Format for "9" Essays

(Jane Shaffer, an advanced placement student, found that papers with the highest grades generally followed this format. You might wish to follow this suggested format until your are comfortable with your own style.) 

Introduction

Includes thesis – usually the first or last sentence

Paragraph contains more than forty words

Has three or more sentences including the thesis 

Body

Has two or more paragraphs

Each paragraph contains on the average of 11 sentences

Each paragraph contains 125 or more words

Concluding Paragraph

Has 40 or more words

Shows insight

Does not repeat the thesis

Gives a finished feeling (draws a conclusion)

Each paragraph is generally structured in the following way

1. Topic sentence – refers to thesis found in introduction

2. Concrete detail sentence #1 shows support for the topic sentence (For Example…)

3. Commentary

4. Commentary

5. Concrete detail sentence #2 shows support for the topic sentence (In addition…)

6. Commentary

7. Commentary

8. Concrete detail sentence #3 shows support for the topic sentence (Furthermore…)

9. Commentary

10. Commentary

11. Concluding sentence – sums up the paragraph

Advanced Placement Essays: Helpful Hints

1. Don’t present yourself as an immature writer

• AP readers see beyond handwriting to the larger issues of style and content, but handwriting can reflect problems.

• Is the handwriting so excessively large or small that it is difficult to decipher?  

• Is the handwriting excessively florid?  

• If you have poor, difficult to read handwriting, strive to be certain the writing is clear enough to read.  

• AP readers must grade 20+ essays an hour and your handwriting may affect attentiveness.  Don’t make it difficult for the reader to “see” your thinking

• Brief, scant responses are the worse error you can make as the AP reader is left with no way to evaluate your ability.

2. Avoid those serious errors, which will mark you as an unprepared writer.

• A very serious error is repeated comma splices – running two independent clauses together without a conjunction and with only a comma. (Run-on sentences omit the comma and present the same problem.)

• Another serious error is repeated occurrences of sentence fragments.

• Spelling errors are serious, but a few are acceptable; too many may cost you points.  Spelling errors combined with a lack of sentence control are more apt to count against you.

• Errors of usage – e.g., affect/effect – affect how the readers evaluate your language competence.

3. Write sentences that are smooth, flowing, clear, sensible; avoid short, choppy sentences.

• Proofread to ensure that you have not omitted words that render sentences unclear or nonsensical.

• Proofread to make sure that your wording is not so confused, awkward, or ineffective that the reader cannot figure out what you are saying.

• Sentences which are sharp, precise, and clear but which at the same time show complexity characterize the best writing.  Sentences whose structures enable you to express intricate, layered understandings effectively will mark you as a mature and capable writer.  

• A fluent, clear style is a primary characteristic of higher level writing.

• Use sentence variety to develop a more sophisticated style.

4. Pay attention to organization and content:  THE MOST IMPORTANT ISSUES.

• Respond exactly to the question asked.  The literature and questions are logical and focused.  Your answer is in the question.  Accept that guidance; interpret and illustrate the question

• Keep your focus clear throughout your essay; make certain the thoughts are in a logical sequence that is continually connected to the focus, thus yielding a unified essay.

• Use specific details both to offer commentary and interpretation about the literary piece and to support and illustrate your points.

• Explain through examples and comments on the details of the text.

• Plan to spend about five minutes brainstorming, and structuring your response; then write from your outline or list of ideas.  Think through you whole answer before you begin.

• Once you begin writing, try to maintain a continuous, logical, and focused flow.  You may have new insights as you proceed, but try to connect continually where you began, where you are, and where you are going with your central idea.

RRJ/Reading Response Journal

from Reading Response Logs by Mary Kooy/JanWells, Pembroke Publishers Ltd., Markham, Ontario, Canada L3R 3K9 1996

A reading journal is an effective way to keep a record of your reading responses - positive or negative, sure or unsure.  It offers a chance to respond personally, to ask questions, wonder, predict, or reflect on the characters, events, literary elements, or language of a text.  As you read take time to record your observations.  You may do this as ideas strike you or after you have read a small portion of the text, for example ten pages.  Write often and record as many of your observations as possible.  Do not summarize.  Instead, record your textual observations.  Some of the first nine week's essays will reflect your responses, so take time and care when writing in your journal.

If you are having trouble beginning an entry, try some of these "starters."  I was impressed by...I noticed that...I wonder about...Some questions I have are...I don't understand...I now understand why/how/what...Something I notice appreciate/don't appreciate/wonder about is...I predict...An interesting word/sentence/thought is...This reminds me of...I never thought...I was surprised by...

Please keep in mind that these logs are not meant to be a personal diary.  They are meant to be read by others and should relate only to the assigned material.  You will be sharing your journal in class, so keep this in mind as you write.  When sharing you will have the opportunity to confirm, clarify, and modify your responses through discussion.

There are handouts to accompany this assignment.  Make sure you have them all.

Generally three stages of student work are exhibited in these journals.  You should strive for stage three.

Stage I:  A literal surface encounter with the text.  The work of students at this level will have some or many of the following characteristics.

• lacks a critical  interest in the narrative

• primarily summarizes the selection

• unsupported by evidence from the text or  experience

• predictions are unrealistic or improbable

• fails to ask questions or hypothesize

• uses stereotypical responses

• uses images drawn from movies or television

• entries are too short

• confusion about the text and the story

• off-topic responses

Stage II:  Evidence and understanding and appreciation of text.  The work of students at this level will have some or many of the following characteristics:

• does not summarize, but rather reflects upon the narrative

• personal connections between text and student's own experiences are made

• predictions are plausible given the scenario (but may change after further reading)

• demonstrates an ability to understand characters' motivations

• quotes from text for support

• ability to hypothesize and predict

• evidence that students are engaged in the text

Stage III:  Synthesis and evaluation of the test.  The work of students at this level will have some or many of these characteristics.

• a strong interest in the material as evidenced through an awareness of levels of meaning

• judgments are textually and experientially based

• predictions are thoughtful and keenly observed

• character analysis is consistent with the material presented

• show an understanding of character motivation

• comparisons and connections are found between text and other literary and artistic works

• recognizes the author's writing choices and reasons for those choices

• recognizes the energy and deliberateness of the writing process

• awareness that their own personal beliefs may differ from those expressed in the text

• demonstrates an awareness of point of view.

Style Analysis 

This information was taken from the Vertical Teaming Workshop presented by College Board.

There are at least four areas that may be considered when analyzing style: diction, sentence structure, treatment of subject matter, and figurative language.

Diction (choice of words)

Describe diction by considering the following:

1. Words may be monosyllabic (one syllable in length) or polysyllabic (more than one syllable in length).  The higher the ratio of polysyllabic words, the more difficult the content.

2. Words may be mainly colloquial (slang), informal (conversational), formal (literary), or old-fashioned.

3. Words may be mainly denotative (containing an exact meaning) or connotative (containing a suggested meaning).

4. Words may be concrete (specific) or abstract (general).

5. Words may be euphonious (pleasant sounding), e.g. butterfly, or cacophonous (harsh sounding), e.g., pus.

Sentence Structure

Describe the sentence structure by considering the following:

1. Examine the sentence length.

   Are the sentences telegraphic (shorter than five words in length), short (approximately five words in length), medium (approximately eighteen words in length), or long and involved (thrity words or more in length)?  Does the sentence length fit the subject matter; what variety of lengths are present?  Why is the sentence length effective?

