Tag Archives: writing

October 13, 2014 · 1:01 pm

Incorporating Sources: Argument Paper

Young woman behind booksAs you create the rough draft of your paper, you must incorporate source material from your notes. Any information you include that is new to you must be cited properly whether you paraphrase it or not! The instructions below will help you work with your source materials so you can include your research properly and avoid plagiarism.

PRINT SOURCES
Print sources require that you cite not only the author name but also the page number the information is found on. Here are some examples from a print article about the Titanic disaster.

ORIGINAL SOURCE
The Titanic had carried boats enough for 1,178 persons, only one-third of her capacity. Her sixteen boats and four collapsibles had saved but 711 persons; 400 people had needlessly lost their lives. (Hanson Baldwin, “R.M.S. Titanic,” from Readings for Writers, Ed. Jo Ray McCuen and Anthony C. Winkler, p. 355)

You must cite the source when you paraphrase information from the source:
Although Titanic had lifeboats, they would only hold one-third of her passengers. (Baldwin 355)

When you include a small portion or snippet of the original source, place the citation as close as possible to the quoted material:
Titanic’s lifeboats had space “enough for 1,178 persons,” (Baldwin 355) but most of them were left unfilled.

When quoting directly from the source, include quotation marks and list the citation at the end:
“Titanic had carried boats enough for 1,178 persons, only one-third of her capacity.” (Baldwin 355)

You may also include the name of the source in the sentence introducing the quotation, but you still need to cite the page number at the end:
According to Baldwin, “Titanic had carried boats enough for 1,178 persons, only one-third of her capacity.” (355)

Print sources for this paper include “Kewauna’s Ambition” and “Next Term We’ll Mash You” (Close Reader), and “Marita’s Bargain” and “How to Build a Smarter Student” in the textbook.

ONLINE SOURCES
Online sources vary in how they are to be cited. Since online sources have no page numbers, you will generally cite information by using the author’s name alone. Here is a sample from an online source with a listed author:
The full citation for this page reads:
Molony, Senan. “Lifeboats Extinguished Their Lights!” Encyclopedia Titanica. N.p., n.d. Web. 01 Nov. 2012. <http://www.encyclopedia titanica.org/titanic lifeboats-extinguished-their-lights.html>.

ORIGINAL SOURCE
Lifeboats from the Titanic extinguished their lights in order not to become attractive beacons for swimmers after the sinking.
They cut themselves off from sight, and the grim truth is that they thereby callously cut off the lives of their former shipmates.

Citation using quoted text:
People in the lifeboats were afraid their boats would be swamped by others in the water, so they “extinguished their lights in order not to become attractive beacons for swimmers.” (Molony)

Some websites, however, do not contain author names. Their citations work a bit differently. The following information was found online at http://www.rmstitanic.net/learning-center/history/timeline.html
The full citation for this page reads:
“Titanic Timeline.” Learning Center. RMS Titanic, Inc., n.d. Web. 01 Nov. 2012. <http://www.rmstitanic.net/learning- center/history/timeline.html>.

ORIGINAL SOURCE
April 15th, 1912, 12:45 am:
First lifeboat leaves the Ship with only 19 aboard, although it could carry 65.

How to cite the source using a paraphrase:
At 12:45 am, the first lifeboat left the ship carrying only 19 passengers, although its capacity was 65. (“Titanic Timeline”)

The “10 Things College Professors Hate” article came from an online source.

YOUTUBE VIDEOS
If you plan to use information from either the Sir Ken Robinson video or the graduation speech from Adm. McRaven, you will need to cite it using the following model:

Shimabukuro, Jake. “Ukulele Weeps by Jake Shimabukuro.” Online video clip. YouTube. YouTube, 22 Apr. 2006. Web. 9 Sept. 2010. [The difference in the two dates is that the first is the creation date of the clip, while the second is the date you accessed it.]

The citation itself would include the last name only:
Spending the day as a “sugar cookie,” with your uniform and body covered in wet sand, teaches you that nothing ever goes as planned, even when you think you’re prepared. (McRaven)

Transcripts of both of these videos are available online if you search for the title and author of the video and include the word transcript.

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September 19, 2014 · 12:08 pm

Improving Your AP Responses

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Now that you have received your first scored AP essay back, you might be thinking about ways to improve your writing–especially if you’d like to get into the 7Up club. Completing an AP prompt can be challenging, even for students who are confident writers. Although AP officially stands for Advanced Placement, it’s also telling you the key to success:

AP = Answer the Prompt

The number one thing separating a top scoring AP essay from one that doesn’t get the job done is whether the student has carefully considered and addressed all parts of the prompt. Here are some things to consider when you sit down to write.

