MarShaLL MeriDiaN

May 15, 2012

A Sample

"I look back at the attic overflowing, filled with floating wood and memories. The only home I've ever known" (Rhodes 187). From the roof of her home, Lanesha, the young female protagonist in the novel Ninth Ward by Jewell Parker Rhodes, looks back down into the flooded attic she has just escaped. Somewhere in the dark attic floats the body of the only family she has ever known, Mama YaYa. Though Ninth Ward is a work of fiction, it is based on the real experiences of many New Orleans' residents whose homes were flooded after the levees surrounding their low lying neighborhoods collapsed in the aftermath of Hurricane Katrina.

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May 15, 2012

by jmarshall

Final Essay 2012

Persuasive Essay Assignment

Worth 100 Points

Due no later than the time of your scheduled English Final

The persuasive essay is due no later than the day of your scheduled English Final, though you are allowed to turn in your essay before the due date. The topic of the essay deals with a real-world issue presented in either Ninth Ward or A Long Walk to Water. The government's response to natural disasters, public evacuation plans for those who have no transportation, water scarcity in Sudan or Ethiopia, or the role of our government in providing assistance to refugees in Sudan, just to name a few examples. Once you have chosen an issue, you will then need to establish an arguable position (aka claim) concerning the issue. The position you take will help form your thesis statement, which will then become the focus of your essay. However, before establishing a solid thesis, you will need to take some time formulating a central research question. Knowing what you want to know about a topic is necessary before conducting research. Without a strong central research question, you will have a difficult time finding useful information to support your thesis. Moreover, without a central research question you will have a difficult time creating a strong thesis statement. Indeed, it is your response to the research question, or your position related to it, that forms your thesis statement.

In general, the essay will follow the five-paragraph essay format (i.e. introductory paragraph, three body paragraphs, and a concluding paragraph), but you are not limited to one paragraph for each section. After reading your introduction, a reader of your essay should know what issue your essay is about, the claim your essay will prove, and the three main supporting points you will use to argue your claim. Your three supporting points will then be the topics of each of your three body paragraphs. In addition to beginning each body paragraph with a topic sentence that states the supporting point, you will need to provide evidence and/or examples to back up the point you are making in the paragraph. After presenting the evidence/examples, you will then need to briefly discuss a possible opposing view related to the paragraph's topic and then refute it by reminding the reader of the argument you have made in the paragraph. You may choose to deal with possible oppositions and your rebuttal by writing a separate paragraph before your conclusion, instead of including it in each of your body paragraphs. The last part of your essay is the conclusion, where you reiterate your thesis statement (write it similarly, not identically) and summarize your first, second, and third supporting points. After you reaffirm the validity of your ideas, you need to answer the "so what" question. In other words, why should a reader of your essay care about the issue? Finally, I would much rather see you develop two supporting points in your body paragraphs than to see you include a third supporting point that is not fully developed (i.e. lacks evidence, examples, and opposition and rebuttal).

Academic Writing Guidelines

Do not use personal pronouns such as I, me, my, we, you, or you, unless one occurs in a quoted statement

Use transitions (look at the "Signal Words" packet in your binder) to connect ideas

Do not use contractions such as didn't, can't, etc., unless it appears in a quoted statement

NoodleTools Requirements

1) Create a New Project (Your First Name Final Essay) and Share it in "Marshall Final Essay Spring 2012" Drop Box

2) Use "Paper" Component on Project "Dashboard" to create and link a Google Doc with your Noodle Project

3) Use "Bibliography" Component to store and create "Works Cited" page

4) Use "Notecard" Component to organize information and create an outline

Minimum Source Requirements

One Database Source

One Website (Teacher approval required before using)

One Other (Print, Video, Blog, Interview, etc.)?

Useful Links

eLibrary: http://elibrary.bigchalk.com/elibweb/elib/do/search

Sirs: http://sks.sirs.com/cgi-bin/hst-portal-res?id=SOK0727-0-9645

Discover.com: http://dsc.discovery.com/search/results.html?focus=site&query=hurricane+katrina

fema.gov

amnestyusa.org

http://understandingkatrina.ssrc.org/Kaufman/

http://www.propublica.org/nola/story/nopd-order-to-shoot-looters-hurricane-katrina

Persuasive Five-Paragraph Essay

I. Introduction

A. Hook/Opening Statement:

1. Capture the interest of the reader with an interesting fact, relevant quote, rhetorical question, statistic, or general statement

2. Explain the significance of opening statement to the real world issue to be discussed in the essay.

B. Identify the issue/topic

1. Provide background information related to the issue (What, When, Where). Think about what the reader needs to know about the event/situation. This is what happened.