    

2. Examine sentence patterns. Some elements to be considered are:

   A declarative (assertive) sentence makes a statement, e.g., The king is sick.  An imperative sentence gives a command, e.g., Off with their heads.  An interrogative sentence asks a question, e.g., Why is the kings sick? An exclamatory sentence makes and exclamation, e.g., The king is dead!

   A simple sentence contains one subject and one verb, e.g., The singer bowed to her adoring audience.  A compound sentence contains two independent clauses joined by a coordinate conjunction (and, but, or), or by a semicolon, e.g., The singer bowed to the audience, but she sang no encores.  A complex sentence contains an independent clause and one or more subordinate clauses, e.g., You said that you would tell the truth. A compound-complex sentence contains two or more principal clauses and one or more subordinate clauses, e.g., The singer owed while the audience applauded, but she sang no encores.

   A loose sentence makes complete sense if brought to a close before the actual ending, e.g., We reached Edmonton/that morning/after a turbulent flight/and some exciting experiences.  A periodic sentence makes sense only when the end of the sentence is reached, e.g., That morning, after a turbulent flight and some exciting experiences, we reached Edmonton.

   In a balanced sentence, the phrases or clauses balance each other by virtue of their likeness or structure, meaning, and/or length, e.g., He maketh me to lie down in green pastures; he leadeth me beside the still waters.

   Natural order of a sentence involves constructing a sentence so the subject comes before the predicate, e.g., Oranges grow in California.  Inverted order of a sentence (sentence inversion) involves constructing a sentence so the predicate comes before the subject, e.g., In California grow oranges.  This  device in which normal sentence patters are reversed to create an emphatic or rhythmic effect.  Split order of a sentence divides the predicate into tow parts with the subject coming in the middle, e.g., In California oranges grow.

   Juxtaposition is a poetic and rhetorical device which normally unassociated ideas, words, or phrases are placed next to one another, creating an effect of surprise and with, e.g., The apparition of those faces in the crowd;/Petals on a wet, black bough (In a Station of the Metro by Ezra Pound).

   Parallel structure (parallelism) refers to a grammatical or structural similarity between sentences or parts of a sentence.  it involves an arrangement of words, phrases, sentences, and paragraphs so that elements or equal importance are equally developed and similarly phrased, e.g., He was walking, running, and jumping for joy.

   Repetition is a device in which words, sounds, and ideas are used more than once for the purpose of enhancing rhythm and creating emphasis, e.g., ...government of the people, by the people, for the people, shall not perish from the earth (Address at Gettysburg by A. Lincoln).

   A rhetorical question is a question which expects no answer.  It is used to draw attention to a point and is generally stronger than a direct statement, e.g., If Mr. Ferchoff is always fair, as you have said, why did he refuse to listen to Mrs. Baldwin's arguments?

3. Examine the sentence beginnings. Is there a good variety or does a pattern emerge?

4. Examine the arrange of ideas in a sentence.  Are they set out in a special way for a purpose?

5. Examine the arrangement of ideas in a paragraph to see if there is evidence of any pattern or structure.

Treatment of Subject Matter

Describe the authors treatment of the subject matter by considering the following.  Has the author been:

1. Subjective?  Are his conclusions based upon opinions; are they rather personal in nature?

2. Objective?  Are his conclusions based upon facts: are they impersonal or scientific?

3. Supportive of his main idea?  If so, how did he support his claims?  Did he: state his opinions; report his experience; report observations; refer to statements made by experts; use statistical data?

Figurative Language

1. Alliteration is the practice of beginning several consecutive or neighboring words with the same sound, e.g., The twisting trout twinkled below.

2. Assonance is the repetition of vowel sounds in a series of words, e.g., the words "cry" and "side" have the same vowel sound and so are said to be in assonance.

3. Consonance is the repetition of a consonant sound within a series of words to produce a harmonious effect, e.g., And each slow dusk a drawing-down on blinds.  The "d" sound is in consonance.  as well, the "s" sound is also in consonance.

4. Simile is a comparison of two different things or ideas through the use of the words like or as.  It is definitely stated comparison, where the poet says one thing is like another, e.g., The warrior fought like a lion.

5. Metaphor is a comparison without the use of like or as.  The poet states that one thing is another.  It is usually a comparison between something that is real or concrete and something that is abstract, e.g., Life is but a dream.

6. Personification is a kind of metaphor which gives inanimate objects or abstract ideas human characteristics, e.g., The wind cried in the dark.

7. Onomatopoeia (Imitative Harmony) is the use of words in which the sounds seem to resemble the sounds they describe, e.g., hiss, buzz, bang. when onomatopoeia is used on an extended scale in a poem, it is called imitative harmony. 

8. Hyperbole is a deliberate, extravagant, and often outrageous exaggeration. It may be used either for serious or comic effect; e.g., The shot that was heard 'round the world. 

9. Understatement (Meiosis) is the opposite of hyperbole. It is a kind of irony which deliberately represents something as much less than it really is, e.g., I could probably manage to survive on a salary of two million dollars per year. 

10. Paradox is a statement which contradicts itself.  It may seem almost absurd. Although it may seem to be at odds with ordinary experience, it usually turns out to have a coherent meaning, and reveals a truth which is normally hidden, e.g., The more you know, the more you know you don't know (Socrates). 

11. Oxymoron is a form of paradox which combines a pair of contrary terms into a single expression. This combination usually serves the purpose of shocking the reader into awareness, e.g., sweet sorrow, wooden nickel. 

12. Pun is a play on words which are identical or similar in sound but which have sharply diverse meanings. Puns may have serious as well as humorous uses, e.g., When Mercutio is bleeding to death in Romeo and Juliet, he says to his friends, "Ask for me tomorrow, and you shall find me a grave man." 

13. Irony is the result of a statement saying one thing while meaning the opposite.  Its purpose is usually to criticize, e.g., It is simple to stop smoking. I've done it many times. 

14. Sarcasm is a type of irony in which a person appears to be praising something while he is actually insulting the thing. Its purpose is to injure or hurt, e.g., As I fell down the stairs headfirst, I heard her say "Look at that coordination." 

15. Antithesis - involves a direct contrast of structurally parallel word groupings generally for the purpose of contrast, e.g., Sink or swim. 

16. Apostrophe is a form of personification in which the absent or dead are spoken to as if present, and the inanimate as if animate. These are all addressed directly, e.g., The answer, my friend, is blowing in the wind. 

17. Allusion is a reference to a mythological, literary, historical, or Biblical person, place, or thing e.g., He met his Waterloo. 

18. Synecdoche (Metonymy) is a form of metaphor.   In synecdoche, a part of something is used to signify the whole, e.g., All hands on deck. Also, the reverse, whereby the whole can represent a part, is synecdoche, e.g., Canada played the United States in the Olympic hockey finals. Another form of synecdoche involves the container representing  the thing being contained, e.g., The pot is boiling. One last form of synecdoche involves the material from which an object is made standing for the object itself, e.g., The quarterback tossed the pigskin. In metonymy, the name of one thing is applied to another thing with which it is closely associated, e.g. I love Shakespeare.