DO

• Be thorough. Make sure you have identified everything the prompt is asking you to do. Doing a brilliant job of identifying the literary devices in a prose passage or poem is great, but if you never show how they are working in the piece to reveal the theme (or whatever the prompt is asking you to comment on), then your essay won’t rise much higher than a 5.

• Be specific. Quote from the poem or passage to support your points; don’t generalize. Embed the quotations smoothly within your analysis rather than copying chunks and dropping them into the text for the reader to make the connection. Refer to specific events, conversations, and characters in your selected novel or play for Q3.

• Be generous. One example, no matter how sparkling, is ever enough. To move from “plausible” (6-7) to “persuasive” (8-9), you have to provide plentiful support for your ideas. That means tracing an idea throughout an entire larger work instead of mentioning just one key scene, or connecting the images in every stanza of a poem, not just the most vivid one in the final couplet.

• Be aware. Consider your audience. These people are experienced teachers and professors. They’re also avid and careful readers. Pitch your essay at a level they expect. Employ formal language. Use present tense when writing a cricial discussion of a piece of literature. Leave yourself out of it; keep the focus on the work itself, not what you think, like, or dislike about it.

• Be yourself. The very best essays are always a combination of excellent analysis and a strong, unique voice. Yes, a formulaic five-paragraph essay from a three-part thesis will get the job done, but when it comes to AP, style points are crucial. Now is the time to show off your fabulous vocabulary or your interesting insight. Remember, the full name of the course is AP Literature and Composition. Include the niceties of writing that can help your essay sing.

DON’T

• Summarize. The last three words of the Q3 prompt are always “Avoid plot summary.” Your job is not to explain to the reader what happens in the novel or what occurred next in the play. The reader is assuming that you, as an AP student, have read the work and “get it.” You should assume the same about the reader. The college professor who wrote a dissertation about Shakespeare is not going to appreciate (and doesn’t need) the two paragraphs you just wasted explaining what happens in Othello.

• Parrot the prompt. Your thesis statement should reflect your thinking about what the prompt is asking, not incorporate the wording in the prompt itself. The more copying you’re doing, the less thinking.

• Regress. Signal phrases like “In conclusion” or openers like “Webster’s defines X as…” reveal a lack of confidence in your ability to structure and present original, quality writing. These are training wheels from elementary school. Leave them in the past where they belong. Check out the Verboten list for other phrases to avoid.

• Cheerlead. Your job is not to convince the reader of the writer’s brilliance or how the passage reflects humanity, literature, or writing in general. Stay away from statements about the nature of society and phrases like “Great writers often…” “Authors often use…” or “We as humans…”

• Dump. Pointing out a metaphor, symbol, or other literary device to the reader without analyzing further is like a cat dropping its dead mouse offering on the doorstep. It’s not enough to identify that a writer or poet is employing a particular device. You have to connect the use of the device with the MOWAW (meaning of the work as a whole). The same is true for examples and support in Q3. Mentioning the use of winter imagery in a poem is one thing. Explaining how those images enhance the sense of isolation expressed by the speaker is something else entirely.

• Panic. The reader is well aware of the time constraints you are working under. Plan your essay and execute it to the best of your ability in the time you have available. Read carefully (you can do that). Annotate as you go (you may not like it, but you can do that as well). Create a structure for your essay. Get started. If you’re stuck on an introduction, start with a body paragraph and circle back to write the introductory paragraph later, once you have a firmer grasp on the scope of your essay. Include specific examples that reinforce your thesis throughout. As Teddy Roosevelt said, “Do what you can with what you have where you are.”

Happy writing!

Adapted from material by Jane Gutherman, AP Literature instructor at Dr. Phillips HS.

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April 17, 2014 · 1:07 pm

Spelling Counts

tongs

This is why English teachers are so picky. Be glad.

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January 22, 2014 · 8:21 am

The Mysteries of Harris Burdick

harrisburdickUsing Chris VanAllsburg‘s amazing book The Mysteries of Harris Burdick as inspiration, you will select one of the images in the book to create an original story. There are three rules:

1.  Your story must be complete, with a beginning, middle, and end. No “To be continued…” at the end of your page!

2.  Your story may be handwritten (minimum of two pages) or typed (minimum of one full page, single-spaced). It may be longer, but it cannot be shorter.

3.  You must use the title of your inspiration picture as your story’s title, and you must include the picture’s caption somewhere in your completed story.

Other than these three rules, you may be as creative as you like. You will choose the tone and style of your story. It may be funny, creepy, or downright scary, but remember that this is a school assignment! Keep the dismemberments and other R-rated elements offstage. You may refer to the Who Is Harris Burdick? website for inspiration and ideas, but do not replicate anything you find there.