2. Move from general information about the event/situation to information specific to your thesis statement (Narrow the focus)
C. Thesis Statement

1. State your position related to the main issue of the essay (your response to the central research question)

2. Include (or follow with) the three supporting points you will use to defend the position stated in your thesis

-Note: The three supporting points become the topic sentences for each of your three body paragraphs. The order in which you deal with each supporting point in the body paragraphs should follow the same order as they are presented at the end of the Introduction

II. First Body Paragraph

A. Topic Sentence #1

-A transition sentence that moves from introduction to supporting point #1 and helps to keep the reader focused on the main idea of your paragraph
B. Evidence and Explanation

-Provide evidence/examples that support your ideas related to supporting point #1. Also, do not simply state or quote evidence without providing adequate explanation of how the evidence relates to the point you are making. Likewise, be sure to properly punctuate and cite all information used from other sources, even information that you paraphrase or summarize
C. Opposition and Rebuttal

-Briefly present a counterargument a reader might make in opposition to supporting point #1 and then refute it immediately by explaining how your supporting point, backed by strong evidence and/or examples, is more reasonable

III. Second Body Paragraph

A. Topic Sentence #2

-A transition sentence that moves from supporting point #1 to supporting point #2 and helps to keep the reader focused on the main idea of your paragraph
B. Evidence and Explanation

-Provide evidence/examples that support your ideas related to supporting point #2. Also, do not simply state or quote evidence without providing adequate explanation of how the evidence relates to the point you are making. Likewise, be sure to properly punctuate and cite all information used from other sources, even information that you paraphrase or summarize
C. Opposition and Rebuttal

-Briefly present a counterargument a reader might make in opposition to supporting point #2 and then refute it immediately by explaining how your supporting point, backed by strong evidence and/or examples, is more reasonable

IV. Third Body Paragraph

A. Topic Sentence #3

-A transition sentence that moves from supporting point #2 to supporting point #3 and helps to keep the reader focused on the main idea of your paragraph
B. Evidence and Explanation

-Provide evidence/examples that support your ideas related to supporting point #3. Also, do not simply state or quote evidence without providing adequate explanation of how the evidence relates to the point you are making. Likewise, be sure to properly punctuate and cite all information used from other sources, even information that you paraphrase or summarize
C. Opposition and Rebuttal

-Briefly present a counterargument a reader might make in opposition to supporting point #3 and then refute it immediately by explaining how your supporting point, backed by strong evidence and/or examples, is more reasonable

V. Conclusion

A. Reintroduce the main topic (identified issue) of the essay

B. Reiterate your thesis statement (write it similarly but not identically)

C. Summarize your first, second, and third supporting points

D. End with a bang!

-Defend your thesis by reaffirming the validity of your ideas and explaining the "So what?" (Why should we care about this issue? What should be done?)

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April 3, 2012

by jmarshall

Aurora's Harbinger

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April 4, 2012

by jmarshall

A Midsummer Night's Dream

Memorization Assignment

For this assignment you will type, memorize, and recite lines from Shakespeare's play A Midsummer's Night Dream. This assignment is worth 50 Points and is due in class on April 19 or 20 (due dates will be randomly selected). Read instructions below.

1) Choose from one of the four parts below

(Act. Scene. Line Numbers)

A) Hermia (1. 1. 217-226)

B) Oberon (2. 1. 248-258)

C) Puck (2. 2. 68-81)

D) Helena (3. 2. 148-159)

2) Click on bottom right-hand corner of this window and drag to make it small enough to see at least two windows at once

3) Go to File and Open a New Window

4) Repeat number 2 so that you can see both windows at once

5) Log in to your email and open the Google Doc I shared with you titled "Toadvine's Lines"

-"Toadvine's Lines" should be used as an example to compare to your Google Doc

-The MLA Format document can be used for further explanation for this and future assignments

6) Create a new Google Doc and Share with me (Remember to allow me to edit)

-Name the document your last name and lines

-Format the document based on *MLA

-The title of your document is the name of the character speaking the lines

-Type the lines exactly as they appear in the play (Shakespeare's Lines)

7) Print Your Google Doc by clicking on File in the Google Docs window and then File in the Preview window

8) Begin memorizing lines. In addition to memorizing each word, you will also need to correctly pronounce each word and convey the appropriate emotion based on the context of the lines. However, you are allowed to be creative with your delivery of the lines (ex. use a British accent or a male's voice for a female's ).

