Every life has a story. What's yours?

the assignment:
Frederick Douglass's autobiography starts from when he was very small and progresses to the most important turning point in his life: obtaining freedom. You, too, will write an autobiography, similarly scoped -- including information from the beginning of your life and current events as well. Read and think about the six topical requirements below. You do not necessarily need to include them in your autobiography in sequential order, but topics should flow easily from one to the next. Remember, Frederick Douglass told us of the good times (without making us envious) and the bad times (without seeking pity). Thus, your autobiography should not be boastful nor should it be an opportunity to "throw a pity party." You are merely, objectively, telling a story -- a story of your life. It may be humorous (appropriately so) or serious (without being boring). The main premise behind this assignment: you have a story within you -- so tell it and tell it well.

the details:
We will be completing two copies of this autobiography.

Rough draft: The rough draft is due Tuesday, 2 September at the beginning of the period. You will have all period Tuesday to review your partner's autobiography and peer edit. The first half of the period will be dedicated to silent reading / reflection / grading and the second half of the period will be allotted to discussion. Please note: a "rough" copy does not constitute including every grammatical error known to man without a penalty. It should be as complete and correct as possible. Graded rough drafts (peer edited) will be due to the teacher at the end of the period on 2 September. If absent on this day, you and your partner will be allotted one extra day to meet to arrange peer editing. If you do not have your rough draft on the assigned day without a slip signed by a parent explaining legitimate reasoning (not "I just didn't get it done") you will forfeit your 50 points for the rough draft. The teacher will return the rough drafts (with additional commentary) by Tuesday, 9 September.

Final copies: The final copies (due Friday, 12 September at the beginning of the period) will be returned by Monday, 22 September. Final copies must be typed. You need to print out two copies of the final paper, stapling the rough draft under the final copies.

I hate to attach a word count to this kind of writing, because I do not wish to hinder creativity -- but the risk of "cutting corners" and writing the "bare minimum" remains as well. Therefore, I'm asking you to write a [non-negotiable] minimum/maximum of 500-1000 words for this paper -- easy, considering you have no research to do; you're writing about something you should know very much about: yourself.

To review my requirements for formal writings, visit the link below. http://english9h.blogspot.com/2006/08/format-of-formal-writings.html

extra help:
If you feel like you need help beyond what is available in the classroom, I will be available before school (7:15-7:35am) and after school (3:15-4:30pm) Mondays through Thursdays. I also check my email daily and may provide assistance this way as well. Many students last year emailed their papers to me at night where I could bring them a paper with commentary the next day to class. Any papers you have me review before the actual due date will receive no penalty; it is considered "free" help.

the content:
It may be helpful to think of a theme for your autobiographical piece. If we had to attach one word for Frederick's story, it might be "freedom" or "education." Keeping a theme or overall idea in your head before you write will help to focus your writing and prevent too many side-stories which do not directly relate to your autobiography. Include in your autobiography all six points listed below. Again, this is not necessarily in the order listed.

your beginnings: Include all of the following. Your birth--you know the date, but you may need to check with your family about the time and the place, and special events. Your first steps OR your first word. Your parents--or whoever was closest by at the time--can give you the date and details on this.

your good times: A very happy event you remember from your life so far. If you're lucky, you have quite a few to choose from! Maybe you got a puppy, learned to ride a bike, got a good grade on a hard project--any happy event will do. Pick one, and check with your family, friends, or teacher to figure out the date and place.

your not-so-good times: A sad event from your life. Here's hoping you don't have too many of these. Moving, getting in an argument with a friend, or having a death in your family are all guaranteed to make you sad. Choose your event and track down the key data.

that part of you: Include one of the following. How did you discover what you like to do in your spare time? How did you meet your closest friend? What was a life-changing event for you?

other events: Two more important events from your life. You pick! These can be things you remember, or things that happened when you were very small ... or one of each.

a world event: For one of the above, an event that happened in the world around the same time. Use the Internet to find information for this part of your autobiography.

the presentation:
Oh, and we will be presenting these to the class. Your presentation should be short, sweet, and to the point. I'm looking for 2-3 minutes, tops -- do not plan on reading your entire story to us. Summarize the beginning, read a paragraph or two, and summarize the end. This is nothing too formal; however, speeches are a requirement of the Department of Education for the State of Indiana. I'm looking for eye contact, volume, and the ability to summarize your paper adequately and understandably. I would suggest planning ahead of time what you're going to say -- use notecards, if necessary, highlighting the points you want to discuss. Hint: A good speech doesn't explain what you're going to do before you do it; (i.e., "In this speech, I'm going to talk about my life...first I'm going to read you a paragraph about...). Time yourself, so you don't stop at thirty seconds or babble on past five. Consider bringing personal artifacts or creating a PowerPoint slide show for enhancement of your presentation. (No posters please.) Speeches will take place 17-19 September. Sign-up sheets for time slots will be posted 15 September in the morning outside my door, first come, first serve.

the values:
rough copy of autobiography -- 50 points
final copy of autobiography -- 100 points
presentation of autobiography -- 50 points

resources:

Sample autobiography (correct):
http://english9h.blogspot.com/2006/09/sample-autobiography.html

Source of the Topical equirements:
http://piotech.wsd.wednet.edu/techoneunits/2internetbrowsing/task4/autobiography/amazingautobiographies.htm
Autobiography Project:
http://autobiographyproject.com/

Revision Checklist from the Autobiography Project Website *great checklist!http://benfranklin300.org/autobiographyproject/02_get_started/getstarted03.htm

Biography Maker:
http://fno.org/bio/biomaker.htm

the standards:
10.4.10, 10.4.11, 10.4.12, 10.5.1, 10.5.7, 10.5.8, 10.6.1, 10.6.2, 10.6.3, 10.6.4, 10.7.2, 10.7.4, 10.7.14

RJ Persuasive Essay

the overview:
Although Romeo and Juliet took their own lives at the end of the play, the blame for their premature deaths remains unclear. They didn't exactly have the best role models (their parents and friends) or guides (the Nurse, the Friar) along the way. In fact, every character influenced their decision to take their lives -- but the question remains: who is most at fault?

the assignment:
We will think about and respond to this question in the form of a persuasive essay. The paper should be approximately 1000 words in length. Please include your word count at the end of your essay. You should include a title page with this formal essay. The title page should fit the standard requirements: 12-pt, Times New Roman, double-spaced, with the title 1/3 of the way down the page and the MLA heading 2/3 of the way down the page. As always, double-space, whether hand-written or typed. You must, however, type the final copy. The rough copy of this essay is due on Monday, November 26. The final, typed copy is due on Monday, December 3. The presentations will take place from December 5 through December 7.