Titles and Captions (titles are links to the pictures):

Another Place, Another Time – If there was an answer, he’d find it there.
Archie Smith, Boy Wonder – A tiny voice asked, “Is he the one?”
Captain Tory – He swung the lantern three times and slowly the schooner appeared.
The Harp – So it’s true he thought, it’s really true.
The House on Maple Street – It was a perfect lift-off.
Just Desert – She lowered the knife and it grew even brighter.
Missing in Venice (magician) – “This time she’d gone too far.”
Missing in Venice (ocean liner) – Even with her mighty engines in reverse, the ocean liner was pulled further and further into the canal.
Mr. Linden’s Library – He had warned her about the book. Now it was too late.
Oscar and Alphonse – She knew it was time to send them back. The caterpillars softly wiggled in her hand, spelling out “goodbye.”
The Seven Chairs – The fifth one ended up in France.
A Strange Day in July – He threw with all his might, but the third stone came skipping back.
The Third-Floor Bedroom – It all began when someone left the window open.
Under the Rug – Two weeks passed and it happened again.
Uninvited Guests – His heart was pounding. He was sure he had seen the doorknob turn.

Your completed story should be brought to class Friday, January 24.

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January 21, 2014 · 8:39 am

Semester Exam Analysis

ap-exams-aheadEssay Analysis
Select one of your exam essays for analysis. You may mark sentences with letters, or you may color-code with highlighters.

L — (literal) Your thought was stated directly in the text

The Joads are traveling from Oklahoma to California

I — (inference) Your thought was not stated directly in the text, but there is evidence for it. It is hinted at, implied, or suggested.

There is more promise for a better future in California than in Oklahoma or other parts of the country 

C — (critical) Your thought was an original idea, opinion, connection or critical question related to the text.

In appearing to be a promised land, California can be compared to the land of “milk and honey” of the Old Testament

After marking the text, write a short summary/analysis about what you need to do on future essays to improve. You may do this at the end of your selected essay or on the back of your essay total sheet. Submit the whole packet for review (it will be returned).

 

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January 10, 2014 · 2:15 am

Semester Exam Review

Semester I exams are here! To be successful, please review the topics below. Page numbers correspond to your textbook.

Archetypes – presentation is available for review on the Honors IV Resources page

Seven Deadly Sins – presentation is available for review on the Honors IV Resources page

Lord of the Flies – try Sparknotes or Wikipedia for an overview/refresher on characters, events, and themes in the work

Anglo-Saxon period – pp. 2-16

Beowulf – pp. 18-46

Medieval period – pp. 74-88

The Canterbury Tales
General Prologue – pp. 105-125. Understand the overall scope and purpose and review your character sheet.
The Pardoner’s Tale – pp. 129-136
The Wife of Bath’s Tale – pp. 138-147
The Franklin’s Tale – text available here
The Nun’s Priest’s Tale – text available here

Ballads – pp. 91-95 (“Lord Randall,” “Edward, Edward,” “Get Up and Bar the Door,” “Frankie and Johnny”); “The Lady of Shalott,” 808-812

Sir Gawain and the Green Knight – 159-165

Research Skills – pp. 1207-1214

Remember, your test will be 100 multiple choice questions, 15 points of short answer based on a passage, a 35 point essay in which you use what we read this semester as your support for your position, and five bonus questions. Good luck, and happy studying!

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November 12, 2013 · 9:42 am

Research Paper: Working with Sources

As you create the rough draft of your paper, you must incorporate source material from your notes. Remember, any information you include that is new to you must be cited properly whether you paraphrase it or not! The instructions below will help you work with your source materials so you can include your research properly and avoid plagiarism.

PRINT SOURCES
Print sources require that you cite not only the author name but also the page number the information is found on. Here are some examples from a print article about the Titanic disaster.

ORIGINAL SOURCE
The Titanic had carried boats enough for 1,178 persons, only one-third of her capacity. Her sixteen boats and four collapsibles had saved but 711 persons; 400 people had needlessly lost their lives. (Hanson Baldwin, “R.M.S. Titanic,” from Readings for Writers, Ed. Jo Ray McCuen and Anthony C. Winkler, p. 355)

You must cite the source when you paraphrase information from the source:
Although Titanic had lifeboats, they would only hold one-third of her passengers. (Baldwin 355)

When you include a small portion or snippet of the original source, place the citation as close as possible to the quoted material:
Titanic’s lifeboats had space “enough for 1,178 persons,” (Baldwin 355) but most of them were left unfilled.