*MLA formatting instructions:

Follow these instructions in the same order presented below. For example, before typing anything on the document, click on format, then line spacing, and then 2

1) Format - Line Spacing - 2 (Now, when you hit the enter key once, it will double space between lines)

2) Font - Times New Roman - 12 pt.

3) Insert - Header - Tab over close to the right margin and Write your Last Name and hit Space Bar Once

4) Insert - Page Number - Top of Page

5) Place cursor below the header field and look at "Toadvine's Lines" to continue with your document

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February 28, 2012

by jmarshall

Omnivore's Dilemma

Stand-Alone Paragraph Assignment for Omnivore's Dilemma

Instructions

For this assignment, you will write a paragraph that clearly supports a position you take concerning how feedlots function to produce beef for the consumer. This assignment is worth 50 Points and is DUE at the end of school on Thursday, March 1st. It must be typed on the Pages App on your class-assigned Ipad. Rubric coming shortly. By the way, five bonus points to the first student who tells me, face to face, how many points this assignment is worth.

Stand-Alone Paragraph Structure and Format (Cattle Feedlots)

I. Opening Statement

-At least one sentence that speaks to the general context of the main idea/claim and grabs the attention of the reader (audience)

--Different ways to begin: Quote/Interesting Fact, Question/Rhetorical Statement, Anecdote, or Counter Argument

-->Ex: Certainly, the factory model for raising beef cattle has allowed consumers to be able to enjoy eating meat in every meal. However...

II. Topic Statement

-A sentence or two that clearly states the main idea/claim and includes the three concrete details (reasons) that will be used to discuss the main idea/claim

--Concrete details are listed in order from weakest to strongest

-->Ex. Despite the efficiency of feedlots in producing cheap beef, the feedlots are not a good way of producing cattle for the beef market because they are bad for the environment, ...

III. Concrete Detail #1

-At least one sentence that clearly expresses the first reason of support for the main idea/claim of the paragraph

--Use a transitional word/phrase (signal words) to move from topic statement to first concrete detail

-->Ex. To begin with, feedlots are bad for the environment...

IV. Supporting Example and Explanation for CD#1

-At least one sentence that offers a specific example to support CD#1 and clearly introduces/explains how the supporting example is related to CD#1 and the main idea of the paragraph.

--Please keep in mind that this is where you want to cite specific examples from the book by directly quoting, paraphrasing, or summarizing a specific passage in the book

-->For example, the runoff from feedlots contaminates local water ...

V. Concrete Detail #2

-At least one sentence that clearly expresses the second concrete detail related to the main idea of the paragraph

--Use a transitional word/phrase (signal words) to connect ideas and move from one part of the paragraph to the next

-->Ex. In addition to being bad for the environment, feedlots are bad for the health of cattle.

VI. Supporting Example and Explanation for CD#2

-At least one sentence that offers a specific example to support CD#2 and clearly introduces/explains how the supporting example is related to CD#2 and the main idea of the paragraph.

--Please keep in mind that this is where you want to cite specific examples from the book by directly quoting, paraphrasing, or summarizing a specific passage in the text

-->Ex. For instance, the ill effects of feeding cattle corn, according to Michael Pollan, "include...

VII. Concrete Detail #3

-At least one sentence that clearly expresses the third concrete detail related to the main idea/claim

--Use a transitional word/phrase (signal words) to connect ideas and move from one part of the paragraph to the next

-->Ex: Finally, not only are feedlots bad for the environment and bad for the health of cattle, they are also...

VIII. Supporting Example and Explanation for CD#3

-At least one sentence that offers a specific example to support CD#3 and clearly introduces/explains how the supporting example is related to CD#3 and the main idea of the paragraph.

--Please keep in mind that this is where you want to cite specific examples from the book by directly quoting, paraphrasing, or summarizing a specific passage in the text

-->Ex: To best illustrate all that is wrong with the feedlot method of fattening cattle...