Tone Words

A list of tone words is one practical solution for providing a basic tone vocabulary.  An enriched vocabulary enables students to use more specific and subtle descriptions of an attitude they discover in a text.  Include such words as:

Students need to use dictionaries for definitions of the above tone words.  Students need explicit dictionary meanings to establish subtle differences between tone words.  Keeping a list of precise tone words, and adding to it, sharpens students' articulation in stating tone

Words That Describe Language

Students often need to develop a vocabulary that describes language.  different from tone, these words describe the force or quality of the diction, images, and details.  These words qualify how the work is written, not the attitude or tone.

Photo Essay Project (check syllabus for due dates)

By Professor Suzanne Blum (Columbia College Chicago) based upon an idea by Debra Parker

We have covered the basic components of essay writing. You know about compelling thesis statements, gripping introductions and conclusions, unified, organized supporting paragraphs, clear sentences, and graceful transitions. While we all agree on the terminology of these essay components, they often remain somewhat fuzzy as concepts when it comes to actually writing an essay. In this assignment, you will use a visual context to develop a better understanding of the ingredients of essay writing and to focus your descriptive and observation writing.

Instead of just writing an essay, you will “show” an essay with photos and write a text to accompany the photos. You will work with the interplay of textual and visual expression to establish and substantiate a thesis based on your observations. 

By creating a photo essay you will gain:

• a new perspective: this project will prompt you to consider the "non-linear" aspect of the writing process (prewriting, drafting, revising, polishing),

• practice using several writing strategies (choosing a subject, determining your audience, identifying a theme, collecting and compiling information, supporting your theme by choosing your content, organizing your information, focusing your material, creating an introduction and conclusion, practicing concise & meaningful word-choice, polishing your presentation)

Instructions

1. Choose a subject matter or an idea for your photo essay and submit your proposal.

2. Collect your "data” by taking several photos that may relate to your idea.

3. Organize your photos by determining an introduction, body, and conclusion.  Try to photographically follow the     format of topic sentence, concrete detail, and commentary. 

4. Write a concise, sharp, meaningful text for each photo or photo chunk.

5. Choose a title for your essay that expresses your theme (thesis).

6. Prepare a visual display for presenting your photo essay to the class.

Writing Considerations

• Plan the connection between textual and visual components. How will you use both your writing and your photos to communicate your thesis to your audience?

• Consider your style. How can you best communicate your message to your audience and still create an essay that reflects you as a writer/creator?

• Decide on format. How will you display your photo essay?

Evaluation

• content (interesting subject matter for you and your audience)

• that your photo essay and the accompanying text work together to demonstrate a clear theme (thesis)

• the thesis is well-developed and substantiated

• your essay is appropriately constructed for your intended audience

• that you have an organizational strategy that is justified by the arrangement of photographs and text

• that each photo and caption support your theme (thesis)

• that you have an introductory and concluding photos and paragraphs

• language and style

• timely completion and preparation for presentation (including visual display of essay)

• creative, thoughtful, and original work

• revision demonstrated in your portfolio

Note: essay will not be graded on quality of photography but focus and clarity help.  Please carefully note: Foul, tasteless, and obscene scenarios WILL NOT BE TOLERATED. You will receive a zero for this assignment which is 20% of your first term grade.  I will be the final arbiter of what is acceptable. There are no appeals.   

Potential problems

• Since you have 7 weeks to complete the final draft of this assignment, I imagine that you will be able to borrow a camera or arrange to share with a classmate. You may work with a partner or alone as you choose.  Partners will receive the same grade.

• PLAN AHEAD--develop photos with enough time to retake if necessary.

• For any other problems, please contact me far in ADVANCE of the due date.

Proposal for Photo Essay Project (Check syllabus for due date)

1. Describe your subject matter or idea for your photo essay.

2. What is your rationale for choosing this subject or idea?

3. When and where do you plan to take the photos?

4. What are some potential problems that you might encounter and how can you avoid them?

Analyzing Photo Essays (Check syllabus for due date)

There are several photo essays on the Internet. Please be aware that you may find some material objectionable and will need to find other sites. I am not responsible for where your search may lead you. Use the following questions to guide your analysis.

1. What is the topic of the essay?

2. Who is the intended audience for this essay?

3. Is there an identifiable theme that links the photos together? What is it?

4. Is there an identifiable thesis for the essay (either explicitly stated in the text or obvious from the overall essay)? What is it?

5. What does the author use as text description? explanation? quotations? a mixture?

6. What is the purpose of the text in the photo essay (explain, describe, inform, persuade)?

7. How does the organization of the essay (sequencing of photos and text) help the author accomplish that purpose?

8. What do you like most about this essay? What do you like least?

9. Has this analysis helped you plan for your own photo essay? In what ways?

Presentations begin October 2, 2000.  You will be assigned a presentation date well in advance of that time.

Rhetorical Modes

Following are listed seven rhetorical modes of communication.  Some of these you are do doubt familiar with. We will not specifically address each, but you are expected to be able to recognize the form.  Please note that the following are not definitions.  They are examples.

1. Narration    "I was seven years old when I first became aware of the terrible power of guilt.  For piling our toys into a box, Mother rewarded my brother and me with five shiny pennies.  If I had ten pennies instead of five, I could have bought a gingerbread man with raisin eyes and sugar-frosted hair."

2. Description    Never before had Pedro experienced such a depth of despair and such a sense of isolation.  he began to avoid those nearest to him, returning their friendly greetings with rough and indifferent replies. Often he sat in his room staring vacantly into space with hollow eyes.  His hands were cold and clammy most of the time; yet his forehead burned hot with a mysterious fever.

3. Example    Seneca once said, "Every guilty person is his own hangman."  The truth of this observation can be illustrated by the lives of countless villains.  Once such is Macbeth, from Shakespeare's tragedy of the same name.  At the instigation of his wife, Macbeth kills the king of Scotland and usurps his throne - an act of treachery for which Macbeth and his wife suffer torments of guilt.

4. Definition    Guilt is the remorse that comes from an awareness of having done something wrong.  The origin of guilt is psychological.  From childhood, we have all been conditioned by family and society to act within defined standards of reasonableness and decency.

5. Comparison and Contrast    Although the first two words may seem to share some connotations, guilt is not a synonym for blame.  Guilt must be felt; blame must be assessed.  Guilt implies self-reproach that comes from an internal consciousness of wrong.  Blame hints at fault that has been externally assessed.

6. Division and Classification    The Bible identifies three kinds of guilt:  guilt of the unpardonable sin, redeemable guilt, and guilt of innocence.  First, the guilt of the unpardonable sin...Second, redeemable guilt is guilt that can be erased...Finally, the guilt of innocence is the guilt that Jesus bore...

7. Causal Analysis    Guilt is caused by the failure of the will.  The human mind, according to Freudian theory, is delicately balanced between the drive for instant gratification that comes for the id, and the desire for regulation and postponement that originates in the superego, which is sometimes identified with what we call he conscience.

Power Writing

(This handout is adapted from the national power writing program and is intended only for class use.)

Power writing assigns the value of:

1^st Power to main ideas, topic sentences and thesis paragraphs.

2^nd Power to major details that explain main ideas in 1^st Power sentences.

3^rd Power to minor details that elaborate upon or clarify major details in 2^nd Power sentences.