When quoting directly from the source, include quotation marks and list the citation at the end:
“Titanic had carried boats enough for 1,178 persons, only one-third of her capacity.” (Baldwin 355)

You may also include the name of the source in the sentence introducing the quotation, but you still need to cite the page number at the end:
According to Baldwin, “Titanic had carried boats enough for 1,178 persons, only one-third of her capacity.” (355)

ONLINE SOURCES
Online sources vary in how they are to be cited. Since online sources have no page numbers, you will generally cite information by using the author’s name alone. Here is a sample from an online source with a listed author:
The full citation for this page reads:
Molony, Senan. “Lifeboats Extinguished Their Lights!” Encyclopedia Titanica. N.p., n.d. Web. 01 Nov. 2012. <http://www.encyclopedia titanica.org/titanic lifeboats-extinguished-their-lights.html>.

ORIGINAL SOURCE
Lifeboats from the Titanic extinguished their lights in order not to become attractive beacons for swimmers after the sinking.
They cut themselves off from sight, and the grim truth is that they thereby callously cut off the lives of their former shipmates.

Citation using quoted text:
People in the lifeboats were afraid their boats would be swamped by others in the water, so they “extinguished their lights in order not to become attractive beacons for swimmers.” (Molony)

Some websites, however, do not contain author names. Their citations work a bit differently. The following information was found online at http://www.rmstitanic.net/learning-center/history/timeline.html
The full citation for this page reads:
“Titanic Timeline.” Learning Center. RMS Titanic, Inc., n.d. Web. 01 Nov. 2012. <http://www.rmstitanic.net/learning- center/history/timeline.html>.

ORIGINAL SOURCE
April 15th, 1912, 12:45 am:
First lifeboat leaves the Ship with only 19 aboard, although it could carry 65.

How to cite the source using a paraphrase:
At 12:45 am, the first lifeboat left the ship carrying only 19 passengers, although its capacity was 65. (“Titanic Timeline”)

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November 8, 2013 · 9:34 am

Research Paper: Structuring the Writing

revision

Now that you’ve gathered source material and have a good idea about the relationship between between your stated problem and your chosen solution, it’s time to get your ducks in order. A strong underlying structure is the key to a well-written paper. It also makes the writing process easier, since your structure creates a “road map” of sorts for what to write about next.

Although some students like to work from diagrams, many prefer a formal outline to help them organize their thinking. Here I will create an outline based on our original problem –>solution map with additional explanations of each part of the outline.

Outline

Introduction

I.   Define the Problem

II.   Potential Solutions

A. Solution A
B. Solution B

III.   Selected Solution

A. Why it’s the best choice
B. Expected outcome

Conclusion

Explanations

INTRODUCTION – Your opening paragraph has two jobs: spur interest in your choice of topic and introduce your thesis. The thesis statement is, essentially, the answer you have arrived at for your original research question. Your thesis does not have to be super-specific (that’s the job of the body of the paper), but it should give the reader a good idea of how you will be developing the paper.

DEFINE THE PROBLEM – This section should define which aspect of the problem you will be focusing on in the paper. For example, if you’re writing about schools, you’re not going to list everything that might be an issue with schools right now. You might want to look at inequities between schools, perhaps, or what kind of effect standardized testing is having on daily curriculum, or how the school day and year are arranged and whether those are beneficial for learning. Whatever your choice, you should include enough information so that someone who is not familiar with your particular issue has a decent grasp of what you want to talk about.

POTENTIAL SOLUTIONS – Here, you list the solutions for your problem as they have been proposed by various groups. You should present a minimum of two potential solutions. You may have more, depending on your problem, but you should not have fewer. Using the school day example above, I might talk about varying school starting times (high school starting later in the day, or double sessions, or course selection more like a college campus), or even changing the school year (online choices, year-round school, trimesters, etc.). Your number of solutions will be determined by the research you have done. However many you present, keep the information as balanced as you can.

SELECTED SOLUTION – In this section of the paper, you go into more detail about your chosen solution. Why is this solution preferable over the other possibilities? If this solution were implemented, what benefits or changes should someone expect to see? I might decide–even if don’t like the idea personally–that we need to change the start time of high school to later in the day to accommodate teens’ need for sleep. If I choose this as my solution, I should also have information showing how it will work and why it will be a better choice than another alternative. This will be the most focused and detailed section of your paper.

CONCLUSION – The conclusion should wrap up the paper. It works well if it echoes what’s in the introductory paragraph. It doesn’t have to repeat elements (you don’t have to recopy the thesis), but it should refer to the initial idea and reinforce why your chosen solution is a logical and thoughtful approach to the problem.