IX. Wrap-UP

-Restate (sum up) your main idea and concrete details without repeating the same words verbatim

--In other words, in the end you need to leave your readers with a clear understanding of the main idea/claim of the paragraph and your reasons for the main idea/claim

-->Ex: Despite the possible financial gains and efficiency of raising cattle on feedlots, this method of producing cattle for the beef industry is unhealthy for...

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December 7, 2011

by jmarshall

Coraline RJ-VJ

Coraline Reading and Vocabulary Journal

*page numbers in parentheses

**remember to follow the instructions and requirements of previous rjsvjs, including quotation and punctuation requirements

***All passages look exactly as they do in the text

RJ#1

(18)

Coraline shook her head. "Why don't you play with me?" she asked.

VJ#1

(5)

Haughty

There was also a haughty black cat, who sat on walls and tree stumps and watched her but slipped away if ever she went over to try to play with it.

RJ#2

(45)

"If you want to stay," said her other father, "there's only one little thing we'll have to do, so you can stay here for ever and always."

VJ#2

(55)

Nefarious

"Ah. The nefarious clutches of her fiendish fingers, is it?" he said.

RJ#3

(63)

Then she looked up and saw the expression on her other mother's face: a flash of real anger, which crossed her face like summer lightning, and Coraline was sure in her heart that what she had seen in the mirror was no more than an illusion.

VJ#3

(66)

Parody

Coraline walked into the green-and-pink parody of her own bedroom.

RJ#4

(84)

"She left us here," said one of the voices. "She stole our hearts, and she stole our souls, and she took our lives away, and she left us here, and she forgot about us in the dark."

VJ#4

(81)

Beldam

"Say nothing, for the beldam might be listening!"

*To truly understand why Gaiman uses this word will require a little bit of detective work. Not only do you need to figure out its current meaning, you need also to look at its etymology (word history). Suggestion: Look up Beldam on Wordsmith.org and Wikipedia.

RJ#5

(92)

"An exploring game," suggested Coraline. "A finding-things game."

VJ#5

(90)

Compliant

"Now, if you will be a good child who loves her mother, be compliant and fair-spoken, you and I shall understand each other perfectly and we shall love each other perfectly as well."

RJ#6

(106)

But she loved Coraline as a miser loves money, or a dragon loves its gold.

Note: What literary term is at work here?

VJ#6

(109)

Acrid

Up through the hole came a smell of damp clay, and something else, an acrid tang like sour vinegar.

RJ#7

(120)

"I don't want whatever I want. Nobody does. Not really."

Note: What literary term is at work here?

VJ#7

(127)

Vermin

"And you brought vermin with you."

RJ#8

(128)

This was it, Coraline knew. The moment of truth. The unraveling time.

Note: On the plot diagram, where would you place this passage?

VJ#8

(136)

Wraiths

"Almost there," she called encouragingly, but in the light she discovered that the wraiths had gone, and she was alone.

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February 28, 2012

by jmarshall

Stand-Alone Paragraph Format: Esperanza Exam Paragraph

Exam Prompt: We know that the characters Esperanza and Victor differ in many ways, such as _______ , ________, and _______. How are they similar in terms of character development? You will need to include at least three concrete details to discuss the main point of the paragraph (from weakest to strongest). In other words, the topic of your paragraph should be about how these two characters are similar.

Stand-Alone Paragraph Format: Comparison

I. Opening Statement

-At least one sentence that briefly acknowledges that there are many differences between the two characters

--Example: In Esperanza Rising and Crossing the Wire, the main characters' experiences are different in many ways, such as their original economic conditions, reasons for leaving Mexico, and their journeys to the United States.

II. Topic Statement

-At least one sentence that clearly and concisely identifies the main point of the paragraph and the three to four concrete details that support the main point (list these in order from weakest to strongest

--Example Starter: Even though their backgrounds, motivations, and journeys differ in many ways, Esperanza and Victor are similar in the way they change throughout their narratives. Indeed, both protagonists are reluctant to leave Mexico, ____________, and ___________.

III. Concrete Detail #1

-At least one sentence that clearly expresses the first reason of support for the main idea of the paragraph

--Example Starter: One way in which Esperanza and Victor are similar in character development is related to their reluctance to leaving Mexico.