The basic model is the 1 2  3  2  3  Powergraph (paragraph).  Here is an example of that structure.  (You will be expected to expand your paragraphs to a 1  2  3   2   3   2   3 format.)

The tourist to China will see the country’s two largest cities (1^st power).  One is Peking, the capital (2^nd power).  Specifically, the visitor will want to start with the capital’s T’ien An Men Square (3^rd power).  Another city to visit is Shanghai, the largest on the Asian mainland (2^nd power).  In Shanghai go to the Bund, the magnificent old waterfront promenade so well known to foreigners (3^rd power).

3^rd Power sentences (known as detail sentences) elaborate, expand and develop 2^nd Power sentences.  3^rd Power sentences may:

1.        Particularize, or give specific facts or details.

2.        Exemplify, or illustrate the meaning of 2^nd power sentences.

3.        Describe, or give details.

4.        Support, or offer evidence to support 2^nd power sentences.

5.        Compare or contrast, or explain something already said by comparing it or contrasting it with something else.

6.        Expand, or amplify or explain a 2^nd power sentence.

7.        Define, or give meaning to a word or words in a 2^nd power sentence.

8.        Qualify, the meaning of a 2^nd power sentence.

9.        Concede, or acknowledge facts or ideas contrary to a 2^nd power sentence.

10.     Refute, or introduce some kind of evidence contrary to a 2^nd power sentence.

11.     Evaluate, or make some judgment about a 2^nd power sentence.

12.     Identify a cause or result, or state what produced the event or what resulted from it as described in a 2^nd power sentence.

Sentence Patterns: These are only a few of the many ways you can add variety to your sentences.  Don’t forget to use compound and complex sentences where appropriate.

Use strong active verbs.

Ex.  Two problems perplexed the student.

Ask a question.

Ex.  Who settled the American colonies?

Use an exclamatory sentence.

Ex. Surrender Dorothy!

Open with an adverb.

Ex.  Wisely, Helen made her course choices.

Open with a prepositional phrase.

Ex.  During the day he read.

Write a sentence in which the verb precedes the subject.

Beside the house grew a large maple tree.

Use conversation or a quotation.

Ex.  “If they turn me down, how will they do it?” he asked.

Use apposition.

Ex.  My father, a wise man, gave me serious advice.

Open with an adverbial clause.

Ex. After he seized control, the situation changed drastically.

Use parallel structure in words, phrases, clauses and sentences.

Ex.  He drew her to him, whispered in her ear, and kissed her.

Literary Essay

The following may help you write your essay. This information was adapted from the English Online web page. There are many examples of literary essays online.  You may check out the sites listed for you in the Links section or find your own.  If you find good sites, please let me know.

Introduction

1. read the prompt question carefully

2. underline key words in the prompt or question

3. break the question/prompt into component parts

4. restate the prompt/question in your own words

Then write your opening paragraph including the following information.

• state the title and the author to be discussed

• state the main idea of the question

• provide a thesis statement which will be developed into your essay

• explain how the essay will be answered

Body of the Essay

Preparation - List your main points.  These should relate to the thesis statement.

For each point you wish to make go through these steps:

• state the point

• explain in your own words what it means

• give an example of the point from the text or source material 

• give at least one quote from the source material to support your example

• explain the relevance of the implication of the example and/or quote

• summarize your point

• write a paragraph around each point (you may not need all of your preparatory material)

check the for the following

• each paragraph contains a topic sentence relating to your thesis

• that topic sentences are explained, illustrated, discussed and relate to the thesis

• check that transitions are clearly signaled

• ideas clearly developed leading to a logical conclusion

language Use

• language appropriate to essay and audience

• essay easy to understand

• essay is free of redundancy

• essay remains on topic

• essay follows the conventions of spelling, grammar and format

transition cues

to show addition:    again, moreover, and , not , and then, too, besides, equally important, first, second (etc.), finally, lastly, further, what's more, furthermore

to show time:    at length, later immediately thereafter, previously, soon, formerly, next, after a few hours, first, second (etc.), afterwards, next

cues that make the reader stop and compare:    but, notwithstanding, although, yet, on the other hand, although this is true, and yet, on the contrary, while this is true, however, after all, conversely, still, for all that, simultaneously, nevertheless, in contrast, meanwhile, nonetheless, at the same time, in the meantime

to give examples:    for instance, for example, to demonstrate, to illustrate, as an illustration, in any event, that is

to emphasize:    obviously, in fact, as a matter of fact, indeed, in any case

to repeat:    in brief, in short, as I have said, as I have noted, in other words

to introduce conclusions:    hence, therefore, accordingly, consequently, thus, as a result

to summarize:    in brief, on the whole, summing up, to conclude, in conclusion

Peer Editing

1. Read through the entire paper once. On another sheet of paper write your name, and then list 3 things you liked about the paper and 3 things you would improve. Does the essay address the assignment i.e. does it explain and then evaluate?

2. Go through the paper again slowly. Try to find the thesis statement. Is the thesis statement specific enough? Does it make a point about the material that interests you as a reader? Suggest improvements.

3. Number each paragraph. Look at each paragraph in turn and circle the main idea in each one. If there is more than one main idea in a paragraph circle them all.

4. Write to your peer about their use of main ideas. Do they have too many main ideas in one paragraph? Are their main ideas interesting? Are they specific enough? Above all, do their main ideas tell you something about the topic?

5. Do the evidence and examples in the paragraphs support these main ideas? Does the evidence also help to prove the thesis? Is the evidence taken from the text or other reference? Suggest more evidence from the text or other reference that might help the writer make their argument even more convincing.

6. Explain what is missing from the paper.

7. Do you see any wordiness, vagueness or pretentiousness? Say where this occurs. Suggest clearer word choices. If you see vague terms, underline them and write "What do you mean?" in the margin. Correct as much grammar as you can in the time you have left.

8. How may any of the devices we have discussed be used to improve this essay?

Copyright © 1996 by R. Zimmerman. All rights reserved. Used by permission.

Margin Notes/Annotation

Unless otherwise noted, use the following annotation/margin notes format for your essays and papers. Annotation/margin notes  will be more specifically related to the mechanics of your essay. For example you will talk about your quotes, topic sentence, examples, etc. and explain how they answer the question/prompt. Pay attention to class discussions and ASK QUESTIONS if you are confused.  I hope to have a better example from one of your classmates after the first essay has been completed. In the meantime this will do to get you started.

Close Reading

Answer the following and be prepared to discuss the selection

1. What is the main idea/theme of the selection?

2. In what ways does the author support his main idea/theme?

3.  Is the support logical and consistent?  Find examples.

4. What words are you unfamiliar with?  What do you think they mean from their use in context?  Look them up.

5. How are words used denotatively?

6. What is the author’s style?  Write a five sentence paragraph imitating this style.

7. Find seven to ten examples of literary/language elements.

8. Write a prompt  for this selection.

9. Summarize the selection in no more than five sentences.

10. What other selections (movies, poems, articles, paintings, plays, etc) can you relate this passage to?

11. What allusions are used?  Are they successful?

12. What is the attitude of the author?  How is it similar or different from the narrator?  How do you know this?

13. What is the tone of the passage?  What words does the author use to help convey this tone?

14. What is the intended and probable effect of the passage?  

Book Reviews

How to Write a Book Review

 

A book review is both a description and an evaluation of a book. It should focus on the book's purpose, contents, and authority.