Use no more than 10 "be" verbs. Never include 1st or 2nd person pronouns in formal writing, unless specifically requested. Eliminate statements such as "I think" or "I believe." Never write "In this paper I will tell you" or "In this paper you will find." Papers with 2nd person pronouns or 1st person pronouns (unless used in a direct quote) will receive an automatic 15-point deduction. As Honors students, you should be beyond this type of vocabulary / word usage. Proofreading is a must. Too many papers in the past contained silly mistakes. In the immortalized words of my graduate professor, Dr. Michael Slavkin, "Always spell check a document -- Stupid is as stupid does and nothing says stupid more than somoeneone thut cant spull wright."

A persuasive essay should have five paragraphs. Start with an introduction, complete with attention getter, background information, and thesis statement. Your thesis should state: the person you blame for the deaths; three reasons why that person is at fault. Start with the strongest reason and work your way toward the weakest reason. I will provide you with a sample essay; however, you may not write about the same person I chose. Read the sample thesis below.

The responsibility of Romeo and Juliet's deaths rests on Friar Lawrence because of his selfishness, his unreliability, and his unlawful behavior.

My paper will follow the order of my thesis. Since I mentioned selfishness first, my first body paragraph must be about what I mean when I say Friar Lawrence is selfish.

You should include at least 3 direct quotes from the play in this essay. You will need at least one quote in each of the three body paragraphs which support your claim. Look at the example below.

"God pardon sin! / Wast thou with Rosaline?" (RJ 2.3.44).

As with your autobiographical essay, final copies must be typed. You need to print out two copies of the final paper, stapling the rough draft under the final copies. Plan ahead for printing issues. If you need your paper printed, email it to me or bring it in on a jump drive or floppy disk. Make these arrangements before the due date.

As with all formal writings, include your word count at the end of your essay. To review my requirements for formal writings, visit the link below: http://english9h.blogspot.com/2006/08/format-of-formal-writings.html

the content:
Choose from the following list to determine who is to blame for Romeo and Juliet's deaths.

• Romeo
• Juliet
• Nurse
• Capulet
• Montague
• Mercutio
• Tybalt
• Benvolio
• Romeo & Juliet (both)

the presentation:
Oh, and we will be presenting these to the class. Your presentation should be short, sweet, and to the point. I'm looking for 2-3 minutes, tops -- do not plan on reading your entire essay to us. Summarize the beginning, read a paragraph or two, and summarize the end. This is nothing too formal; however, speeches are a requirement of the Department of Education for the State of Indiana. I'm looking for eye contact, volume, and the ability to summarize your paper adequately and understandably. I would suggest planning ahead of time what you're going to say -- use notecards, if necessary, highlighting the points you want to discuss. Hint: A good speech doesn't explain what you're going to do before you do it; (i.e., "In this speech, I'm going to talk about why I think X is to blame from Romeo and Juliet's deaths...first I'm going to read you a paragraph about...). Time yourself, so you don't stop at thirty seconds or babble on past five. Consider bringing personal artifacts or creating a PowerPoint slide show for enhancement of your presentation. (No posters please.) Please let me know ahead of time if you will need technology equipment for your presentation. Speeches will take place 5-7 December. Sign-up sheets for time slots will be posted 3 December in the morning outside my door: first come, first serve.

extra help:
As always, if you feel like you need help beyond what is available in the classroom, I will be available before school 7:00-7:30 and after school until 4:30. Ms. Wayne and I also check our email daily and may provide assistance this way as well. We cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help we will assume you understand the assignment and plan to turn it in, completed, on the due date. We have limited time left in this semester, and I'm sure you all would like to know your grades the day we take our final.

the value:
persuasive rough draft, incl. title page/works cited -- 100 points (not accepted late)
typed persuasive final copy, incl. title page/works cited -- 200 points
persuasive presentation, 2-3 min. in length -- 50 points

work cited:
A work cited page must contain the resources cited in the essay.

Look at the examples below for help. Remember, you must hang indent your entry. Also include the words Work Cited, centered, before the entry. Do not include the label I've included to let you know which copy is which. In the interest of saving paper, you may include your work cited entry at the bottom of your essay, if it fits, rather than placing it on a different page. If you consult additional resources (i.e., the internet), include them in your works cited page.

Prestwick House Paperback: Shakespeare, William. Romeo and Juliet. Clayton, Delaware: Prestwick House, 2005.

English office copy: Shakespeare, William. The Tragedy of Romeo and Juliet. Austin: Holt, Rinehart and Winston, 1994.

No Fear Shakespeare: Shakespeare, William. No Fear Shakespeare: Romeo and Juliet. New York: Spark Notes, 2003.

Simply Shakespeare: Shakespeare, William. Simply Shakespeare: Romeo and Juliet. Hauppauge: Barron's Educational Series, 2002.

Cliff's Complete: Shakespeare, William. Cliff's Complete: Shakespeare's Romeo and Juliet. New York: Hungry Minds, 2000.

resources:
http://www.orangeusd.k12.ca.us/yorba/persuasive_writing1.htm http://www.studygs.net/wrtstr4.htm
http://essayinfo.com/essays/persuasive_essay.php
Sample essay: http://www.geocities.com/missyfeller/english9h/persuasive.pdf

Indiana State Academic Standards met by this project: 10.3.3, 10.3.4, 10.3.8, 10.3.9, 10.3.10, 10.3.12, 10.4.1, 10.4.2, 10.4.3, 10.4.13, 10.4.5, 10.4.7, 10.4.8, 10.4.10, 10.4.11, 10.4.12, 10.5.4, 10.6.1, 10.6.2, 10.6.3, 10.6.4, 10.7.2, 10.7.4, 10.7.6, 10.7.18

Daily Agenda 10/16

Today's Agenda ~

* Finish reading / discussing chapters 8-9
* Look at examples of outlines / essays
* Announcements: vocab 17-18 due today; Darfur letters due yesterday; sign up for topics by Wednesday
* Read and discuss "The Yellow Star" no time -- consider doing tomorrow
* Honors reflection again, no time -- will consider doing tomorrow

Daily Agenda 10/15

Today's Agenda --

* Pick up assignment sheet and sample student work for literary analysis paper
* Pick up Frederick Douglass books and sign number and name on sheet
* Discuss literary analysis requirements
* Announcements: turn in Darfur letters TODAY; vocab 17-18 due TOMORROW; sign up sheets with topics posted tomorrow; choose topic by Wednesday 10/17
* read / discuss chapters 8-9 in Night (did not finish in 7th period)
* Look at sample outline / essay / etc.

