your education play into those hopes and dreams?
Paragraph 5: Conclusion- Tie all of your ideas together. How has your life and schooling up to this point helped to contribute towards your goals for the future? What specific steps do you still need to take in order to accomplish your goals?
You cannot use 2nd person in this essay.
You cannot use contractions in this essay.
Be sure to keep an eye open for fragments and run on sentences.
Remember to think carefully before using any of the words we have covered in our confused homophones lessons.
Academic Content Standards:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of co
Monday, November 2, 2009
Sentence Test
Correct and rewrite:
Sir Arthur Conan Doyle a British novelist and storyteller. Best known for his stories about Sherlock Holmes. Who was a famous detective. Dr. Watson was a friend of Holmes. Helping him whenever he could. Watson was always surprised at the clues Holmes managed to find. Since he wasn't as smart as Holmes. I enjoyed seeing if I could solve Holmes's cases before he revealed the solution. It was a simple matter of putting pieces together. In their proper order. It was like finishing a jigsaw puzzle. Being finally able to see the whole picture. I was able to figure out more than Watson. Who was always two steps behind. But usually had to wait until the last chapter. To see how Holmes solved the case. There was an element of suspense. To make me wonder how he would find the clue he needed.
Rewrite any sentence with fragments, run-ons or comma splices. Write CORRECT if the example is a complete sentence
1. The baseball manager, knowing that Sam was not hitting well and that Jack was about to come out of his batting slump.
2. The threat of rain hanging heavily in the air.
3. The aspirin bottle sitting on the shelf, and a plastic bottle of shampoo.
4. Hand woven ties, which are being designed and produced in California and have become the latest fashion.
5. Mrs. Jones, who is a good cook, does tend to overcook the roast beef.
6. It is wise to consult a doctor. If you have a headache.
7. Everyone knew that Hal should have gotten the nomination because he was the best qualified of all the candidates.
8. Jill has some weird hobbies. Like collecting old shoelaces, out-of-date college catalogs, and aspirin bottle tops.
9. Rinse the hair several times it will not shine unless all of the shampoo is removed.
10. My next-door neighbor buys beautiful clothes but she doesn't like to take care of them.
11. They will deliver the things you buy right to your home you can see and try the products before you pay for them.
12. I like to clean house and rearrange things, while I am working, I listen to music.
13. My brother-in-law has a good job but he never seems to have enough money to pay his bills.
14. I like to listen to a good rock group everyone in my family enjoys the same type of music.
15. The spotted cats creeping in the underbrush.
16. They painting the flagpole in bright yellow.
17. The children grown a lot this past year.
18. By six, he already walking to his next class.
19. I seen her here before.
20. I going to be a doctor.
Sir Arthur Conan Doyle a British novelist and storyteller. Best known for his stories about Sherlock Holmes. Who was a famous detective. Dr. Watson was a friend of Holmes. Helping him whenever he could. Watson was always surprised at the clues Holmes managed to find. Since he wasn't as smart as Holmes. I enjoyed seeing if I could solve Holmes's cases before he revealed the solution. It was a simple matter of putting pieces together. In their proper order. It was like finishing a jigsaw puzzle. Being finally able to see the whole picture. I was able to figure out more than Watson. Who was always two steps behind. But usually had to wait until the last chapter. To see how Holmes solved the case. There was an element of suspense. To make me wonder how he would find the clue he needed.
Rewrite any sentence with fragments, run-ons or comma splices. Write CORRECT if the example is a complete sentence
1. The baseball manager, knowing that Sam was not hitting well and that Jack was about to come out of his batting slump.
2. The threat of rain hanging heavily in the air.
3. The aspirin bottle sitting on the shelf, and a plastic bottle of shampoo.
4. Hand woven ties, which are being designed and produced in California and have become the latest fashion.
5. Mrs. Jones, who is a good cook, does tend to overcook the roast beef.
6. It is wise to consult a doctor. If you have a headache.
7. Everyone knew that Hal should have gotten the nomination because he was the best qualified of all the candidates.
8. Jill has some weird hobbies. Like collecting old shoelaces, out-of-date college catalogs, and aspirin bottle tops.
9. Rinse the hair several times it will not shine unless all of the shampoo is removed.
10. My next-door neighbor buys beautiful clothes but she doesn't like to take care of them.
11. They will deliver the things you buy right to your home you can see and try the products before you pay for them.
12. I like to clean house and rearrange things, while I am working, I listen to music.
13. My brother-in-law has a good job but he never seems to have enough money to pay his bills.
14. I like to listen to a good rock group everyone in my family enjoys the same type of music.
15. The spotted cats creeping in the underbrush.
16. They painting the flagpole in bright yellow.
17. The children grown a lot this past year.
18. By six, he already walking to his next class.
19. I seen her here before.
20. I going to be a doctor.
Wednesday, October 28, 2009
Fragments and Run-Ons
Goal:
Students will learn to recognize sentence fragments and run-ons
Students will work on practice exercises
Rules
Link 1:
Fragments
http://owl.english.purdue.edu/owl/resource/620/01/
Run-ons
Link 1
http://owl.english.purdue.edu/owl/resource/598/02
Link 2
http://owl.english.purdue.edu/owl/resource/598/01/
Link 3
http://owl.english.purdue.edu/owl/resource/598/1
More resources:
http://annex.ncwc.edu/writing_lab/ncwc/handouts.htm#fragments
Online Practice
Run-on Sentence
Exercise 1
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex1.htm
Exercise 2
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex2.htm
Exercise 3
http://grammar.ccc.commnet.edu/grammar/quizzes/runons_quiz.htm
Fragments
Exercise 1
http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/fragments_add1.htm
Exercise 2
http://www.dowlingcentral.com/MrsD/quizzes/grammar/KappaExer/sentencefrag.htm
Exercise 3
http://depts.dyc.edu/learningcenter/owl/exercises/fragments_ex1.htm
More Practice:
http://www.chompchomp.com/exercises.htm
Students will learn to recognize sentence fragments and run-ons
Students will work on practice exercises
Rules
Link 1:
Fragments
http://owl.english.purdue.edu/owl/resource/620/01/
Run-ons
Link 1
http://owl.english.purdue.edu/owl/resource/598/02
Link 2
http://owl.english.purdue.edu/owl/resource/598/01/
Link 3
http://owl.english.purdue.edu/owl/resource/598/1
More resources:
http://annex.ncwc.edu/writing_lab/ncwc/handouts.htm#fragments
Online Practice
Run-on Sentence
Exercise 1
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex1.htm
Exercise 2
http://depts.dyc.edu/learningcenter/owl/exercises/run-ons_ex2.htm
Exercise 3
http://grammar.ccc.commnet.edu/grammar/quizzes/runons_quiz.htm
Fragments
Exercise 1
http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/fragments_add1.htm
Exercise 2
http://www.dowlingcentral.com/MrsD/quizzes/grammar/KappaExer/sentencefrag.htm
Exercise 3
http://depts.dyc.edu/learningcenter/owl/exercises/fragments_ex1.htm
More Practice:
http://www.chompchomp.com/exercises.htm
Monday, October 26, 2009
Quiz
Goal: Students will be tested on commonly misused homophones
Directions: Create 2 sentences for each of the following.