Scan the Book's Preliminaries

Before beginning to read, consider the following:

1. Title - What does it suggest?

2. Preface - Provides important information on the author's purpose in writing the book and will help you to determine the success of the work.

3. Table of Contents - Tells you how the book is organized and will aid in determining the author's main ideas and how they are developed - chronologically, topically, etc.

Read the Text

Record impressions as you read and note effective passages for quoting. Keep these questions in mind:

1. What is the general field or genre, and how does the book fit into it? (Use outside sources to familiarize yourself with the field, if necessary.)

2. From what point of view is the work written?

3. What is the author's style? Is it formal or informal? Does it suit the intended audience? If a work of fiction, what literary devices does the author use?

4. Are concepts clearly defined? How well are the author's ideas developed? What areas are covered/not covered? Why? This helps to establish the book's authority.

5. If a work of fiction, make notes on such elements as character, plot, and setting, and how they relate to the theme of the book. How does the author delineate his characters? How do they develop? What is the plot structure?

6. How accurate is the information in the book? Check outside sources if necessary.

7. If relevant, make note of the book's format - layout, binding, typography, etc. Are there maps, illustrations? Do they aid understanding?

8. Check the back matter. Is the index accurate? What sources did the author use - primary or secondary? How does he make use of them? Make note of important omissions.

9. Finally, what has the book accomplished? Is further work needed? Compare the book to others by this author or by others. (Use the listing in the bibliography.)

Consult Additional Sources

Try to find further information about the author - his/her reputation, qualifications, influences, etc. - any information that is relevant to the book being reviewed and that would help to establish the author's authority. Knowledge of the literary period and of critical theories can also be helpful to your review. Your professor and/or reference librarian will be able to suggest sources to use.

Prepare an Outline

Carefully review your notes and attempt to unify your impressions into a statement that will describe the purpose or thesis of your review. Then, outline the arguments that support your thesis. Your arguments should develop the thesis in a logical manner.

Write the Draft

Skim your notes again; then, using the outline as a guide and referring to notes when necessary, begin writing. Your book review should include the following:

1. Preliminary Information - the complete bibliographic citation for the work i.e., title in full, author, place, publisher, date of publication, edition statement, pages, special features (maps, color plates, etc.), price and ISBN. Example:

2. Introduction - Try to capture the reader's attention with your opening sentence. The introduction should state your central thesis, and set the tone of the review.

3. Development - Develop your thesis using supporting arguments as set out in your outline. Use description, evaluation, and if possible explanation of why the author wrote as he/she did. Use quotations to illustrate important points or peculiarities.

4. Conclusion - If your thesis has been well argued, the conclusion should follow naturally. It can include a final assessment or simply restate your thesis. Do not introduce new material at this point.

Revise the Draft

1. Allow some time to elapse before going over your review, to gain perspective.

2. Carefully read through the text, looking for clarity and coherence.

3. Correct grammar and spelling.

4. Verify quotes for proper foot-noting

Argumentative Structure and Definitions

Composing an argument is a little like preparing a debate.  You should approach the subject carefully defining it from the opposition’s perspective.  Sometimes it’s at this level (definition), that the real controversy is revealed.

The next step is to offer reasoning and evidence which supports your “side” of the issue.  Good evidence can take a variety of forms, but fallacious reasoning is equally abundant. (Analogy, authority and example are all good evidence.  Begging the question, either-or reasoning, and non sequitur are common fallacies in argument.)  In this stage of the argument, your job is to make clear how and why you arrived at your position.  The reader should be able to follow your logic readily and should be able to trust your evidence.

The next step involves covering your opponent’s objections.  In any argument, two or more positions may exist.  Rather than discount your opposition’s point of view (since this merely alienates; it does not win arguments), you should make a reasonable effort to deal with the major points of conflict and demonstrate where his argument fails.

Lastly, your argument should offer a solution to the issue’s problem(s).  No reader likes to read an argument that complains but does not offer alternatives.

 Argument Outline

1. State premise or thesis; define issue(s)

   1. provide details about the nature of the issue

   2. articulate how your definition differs from the opposition; analyze their argument carefully

   3. define by denotation, connotation, example, and/or cause and effect

2. Offer reasoning and evidence

   1. provide readers with logic that led you to your conclusion

   2. offer supporting evidence (comparison, analogy, authority, quotation, statistics, etc.)

   3. check your reasoning and evidence for fallacies

3. Cover the opposition’s objectives to your position

4. Offer a solution or alternative

By following this outline you can create reasonable, well-founded argument. Remember, careful analysis of your opponent’s argument is the starting point for success. You can also analyze the merits of two arguments and decide which is better using this outline.

Definitions

Analogy:  a comparison to a directly parallel case.  When a writer uses an analogy, he argues that a claim reasonable for one case is reasonable for an analogous case.

Authority: support that draws on recognized experts or persons with highly relevant experience

Example:  arguing by example is considered reliable if examples are factual as well as relevant

Begging the question:  often called circular reasoning, begging the question occurs when the believability of the evidence depends on the believability of the claim

Ex.  “The reason George is so smart is because he is very intelligent.”

Either-Or reasoning:  an argument or issue of two polar opposites ignoring any alternatives

Ex.  “Either we abolish cars, or the environment is doomed.”

Non sequitur:  Latin for “it does not follow;” when one statement isn’t logically connected to another

Denotation:  dictionary meaning

Connotation:  implied meaning rather than the literal or dictionary meaning

Cause and effect:  one thing results from another

Straw man:  when a writer argues against a claim that nobody actually holds or is universally considered weak; setting up a straw man diverts attention from the real issues

Red herring:  when a writer raises an irrelevant issue to draw attention away from the real issue 

Post hoc, ergo prompter hoc:  Latin for “after this, therefore because of this;” implies that because one thing follows another, the first caused the second, but sequence is not the cause; also know as circular reasoning

Ex.  “He went to the store to buy shoes, and therefore, the house burned down.”

Logic:  to be logically acceptable, support must be appropriate to the claim, believable and consistent.

Generalization:  asserts that a claim applies to all instances instead of some

Ex.  “Only motivated athletes become champions.”

Emotional appeal:  appeals to an audience’s emotions to excite and involve them in argument

Backing:  support or evidence for a claim in an argument

Ad hominem:  Latin for “against the man;”  a personal attack rather than attacking the arguments

Ex.  “John Smith, can’t tell us anything about the faithfulness of dogs because he has no faith at all in anything.”

Creating a false dilemma:  presenting a choice that does not include all possibilities

Ex.  “People hate politics because politicians often lie."

Describing with emotionally charged terminology:  vocabulary carrying strong connotative meaning, either positive or negative; often takes the form of name calling (ad hominem)

Ex.  “Senator Jones is a commie, pinko, bleeding heart liberal who hates his mother, babies, apple pie, and the American way.”

Critical Reading of Prose Passages

If you are able to offer an informed opinion about the purpose and merits of a text, then you are on the road to true literacy

The AP Exam in Language and Comp seeks to identify readers who can not only describe what happened, but also explain why and how it happened.