Literary Analysis Paper: Frederick Douglass and Night

the overview:
Frederick Douglass and Elie Wiesel both impacted their audiences through their writings. However, their similarities reach far beyond surface connections: both men suffered injustices based on elements of themselves they could not control; both found the strength to survive; both sought a truth they knew could not be found within themselves. By taking a deeper look at the texts, one may also find connections in the religious allusions, imagery, thematic elements (such as hope, knowledge, age, responsibility, or self-reflection), the importance of voice, specific characters or roles, and repetition. By analyzing these autobiographies, one may hope to create a well-written, four-paragraph essay which discusses both the similarities and differences of these two pieces.

the assignment:
We will think about and respond to the two autobiographies we completed thus far: Narrative of the Life of Frederick Douglass and Night. We will complete three parts to this compare and contrast / analytical essay: an outline (due Friday, 10/19 at the beginning of class); a rough draft, including a separate works cited page (due Friday, 10/26, at the beginning of class); and a final copy, including works cited page (due Friday, 11/2).

The outline should start with the MLA heading in the top, left corner (not in the header) and only appear on the first page. The introduction (Roman numeral one [I]) should contain four parts: attention getter, background information for Frederick Douglass, background information for Night, and a thesis statement. See the sample outline for an example. Your outline needs complete sentences for the attention getter and thesis; you may simple list information for the background (bullet points) or you may write it out in complete sentences, if you prefer. The two middle body points should have at least four parts: a topic sentence, written completely, and at least three supporting details (may be bulleted). The conclusion should restate the thesis (not exactly word-for-word) but reword the same idea in a different way. This should also be a complete sentence.

Again, a "rough" copy should be as complete and correct as possible. You will have 25 minutes Friday, 10/26 to review your partner's literary analysis and peer edit. The 15 minutes of that time will be dedicated to silent reading / reflection / grading and the last 10 minutes will be allotted to discussion. Graded rough drafts (peer edited) will be due to the teacher at the end of the period Friday, 10/26. If absent on this day, you and your partner will be allotted one extra day to meet to arrange peer editing. If you do not have your rough draft on the assigned day without a slip signed by a parent explaining legitimate reasoning (not "I just didn't get it done") you will forfeit your 100 points for the rough draft. The teacher will return the rough drafts (with additional commentary) by Monday, 29 October.

As with the last formal essay, final copies must be typed. You need to print out two copies of the final paper, stapling the rough draft and outline under the final copies.

I will mark "kinds" of errors only once in a paper (i.e., if you do not capitalize the first letter your sentences, I will mark the first sentence and no subsequent sentences). Due to time constraints on this assignment and the desire to not take any more time away from our Romeo and Juliet unit, we must stick to deadlines. If you are present, the paper is due. This paper will focus not only on following criteria but sticking to deadlines as well.

Remember, your outline should have four parts: an introduction, two body points (one for comparison and one for contrast), and a conclusion. Thus, your essay should correlate with this and contain exactly four paragraphs. Word count should be between 500-1000 words, total. Include a word count at the end of your paper. Use no more than 15 "be" verbs in your paper. Do not include any 1st or 2nd person pronouns in this piece (outline, rough draft, or final copy). Eliminate statements such as "I think" or "I believe."

You should include direct quotes from both pieces in your writing to support your ideas. Be as specific as possible. Broad statements such as "both men suffered hardships" or "both men survived a lot" will earn little points. Be specific without being melodramatic. To learn how to include in-text notation (direct quotes), visit this link. It will also explain a works cited page. For additional help, visit the Purdue Online Writing Lab's MLA section.

As with all formal writings, include your word count at the end of your essay. Follow all other standard procedures for formal writings, including title page and double spacing. To review my requirements for formal writings, visit the link below: http://english9h.blogspot.com/2006/08/format-of-formal-writings.html

the content:
Only five students may sign up for each topic below. Choose carefully; you will not be able to change once you've signed up. Sign up sheets will be posted the morning of Tuesday, 10/16 outside my door. Notice both books, Frederick Douglass and Night, appear in all choices; you cannot write a compare/contrast essay over one book. Both must be included in your essay.

• Religious allusions in Frederick Douglass and Night
• Dark / light imagery in Frederick Douglass and Night
• Hope in Frederick Douglass and Night
• Understatement/overstatement OR ambiguity/hyperbole in Frederick Douglass and Night
• Knowledge in Frederick Douglass and Night
• Self-reflection OR the impact of "event" on self v. whole in Frederick Douglass and Night
• Importance of voice/speaking out in Frederick Douglass and Night
• Hugh Auld v. Moche the Beadle as teachers
• Mother figures (or lack of) in Frederick Douglass and Night
• Repetition of words in Frederick Douglass and Night
• Responsibility in Frederick Douglass and Night
• Age / impact of age in Frederick Douglass and Night
• Animal imagery / zoomorphism in Frederick Douglass and Night
• Strength in numbers v. Individual strength in Frederick Douglass and Night
• Writing style / tone / mood in Frederick Douglass and Night

extra help:
As always, if you feel like you need help beyond what is available in the classroom, I will be available in my classroom before school 7:00-7:25am and after school until 4:30pm. I also check my email daily and may provide assistance this way as well. I cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help I will assume you understand the assignment and plan to turn it in, completed, on the due date. Again, this assignment will NOT be accepted late, so plan appropriately.

the values:
outline of analysis essay -- 50 points
rough copy of essay, including works cited page -- 100 points
final copy of essay, including works cited page -- 200 points

resources:
sample outline, introduction, title page, and works cited page: http://www.geocities.com/missyfeller/english9h/freddoug_night.pdf

summary of important information and dates:
15 October -- receive assignment / project sheets
16 October -- sign up sheet posted for topics
19 October -- outlines due, 50 points, typing not required
22 October -- graded outlines returned
26 October -- rough drafts due (no late rough drafts accepted), 100 points, peer editing, typing not required but preferred
29 October -- graded rough drafts returned
2 November -- final copies due, 100 points, must be typed (grade will be on 3rd six-week grading period)

Indiana State Academic Standards met by this project: 9.3.2, 9.3.5, 9.3.9, 9.4.1, 9.4.2, 9.4.3, 9.4.13, 9.4.5, 9.4.7, 9.4.8, 9.4.10, 9.4.11, 9.4.12, 9.5.3, 9.6.1, 9.6.2, 9.6.3, 9.6.4