IV. Supporting Example and Explanation for CD#1

-At least one sentence that offers a specific example to support CD#1 and clearly introduces/explains how the supporting example is related to CD#1 and the main idea of the paragraph.

--Example Starter: For instance, when Ramona confronts Esperanza on the train, she says, "..." (Munoz 81).

Likewise, after Victor tells his mother about Rico leaving for the United States, he goes to the statue of ... (Hobbs 25 -27).

-->Please keep in mind that this is where you want to cite specific examples from the books by directly quoting, paraphrasing, or summarizing a specific passage in the books

V. Concrete Detail #2

-At least one sentence that clearly expresses the second concrete detail related to the main idea of the paragraph

--Example Starter: An additional way in which Esperanza and Victor are similar in terms of character development is how ...

VI. Supporting Example and Explanation for CD#2

-At least one sentence that offers a specific example to support CD#2 and clearly introduces/explains how the supporting example is related to CD#2 and the main idea of the paragraph.

--Example Starter: To illustrate this connection between Esperanza and Victor, one can look at the way they...

-->Please keep in mind that this is where you want to cite specific examples from the books by directly quoting, paraphrasing, or summarizing a specific passage in the books

VII. Concrete Detail #3

-Like above

--Example Starter: The third similarity between Esperanza and Victor can be observed in how they...

VIII. Supporting Example and Explanation for CD#3

-Like above

--Example Starter: To best illustrate how Esperanza and Victor are similar in character development, one must consider how they...

IX. Wrap-UP

-Restate your main idea and concrete details without repeating the same words verbatim

--Example Starter: Despite the many differences between the stories of Victor and Esperanza, the two protagonists are alike in many ways, including their feelings about having to leave their homes, ...

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October 17, 2011

by jmarshall

Esperanza Rising Reading and Vocabulary Journal

The first two RJ entries and VJ entries are due Thursday, October 6th

Click on the link to see Reading and Vocabulary Journal Format and Example

RJ #1

"She fell to her knees and sank into a dark hole of despair and disbelief" (22).

VJ#1

Deliver

"The clusters were heavy on the vine and ready to deliver" (5).

RJ #2

"'Our papers to travel. And clothes from the poor box at the convent'" (52).

VJ#2

Indignation

"A look of indignation passes between Mama and Abuelita" (30).

RJ#3

"'Mama, she is poor and dirty...' said Esperanza" (70).

VJ#3

Valise

"Esperanza opened her valise to check on the doll, lifting it out and straightening her clothes" (69).

RJ#4

"'The rich take care of the rich and the poor take care of those who have less than they have'" (79).

VJ#4

Finery

"'So you're a princess who's come to be a peasant? Where's all your finery?'" (96).

RJ#5

"'They think that we are all uneducated , dirty, poor, and unskilled. It does not occur to them that many have been trained in professions in Mexico'" (187).

VJ#5

Repatriation

"'Repatriation,' said Marta's aunt" (170).

RJ#6

"'You would not believe your daughter, Ramona. She always gets called to work in the sheds, she cooks now, and takes care of the babies as well as their own mother'" (230).

VJ#6

Humanity

"It was a great jumble of humanity and confusion" (193).

Esperanza Rising RJs--VJs are to be turned in on Thursday, Oct. 20

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October 3, 2011

by jmarshall

Notes on Narrative Structure

Plot Diagram

--Below is an image of the plot diagram we drew and discussed in class today

Click on the diagram to see a better version of this image

Narrative Structure in Detail

Exposition

-Introduces setting, main characters, and conflict

Setting

-Place

-Time (including major elements and events of the period, such as such as fashion, technology, and wars)

-Atmosphere (ex. dark, misty forest; inside an abandoned house; sold-out football stadium; etc.)
Main Characters

- Protagonist(s)

-- Who the story is primarily about

-- The character(s) with whom the reader most empathizes

- Antagonist(s)

-- The character(s) who causes the protagonist(s) to react in some way

- Characterization

- The craft used by an author to create believable characters in a narrative

Two main types

-- Static Characters

--- Remain the same throughout the narrative
-- Dynamic Characters

--- Change in some way, typically in understanding

--> Epiphany - a sudden realization about truth/life that changes a person forever

Conflict

- Opposition in a work of drama or fiction between characters or forces (especially an opposition that motivates the development of the plot)

-- While character deals with WHO the story is about, conflict deals with WHAT the story is about
Two Main Types

Internal Conflict

- Characters' struggles to change or understand themselves
External Conflict

- A struggle between characters or between characters and nature/society

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September 22, 2011

by jmarshall

Crossing the Wire Exam

Paragraph-Response Section of Exam

1) Read the following passages from Crossing the Wire:

Option #1: First full paragraph on page 81 that begins with "I said a prayer..."