More specifically, as a critical reader you will:

• Summarize and outline complex material

• Critically examine a text’s reasoning

• Analyze the ways a text achieves its effects, especially through stylistic choice

• Evaluate a text, deciding whether it is accurate, authoritative, and convincing

• Determine a text’s significance

• Compare and contrast different text

• Synthesize information from one or more related text

• Apply concepts in one text to another

There are six strategies a critical reader can employ when reading prose passages

1. Get the facts straight

   • Preview

   • Annotate

   • Outline

   • summarize

2. Analyze the argument

   • What is the author’s thesis?

   • What kinds of support are used?

   • Fact VS opinion

   • Is support sufficient and appropriate?

   • Emotion VS reason

   • Satisfactory conclusion?

3. Identify basic features of style

   • Diction (word choice)

   • Tone

   •  Sentence structure (syntax)

   •  Sentence types

   • Verb choices

4. Explore your personal response

   • Be certain you can account for the sources and causes of your response

5. Evaluate the text and determine its significance

   • Era

   • Social

   • Intellectual

6. Compare and contrast related texts

As you analyze a work the following will help you organize your response.

Genre

1. Typically, the four purposes of academic nonfiction prose are:

   • Describe

   • Explain

   • Inform

   • Persuade

2. Persuasion stems from three sources

   • Ethos - an author may rely upon his own reputation to move an audience

   • Pathos – an author may rely upon an audiences’ feelings

   • Logos – an author uses reason to persuade an audience

3. Is the passage an excerpt from fiction?

   • These passages tend to be a description of character or location, seldom a philosophical commentary

Organization

1. If the passage is descriptive, is it organized spatially or by order of importance?  What is the overall effect?

2. If the passage is narrative, is the chronological order of events interrupted by flashback, foreshadowing, episodic events?

3. If the passage is expository, are any of the following devices or methods used: definition, cause and effect, comparison/contrast, classification, examples, analogy?

4. If persuasion is used, what methods does the author use to bolster the argument?  Does the author deal with opposing evidence?  Does the author fall into any logical fallacies?

Tone and Mood

1. What is the mood (effect upon the reader)?

2. What is the tone (author’s attitude)?

Language and Style

1. What is the word choice?  Is it colloquial, idiomatic, scientific, Latinate, formal, concrete, abstract, scholarly, allusive?

2. To what senses does the author appeal?

3. What literary devices of sense does the author use (personification, metaphor, simile, allusion)?

4. What literary devices of sound does the author use (alliteration, assonance, consonance, repetition)?

5. Does the language have rhythm?

6. Are the sentences long or short?  Where does the author use short sentences or fragments for special emphasis?  Where are there long sentences or run-ons for special effect?

7. Are the sentences simple, compound, complex, or compound-complex?  Where does the author use sentence variety to emphasize an idea?

8. What specialized sentence structure does the author use?  Balanced, freight-train, inverted, parallel, periodic?  Anaphora, antithesis, asyndeton, chiasmus, negative-positive restatement, polysyndeton?

9. Do any sentences begin or end with a significant word or phrase?  Do any sentences have the main idea hidden in the middle, in an interrupter, so as to create surprise or suspense?

10. Does the author use colors to enhance moods or characterize someone?

11. What are the best-worded phases or best chosen words?

An Explanation of Style

Style, is the habitual, repeated patterns that differentiate one writer from another.  Hemingway is noted for his sparse, objective style indicative of the isolation of people in the twentieth century; Hawthorne for his flamboyant exaggerated word pictures that create a mood of horror or fearful introspection.  It is also about the deviation from the expected pattern.  This is called Expectation (the pattern) and Surprise (deviation from the pattern).  A discussion of style also is a discussion of the well-chosen word or phrase.

The most important thing about discussing style is to show its relationship to the theme or main idea of the passage.  You must interpret the link between theme and language.  For example if the theme is about fertility and success, does the author use images of spring, blossoming, growth, or fruition?  Does the word choice have connotations of positive, safe, or loving feelings?

Colloquial word choice is not standard grammatical usage and employs slang expressions; this word usage develops a casual tone.  Scientific, Latinate (words with Latin roots or origins), or scholarly language would be formal and employ standard rules of usage.  Concrete words form vivid images in the reader’s mind, while abstract language is more appropriate for discussion of philosophy.  Allusive style uses many references to history, literature, or other shared cultural knowledge to provoke or enlighten the reader.  Appeals to the senses make the writing more concrete and vivid.  Since prose does not have a natural rhythm, an obvious metrical pattern in a passage signals an important idea.

Any time an author uses similes or metaphors, or any other poetic devices, it is because the author wants to draw attention to that particular characteristic and perhaps suggest a more complex relationship to the implied or stated theme.

If the author suddenly or obviously varies sentence structure or length of a sentence, this signals important ideas.  Most certainly, a detail or action will appear in these sentences that the author considers crucial.

Most sentences in English are loose sentences (subject, predicate, modifiers – He went to the store.). Any time an author wishes to call attention to an important idea a different sentence structure can be used.  These different structures are called emphatic because they emphasize the ideas contained in them.

In analyzing an author’s style, then, seek out patterns, and spot variations from the norm.  Suppose an author employs many lengthy, balanced sentences with the frequent use of parallelism and anaphora, and the word choice is formal and Latinate. You can say that his style is formal and balanced.  If this same author then includes one or two short sentences, a metaphor, and an inverted word order, you can point out these constructions and discuss the importance of the ideas contained in and signaled by these constructions.  In addition, you should be on the lookout for the well-chosen word, and/or the compelling turn of phrase.  Don’t forget: all discussion of style should show the relation to the tone or theme of the selection.

Evaluation Questions For Argument

Ask the following questions of any selection with argumentative elements.

1. What is the assertion (proposition or claim) made by the author?  State this in your own words.

2. What is your initial position on the issue?  Do you have any prejudicial attitudes, sentiments, or stereotypes?

3. What arguments (logical reasonings) are made?  Do they meet the USA AR test (unified, specific, adequate, accurate, and representative?)

   • Does the author represent the important opposing arguments fairly?  This is usually mentioned early, then refuted throughout the remainder of the essay by confirmation and amplification.

   • Does the author use specific examples, detailed description, quotations from authorities, facts, statistics, etc. that meet the USA AR test?

   • Does the author’s use of amplification (widening of perspectives through analogies, comparisons or other aspects of experience) meet the USA AR test?

   • Are there any omissions?

4. What emotional appeals are made?

   • Does the author arouse desires useful to the persuader’s purpose and demonstrate how these desires can be satisfied by acceptance of the persuader’s assertion (proposition or claim)

   • Does the author’s summary include an arousal of indignation for the opponent’s view, and an arousal of sympathy for the speaker/writer’s view?

   • Be aware of illogical fallacies which are based on appeals to traditions, desires, prejudices, etc.

5. What attempts are made to establish the writer’s credentials?

   • Does the writer use a reasonable tone, treating the opponent with respect by avoiding such things as illogical statements or inflammatory language?

   • Does the writer seem to have any prejudicial attitudes, sentiments, or stereotypes?

   • Does the writer make an attempt to embody some evidence of personal knowledge of the subject, good evidence of personal knowledge of the subject, good will toward the reader/audience, good sense, perspective, taste in judgment, or disinterest in personal benefit?

   • Note the features of the writer’s style: sentences or vocabulary which was effective, too simple, or too difficult.  Where was the writing clear?  Where was it difficult to tract?  Where was the language appropriate or inappropriate for the intended audience?