Make sure you vary your sentences!
(The words listed below may NOT be the first word in each sentence)
**Underline!!!!!!
1. Your
2. You're
3. To
4. Too
5. Two
6. Past
7. Passed
8. There
9. Their
10. They're
Write the correct answers:
1. (Your/You're) using (your/you're) skills to correct (your/you're) work.
2. (To/Two/Too) receive an A, students must proof (there/their/they're) work and turn it in (to/two/too) (there/their/they're) teacher.
3. The teacher watched the (to/two/too) students who were passing out books.
4. It is fun (to/two/too) eat (to/two/too) apples on Tuesday.
5. (There/Their/They're) trying (to/two/too) borrow (to/two/too) dollars (to/two/too) go (to/two/too) the movies (to/two/too).
6. The deadline has (passed/past).
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Directions: Create 2 sentences for each of the following.
Make sure you vary your sentences!
(The words listed below may NOT be the first word in each sentence)
**Underline!!!!!!
1. Your
2. You're
3. To
4. Too
5. Two
6. Past
7. Passed
8. There
9. Their
10. They're
Write the correct answers:
1. (Your/You're) using (your/you're) skills to correct (your/you're) work.
2. (To/Two/Too) receive an A, students must proof (there/their/they're) work and turn it in (to/two/too) (there/their/they're) teacher.
3. The teacher watched the (to/two/too) students who were passing out books.
4. It is fun (to/two/too) eat (to/two/too) apples on Tuesday.
5. (There/Their/They're) trying (to/two/too) borrow (to/two/too) dollars (to/two/too) go (to/two/too) the movies (to/two/too).
6. The deadline has (passed/past).
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Friday, October 23, 2009
Journal Day
Students should create a two page journal on the following prompt:
Reflect on first marking period. What were the high points? The low Points? How did the semester's events change/ influence your life?
All students must reflect on today's prompt. It will be used as background information for your graduation project.
Academic Content Standard:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Reflect on first marking period. What were the high points? The low Points? How did the semester's events change/ influence your life?
All students must reflect on today's prompt. It will be used as background information for your graduation project.
Academic Content Standard:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Tuesday, October 20, 2009
Confusing Homonyms
Their, There and They're
Two, Too and Too
Your and You're
Passed and Past
List of Confusing Homonyms:
http://owl.english.purdue.edu/engagement/index.php?category_id=2&sub_category_id=1&article_id=48
I. There, Their and They're
(Lesson)
Their, There, They're
Their = possessive pronoun:
They got their books.
There = that place:
My house is over there. (This is a place word, and so it contains the word here.)
They're = contraction for they are:
They're making dinner.(Pronouns have apostrophes only when two words are being shortened into one.)
Click on the link below for more information / another lesson:
http://www.wikihow.com/Use-There%2C-Their-and-They%27re
Practice using There, Their and They're
http://webschool.wash.k12.ut.us/language/lessons/there.html
Complete the worksheet:
The Three Little Pigs
II. Your and You're
(Lesson)
1.Recognize that "you're" is the contraction for "you are."
2.Understand that "your" is a possessive pronoun for you, meaning that "you own something."
3.As you write a sentence, ask whether you want to indicate possession. If so use "your."
4.Read your sentence aloud using the phrase "you are." If it fits, you can use "you're." If it doesn't, "your" is your option.
5. Remember that you can add an "s" on the end of "your" to create "yours," but you can not add an "s" onto the end of "you're." This is an easy rule to help you decide which of these two commonly confused words to use when your sentence requires "yours."
Click below for additional info/ lesson:
http://www.wikihow.com/Use-You%27re-and-Your
Practice using Your and You're:
http://english-zone.com/verbs/your1.html
Complete the following:
Write six sentences using your and you're. (Both words must be used in each sentence)
III. Two, Too and To
(Lesson)
To, Too, Two
To = preposition, or first part of the infinitive form of a verb:
They went to the lake to swim.
Too = very, also:
I was too tired to continue. I was hungry, too.
Two = the number 2:
Two students scored below passing on the exam.
Practice using Two, Too and To:
http://www.quia.com/pop/1000.html?AP_rand=183145000
Complete the following:
Write a paragraph using each form of TO 3x
There will be a quiz using all of the information presented on this blog.
III. Passed and Past
(Lesson)
Short Intro:
Past is an adjective meaning "before now." It is also a noun meaning "the time before now."
Yesterday is part of the past; let's think about today.
Xena regrets her past.
Passed is a participle -- that is, a verb-form. Always use it as a verb. It's the past-participle form of the verb "to pass" meaning "to give" or "to move" or, in games, "to decline one's turn."
Xena passed this way yesterday.
Xena passed Gabrielle some nut bread.
I didn't have enough points to bid, so I passed.
Some people also use it euphemistically for death:
My grandfather passed (or passed away) last year.
PASSED
The form passed is the past participle of the verb to pass.
Pass can be used transitively:
I passed the church on my way to the store.
or intransitively:
He passed through life without a care.
Intransitive pass is also used as a euphemism for “die,” as in When did your father pass?
The form passed is the past participle of the verb to pass.
Pass can be used transitively:
I passed the church on my way to the store.
or intransitively:
He passed through life without a care.
Intransitive pass is also used as a euphemism for “die,” as in When did your father pass?
PAST
The word past can be used as an adjective:
Don’t hold grudges for past offenses.
as an adverb:
I thought he would stop, but he just ran past.
and as a preposition:
How does the food always get past the bib?
The word past can be used as an adjective:
Don’t hold grudges for past offenses.
Extended Lesson:
http://www.dailywritingtips.com/passed-vs-past/
or
http://www.towson.edu/ows/past.htm
Practice using Passed and Past:
http://www.towson.edu/ows/exercisepast.htm
Complete the following: (write the correct choice)
The passed / past has a habit of repeating itself. In a carbon copy of last year’s final, the young Argentinean blasted the ball passed / past the post after being awarded a penalty in the last minute. Visibly distraught, he removed his captain’s armband and passed / past it to Wells. He stormed off the pitch, walking straight passed / past his manager without so much as a glance.
Next, you will write a paragraph like the one above. It will be a quiz-type paragraph and you will make an answer key. You must include 6 sentences that include past /passed.