Daily Agenda 9/5

Today's Agenda ~

* Secondary seating -- middle seats open
* Frederick Douglass books out
* Writing prompt / connect to text; include citations (in-text notation) and follow all writing criteria listed on the board.
* Announcements: bring grammar workbooks tomorrow; no HW except to start working on final copies of essays; essays must be typed; turn in 2 copies of essays AND rough drafts Wednesday, 9/12.
* Return rough drafts today; start conferencing

Essay prompts:

Choose one:

• When does your voice speak and when does silence speak?
• Is there a god?
• Are you superstitious?
• What has been a turning point in your life?

criteria:
200+ words, NO 2nd person prounouns (you, your, yours), and at least 2 references from Frederick Douglass (at least 1 reference from chapter 10 and one reference otherwise).

i.e., Music plays an important role in my life, just as it played a major part in the lives of slaves. However, I listen to music when I am happy; slaves sung songs when they were sad (Douglass 18).

* Highlight all citations (in-text notation)

Standards met today:

10.2.2, 10.3.3, 10.3.4, 10.3.7, 10.3.9, 10.3.12, 10.4.1, 10.4.2, 10.4.3, 10.4.7, 10.4.11, 10.4.13, 10.5.2, 10.6.1, 10.6.2, 10.6.3, 10.6.4

Daily Agenda 9/4

Today's Agenda ~

* Vocabulary lessons 5-6 due today; last day to turn in lessons 3-4
* Make up tests (if applicable)
* Notes from the board on common errors / best practices in formal writing
* Announcements: rough drafts returned tomorrow and conferences start tomorrow in class
* Be finished with chapter 10 by tomorrow (read time)
* Chapter 5-9 test results on board

Best Practices in Formal Writing (copy this down)

Formal writing should sound as if it could be published in a textbook or magazine.
So DO NOT...

* address the reader directly ("Do you know why I said that?" "I bet you're wondering about what that means.")

* comment about the assignment criteria ("I can't think of just one happy time." "This is a very difficult essay to write.")

* abbreviate words (b/c in fw u dont use ne abbr. & #s!!!)

Formal writing concerns the power of words. Use them wisely!
So AVOID...

* overusing phrases or words ("In the ___ grade, I ..." "I can't really remember...")

* "best...ever" ; very ; really ; a lot

* 2nd person pronouns (you, your, yours)

* yep, wow, oh well, anyways, okay, yeah, so, I mean, like

* Starting a sentence with "Because..." --> because that makes it a fragment!

OTHER CONCERNS:

* Introductory paragraphs SHOULD NOT sound exactly like the sample or start with the name and birthdate of the author.

* Divide your writing into paragraphs -- minimum of 5

* include a word count at the end of every formal essay

* double space your paper to ease corrections for BOTH your peer and your teacher

* INCLUDE DETAILS!!!

* Include transitions -- connect your ideas from one to the next

* include a title page and two copies of your final essay

Standards met today:

10.4.1, 10.4.3, 10.4.13, 10.4.10, 10.4.11, 10.4.12, 10.6.2, 10.6.3

Every life has a story. What's yours?

the assignment:
Frederick Douglass's autobiography starts from when he was very small and progresses to the most important turning point in his life: obtaining freedom. You, too, will write an autobiography, similarly scoped -- including information from the beginning of your life and current events as well. Read and think about the six topical requirements below. You do not necessarily need to include them in your autobiography in sequential order, but topics should flow easily from one to the next. Remember, Frederick Douglass told us of the good times (without making us envious) and the bad times (without seeking pity). Thus, your autobiography should not be boastful nor should it be an opportunity to "throw a pity party." You are merely, objectively, telling a story -- a story of your life. It may be humorous (appropriately so) or serious (without being boring). The main premise behind this assignment: you have a story within you -- so tell it and tell it well.

the details:
We will be completing two copies of this autobiography.

Rough draft: The rough draft is due Monday, 27 August at the beginning of the period. You will have all period Monday to review your partner's autobiography and peer edit. The first half of the period will be dedicated to silent reading / reflection / grading and the second half of the period will be allotted to discussion. Please note: a "rough" copy does not constitute including every grammatical error known to man without a penalty. It should be as complete and correct as possible. Graded rough drafts (peer edited) will be due to the teacher at the end of the period on 27 August. If absent on this day, you and your partner will be allotted one extra day to meet to arrange peer editing. If you do not have your rough draft on the assigned day without a slip signed by a parent explaining legitimate reasoning (not "I just didn't get it done") you will forfeit your 50 points for the rough draft. The teacher will return the rough drafts (with additional commentary) by Friday, 31 August.

Final copies: The final copies (due Friday, 7 September at the beginning of the period) will be returned by Friday, 14 September. Final copies must be typed. You need to print out two copies of the final paper, stapling the rough draft under the final copies.

I hate to attach a word count to this kind of writing, because I do not wish to hinder creativity -- but the risk of "cutting corners" and writing the "bare minimum" remains as well. Therefore, I'm asking you to write a [non-negotiable] minimum/maximum of 500-1000 words for this paper -- easy, considering you have no research to do; you're writing about something you should know very much about: yourself.

To review my requirements for formal writings, visit the link below. http://english9h.blogspot.com/2006/08/format-of-formal-writings.html

extra help:
If you feel like you need help beyond what is available in the classroom, I will be available before school (7:00-7:30am) and after school (2:40-4:30pm) Mondays through Thursdays. I also check my email daily and may provide assistance this way as well. Many students last year emailed their papers to me at night where I could bring them a paper with commentary the next day to class. Any papers you have me review before the actual due date will receive no penalty; it is considered "free" help.

the content:
It may be helpful to think of a theme for your autobiographical piece. If we had to attach one word for Fred's story, it might be "freedom" or "education." Keeping a theme or overall idea in your head before you write will help to focus your writing and prevent too many side-stories which do not directly relate to your autobiography. Include in your autobiography all six points listed below. Again, this is not necessarily in the order listed.

• your beginnings: Include all of the following. Your birth--you know the date, but you may need to check with your family about the time and the place, and special events. Your first steps OR your first word. Your parents--or whoever was closest by at the time--can give you the date and details on this.
  
• your good times: A very happy event you remember from your life so far. If you're lucky, you have quite a few to choose from! Maybe you got a puppy, learned to ride a bike, got a good grade on a hard project--any happy event will do. Pick one, and check with your family, friends, or teacher to figure out the date and place.
  