Option #2: Fifth paragraph on page 100 that begins with "'You got that right...'"

2) Choose a topic/issue from one of these passages

3) Write a well-organized paragraph that supports your opinion about a topic/issue presented in the passage

4) Use the following paragraph format:

Paragraph Format

I. Topic Sentence that states your opinion about the topic/issue and your three reasons, which should be logical and supportive of your opinion

II. First Reason

This should be your weakest reason of support for your opinion (topic)

Be sure to state the reason clearly and explain how it supports your opinion

-Of course, specific examples may be used to show how your reason supports your opinion (topic)

III. Second Reason

This should be your second strongest reason of support for your opinion (topic)

Be sure to state the reason clearly and explain how it supports your opinion

-Of course, specific examples may be used to show how your reason supports your opinion (topic)

IV. Third Reason

This should be your strongest reason of support for your opinion (topic)

Be sure to state the reason clearly and explain how it supports your opinion

-Of course, specific examples may be used to show how your reason supports your opinion (topic)

V. Wrap-Up

Re-state your topic and three supporting reasons in such a way that reminds the reader of your opinion and why you believe what you believe

5) Correctly punctuate and cite all quotes. Feel free to use any part of the book to support your opinion/topic, but remember that your focusing on the real-world issues elaborated in the novel

6) Your paragraph should be around 6 to 10 sentences in length

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September 5, 2011

by jmarshall

Crossing the Wire Vocabulary

This is a working list of vocabulary words (with chapter numbers and page numbers) from Crossing the Wire by Will Hobbs.

Exasperation (4:21)

Wire (4:22)

Maquiladoras (11:79)

Grovel (12:89)

Militia (12:91)

Kindling (14:108)

Cholos (19:138)

Disillusionment (22:160)

Apparition (25:188)

Cannery (27:206)

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September 21, 2011

by jmarshall

Crossing the Wire: Summary Paragraph Format

I. Topic Sentence

-At least one sentence that tells what the paragraph is about

II. Summary Detail #1

-At least one sentence that describes/explains the beginning of the scene

III. Summary Detail #2

-At least one sentence that describes/explains the middle of the scene

IV. Summary Detail #3

-At least one sentence that describes/explains the end of the scene

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September 4, 2011

by jmarshall

2011 - 2012

1 comment

May 18, 2011

by jmarshall

"Final" Thoughts

Change of Focus

Remember that the primary research question has changed. We are no longer primarily interested in how you are similar to Ralegh; rather, we are primarily interested in what prominent character trait of Ralegh's allowed him to be successful or was related to his failures. The similarity question is now secondary and should only be dealt with in the background section of your introduction to help contextualize Ralegh's life for the reader and to narrow the focus to your thesis statement.

Correct Tense

1) Remember to use past tense when referring to Ralegh and what he did in the past

Example:

In Ireland, Ralegh was probably responsible for the massacre of many Irish Catholics (41).

2) Use present tense when referring to what Aronson writes

Example:

In his book, Sir Walter Ralegh and The Quest for El Dorado, Marc Aronson explains why many European explorers of the 16th Century were obsessed with locating a mythical city of gold known as El Dorado (6-7).

*When you first cite Aronson in your essay you should use his first name and last name and include the title of his book. You don't include his first name afterwards and you don't need to include the title.

Integrating Source Information

Below is a bad example and a good example of incorporating someone else's words/ideas into your own writing:

Bad Example:

On page 147 it says, "When they offered him a drink, he smashed the glass and ate the shards, preferring his own English blood to their sweet wine."

Good Example:

Instead of drinking the glass of wine offered by his Spanish captors, Sir Greenville, according to Aronson, "smashed the glass and the shards, preferring his own English blood to their sweet wine" (147).

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May 11, 2011

by jmarshall

Writing Topic Sentences

Topic sentences need to make transitions that connect one idea or section of your essay to another, remind the reader of your thesis, and introduce the concrete detail of the section.