You must use both forms in your paragraph.
1.5.11C- Write with controlled organization1.5.11D- Write with a command of the stylistic aspects of composition.
Future Lessons:
Grammar Issues for ESL Writers
Proofreading Your Writing: Finding Common Errors - The OWL at Purdue
May 5, 2009 ... and homonyms like your/you're, to/too/two, and there/their/they're. ... be
Two, Too and Too
Your and You're
Passed and Past
List of Confusing Homonyms:
http://owl.english.purdue.edu/engagement/index.php?category_id=2&sub_category_id=1&article_id=48
I. There, Their and They're
(Lesson)
Their, There, They're
Their = possessive pronoun:
They got their books.
There = that place:
My house is over there. (This is a place word, and so it contains the word here.)
They're = contraction for they are:
They're making dinner.(Pronouns have apostrophes only when two words are being shortened into one.)
Click on the link below for more information / another lesson:
http://www.wikihow.com/Use-There%2C-Their-and-They%27re
Practice using There, Their and They're
http://webschool.wash.k12.ut.us/language/lessons/there.html
Complete the worksheet:
The Three Little Pigs
II. Your and You're
(Lesson)
1.Recognize that "you're" is the contraction for "you are."
2.Understand that "your" is a possessive pronoun for you, meaning that "you own something."
3.As you write a sentence, ask whether you want to indicate possession. If so use "your."
4.Read your sentence aloud using the phrase "you are." If it fits, you can use "you're." If it doesn't, "your" is your option.
5. Remember that you can add an "s" on the end of "your" to create "yours," but you can not add an "s" onto the end of "you're." This is an easy rule to help you decide which of these two commonly confused words to use when your sentence requires "yours."
Click below for additional info/ lesson:
http://www.wikihow.com/Use-You%27re-and-Your
Practice using Your and You're:
http://english-zone.com/verbs/your1.html
Complete the following:
Write six sentences using your and you're. (Both words must be used in each sentence)
III. Two, Too and To
(Lesson)
To, Too, Two
To = preposition, or first part of the infinitive form of a verb:
They went to the lake to swim.
Too = very, also:
I was too tired to continue. I was hungry, too.
Two = the number 2:
Two students scored below passing on the exam.
Practice using Two, Too and To:
http://www.quia.com/pop/1000.html?AP_rand=183145000
Complete the following:
Write a paragraph using each form of TO 3x
There will be a quiz using all of the information presented on this blog.
III. Passed and Past
(Lesson)
Short Intro:
Past is an adjective meaning "before now." It is also a noun meaning "the time before now."
Yesterday is part of the past; let's think about today.
Xena regrets her past.
Passed is a participle -- that is, a verb-form. Always use it as a verb. It's the past-participle form of the verb "to pass" meaning "to give" or "to move" or, in games, "to decline one's turn."
Xena passed this way yesterday.
Xena passed Gabrielle some nut bread.
I didn't have enough points to bid, so I passed.
Some people also use it euphemistically for death:
My grandfather passed (or passed away) last year.
PASSED
The form passed is the past participle of the verb to pass.
Pass can be used transitively:
I passed the church on my way to the store.
or intransitively:
He passed through life without a care.
Intransitive pass is also used as a euphemism for “die,” as in When did your father pass?
The form passed is the past participle of the verb to pass.
Pass can be used transitively:
I passed the church on my way to the store.
or intransitively:
He passed through life without a care.
Intransitive pass is also used as a euphemism for “die,” as in When did your father pass?
PAST
The word past can be used as an adjective:
Don’t hold grudges for past offenses.
as an adverb:
I thought he would stop, but he just ran past.
and as a preposition:
How does the food always get past the bib?
The word past can be used as an adjective:
Don’t hold grudges for past offenses.
Extended Lesson:
http://www.dailywritingtips.com/passed-vs-past/
or
http://www.towson.edu/ows/past.htm
Practice using Passed and Past:
http://www.towson.edu/ows/exercisepast.htm
Complete the following: (write the correct choice)
The passed / past has a habit of repeating itself. In a carbon copy of last year’s final, the young Argentinean blasted the ball passed / past the post after being awarded a penalty in the last minute. Visibly distraught, he removed his captain’s armband and passed / past it to Wells. He stormed off the pitch, walking straight passed / past his manager without so much as a glance.
Next, you will write a paragraph like the one above. It will be a quiz-type paragraph and you will make an answer key. You must include 6 sentences that include past /passed.
You must use both forms in your paragraph.
1.5.11C- Write with controlled organization1.5.11D- Write with a command of the stylistic aspects of composition.
Future Lessons:
Grammar Issues for ESL Writers
Proofreading Your Writing: Finding Common Errors - The OWL at Purdue
May 5, 2009 ... and homonyms like your/you're, to/too/two, and there/their/they're. ... be
Monday, October 19, 2009
Friday, October 16, 2009
Journal
Please respond to the following prompt:
What would life be like if you were only six inches tall?
or
Write on a topic of your choice
(Your journals MUST be a minimal of 1 page)
Academic Content Standard:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
What would life be like if you were only six inches tall?
or
Write on a topic of your choice
(Your journals MUST be a minimal of 1 page)
Academic Content Standard:
15.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Sunday, October 11, 2009
Descriptive/ Narrative Essay
10/12- 10/15
Descriptive/ Narrative Essay
Monday: Complete rough drafts and Peer edit
Tuesday: Complete the final copy
Wednesday - Thursday: Read essays aloud during class. (The class will attempt to guess the identity of your object)
1.5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Descriptive/ Narrative Essay
Monday: Complete rough drafts and Peer edit
Tuesday: Complete the final copy
Wednesday - Thursday: Read essays aloud during class. (The class will attempt to guess the identity of your object)
1.5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Friday, October 9, 2009
Journal Day
Today is journal day. Please respond to the following prompt:
Explain what you think life would be like without: plumbing, electricity, cars, windows, air conditioning. (How would your life change? How would this change your daily routine?)
or
Write on a topic of your choice
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Explain what you think life would be like without: plumbing, electricity, cars, windows, air conditioning. (How would your life change? How would this change your daily routine?)
or
Write on a topic of your choice
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Monday, October 5, 2009
Lesson4: Descriptive Essay: Exercise 2
Tuesday, October 6,2009
GOALS:
-Students will create a descriptive/ narrative essay describing their favorite possession.
-Vivid details should be used in place of naming the object and its purpose
Possession
Step 1: Think Sheet
The Planning Think Sheet will guide you through the process of choosing a topic and generating ideas that you might want to use in your essay.
http://www.elc.byu.edu/classes/buck/w_garden/guide/academic/descriptive/tsplan.html
1. Generate several ideas for your essay. Make lists and decide which object will work best for your topic. Next, pick an object.