• your not-so-good times: A sad event from your life. Here's hoping you don't have too many of these. Moving, getting in an argument with a friend, or having a death in your family are all guaranteed to make you sad. Choose your event and track down the key data.
  
• that part of you: Include one of the following. How did you discover what you like to do in your spare time? How did you meet your closest friend? What was a life-changing event for you?
  
• other events: Two more important events from your life. You pick! These can be things you remember, or things that happened when you were very small ... or one of each.
  
• a world event: For one of the above, an event that happened in the world around the same time. Use the Internet to find information for this part of your autobiography.
  

the presentation:
Oh, and we will be presenting these to the class. Your presentation should be short, sweet, and to the point. I'm looking for 2-3 minutes, tops -- do not plan on reading your entire story to us. Summarize the beginning, read a paragraph or two, and summarize the end. This is nothing too formal; however, speeches are a requirement of the Department of Education for the State of Indiana. I'm looking for eye contact, volume, and the ability to summarize your paper adequately and understandably. I would suggest planning ahead of time what you're going to say -- use notecards, if necessary, highlighting the points you want to discuss. Hint: A good speech doesn't explain what you're going to do before you do it; (i.e., "In this speech, I'm going to talk about my life...first I'm going to read you a paragraph about...). Time yourself, so you don't stop at thirty seconds or babble on past five. Consider bringing personal artifacts or creating a PowerPoint slide show for enhancement of your presentation. (No posters please.) Speeches will take place 18-20 September. Sign-up sheets for time slots will be posted 17 September in the morning outside my door, first come, first serve.

the values:
rough copy of autobiography -- 50 points
final copy of autobiography -- 100 points
presentation of autobiography -- 50 points

resources:

Writing a Personal Narrative (language text, p. 62-68)
Writing Workshop: Narration: Autobiographical Narrative (literature text, p. 116-119)

Sample autobiography (correct):
http://english9h.blogspot.com/2006/09/sample-autobiography.html

Source of the Topical equirements:
http://piotech.wsd.wednet.edu/techoneunits/2internetbrowsing/task4/autobiography/amazingautobiographies.htm

Autobiography Project:
http://autobiographyproject.com/

Revision Checklist from the Autobiography Project Website *great checklist!http://benfranklin300.org/autobiographyproject/02_get_started/getstarted03.htm

Biography Maker:
http://fno.org/bio/biomaker.htm

the standards:
10.4.10, 10.4.11, 10.4.12, 10.5.1, 10.5.7, 10.5.8, 10.6.1, 10.6.2, 10.6.3, 10.6.4, 10.7.2, 10.7.4, 10.7.14

Standard 4, Writing

Standard 4, Writing: Processes and Features

Students discuss ideas for writing with other writers. They write coherent and focused essays that show a well-defined point of view and tightly reasoned argument. Students progress through the stages of the writing process (prewriting, writing, editing, and revising).

Organization and Focus

10.4.1
Discuss ideas for writing with classmates, teachers, and other writers and develop drafts alone and collaboratively.

10.4.2
Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.

10.4.3
Use precise language, action verbs, sensory details, appropriate modifiers, and the active (I will always remember my first trip to the city) rather than the passive voice (My first trip to the city will always be remembered).

10.4.13
Establish coherence within and among paragraphs through effective transitions, parallel structures, and similar writing techniques.

Research Process and Technology

10.4.4
Use clear research questions and suitable research methods, including texts, electronic resources, and personal interviews, to compile and present evidence from primary and secondary print or Internet sources.

10.4.5
Develop main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.

10.4.6
Synthesize information from multiple sources. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.

10.4.7
Integrate quotations and citations into a written text while maintaining the flow of ideas.

10.4.8
Use appropriate conventions for documentation in text, notes, and bibliographies following the formats in different style manuals.

10.4.9
Use a computer to design and publish documents by using advanced publishing software and graphic programs.

Evaluation and Revision

10.4.10
Review, evaluate, revise, edit, and proofread writing using an editing checklist.

10.4.11
Apply criteria developed by self and others to evaluate the mechanics and content of writing.

10.4.12
Provide constructive criticism to other writers with suggestions for improving organization, tone, style, clarity, and focus; edit and revise in response to peer reviews of own work.

Guidelines for Reader Response (To Kill a Mockingbird)

Below you'll find suggestions for your written response to To Kill a Mockingbird. As this is a formal piece of writing, please refer to the criteria (included below), provided on the class website, and given to you the first day of class. Although I will not require this piece to be typed, I highly suggest it. Criteria for hand-written papers remains that it must be legible, above all else, and double-spaced with writing on every other line (no writing on the backs of pages, either). Criteria for typed also remains that it must be double-spaced, Times New Roman font, size 12-point only. Both hand-written and typed papers require a work(s) cited page. No title page is necessary; include an MLA heading at the top, left corner of the first page. Correct format constitutes part of your percentage and grade for this assignment.

For your assignment, respond to the following prompt:

What is the purpose of education?

You should thoroughly develop a 500-1000 word, 5-paragraph essay seeking to answer this conundrum.

First paragraph should briefly introduce your topic, starting with an exciting and interesting attention getter. Consider starting with a quote (not necessarily from To Kill a Mockingbird) as long as it is appropriate for your topic. Consider your audience. Your introduction should end with your three part thesis, formatted similarly: The purpose of education remains to ___, ___, and ___ .

Your body paragraphs should follow the lead you established with your thesis, following the same order as your three subtopics.

Your conclusion should review the main points you made in your essay. Rephrase your thesis and include it in your conclusion.

Requirements:

Do not include any first or second person in this essay, unless it appears in a direct quote (and try to avoid those as well). An essay with an author statement ("In this essay, I will tell you..." "In the following paragraph, you will read about..." "I believe..." "I feel..." "I think...") will result in an immediate drop in a letter grade for the paper.

Spelling and grammar always count. Use formal, standard English. This is a formal essay, not a note, text message, or IM to a friend.

Include your word count after the last sentence in your final paragraph. Be honest.
Scout makes several references to education and her opinion of the formal system in the first part of the novel. Refer to To Kill a Mockingbird, either paraphrasing an event or directly quoting it (no longer than 2 sentences quoted, please) and include an in-text citation (Last Name page number). You are required to make mention of TKM in at least one of your body paragraphs. You may do more, if desired. Also consider using other sources, either read in this class or those you've read on your own, to help defend your answer to the prompt.