Example Topic Sentences

One way Ralegh demonstrated his cruelty was in his shrewd collection of taxes.

Another way in which Ralegh was cruel can be seen in the accounts of how he gave his men false hopes while exploring the jungle around the Orinoco River of South America.

In addition to shrewdly collecting taxes in Ireland and lying to his men in South America, Ralegh was responsible for the massacre of many Irish people, directly or indirectly, which is the strongest indicator of his cruelty.

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May 11, 2011

by jmarshall

Final -- Essay Rubric (In Progress)

English Final -- Spring 2011 -- Worth 100 Points

Rubric

I. Formatting (10 points)

strong (1)	weak (0)
You do it.	You don’t.

__ Essay is neatly typed, double-spaced, Times New Roman, 12pt. font

__ Essay has a title that is appropriate to the subject matter

__ In-text MLA formatting is correct. (header, in-text citations)

__Works Cited page is correctly formatted (last page of document)

II. Content, Development, Analysis (40 points)

strong (5-4)	adequate/marginal (3-2)	weak (1-0)
The essay has a clear, focused topic that is articulated clearly in the thesis statement. The thesis is explored in depth and supported with memorable examples and appropriate, specific, concrete details. Paragraph development is strong, topic sentences link back to thesis, examples are appropriate, connections between support and main idea(s) are well-developed. All quotations are introduced and/or integrated in an appropriate manner. Quotations are meaningful and fully explained.	The thesis statement may lack some focus so the topic is somewhat muddy. The thesis is explored in a predictable manner. Support is sometimes sketchy. Topic sentences may lack focus. Connections are attempted, but weak in places. Some quotations seem random. Some quotations are just dropped in. Interpretation, analysis, or explanation is sometimes good but sometimes simplistic.	A main idea is confused or missing. Support is sometimes irrelevant or contradictory or lacking. No real connections are explained. Few quotations are integrated. It is difficult to tell why the quotation was chosen or why it was placed where it is placed. Little or no interpretation/analysis/explanation.

__ Essay's content is unified around a limited, clear, and focused thesis.

__ Essay’s content is controlled: all evidence works to support and further the thesis statement. (You don't get off-track.)

__ Paragraph's content is controlled (all content relates to the paragraph's topic sentence; you don't get off track).

__ Main ideas are supported with textual evidence (quotation, paraphrase, summary).

__ Quotations are relevant to the point being made.

__ Quotations are integrated introduced, cited.

__ Interpretation, analysis, explanation demonstrate familiarity with the text (you say insightful things and make strong connections.)

__ Textual analysis (why it's important to your point) is sophisticated.

__ Relevance of quotations is explained.

III. Organization (30 Points)

strong (5-4)	adequate/marginal (3-2)	weak (1-0)
The essay moves smoothly in an order appropriate for and supporting the controlling idea. Organization is logical. Paragraphs are unified and coherent, and begin with a clear, focused topic sentence. Transitions are used in thoughtful way that connects ideas. The introduction hooks and engages the reader and logically leads to the thesis.	The organization neither focuses around nor distracts from the controlling idea. Paragraphs are unified, usually avoiding choppiness or dulling length. Topic sentences may lack focus or clarity. Transitions are clear but are abrupt or monotonous. The introduction supports the essay's focus but does not offer any insight.	The organization seems random, expecting the reader to make sense of the information presented. Paragraphs are excessively long or choppy. Topic sentences are entirely absent or unclear. Transitions are inappropriate or missing. The introduction is simply there, neither engaging the reader nor supporting the essay’s focus.

__ Essay follows the organizational plan established by the thesis, which is logical, thoughtful, and purposeful (not random).

__ Paragraphs begin with a topic sentence.

__ The relationship of ideas within and between paragraphs is noted with the appropriate transitional word/phrase.

__ The introduction hooks the reader into the topic and elegantly establishes the subject, offering relevant background information that leads to the thesis statement.