2. Once you have generated some ideas for your descriptive essay, it is a good idea to think of sensory details that you can add to your description. Make a list of adjectives that describe how the object tastes, looks, feels, smells and sounds.
3. You will be required to use at LEAST three senses in your essay. (However, you may use all five)
4. In your essay, discuss the object's purpose without telling the reader the identity of your object
5. Tell how the object is used
Step 2: Putting It All Together
The Organizing Think Sheet will help you organize the information you generated with the Planning Think Sheet. When you have finished the Organizing Think Sheet and included all of the details listed above, you should be ready to begin writing your descriptive essay.
SPECIFICS:
-Students will create a descriptive/ narrative essay describing their favorite possession.
-Vivid details should be used in place of naming the object and its purpose
-Students will NOT directly identify the object/ possession in the essay
-Students must use creative description. **Your description may not be obvious.
For example, you may not say: It takes pictures....for any type of camera
-be creative.
AVOID SECOND PERSON AND CONTRACTIONS!
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
Lesson3: Introduction: Descriptive Essay
Students will review the elements of a descriptive essay
Students will incorporate vivid details into their written work
How to Write a Descriptive Essay
A descriptive essay is a type of essay that strives to provide the reader with a more vivid experience and understanding of the item being described. Rather than focusing on statistics and facts, a descriptive essay paints a picture by utilizing detailed observations and descriptive words.
A descriptive essay typically portrays a place, a person, a memory, an object, or an experience. Regardless of what is being described in the essay, it should focus on what the writer perceives and experiences.
When writing a descriptive essay, you must also determine the overall purpose of the essay. By determining the reason for your essay, you can better focus your ideas and determine what information should be included in the essay. For example, if writing a descriptive essay about a person, you need to decide if you want to focus on that person’s appearance or on a specific trait the person has. For example, you might write a descriptive essay that describes how the person is a hard worker, brave, or honest.
When writing descriptive essays, remember the phrase “show, don’t tell.” Your goal should be to describe the subject rather than simply tell the reader. For example, rather than say, “I was tired after my workout,” you might say “Sweat rolled off of my brow and I tried to catch my breath as I painfully walked to the locker room after completing a fast-paced, 30 minute workout.”
In order to show your reader rather than tell, you need to focus on using your five senses. These five senses include sight, sound, smell, taste, and touch. When considering the situation you are writing about, think about how all five of your senses are used in that situation.
Tips and Examples:
There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.
If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.
Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.
Practice Exercise #1
Below are three words. Take a few minutes and write as many details as you can about each subject.
Education
Vehicle
Circle
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
Students will incorporate vivid details into their written work
How to Write a Descriptive Essay
A descriptive essay is a type of essay that strives to provide the reader with a more vivid experience and understanding of the item being described. Rather than focusing on statistics and facts, a descriptive essay paints a picture by utilizing detailed observations and descriptive words.
A descriptive essay typically portrays a place, a person, a memory, an object, or an experience. Regardless of what is being described in the essay, it should focus on what the writer perceives and experiences.
When writing a descriptive essay, you must also determine the overall purpose of the essay. By determining the reason for your essay, you can better focus your ideas and determine what information should be included in the essay. For example, if writing a descriptive essay about a person, you need to decide if you want to focus on that person’s appearance or on a specific trait the person has. For example, you might write a descriptive essay that describes how the person is a hard worker, brave, or honest.
When writing descriptive essays, remember the phrase “show, don’t tell.” Your goal should be to describe the subject rather than simply tell the reader. For example, rather than say, “I was tired after my workout,” you might say “Sweat rolled off of my brow and I tried to catch my breath as I painfully walked to the locker room after completing a fast-paced, 30 minute workout.”
In order to show your reader rather than tell, you need to focus on using your five senses. These five senses include sight, sound, smell, taste, and touch. When considering the situation you are writing about, think about how all five of your senses are used in that situation.
Tips and Examples:
There are several methods writers use to describe something in an essay. They may choose vivid, fresh language, or they may use examples, or they might take something ordinary and by comparing it with something extraordinary, make it interesting, or they may use their senses.
When someone asks you to describe something, the first step you might take is to jot down the first words that come to you.
If I say "egg," for instance, you might write down the following string of associations: "round, white, brown, fresh, scrambled, farmer, chicken, goose, over-easy." But another student might write down "ostrich," while yet another chooses "dinosaur." Then a medical student might chime in with "ovulation, zygote, baby." At some point, someone else may take it a step further and mention "fragility." The point is that the one little word "egg" can conjure up a number of associations, all coming at the subject in a different way. So when you are asked to describe an event or a person, start with the obvious, but don't stay there.
Tips
1. A well-focused subject can be ordinary or extraordinary, but you should strive to make it as interesting as possible by emphasizing what makes it interesting or new and unusual. Pick something specific, an event or a person or an animal.
2. How you treat your subject is directly related to how your reader will react to it. Give plenty of specific descriptive detail. If you're describing an event, watch people moving and hear them talking. Create a dominant impression for your reader.
3. Create a clear pattern of organization. Your introduction should work from general to specific, ending in a thesis sentence. You should have several paragraphs that develop and describe your topic, and your conclusion should restate your thesis or conclude your event.
Practice Exercise #1
Below are three words. Take a few minutes and write as many details as you can about each subject.
Education
Vehicle
Circle
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
Monday, September 28, 2009
Tuesday and Wednesday
Teachers will be completing different assignments.
Objective: Peer edit the 5 Paragraph essays
Students will peer edit 3 papers.
Students will rewrite their final drafts
All essays are due by the end of class on Tuesday9/29
ALTERNATIVE ASSIGNMENT: (Mr. Keefer's class)
Day 1
In your opinion, what acts do you consider to be courageous? Why?
Objective: Peer edit the 5 Paragraph essays
Students will peer edit 3 papers.
Students will rewrite their final drafts
All essays are due by the end of class on Tuesday9/29
ALTERNATIVE ASSIGNMENT: (Mr. Keefer's class)
Day 1
In your opinion, what acts do you consider to be courageous? Why?
Friday, September 25, 2009
Journal Day
Today is Friday and that means it is once again, journal day. Everyone will need their journals. You must be working! Everyone will need to complete the journal before the end of the class period today. There is no specific format you need to use, just write.
Since today is the unofficial start of the Bloomsburg Fair, I am going to let everyone write about the Fair. You may write about anything you feel like involving the Fair. (Favorite foods, things to do, things you like, things you do not like, favorite stops, shows you are going to see, etc.)
Anyone that cannot think of anything to write about the Fair must still be writing. I will give you the option to free write today until you can think of something. This means that you can write whatever comes to mind, as long as it school appropriate. (no racy topics, drugs, alcohol, violence, etc.) Any violations of this rule will result in disciplinary action.