Sorting your research notes and assigning them to the appropriate parts of your outline will help you see if you need to review or revisit sections of your paper for additional source material. Some students find it helpful to color-code sections of their outline, then do the same with individual notes to see how much material is available for incorporation and commentary.

As always, be sure to ask questions if you get stuck!

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November 6, 2013 · 7:00 am

Beowulf Final Writing

Now that we have completed our study of Beowulf, you will apply your knowledge of the archetypal hero and the bardic tradition of the Anglo-Saxons to create your own tale. for this assignment, you will choose one of the following themes:

·  The Beowulf We Need – Consider the world we live in and the issues it presents. What kind of hero do we need to save us from these problems? Consider the qualities of the epic hero as you design your Beowulf for today, like strength, intelligence, and bravery. What task or quest does this hero need to complete? What tests or distractions might keep this hero from completing his/her quest?

·  My Private Grendel – All of us have monsters in our lives, those things that present obstacles to our success and happiness. Sometimes the monster is part of the society itself, like greed, war, or hatred, while other monsters are more personal, like procrastination, doubt, and insecurity. Choose a monster in your life (something you feel comfortable sharing publicly) and explain how this fearsome monster would require a hero to defeat it. Remember that monsters usually focus on something they want–what kinds of things does your monster do that make it especially fearful or dangerous to your health and happiness?

You have some flexibility in your writing style. You may create a standard essay or craft a tale as a bard would. If you choose to tell a tale, remember that a bard’s first task is to command the attention of the audience and set the scene, then develop the tale itself. You may earn bonus points for presenting your tale in verse form similar to Beowulf.

Whatever form you choose, your response should include two hallmarks of Anglo-Saxon style:
·  Alliteration – the repetition of consonant sounds, like “crispetty, crunchetty Butterfinger” or “Slip into silent slumber/sail on a silver mist.”
·  Kenning – a descriptive compound that aids in the pattern of the verse. Kennings can take three forms: 1) a hyphenated compound, like whale-road (sea) or sky-candle (sun); 2) a prepositional phrase, like slayer of monsters or eater of cereal; or 3) a possessive, like “the sword’s tree” (sheath) or “the foot’s guard” (shoe).
You may include multiple examples of alliteration and kennings, if you wish, but you are required to include one of each.

Your completed response is due Friday, November 8 in class. You may type or hand-write this assignment; it should be at least one full page, but not longer than two (one complete sheet of paper).

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October 28, 2013 · 10:41 am

College Essay

In preparation for the college admissions process, each of you will be completing a college application essay for the school of your choice.

The college essay is a vital component of your application packet. Your essay works, essentially, as an interview on paper. It is the only part of your application that can provide the admissions committee with insight into you as a person, so it is key to polish this to the best of your ability.

You may select from the topics listed below or, if you plan to attend an out-of-state university that does not accept the Common Application, you may substitute the essay topic required by your chosen school.

You will bring a completed draft of your essay to class on Monday, November 3 for peer review. Your revised essay (or two personal statements)–which should be of submission-ready quality–should be uploaded to Edmodo by the end of the day Friday, November 7. Good luck, and happy writing!

ESSAY TOPICS

Florida State University (500 words)

Florida State University is more than just a world-class academic institution preparing you for a future career. We are a caring community of well-rounded individuals who embrace leadership, learning, service, and global awareness. With this in mind, which of these characteristics appeals most to you, and why?

 

University of Florida (For online submission; character limit approx. 450 words)

We often hear the phrase “the good life.” In fact, the University of Florida’s common course required of all undergraduate students is titled “What is the Good Life?”. The concept of “the good life” can be interpreted in many different ways depending upon the experiences, values and aspirations of each individual.

In a concise narrative, describe your notion of “the good life.” How will your undergraduate experience at the University of Florida prepare you to live “the good life”?

 

Florida State University System (choose 2, 250 words each)

  • If there has been some obstacle or bump in the road in your academic or personal life, please explain the circumstances.
  • How has your family history, culture, or environment influenced who you are?
  • What qualities or unique characteristics do you possess that would allow you to contribute to the university community?

 

Common Application (choose 1, 650 words)

  • Some students have a background or story that is so central to their identity that they believe their application would be incomplete without it. If this sounds like you, then please share your story.
  • Recount an incident or time when you experienced failure. How did it affect you, and what lessons did you learn?
  • Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?
  • Describe a place or environment where you are perfectly content. What do you do or experience there, and why is it meaningful to you?
  • Discuss an accomplishment or event, formal or informal, that marked your transition from childhood to adulthood within your culture, community, or family.

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