Include a Work(s) Cited page at the end of your paper. If it will fit on the bottom of your essay, you do not need to include it on a separate page. Do not include the work(s) cited in the word count.

In-class work time will depend on you. We will work on this Monday and your work ethic will determine the amount of time you receive tomorrow. We will not begin reading TKM again until next week, but I would still recommend bringing the book. We may do vocabulary from the book if working on a 500-1000 word essay is not enough to fill up a class period.

Rough draft due: Friday, April 20, 2007. Value: 150 points.
Final copy due: TBA.

Persuasive Essay

the overview:
Although Romeo and Juliet took their own lives at the end of the play, the blame for their premature deaths remains unclear. They didn't exactly have the best role models (their parents and friends) or guides (the Nurse, the Friar) along the way. In fact, every character influenced their decision to take their lives -- but the question remains: who is most at fault?

the assignment:
We will think about and respond to this question in the form of a persuasive essay. In the interest of time, we will we will not create an outline or a rough draft, although I will offer to proofread/correct rough copies before the final is due. The paper should be approximately 1000 words in length. Please include your word count at the end of your essay. You should include a title page with this formal essay. Include a MLA heading on the top, left corner of your paper and a title, centered, below the heading. As always, double-space, whether hand-written or typed. This essay is due on Wednesday, December 13.

No more than 1/3 of your sentences should contain "be" verbs. Never include 1st or 2nd person pronouns in formal writing, unless specifically requested. Eliminate statements such as "I think" or "I believe." Never write "In this paper I will tell you" or "In this paper you will find." Papers with 2nd person pronouns or 1st person pronouns (unless used in a direct quote) will receive a 10-point deduction for every instance. As Honors students, you should be beyond this type of vocabulary / word usage.

A persuasive essay should have five paragraphs. Start with an introduction, complete with attention getter, background information, and thesis statement. Your thesis should state: the person you blame for the deaths; three reasons why that person is at fault. Start with the strongest reason and work your way toward the weakest reason. I will provide you with a sample essay; however, you may not write about the same person I chose. Read the sample thesis below.

The responsibility of Romeo and Juliet's deaths rests on Friar Lawrence because of his selfishness, his unreliability, and his unlawful behavior.

My paper will follow the order of my thesis. Since I mentioned selfishness first, my first body paragraph must be about what I mean when I say Friar Lawrence is selfish.

You should include at least 3 direct quotes from the play in this essay. You will need at least one quote in each of the three body paragraphs which support your claim. Look at the example below.

"God pardon sin! / Wast thou with Rosaline?" (RJ 2.3.44).

As with all formal writings, include your word count at the end of your essay. To review my requirements for formal writings, visit the link below: http://english9h.blogspot.com/2006/08/format-of-formal-writings.html

the content:
Choose from the following list to determine who is to blame for Romeo and Juliet's deaths.

1. Romeo
2. Juliet
3. Nurse
4. Capulet
5. Montague
6. Mercutio
7. Tybalt
8. Benvolio
9. Romeo & Juliet (both)

extra help:
As always, if you feel like you need help beyond what is available in the classroom, I will be available before school 7:00-7:30 and after school until 4:30. I also check my email daily and may provide assistance this way as well. I cannot provide assistance if you do not ask; claiming to "not understand" an assignment and not asking for help is inexcusable. If you do not ask for help I will assume you understand the assignment and plan to turn it in, completed, on the due date. Again, this assignment will NOT be accepted late, so plan appropriately. We have limited time left in this semester, and I'm sure you all would like to know your grades the day we take our final.

the value:
persuasive essay, including title page -- 200 points

work cited:
A work cited page must contain the resources cited in the essay. Look at the examples below for help. Remember, you must hang indent your entry. Also include the words Work Cited, centered, before the entry. Do not include the label I've included to let you know which copy is which. In the interest of saving paper, you may include your work cited entry at the bottom of your essay, if it fits, rather than placing it on a different page.

English office copy:
Shakespeare, William. The Tragedy of Romeo and Juliet. Austin: Holt, Rinehart and Winston, 1994.

No Fear Shakespeare:
Shakespeare, William. No Fear Shakespeare: Romeo and Juliet. New York: Spark Notes, 2003.

Simply Shakespeare:
Shakespeare, William. Simply Shakespeare: Romeo and Juliet. Hauppauge: Barron's Educational Series, 2002.

Cliff's Complete:
Shakespeare, William. Cliff's Complete: Shakespeare's Romeo and Juliet. New York: Hungry Minds, 2000.

resources:

http://www.orangeusd.k12.ca.us/yorba/persuasive_writing1.htm

http://www.studygs.net/wrtstr4.htm

http://essayinfo.com/essays/persuasive_essay.php

Daily Agenda 10/20

Today, we accomplished...

• finished meeting with groups to discuss topics / outlines / rough drafts
• worked individually on rough drafts
• remember, rough drafts should be double spaced and include a title page, the essay, and a works cited page

Descriptive presentations

According to the Indiana Department of Education's Academic Standards for English 9

9.7.19 Deliver descriptive presentations that:

• establish a clear point of view on the subject of the presentation.
• establish the presenter’s relationship with the subject of the presentation (whether the presentation is made as an uninvolved observer or by someone who is personally involved).
• contain effective, factual descriptions of appearance, concrete images, shifting perspectives, and sensory details.

Sample Autobiography

No one really remembers what it was like the day of my birth. Mid-December, the frost daily kissed the windows of the hospital and left snow crystals as decorations for a bare room. I would imagine on that day the sky wept with my mother, only it was beautiful, because the sky’s tears turned to snowflakes. Despite the fact I was born in winter, something about it bothered me as a child – even as an infant – and left me feeling cold, abandoned, needing extra blankets. Even today, I prefer the warm comfort of the summer to the indifference of winter because no one likes to feel alone. My first words expressed this state of mind as well – words calling out to mama and dada – wanting so much more than their attention. As a child, I never wanted to leave their side – or they leave mine – for I was comforted by their presence as a headache is calmed by medicine; they were my medicine, and they helped me learn to appreciate life – not necessarily just mine, but more importantly, that of others.