Have fun and try not to eat too much this weekend.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Since today is the unofficial start of the Bloomsburg Fair, I am going to let everyone write about the Fair. You may write about anything you feel like involving the Fair. (Favorite foods, things to do, things you like, things you do not like, favorite stops, shows you are going to see, etc.)
Anyone that cannot think of anything to write about the Fair must still be writing. I will give you the option to free write today until you can think of something. This means that you can write whatever comes to mind, as long as it school appropriate. (no racy topics, drugs, alcohol, violence, etc.) Any violations of this rule will result in disciplinary action.
Have fun and try not to eat too much this weekend.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition
Monday, September 21, 2009
Expanding the Intro. Paragraph
Goal: Students will outline, organize and create a 5 paragraph essay
Students will select one of their four opening paragraphs
Students will outline ideas for their essay (Use the following outline format: http://www.gc.maricopa.edu/English/essay/ )
Hints: Remember to incorporate SPECIFIC DETAILS in the body paragraphs.
The body paragraphs MUST be organized according to the blueprint
**The 5 Paragraph essay is only ONE technique for writing a multi-paragraph essay. In this class, we will be exploring several options for organizing essays. This is only ONE example.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Students will select one of their four opening paragraphs
Students will outline ideas for their essay (Use the following outline format: http://www.gc.maricopa.edu/English/essay/ )
Hints: Remember to incorporate SPECIFIC DETAILS in the body paragraphs.
The body paragraphs MUST be organized according to the blueprint
**The 5 Paragraph essay is only ONE technique for writing a multi-paragraph essay. In this class, we will be exploring several options for organizing essays. This is only ONE example.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
Friday, September 18, 2009
Journal Day
Journal Day
Today you will write a one page journal on the following prompt:
If you won $10million in the lottery, what would you do?
or
You may create a one page journal on a topic of your choice
Have a marvelous weekend!!
Today you will write a one page journal on the following prompt:
If you won $10million in the lottery, what would you do?
or
You may create a one page journal on a topic of your choice
Have a marvelous weekend!!
Monday, September 14, 2009
Subject / Verb Agreement
Objectives:
Students will practice subject / verb agreement
Students will review rules on subject/ verb agreement
Exercises:
1. Click on the following link to review rules and complete an exercise
http://owl.english.purdue.edu/engagement/index.php?category_id=2&sub_category_id=1&article_id=38
2. Write 2 sentences for each of the rules stated in the Purdue exercise (above)
(This assignment will be graded)
-You should write a total of 14 sentences
Online Quiz:
Quiz 1
http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/sv_agr_quiz.htm
Quiz 2
http://grammar.ccc.commnet.edu/grammar/quizzes/svagr2.htm
Students will practice subject / verb agreement
Students will review rules on subject/ verb agreement
Exercises:
1. Click on the following link to review rules and complete an exercise
http://owl.english.purdue.edu/engagement/index.php?category_id=2&sub_category_id=1&article_id=38
2. Write 2 sentences for each of the rules stated in the Purdue exercise (above)
(This assignment will be graded)
-You should write a total of 14 sentences
Online Quiz:
Quiz 1
http://grammar.ccc.commnet.edu/grammar/cgi-shl/quiz.pl/sv_agr_quiz.htm
Quiz 2
http://grammar.ccc.commnet.edu/grammar/quizzes/svagr2.htm
Writing a Structured Essay
Objective: To familiarize students with INTRODUCTORY PARAGRAPHS
1. Students will write introductory paragraphs on four topics for possible use in a later paper.
Select 4:
(You may use first person in the first three choices)
Pet Peeve
A person who inspired you
A favorite place
(First person may NOT be used in the following choices)
Music
Pizza
Shoes
Education
Topic of choice (to be approved by teacher)
2. Please be sure to include all elements of the INTRODUCTORY PARAGRAPH
-If you have any questions, please refer to Wednesday's blog.
-There is a comprehensive overview of the 5 Paragraph essay and examples for each section (Including the INTRODUCTORY PARAGRAPH)
1.5.11 d WRITE WITH A COMMAND OF THE STYLISTIC ASPECTS OF COMPOSITION
1.5.11c WRITE WITH CONTROLLED ORGANIZATION
1.5.11a WRITE WITH A SHARP , DISTINCT FOCUS
1.5.11 b WRITE USING WELL-DEVELOPED CONTENT APPROPRIATE FOR THE TOPIC
1. Students will write introductory paragraphs on four topics for possible use in a later paper.
Select 4:
(You may use first person in the first three choices)
Pet Peeve
A person who inspired you
A favorite place
(First person may NOT be used in the following choices)
Music
Pizza
Shoes
Education
Topic of choice (to be approved by teacher)
2. Please be sure to include all elements of the INTRODUCTORY PARAGRAPH
-If you have any questions, please refer to Wednesday's blog.
-There is a comprehensive overview of the 5 Paragraph essay and examples for each section (Including the INTRODUCTORY PARAGRAPH)
1.5.11 d WRITE WITH A COMMAND OF THE STYLISTIC ASPECTS OF COMPOSITION
1.5.11c WRITE WITH CONTROLLED ORGANIZATION
1.5.11a WRITE WITH A SHARP , DISTINCT FOCUS
1.5.11 b WRITE USING WELL-DEVELOPED CONTENT APPROPRIATE FOR THE TOPIC
Friday, September 11, 2009
Journal Day
Write a journal using the following prompt:
Create your own imaginary best friend. What does he look like? What's his zodiac sign? What are her likes and dislikes?
or
Write on the topic of your choice
or
Journal topics will be assigned by your assigned comp teacher
Have a great weekend!
1.4.11D Maintain a written record of activities, course work
Create your own imaginary best friend. What does he look like? What's his zodiac sign? What are her likes and dislikes?
or
Write on the topic of your choice
or
Journal topics will be assigned by your assigned comp teacher
Have a great weekend!
1.4.11D Maintain a written record of activities, course work
Wednesday, September 9, 2009
Lesson 1: Introduction to Essay Organization
The 5 Paragraph essay is only ONE technique for writing a multi-paragraph essay. In this class, we will be exploring several options for organizing essays. This is only ONE example.
Sample essay format:
1. Students will review the form and technique for writing a Multi- paragraph essay.
2. Students will become familiar with the various parts of the essay
The five paragraph essay follows a defined format.
The first paragraph introduces us to the thesis of the essay and to the three main supporting subtopics.
The second through fourth paragraphs are all similar in format. They individually restate the subtopics and incorporate supporting details.
The fifth and last paragraph restates the main thesis idea and reminds the reader of the three main supporting ideas that were developed. All of these paragraphs are important.