6. Did the article change or modify your initial position on the subject?

The Parts of an Argument

1. Assertion: An assertion is what a person is claiming.  It is a person’s main point. 

2. Evidence: Evidence is the data, information and knowledge which a historian, social scientist, or any communicator uses to support an argument. It is only when we know the sources of the evidence that we can judge how valid the evidence actually is.  There are many sources of evidence.  The following are some of the more common sources: statements by witnesses or people close to the scene, written documents, audio recordings, video recordings, object, artifacts, and relics.
   Four ways to evaluate criteria (PROP)

   • P: Is it the primary or secondary source?  Primary sources are better.  Secondary sources are not as valid.

   • R: No reason to distort.   Does the author have reason to distort, cover up, give false impressions, lie, sensationalize, and manipulate?

   • O: Are there other sources of evidence?  Having other sources to help verify is better.

   • P: Is it a public or private statement.  Private is better because it is usually said in confidence.

3. Words: Word choice cues the reader to the author’s beliefs.

   • Jargon: needless use of big words

   • Equivocation: use of key word in two more senses in same argument.  “How can we oppose television, since we live in a society where televisions are everywhere?”

   • Weasel words: suggest without giving proof.  Assists, helps, best, better, improved, people say are all examples.  “People say that this new and improved product is better than all other brands."

4. Reasoning: Reasoning gets from evidence to conclusion.

   • Comparison and analogy:  This type of reasoning compares two cases.  The cue word “like” identifies comparison reasoning

   • Sample or generalization: Argues that is true for some art or sample of a group will be true for the rest of the group in the same way.  Ask yourself how many were sampled.

   • Cause and effect: Reasoning that argues that something cause, brought about, or will cause something else.  Ask yourself if there is a reasonable connection between the cause and the effect?  Are there other possible causes for this effect?

5. Assumptions: An assumption is something that is not stated but is taken for granted in an argument.  Some assumptions are not warranted and should not be accepted.  Others are reasonable.

6. Values: Values are conditions that a communicator of an argument believes are intrinsically good, or thinks are important or worthwhile.  Sentences containing words such as “good,” “bad,” “right,” “justified” usually indicate that a value judgment is being made.
   How to evaluate a value judgment:

   • isolate the factual part – “Executing criminals will cause criminals to commit fewer crimes.”  (statement should be investigated by getting statistics on the number of crimes with or without capital punishment.)

   • state values in general terms – “Something (notice the general word) which causes fewer crimes should be done.”

   • Is this solution good in all cases?  

Sample Argument Response

Real problem behind schools’ poor performance

By Charlie Reese of the Orlando Sentinel Sunday, January 11, 1998

One of the peculiarities of the post-modern American Empire in decline is the refusal to recognize reality and to substitute for it politically correct dictates.

This same characteristic was found in the latter days of the Soviet Union.  If the Party said you needed more fertilizer, you poured more fertilizer on the ground even if it killed the crop.

In our country, everybody is blaming everybody and everything connected with education for the poor performance of students except the real culprits – the students.

It used to be common knowledge that teachers teach but that only students can learn.  A student motivated to learn can learn no matter the condition of the school.  This common-sense observation, well known around the globe, can be verified for post-modern American morons who think that knowledge does not exist except in the form of study.  There is a study that showed that children of Asian immigrants excelled whether the schools they attended were suburban schools or slum schools, nearly all-white schools or nearly all-minority schools, well-equipped or poorly equipped.  It didn’t matter.  The Asian immigrant children learned. 

The reason is quite simple.  They learned for the same reason people of my generation learned.  Their parents put a high premium on education.  That means that parents insisted that the children do the hard work of learning and obey the rules of the school.

Children who are not motivated to learn, who care more about clothes, sex, music or dope and who are uncivilized in their behavior cannot be taught.  There is a simple two-step reform that wouldn’t cost taxpayers a dime yet would improve student performance dramatically.

One step would be to repeal compulsory attendance laws.  The reason is this would send a message to parents – many of whom today are bad parents – that the state would no longer serve as their baby-sitter.  An opportunity to learn would be provided only so long as the student does his homework, obeys and respects his teachers, and does not disrupt the class.  If he refuses to do this, he is expelled.  The parents can then live with his bad behavior and support his incompetence at their own expense.

The second step would be just to enforce iron discipline in the classroom.  The left-liberal idea that adults cannot control the behavior of children is absurd and laughable.  With discipline and civility in the classroom, even a mediocre teacher can teach.  Without discipline and civility, the best teacher would fail and eventually leave for a saner work environment).

I do not expect these reforms to be made any more than I would have expected the communist Party in the Soviet Union to admit that it was wrong.  You will continue to see the entire blame placed on the school system and the teachers.  You will continue to hear the clamor for more money, more resources.  You will not hear one word about clearing the schools of punks and sluts who have no intention of learning anything.

For that reason, I recommend to those parents who can afford it that they abandon the government schools.  They are sinking as, surely as the Titanic.  They will get worse.  Whenever you reach the stage or decadence at which adults choose to deny reality and no longer have the backbone to enforce civilized standards on the barbarians, regardless of their age or race or ethnic background, it’s all over.

Let the barbarians and the left-liberal sickies have the government schools with armed guards and metal detectors.  They deserve each other.  But don’t sacrifice the health and welfare of your children to their stupid theories of liberal fantasies.  Just walk away.  The good must preserve and protect the good or there won’t be a future.

Real problem is oversimplification of the answer

by Carter Hammond

The Orlando Sentinel’s Charlie Reese raises some interesting issues and suggests answers that will be embraced with enthusiasm in certain quarters. However, he oversimplifies and avoids workable solutions in favor of bombastic rhetoric.   Reese’s column is, in reality, a diatribe against “morons,”  “political correctness,” “left leaning liberal sickies,” and poor people.  It is not about the problems facing education.  

It is interesting that Reese complains about the lack of civility and respect in modern society, and then chooses derogatory terms to describe others.  I suspect that Reese can find a category for anybody who does not agree with his way of thinking.   Pat Buchanon would be pleased that the mean-spirited policy of exclusion he verbalized in 1992 is still alive and well.

It is true that teachers have long been blamed for the ills in education and certainly, they share some of the responsibility. But society at large is the major culprit here.  How can we expect students to be interested in learning when we are constantly sending false messages about the value of education, life, and the work ethic?  Children are told  (by example) that the end justifies the means, it’s every man for himself, and that getting something for nothing is the ultimate achievement.  If Reese points fingers, as a member of society he must also point to himself.

It can be shown that people learn under any circumstances.  Reese cites a study to prove his point, but one can find data that will prove or disprove anything.  Here’s an example.  A study commissioned in the late sixties shows that overcrowded conditions among laboratory rats leads to increased violence and depression.  These findings were used to explain the volatile situation in the inner cities.  They were also used to explain why more New Yorkers were in analysis than in any other area of the country.  It didn’t say anything about the rats.

Reese correctly asserts that money will not solve all of the problems facing education. But it can alleviate overcrowding and it can assure up-to-date materials and equipment.  These tools are a necessity (not a luxury, Mr. Reese) needed to prepare students for the future they must face. Billions of dollars are poured into the military budget to ensure readiness through state-of-the-art training facilities and material.  Few argue that this expenditure is unnecessary. It is hard to understand why a nation as wealthy as ours begrudges the money needed to update, improve and/or rebuild the educational system. Wake up!  Education is as necessary as the military for the United States to remain a strong and vital world force. 