My parents taught me much over the years, like the important stuff not learned in textbooks or from teachers. At three, when Cocoa, our dog, finished his eighteen years, my parents explained the concept of “death.” My parents taught me a stoical strength I called upon during many trying moments of my life. For our next pet, we enjoyed another eighteen long years with her; but at the end, I had to drive my tearful mother to the vet to hand over the decrepit and suffering dog and that took courage – a strength my father admitted he couldn’t find because he couldn’t stand to watch my mother so upset. Thus, during such a trying time, Fate called upon me to be the strong one; Fate dubbed me an adult – a title four or five years earlier, I would have welcomed. But it’s after becoming an adult that the realization sets in about everything our parents ever said about “life” and it not always being what we want or what we expect. Yes, it’s great to be an adult, but it’s even greater to be a child, because the realism of life hasn’t set in yet.

I still can’t imagine being so small. The little chairs, brightly painted reds and blues and yellows, still comfort the little children at the elementary school. Even though I played school for years with my cousins, I couldn’t picture what was in store for me. Yards and yards of construction paper embellished by fat crayons – thematic decorations hung from the ceiling with paper clips – and my teacher, with her laugh and the special feel of her hugs before running out the door to mom and dad. They both picked me up that first day, and I think now they may have been slightly disappointed that I did not miss them more or like school less, because that meant their little girl was one step closer to growing up. Of course, there are some parts of me that will never grow old – just like my father. I still hold a passion for the original Nintendo, which blasted its way into the world when I entered into kindergarten. I still like the original Zelda and Mario3, which seem so simple compared to what video games do today. I guess everything was simpler then but not in an inferior way. Life, itself, evolved into something much more complicated when I reached high school, because it was the time when I grew the most.

In high school, I attended my first concert, went to Florida without my parents for the first time, and experienced a first kiss from a young man I’d eventually marry. I remember going to Prom in a red dress and feeling special, really special, because the person I went with equally wanted to be there with me.

People always say that high school years are the best years of one’s life. I believe them. I feel as if I lived a lifetime in those four years and find my most vivid memories housed in that era. Even though not all the memories are the greatest, I find more opportunity to learn from those experiences I wish I could change. I wish I hadn’t lost my grandparents during those years, but now I appreciate life to a greater extent. And I owe that awareness to my parents, to whom I am always eternally grateful.

Daily Agenda 9/14

Today, we accomplished...

• Discussed I-STEP parallel rubric -- keep this copy for future reference -- all formal writings will be graded with this rubric
• Discussed the autobiography project
• Discussed format for formal writings
• last ten minutes devoted to "work/study" time

Every life has a story. What's yours?

the assignment:
Frederick Douglass's autobiography starts from when he was very small and progresses to the most important turning point in his life: obtaining freedom. You, too, will write an autobiography, similarly scoped -- including information from the beginning of your life and current events as well. Read and think about the six topical requirements below. You do not necessarily need to include them in your autobiography in sequential order, but topics should flow easily from one to the next. Remember, Frederick Douglass told us of the good times (without making us envious) and the bad times (without seeking pity). Thus, your autobiography should not be boastful nor should it be an opportunity to "throw a pity party." You are merely, objectively, telling a story -- a story of your life. It may be humorous (appropriately so) or serious (without being boring). The main premise behind this assignment: you have a story within you -- so tell it and tell it well.

the details:
We will be completing two copies of this autobiography. One will be considered a rough draft (due Monday, 18 September at the end of the period) to be returned to you by Wednesday, at the beginning of the period, and one will be considered the final copy (due Friday, 22 September at the beginning of the period). A "rough" copy does not constitute including every grammatical error known to man without a penalty. It should be as complete and correct as possible. I will mark "kinds" of errors only once in a paper (i.e., if you do not capitalize the first letter your sentences, I will mark the first sentence and no subsequent sentences).

I hate to attach a word count to this kind of writing, because I do not wish to hinder creativity -- but the risk of "cutting corners" and writing the "bare minimum" remains as well. Therefore, I'm asking you to write a [non-negotiable] minimum/maximum of 500-750 words for this paper -- easy, considering you have no research to do; you're writing about something you should know very much about: yourself.

To review my requirements for formal writings, visit the link below. http://english9h.blogspot.com/2006/08/format-of-formal-writings.html

extra help:
If you feel like you need help beyond what is available in the classroom, I will be available after school Monday 9/18 in my classroom until 4:30pm; Tuesday 9/19 in Benjamin's Learning Center (located on the first floor behind the cafeteria) until 3:45pm; Wednesday 9/20 before school 6:45-7:25am; Thursday 9/21 in my classroom until 4:30pm; and Friday 9/22 before school 6:45-7:25am. I also check my email daily and may provide assistance this way as well.

the content:
It may be helpful to think of a theme for your autobiographical piece. If we had to attach one word for Fred's story, it might be "freedom" or "education." Keeping a theme or overall idea in your head before you write will help to focus your writing and prevent too many side-stories which do not directly relate to your autobiography. Include in your autobiography all six points listed below. Again, this is not necessarily in the order listed.

• your beginnings: Include all of the following. Your birth--you know the date, but you may need to check with your family about the time and the place, and special events. Your first steps OR your first word. Your parents--or whoever was closest by at the time--can give you the date and details on this.
• your good times: A very happy event you remember from your life so far. If you're lucky, you have quite a few to choose from! Maybe you got a puppy, learned to ride a bike, got a good grade on a hard project--any happy event will do. Pick one, and check with your family, friends, or teacher to figure out the date and place.
• your not-so-good times: A sad event from your life. Here's hoping you don't have too many of these. Moving, getting in an argument with a friend, or having a death in your family are all guaranteed to make you sad. Choose your event and track down the key data.
• that part of you: Include one of the following. How did you discover what you like to do in your spare time? How did you meet your closest friend? What was a life-changing event for you?
• other events: Two more important events from your life. You pick! These can be things you remember, or things that happened when you were very small ... or one of each.
• a world event: For one of the above, an event that happened in the world around the same time. Use the Internet to find information for this part of your autobiography.

the presentation:
Oh, and we will be presenting these to the class. Your presentation should be short, sweet, and to the point. I'm looking for 2-3 minutes, tops -- do not plan on reading your entire story to us. Summarize the beginning, read a paragraph or two, and summarize the end. This is nothing too formal; however, speeches are a requirement of the Department of Education for the State of Indiana. I'm looking for eye contact, volume, and the ability to summarize your paper adequately and understandably. I would suggest planning ahead of time what you're going to say -- use notecards, if necessary, highlighting the points you want to discuss. Time yourself, so you don't stop at thirty seconds or babble on past five. Consider bringing personal artifacts for enhancement of your presentation. (No posters please.)

the values:
rough copy of autobiography -- 25 points
final copy of autobiography -- 100 points
presentation of autobiography -- 25 points

resources:

Sample autobiography (correct):
http://english9h.blogspot.com/2006/09/sample-autobiography.html

Source of the Topical Requirements:
http://piotech.wsd.wednet.edu/techoneunits/2internetbrowsing/task4/autobiography/amazingautobiographies.htm
Autobiography Project
http://autobiographyproject.com/

Revision Checklist from the Autobiography Project Website *great checklist!
http://benfranklin300.org/autobiographyproject/02_get_started/getstarted03.htm

Biography Maker
http://fno.org/bio/biomaker.htm

Indiana State Academic Standards met by this project: 9.4.1, 9.4.3, 9.4.13, 9.4.10, 9.4.11, 9.4.12, 9.5.1, 9.6.1, 9.6.2, 9.6.3, 9.6.4, 9.7.3, 9.7.4, 9.7.5, 9.7.6

Frederick Douglass Journal, Ch. 5-9

Requirements for Frederick Douglass Journals/Reader Response Essays:

• Essays / responses MUST follow the writing prompt
• Essays / responses MUST contain an obvious introduction, body, and conclusion
• Introductory paragraph MUST include a clear thesis as last sentence
• Entries should be around 200 words
• Entries will receive no penalty for under 5 spelling / capitalization errors
• Entries should contain NO run-ons or fragments
• Entries should not contain any “fluff” — stay on topic ONLY
• Permitted to use ‘I’ ; entries should NOT have ‘you’
• Entries should use minimal ‘be’ verb usage — please underline all ‘be’ verbs
• Avoid “In this essay…” ; “in the following paragraphs” etc.

Topic Choices for Frederick Douglass Journal, Ch. 5-9
Choose only one from the list below. Do not address all topics in your response.

• Do you believe in survival of the fittest?
• What is the longest you’ve gone without contacting someone?
• What’s the most you can achieve?
• When does silence speak and when does your voice speak?
• Who decides your fate?
• Do you ever feel manipulated?
• Why do you go to school?

Rubric for Frederick Douglass Journals/Essays

Content: Addresses question/prompt & stays on topic (5 points possible)

Follows Instruction: No ‘you,’ ‘in this paper/essay…’
underline ‘be’ verbs, etc. (5 points possible)

Grammar / Mechanics: Less than 5 spell./cap.
mistakes, no frags / run-ons (5 points possible)

Paragraphing: Obvious intro/body/concl., thesis,
logical order / paragraph breaks (5 points possible)

Comments:

Total:

I-STEP Parallel Writing Rubric

Ideas and Content
6 -- completely focused & thorough ideas
5 -- primarily focused & relevant ideas
4 -- mostly focused & several relevant ideas
3 -- somewhat focused & minimally relevant ideas
2 -- less than minimal focus & few relevant ideas
1 -- little to no focus & scarce relevant ideas

Organization of Ideas
6 -- logical
5 -- mostly logical
4 -- somewhat logical
3 -- attempts at logical
2 -- rarely logical
1 -- not logical

Word Usage & Writing Style
6 -- exceptional
5 -- more than adequate
4 -- adequate
3 --minimal
2 -- less than minimal
1 -- entirely lacking

Voice: Language & Tone
6 -- effectively adjusts to task & reader
5 -- somewhat effectively adjusts to task & reader
4 -- attempts to adjust to task & reader
3 -- slightly attempts to adjust to task & reader
2 -- some inappropriate use for task & reader
1 -- inappropriate use for task & reader

Follows Instructions
6 -- completely
5 -- mostly
4 -- adequately
3 -- somewhat
2 -- minimally
1 -- scarcely

Capitalization and Punctuation
4 -- no glaring errors
3 -- mostly accurate
2 --missing or incorrect
1 -- errors obstruct meaning

Spelling
4 -- all/nearly all correct
3 -- mostly correct
2 -- some misspellings
1 -- many misspellings

Grammar/Word Usage
4 -- correct
3 -- mostly correct
2 -- some incorrect
1 -- frequently incorrect

Paragraphing
4 -- proper
3 -- adequate
2 -- some/little attempt
1 -- no paragraphing

Sentence Structure
4 -- no run-ons / fragments
3 -- a run-on and/or fragment
2 -- some run-ons/fragments
1 -- many run-ons/fragments

50 points possible Total earned points _____

Comments:

Format of Formal Writings

Use a Heading/Title Page
For formal writings, you’ll need to include a title for your paper (something academically serious and appropriate for your subject matter) and the MLA heading on a separate title page. The title page should be double-spaced and use the same font and size as the rest of the paper.

General
For formal writing, unless otherwise noted, you’ll need to type your paper. It should use Times New Roman font, 12 point size ONLY. You should double-space the ENTIRE paper, including the title page and works cited page, if required. Since most papers require multiple drafts, I will not grade first drafts (or subsequent drafts) not following these simple criteria. If you do not know how to do these things on the computer, learn soon. Your first paper will be due in a couple weeks.

Spelling and Grammar
Simple spelling errors are critical in a formal essay. Simple fix: proofread your paper. In fact, I suggest you read your paper ALOUD to yourself and/or anyone who will listen. I guarantee you will find most of your errors this way. My job is not to re-teach you the English language; make sure your paper is fluent.

Word Count
After typing your paper, highlight the paragraphs ONLY (not the title page or works cited page) and go to Tools and Word Count. After the last word of your last paragraph, tab once, and include the number of words. Most of your formal writings will have a requirement for words. Word total makes up a percent of your total grade for a paper.

For example, let’s pretend you must write a 300 word essay on a topic of your choice. The essay is worth 100 points, but word count makes up 20 points. You only wrote 214 words.

214/300 = 71% -- You met the required word amount by 71%.

.71 X 20 points = 14 points -- 71% of 20 points is 14. You earned 14/20 points for word count.

Binders, Combs, and Happy Folders
As we get to know each other more, you’ll learn that I really enjoy happy, colorful décor. Folders and smilies and butterflies and sunshines are all wonderful things. But not for “formal writing.” Save your money. I just want one simple staple in the left-hand corner. If you have any drafts I’d like them stapled under the final copies. That’s it. Plastic sleeves, clips, fancy folders – they’re all unnecessary. Really. I appreciate the gesture, but it won’t affect your grade.

Works Cited
There is a difference between a works cited page and a bibliography. Look at the section MLA section to learn more about this. In the meantime, know that if the assignment requires a works cited page, you only include the sources you actually CITED in your paper. P.S. Cited means “quoted” or paraphrased.