The introductory paragraph is the place in which the writer introduces the reader to the topic. It is important to make this a clear and limited statement. This is where the writer grabs the reader's attention. Because of its purpose, it is often the first sentence of the paragraph. It is followed by three subtopics (blueprint statements) that develop the thesis. Between this paragraph and all paragraphs of the essay, there needs to be some kind of a transitional word, phrase, or sentence.
Next, the body of the essay contains paragraphs two through four. They are all similarly constructed. Their topic sentences are restatements, often in original form, of the three supporting ideas (blueprint statements) presented in the first paragraph. The subtopic of each of the body paragraphs is again supported by three or more supporting sentences. These cement, in the reader's mind, the relevancy and relationship of each of the subtopics to the thesis statement.
Finally, the fifth paragraph is the summary paragraph. It is important to restate the thesis and three supporting ideas in an original and powerful manner as this is the last chance the writer has to convince the reader of the validity of the information presented. Because the purposes of the first and fifth paragraph are so similar that some writers construct them at the same time. They will edit them, as necessary, as they do with each and every part of the essay.
It is important to reiterate that each of the paragraphs is joined together by a transitional word, phrase or sentence. Transitions help the reader to follow the flow of the logic and sequencing. All of the essay types follow this basic transition format. However, there is more latitude with the narrative essay because of its nature.
To put it more visually, the structure model has been color coded and looks like this:
A. Opening paragraph:
Motivator
Brief Expansion of topic
Thesis Statement
Blueprint (*This contains subtopic 1, subtopic 2, and subtopic 3)
Transition
Introduction
http://members.tripod.com/~lklivingston/essay/intro.html
B. Three Body Paragraphs
*The body paragraphs will follow the order of the three blueprint ideas
Topic sentence (Each body paragraph will restate subtopics 1,2, &3)
Specific detail /Example (Several specific examples must be used for each body paragraph)
Restate concept of each paragraph's point
Transition
*Example of body paragraph 1:
Restate Subtopic One
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Supporting Paragraphs
http://www.orangeusd.k12.ca.us/yorba/paragraph_development.htm
C. Conclusion / Summary Paragraph
Make final points to sum up the essay. Restate / rephrase the thesis statement to stress the main topic of the essay.
Synthesis of main topic
Synthesis of Subtopic One
Synthesis of Subtopic Two
Synthesis of Subtopic Three
Summary Paragraph
http://members.tripod.com/~lklivingston/essay/intro.html
Sample 5 paragraph essay:
http://www.gc.maricopa.edu/English/essay/
The Five Paragraph Essay - Here is a sample to show you hot it all fits together. (Graphic organizer)
http://www.taftcollege.edu/newTC/Academic/LiberalArts/OWL/SAMPFIVE.HTML
TIP:
-Remember, the thesis statement must be consistent throughout the paper. Each paragraph must reflect one aspect of the thesis statement. This allows for strong focus, content development, organization and adds to the style of the paper.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
Sample essay format:
1. Students will review the form and technique for writing a Multi- paragraph essay.
2. Students will become familiar with the various parts of the essay
The five paragraph essay follows a defined format.
The first paragraph introduces us to the thesis of the essay and to the three main supporting subtopics.
The second through fourth paragraphs are all similar in format. They individually restate the subtopics and incorporate supporting details.
The fifth and last paragraph restates the main thesis idea and reminds the reader of the three main supporting ideas that were developed. All of these paragraphs are important.
The introductory paragraph is the place in which the writer introduces the reader to the topic. It is important to make this a clear and limited statement. This is where the writer grabs the reader's attention. Because of its purpose, it is often the first sentence of the paragraph. It is followed by three subtopics (blueprint statements) that develop the thesis. Between this paragraph and all paragraphs of the essay, there needs to be some kind of a transitional word, phrase, or sentence.
Next, the body of the essay contains paragraphs two through four. They are all similarly constructed. Their topic sentences are restatements, often in original form, of the three supporting ideas (blueprint statements) presented in the first paragraph. The subtopic of each of the body paragraphs is again supported by three or more supporting sentences. These cement, in the reader's mind, the relevancy and relationship of each of the subtopics to the thesis statement.
Finally, the fifth paragraph is the summary paragraph. It is important to restate the thesis and three supporting ideas in an original and powerful manner as this is the last chance the writer has to convince the reader of the validity of the information presented. Because the purposes of the first and fifth paragraph are so similar that some writers construct them at the same time. They will edit them, as necessary, as they do with each and every part of the essay.
It is important to reiterate that each of the paragraphs is joined together by a transitional word, phrase or sentence. Transitions help the reader to follow the flow of the logic and sequencing. All of the essay types follow this basic transition format. However, there is more latitude with the narrative essay because of its nature.
To put it more visually, the structure model has been color coded and looks like this:
A. Opening paragraph:
Motivator
Brief Expansion of topic
Thesis Statement
Blueprint (*This contains subtopic 1, subtopic 2, and subtopic 3)
Transition
Introduction
http://members.tripod.com/~lklivingston/essay/intro.html
B. Three Body Paragraphs
*The body paragraphs will follow the order of the three blueprint ideas
Topic sentence (Each body paragraph will restate subtopics 1,2, &3)
Specific detail /Example (Several specific examples must be used for each body paragraph)
Restate concept of each paragraph's point
Transition
*Example of body paragraph 1:
Restate Subtopic One
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Supporting Paragraphs
http://www.orangeusd.k12.ca.us/yorba/paragraph_development.htm
C. Conclusion / Summary Paragraph
Make final points to sum up the essay. Restate / rephrase the thesis statement to stress the main topic of the essay.
Synthesis of main topic
Synthesis of Subtopic One
Synthesis of Subtopic Two
Synthesis of Subtopic Three
Summary Paragraph
http://members.tripod.com/~lklivingston/essay/intro.html
Sample 5 paragraph essay:
http://www.gc.maricopa.edu/English/essay/
The Five Paragraph Essay - Here is a sample to show you hot it all fits together. (Graphic organizer)
http://www.taftcollege.edu/newTC/Academic/LiberalArts/OWL/SAMPFIVE.HTML
TIP:
-Remember, the thesis statement must be consistent throughout the paper. Each paragraph must reflect one aspect of the thesis statement. This allows for strong focus, content development, organization and adds to the style of the paper.
Academic Content Standard:
5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
Friday, September 4, 2009
Journal
Today is Friday and that means today is a Journal Day. You will have the entire period to write your journals. You will need to complete 1 full page of writing by the end of the period.
Here is today's prompt:
Thoreau said, “Simplify, Simplify.” If you could simplify your life, what would you change and how would you change it?
or
Write a one page journal on the topic of your choice
Keep it clean.
Be specific
Use examples.
Be creative.
Have fun.
*We will finish the response project on Tuesday
Have a wonderful weekend!