Money would also enhance teacher salaries and attract bright young people to the profession. Motivated, success oriented students are not interested in a career that does not afford them a decent living.  It a shame that we have teachers, in this county – not the rural south - whose children qualify for free or reduced lunches.  Could you, with good conscience, urge your child to consider the field of education? One of the sayings this country holds dear is, “You get what you pay for.”  If you pay next to nothing for it, don’t be surprised when it breaks.

It is difficult to understand the brouhaha surrounding the use of metal detectors in the schools.  Society makes this necessary.  Weapons equal power and authority. It is easy for children to obtain handguns.  Therefore, students bring guns to school for attention and respect.  Given this somewhat awkward syllogism, why are we to assume that schools are failures if security devices are installed? As a parent I would feel better knowing that the school system was making an effort to protect my child.  As a teacher, it would comfort me to not have to worry about the next stranger or unhappy teen who happens to be having a bad day.  Airports, banks, federal buildings, and government offices all are protected in some way.  Are they failures as well?  It is not the 1950’s and Wally and the "Beave" don’t live in Kansas anymore.

I would be curious to know how Reese would identify “punks” with guns. Are we to assume that it’s the kid with tattoos, piercings and spiked hair?  That’s foolish and irresponsible.  It’s often the quiet, unassuming individual who responds most violently by gunning down his classmates and teachers.  It’s the ones that cause people to shake their heads and say, “He was so quiet.  He was never a problem.  I don’t understand.” 

What will happen if  Reese’s solution is adopted – if students are kicked out of school for “parents to support at their own expense”?  How will society cope with higher crime rates? Increased welfare rolls? Unskilled workers?  How will the disenfranchised, in turn, support their children?  Let’s look to Great Britain, another failed empire.  Students leave school at sixteen if their test scores are unacceptable.  The majority of England’s young people are on the dole with no prospects and not much hope for a better future.  The resulting apathy and ennui don’t serve the good of the country and there is a corresponding decline in creativity and output. Doesn’t this suggest that Reese’s solution becomes the problem when we look at the big picture? 

Would a better idea be smaller classes? We don’t need studies to prove what we know to be true.   In which classes do the fewest discipline problems occur?  In which classes are students most successful academically?  In what classroom environments do students work best?   In which classes does the teacher have the most control and energy to deal with problems?  How many more students could be reached  (including those problem children that Reese so easily dismisses) if classes weren’t overcrowded?  

Reese suggests that wealthy students are not “sluts and punks,” and that only those who can afford it deserve a quality education.  He asserts that “MOST” parents are “bad” but fails to say why.  Are we to assume it is because they do not have upper bracket incomes; that money and possessions ensure better parenting skills and morals?   This is not fair, but it is elitist! 

Mr. Reese, you are wrong when you say “the good must preserve and protect the good.” The good MUST preserve and protect everybody.  To walk away, as you advise, is the height of irresponsibility and shows a callous disregard for the principles held dear by this country.  Perhaps it is you, and those who think like you, who need an education.

Research/Debate Project

The objectives of this research project are to enhance:

research skills

analysis skills

writing skills

language skills

presentations skills

speaking skills

argumentation skills

You will receive two grades for this assignment.  One grade for the research paper, and one grade for the debate.

You and your partner (pro and con) are to choose a topic of interest, but keep in mind your audience. Once you have decided upon a research topic, put an information sheet with your names and your research/debate topic in the class folder. 

Each partner is to determine his/her thesis and begin researching to find needed support.  You should be able to draw conclusions about your thesis once you complete your research.

You will use Modern Language Association (MLA) documentation format.  You will find information concerning MLA format on the Internet or in classroom texts.  You may, of course, purchase a MLA guide.

If you have research questions that will benefit the class please bring them up during class time, otherwise see me before school.

Presentation

• Each member of the classroom must receive a copy of your typed paper. You may use a smaller font as well as the front and back of the paper for student copies.

• You are not to read your paper, but to present a speech based upon your research thesis and findings. Your partner will then offer a rebuttal based upon his/her research.

• Each team member will then debate his/partner using a response/rebuttal format.

• Class members, who will already have read your paper, will challenge assertions once your debate is concluded.

• You are encouraged to use a variety of presentation techniques (overhead projections, video, graphs and charts, etc.)

• You will have 15 minutes for your speech, rebuttal, and class response.  Time will be strictly enforced so plan wisely.

• Your use of language, grammar, spelling, clarity of argumentation and validity of support will be a part of  “defense.”

• You must become the expert.

The following Internet sources will be of help.  If you do not have access to the Internet please see me so that we can arrange library time for you.  Please understand that you DO NOT HAVE TO USE THE INTERNET in order to complete this assignment.  This information is simply another research avenue for you to explore. Internet addresses can and do change frequently, so you may not be able to access these sites.

Dictionaries

www.onelook.com

 Thesaurus

www.thesaurus.com

Encyclopedia

www.encyclopedia.com

Quotations

www.columbia.edu/acis/bartleby/bartlett

Research tools

www.iTools.com/research-it/research-it.html

Need help?

www.askanexpert.com’askanexpert

Federal statistics

www.fedstats.gov

Information

www.infoplease.com

World Factbook

www.odci.gov/cia/publications/factbook

Cultural Studies Center

www.mcs.net/~zupko/popcult.htm

Diversity and Ethnic Studies

www.public.iastate.edu/~savega/divweb2.htm

Religious Studies

www.clas.ufl.edu/users/gthursby/rel

Woman’s Studies

www.inform.umd.edu/EdRes/Topic.WomensStudies

Study

www.studyweb.com

Book Sellers (Use the subject search to generate a list of book on your subject then use the local libraries to find those books.)

www.amazon.com

www.barnesandnoble.com

Typed copies of your projects will be due to class members on_________________________________.

My project will be presented on _________________________________________________________

Other deadlines to meet are_____________________________________________________________

Language Links (alphabetical)

If you find interesting or helpful  language arts sites, please e-mail me a site. To the best of my knowledge the following sites contain appropriate material for student use.  I am not responsible for content or where links may lead.

Book Lists The books listed are acceptable reading for your book reviews.  Make sure that you choose books that interest you. Following are but two of the many book lists on the web.  Type "nonfiction book lists for college bound students" into your search site (such as www.google.com) and you will find many options from which to choose. 

Modern Library 100 Best Novels

American Language Association's Best Non-Fiction

Books Online

College Board

Computer as a tool in Literary Analysis

Internet Public Library

On-line Dictionary and Thesauri

Workbook  

Language Workbook This workbook is required for the fourth nine weeks.  Please do not wait until the night before it is due to find a copy for class use. If you choose to purchase via the internet keep in mind that "second day delivery" means within two business days. Weekends and holidays do not count.

Writing Guides

Guide to Grammar and Writing 

Guide to Writing Research Papers

MLA Documentation  This site shows how to correctly document your research.  This is the Modern Language Association's (MLA) style guide. MLA format is the style most often used for college papers.

Peer Revision

Research Paper Helper This site contains useful information about writing research papers and also helps choose topics and find resources

Writing Basic Essays

Writing Book Reviews