__ The conclusion is effective in closing the paper, offering insight that extends beyond the confines of the paper.

IV. Style, Diction & Sentence Skills (20 points)

strong (2)	adequate/marginal (1)	weak (0)
Sentences are varied and skillfully constructed. Vocabulary is both ample and precise. Writer refrains from empty and unnecessary words. Sentences are elegantly worded. Writer’s voice is professional and academic. The essay demonstrates a virtually flawless use of standard written English (1 mistake).	Sentences lack variety in length and structure. Vocabulary may be inadequate or inappropriate in places. Writer’s voice may be too colloquial or informal. Some sentences are awkwardly worded so that meaning is unclear. Some major and minor deviations from standard written English distract the reader. (2-4 mistakes)	Sentences are wordy or awkward. Word choice is imprecise. Writer’s voice is inappropriate, one which is excessively formal or informal. Writer relies on clichés to create meaning. Sentences are wordy and repetitious. The essay contains serious or repeated errors, which distract and confuse readers and hinder communication. (5 + mistakes)

__ Vocabulary is appropriate for purpose, subject, audience. (NO clichés.)

__ Language is clear, concrete, vivid (NO vague pronouns or empty/overused words.)

__ Essay avoids spelling, word-use errors, unnecessary words and repetition.

__ Sentences are varied in length and structure.

__ Sentences and phrases are elegant and avoid awkward wording.

__ Writer’s voice is appropriate to purpose, subject, audience. (NO use of “you”; only use "I" where contextually appropriately)

__ Essay is free of major sentence faults (fragments, run-ons, comma splices, errors in agreement).

__ Punctuation is used correctly.

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May 10, 2011

by jmarshall

Icon

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May 17, 2011

by jmarshall

Essay Format Outline

I. Introduction

A. Background/Context

1. Anecdote (About Ralegh or yourself), Quote, or General Background Description of the Topic)

2. Narrow the Focus/Move to the Thesis
B. Thesis Statement (An arguable claim/assertion you intend to prove/support in the essay

C. Three Concrete Details/Reasons that support your thesis and structure the order of your body paragraphs

-order your three concrete details/reasons from weakest to strongest

Note: The introductory paragraph should be one to two paragraphs in length, depending on their development. Regardless, finish introduction with thesis statement and three concrete details/reasons, which can be one to three sentences in length.

II. Concrete Detail/Reason #1

A. Topic Sentence

B. Supporting Examples Related to Concrete Detail/Reason #1

Note: You may include more than one supporting example for each concrete detail/reason. In fact, a strong essay will have at least two examples of support for each concrete detail/reason. Likewise, you may find that you have enough commentary (detail, examples, discussion) to construct two paragraphs for one or all of your body paragraphs.

III. Concrete Detail/Reason #2

A. Topic Sentence

B. Supporting Examples Related to Concrete Detail/Reason #2

IV. Concrete Detail/Reason #3

A. Topic Sentence

B. Supporting Examples Related to Concrete Detail/Reason #3

V. *Conclusion

A. Re-State your thesis, including your three concrete details/reasons in such a way that reminds the reader of your assertion/claim and your reasoning for making it. This works as a summary of the argument you have made in your essay. A good conclusion will do all this without simply rewriting your thesis statement as it appears in the introduction.

*Conclusion is optional for English Final

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May 9, 2011

by jmarshall

A Poem Shared

ElDorado

--Edgar Allan Poe

Gaily bedight,

A gallant knight,

In sunshine and in shadow,

Had journeyed lone,

Singing a song,

In search of Eldorado

But he grew old-

This knight so bold-

And o'er his heart a shadow-

"Shadow," said he,

"Where can it be-

This land of Eldorado?"

"Over the Mountains

Of the Moon,

Down the Valley of the Shadow,

Ride, boldly ride,"

The shade replied-

"If you seek for Eldorado!"

Shared by AtheNa (Annie Wise)

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April 19, 2011

by jmarshall

With fronds like this who needs anemones!

Punny, huh!

The fish was put on trial. He is now awaiting his herring.

- From CatTaLe

What material do fish make their clothes with?
cod-ton

- Another one from CatTale

Two fish were in a tank. One says to the other: "You drive, I'll man the guns."

-From Jack Straw From Wichita

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*MLA formatting instructions:

Coraline Reading and Vocabulary Journal

Esperanza Rising RJs--VJs are to be turned in on Thursday, Oct. 20

English Final -- Spring 2011 -- Worth 100 Points

Rubric

I. Formatting (10 points)

II. Content, Development, Analysis (40 points)

III. Organization (30 Points)

IV. Style, Diction & Sentence Skills (20 points)

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