1.5.11C- Write with controlled organization
Here is today's prompt:
Thoreau said, “Simplify, Simplify.” If you could simplify your life, what would you change and how would you change it?
or
Write a one page journal on the topic of your choice
Keep it clean.
Be specific
Use examples.
Be creative.
Have fun.
*We will finish the response project on Tuesday
Have a wonderful weekend!
1.5.11C- Write with controlled organization
Wednesday, September 2, 2009
Read and Respond #2
Directions:
Select and read an article on a social issue.
Be prepared to write a response.
Begin each response with the book title and the date of your journal entry.
Before you read the article . . .
♦ What do you know about the topic before getting started on the article?
♦ Why did you choose this article?
While reading the article . . .
♦ What information surprised you?
♦ What information do you question or disagree with? What info do you agree with?
♦ What is the most interesting thing you learned? Why?
♦ What is the most interesting thing you read?
♦ What techniques does the author use to make this information easy to understand?
I. After reading the article...
1. Write down the THESIS of the article. (What is the main topic / angle / purpose of the topic?)
-use complete sentences
2. What are the main points in the article?
-Use complete sentences
II. Using the questions listed above, write a response to this article.
Please use three paragraphs to respond. (Make sure your answer has a beginning, middle and an end)
NO SECOND PERSON
III. BE PREPARED TO DISCUSS YOUR ISSUE
Academic Content Standard: 5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
Select and read an article on a social issue.
Be prepared to write a response.
Begin each response with the book title and the date of your journal entry.
Before you read the article . . .
♦ What do you know about the topic before getting started on the article?
♦ Why did you choose this article?
While reading the article . . .
♦ What information surprised you?
♦ What information do you question or disagree with? What info do you agree with?
♦ What is the most interesting thing you learned? Why?
♦ What is the most interesting thing you read?
♦ What techniques does the author use to make this information easy to understand?
I. After reading the article...
1. Write down the THESIS of the article. (What is the main topic / angle / purpose of the topic?)
-use complete sentences
2. What are the main points in the article?
-Use complete sentences
II. Using the questions listed above, write a response to this article.
Please use three paragraphs to respond. (Make sure your answer has a beginning, middle and an end)
NO SECOND PERSON
III. BE PREPARED TO DISCUSS YOUR ISSUE
Academic Content Standard: 5.1.11A- Write with a distinctive focus.
1.5.11B- Write using well-developed content appropriate for the topic.
1.5.11C- Write with controlled organization
1.5.11D- Write with a command of the stylistic aspects of composition.
Monday, August 31, 2009
Read and Respond #1
Goal: Students will read and respond to a selection of written works
Students will explore various styles and approaches to writing
Today, we will read an article on "Advice"
Next, students will write a short essay about advice they would give to others or advice that they follow.
Below is a section from an essay that appeared in Reader's Digest.
DIRECTIONS: Read the article. Respond to the author's opinion about giving advice. How do you feel about giving advice to others? What advice do you live by? Should you get involved in other people's lives?
ADVICE: DOES ANYONE ASK FOR IT?
You hate getting it when you didn’t ask for it, but in the end it might have helped you. Unwanted advice is annoying and can put you on the defensive. But occasionally, you’ll need to give advice to someone who desperately needs it, but won’t seek it out. So how do you impart your words of wisdom without seeming nosy or pushy, and when should you just be quiet? Find out now. Plus: Do you have good manners? Take our quiz.
“Good advice is always certain to be ignored, but that’s no reason not to give it.” Agatha Christie
Other advice columns and radio call-in shows deal with this same kind of question constantly. You are not alone in your care and concern for trying to do the right thing. With no direct rules and regulations for each different kind of situation, how do you know where to draw the line when it comes to giving unsolicited advice? What if someone you know or love is compromising their health or safety or the health and safety of someone around them? Is it then OK to step in and say something?
Not many people agree on when it would be appropriate to “butt in” and offer advice to someone. Some people are naturally more private while some people let everything hang out in the open. But it’s not difficult to tell the difference between someone who needs advice on the right way to cut a cantaloupe versus someone who needs advice on how to quit smoking. Isn’t it obvious? But sometimes it’s not so simple.
If you decide to offer advice or help in a situation where destructive behavior is occurring, you’re going to have to take a more aggressive approach with advice rather than trying to please the other person by sugar coating it. There’s a definite art to giving advice. First, recognize what your true motives are by asking yourself a couple of questions:
Is it really my business? For example, is it something private between a couple or a family?
Can I really inspire change?
Does the situation call for just a suggestion or an actual stepping in with the intent to change the situation?
This will seem more like a two-way street rather than dictation, which might make them more receptive.
Remember, not many people enjoy receiving unsolicited advice involving personal matters. Solicited advice is something totally different, in which case they either know the answer, but want approval, or they genuinely want advice and will be more inclined to use it. When confronted with advice, people will resort to all sorts of tactics, from being defensive to making all kinds of excuses. And sometimes, there’s only so much you can do.
Sample response:
Student Essay - Sample:
Advice
From the moment you are born, everyone is always giving you advice and telling you how you should live your life. I always listen to others' advice, but I do not always follow it. There has been one piece of advice I have followed since the day it has been given to me and will continue to follow for the rest of my life. From the moment I was able to comprehend what words meant, I can remember receiving one piece of advice from my parents, "as long as you do your best." This advice was given to me in everything I did, from sports to school to my first job. I believe that this is good advice because it tells me that they trust my judgment and will respect my decisions and stand by me, even if I made the wrong ones.
Submit:
www.turnitin.com
(Upload your paper)
1.2. Reading Critically in All Content Areas
1.3. Reading, Analyzing and Interpreting Literature
http://www.newseum.org/todaysfrontpage
http://www.newseum.org/todaysfrontpages/
http://www.readwritethink.org/lessons/index.asp
Students will explore various styles and approaches to writing
Today, we will read an article on "Advice"
Next, students will write a short essay about advice they would give to others or advice that they follow.
Below is a section from an essay that appeared in Reader's Digest.
DIRECTIONS: Read the article. Respond to the author's opinion about giving advice. How do you feel about giving advice to others? What advice do you live by? Should you get involved in other people's lives?
ADVICE: DOES ANYONE ASK FOR IT?
You hate getting it when you didn’t ask for it, but in the end it might have helped you. Unwanted advice is annoying and can put you on the defensive. But occasionally, you’ll need to give advice to someone who desperately needs it, but won’t seek it out. So how do you impart your words of wisdom without seeming nosy or pushy, and when should you just be quiet? Find out now. Plus: Do you have good manners? Take our quiz.
“Good advice is always certain to be ignored, but that’s no reason not to give it.” Agatha Christie
Other advice columns and radio call-in shows deal with this same kind of question constantly. You are not alone in your care and concern for trying to do the right thing. With no direct rules and regulations for each different kind of situation, how do you know where to draw the line when it comes to giving unsolicited advice? What if someone you know or love is compromising their health or safety or the health and safety of someone around them? Is it then OK to step in and say something?
Not many people agree on when it would be appropriate to “butt in” and offer advice to someone. Some people are naturally more private while some people let everything hang out in the open. But it’s not difficult to tell the difference between someone who needs advice on the right way to cut a cantaloupe versus someone who needs advice on how to quit smoking. Isn’t it obvious? But sometimes it’s not so simple.
If you decide to offer advice or help in a situation where destructive behavior is occurring, you’re going to have to take a more aggressive approach with advice rather than trying to please the other person by sugar coating it. There’s a definite art to giving advice. First, recognize what your true motives are by asking yourself a couple of questions:
Is it really my business? For example, is it something private between a couple or a family?
Can I really inspire change?
Does the situation call for just a suggestion or an actual stepping in with the intent to change the situation?
This will seem more like a two-way street rather than dictation, which might make them more receptive.
Remember, not many people enjoy receiving unsolicited advice involving personal matters. Solicited advice is something totally different, in which case they either know the answer, but want approval, or they genuinely want advice and will be more inclined to use it. When confronted with advice, people will resort to all sorts of tactics, from being defensive to making all kinds of excuses. And sometimes, there’s only so much you can do.
Sample response:
Student Essay - Sample:
Advice
From the moment you are born, everyone is always giving you advice and telling you how you should live your life. I always listen to others' advice, but I do not always follow it. There has been one piece of advice I have followed since the day it has been given to me and will continue to follow for the rest of my life. From the moment I was able to comprehend what words meant, I can remember receiving one piece of advice from my parents, "as long as you do your best." This advice was given to me in everything I did, from sports to school to my first job. I believe that this is good advice because it tells me that they trust my judgment and will respect my decisions and stand by me, even if I made the wrong ones.
Submit:
www.turnitin.com
(Upload your paper)
1.2. Reading Critically in All Content Areas
1.3. Reading, Analyzing and Interpreting Literature
http://www.newseum.org/todaysfrontpage
http://www.newseum.org/todaysfrontpages/
http://www.readwritethink.org/lessons/index.asp
Thursday, August 27, 2009
Reflective writing:
The need to think reflectively improves your ability to read critically and analyse ideas presented in class as well as daily experiences. As you write, you clarify your own understanding. The process of thinking and writing reflectively helps you to lay philosophical foundations for all of your creative work.
Thinking reflectively helps you:
understand the concept of reflective writing
recognise the benefits of reflecting on your developing an idea or philosophy
The need to think reflectively improves your ability to read critically and analyse ideas presented in class as well as daily experiences. As you write, you clarify your own understanding. The process of thinking and writing reflectively helps you to lay philosophical foundations for all of your creative work.
Thinking reflectively helps you:
understand the concept of reflective writing
recognise the benefits of reflecting on your developing an idea or philosophy
Painting: The Scream
Artist: Edvard Munch
ASSIGNMENT: Study the painting above. Place yourself in the composition and experience the message that the artist, Edvard Munch, is attempting to convey. If you are the person Munch is painting, what have you just experienced? Why are you here? What is Edvard Munch's message? What do you see? Incorporate the following concepts into your essay:
1. Your emotional reaction
2. What emotion is being expressed?
3. How do the colors influence the emotional impact? (Comment on the use of color, direction, brushstrokes used)
ASSIGNMENT: Study the painting above. Place yourself in the composition and experience the message that the artist, Edvard Munch, is attempting to convey. If you are the person Munch is painting, what have you just experienced? Why are you here? What is Edvard Munch's message? What do you see? Incorporate the following concepts into your essay:
1. Your emotional reaction
2. What emotion is being expressed?
3. How do the colors influence the emotional impact? (Comment on the use of color, direction, brushstrokes used)
Wednesday, August 26, 2009
SYLLABUS
Composition and Communication Course Syllabus
Composition and Communication – Writing and Presentation
Grade 11
Instructors: Theresa Christian tchristian@berwicksd.org
Composition and Communication – Writing and Presentation
Grade 11
Instructors: Theresa Christian tchristian@berwicksd.org
Kimberly Glass kglass@berwicksd.org
Aaron Keefer akeefer@berwicksd.org
Mission Statement:
This class will provide students with opportunities for improvement in the communication areas of writing and speaking.
Resources:
· Power Library
· Nettrekker
· MLA
· PSSA Resource Materials
· Newspapers, Magazines, Trade Journals, etc.
Prerequisites:
Successful completion of graduation project requirements for each grade level.
PA Academic Standards:
1.1. Learning to Read Independently
1.2. Reading Critically in All Content Areas
1.3. Reading, Analyzing and Interpreting Literature
1.4. Types of Writing
1.5. Quality of Writing
1.6. Speaking and Listening
1.7. Characteristics and Function of the English Language
1.8. Research
For additional information visit http://www.pde.state.pa.us/
Academic Expectations:
Students will participate in class discussions in a meaningful way. Students will complete all assignments on time and be responsible for obtaining assignments given in their absence. Students will be punctual and take responsibility for their own actions.
Students are encouraged to avoid extended absences as these often result in academic difficulties and poor performance on assessments. Failure to meet established deadlines will result in academic penalties.
Course Description:
· This course will help students build a foundation for writing various types of essays.
· Students will complete necessary components of the Graduation Project.
Content Outline:
Composition/Language Study- essays of various types.
Peer Editing Skills
Interview and Presentation skills
Graduation Project Requirements
PSSA preparation
Timeline:
The following represents an approximate timeline for the course. Variations may be necessary to better meet the needs of the students.
Marking Period 1-
· Course introduction and set up
· Five paragraph essay format
· Descriptive essay
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Marking Period 2-
· Narrative essay
· Autobiographical Essay (Graduation Project requirement)
· Introduction to research
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Marking Period 3-
· Informational essay
· Resume (Graduation Project requirement)
· Persuasive essay
· Cover letter (Graduation Project requirement)
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Marking Period 4-
· Reflective essay (Graduation Project requirement)
· Thank you letter (Graduation Project requirement)
· Oral presentation
· Interview skills
· Peer editing and grammar as per teacher direction
· Journal entries as assigned by teacher
Assessments and Grading:
Written exams, essays, oral presentations, class discussions, and projects both individual and small group. Grading is done using a total points system. Integrity is expected at all times.
Every Friday we will part from formal writing and jump into our journals.
All work will be graded. Students MUST meet deadlines. Late work will not be accepted. All work must be completed. Partial essays, projects and journals will receive a zero.
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