Literacy Manual by Jon Grell

Woodstock High School Writing Manual Chapter One—PLAGIARISM Plagiarism is the representation of another’s words as the writer’s own. These words may come from any written or electronic source. Some examples of plagiarism include the following:         

not citing a source when idea or words are taken from another author; not citing a source when even a sentence or group of sentences from another author are used; not citing pictures taken off the internet not citing audio or video components making up citations; taking of an entire paper or portions of a paper from an on-line or off-line source, including a disk computer file; using statistics or diagrams without citing the original source; paraphrasing too closely to the original wording of the source. Video information

One way to avoid plagiarism is to paraphrase or restate the author’s words in the writer’s own words. The full meaning and intent of the original writer’s words are conveyed yet the wording is modified to the present writer’s style and interpretation. Therefore, paraphrasing can be longer than the original text. Paraphrasing is also used to explain meanings of proverbs, legal documents, poems, or obscure or symbolic writings. In research, the writer may introduce the paraphrase by citing the original author and work. An example of this would be the following: In his book, The Origin of the Species, Charles Darwin states that animals that are the strongest and the most acclimated to the climate and conditions they live in will live the longest. The author, source, and paraphrasing of Darwin’s “survival of the fittest” theory are stated in one introductory sentence. The writer would then continue to develop the concept with examples, quotations, statistics, and other research studies.

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Another example of paraphrasing would be as follows: Here is the original poem, “Nothing Gold Can Stay,” by Robert Frost: 1. Nature’s first green is gold. 2. Her hardest hue to hold. 3. Her early leaf’s a flower. 4. But only so an hour. 5. Then leaf subsides to leaf. 6. So Eden sank to grief. 7. So dawn goes town to day. 8. Nothing gold can stay. A paraphrasing of this poem line by line might be as follows: 1. 2. 3. 4. 5. 6. 7. 8.

The trees, grass and flowers have gone from green to gold Because it is difficult to keep things green. The buds that open first form flowers That last for a short time. Then leaves knock each other loose as they fall So a sadness fills what had been beautiful and fresh. As the spring turns to fall, The green goes away and this will always happen.

Other ways to avoid plagiarism include the following:      

reading and summarizing the author’s information in the researcher’s/writer’s own words; recording what is known on the topic prior to beginning research; noting sources for ideas that will need citations; recording quotes exactly with notation of citation information along with the quotation; checking through the rough draft for statements that might need citations or for re-writing statements into the researcher’s/writer’s own words; explaining the article or ideas to another so that understanding is reached and wording is original.

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Chapter Twoâ&#x20AC;&#x201D;THE WRITING PROCESS Prewriting is the step during which the writer gathers his observations, research, interview notes, and other materials to begin the organizational process of defining the audience, focusing on the purpose of the writing, and organizing thoughts that will develop the major ideas. The type of writing will define the complexity of this step (see chapter #3 for the types of writing).

Prewriting ideas can be put down on paper in a number of ways: outlining, graphic organizers, webs, lists, etc. If an outline is required, the following example should be followed to make sure the punctuation and format are correct: Careers in Education I.

Areas for teaching A. Elementary level B. Middle school level C. High school level D. Vocational level E. College level

II.

Preparation A. Four-year degree B. Student teaching C. Specialty courses 1. In education 2. In methodology 3. In special education Rewards A. Working with children B. Working with technology C. Having summers off

III.

Most students are familiar with many types of graphic organizers and webs. An example of a character web is included with the characterization paper.

The first draft allows the writer to state the purpose and to put ideas on paper. This is the time when ideas from the prewriting process are expanded upon and organized. The structure of the paper begins to take place: paragraphs are formed, transitions are added, etc.

All papers require a thesis statement, the idea or central thought that guides the entire paperâ&#x20AC;&#x2122;s development. Thesis statements typically are found as the first sentence of the paper or as the final sentence in the introduction. Topic sentences further develop this thesis statement. Development of the topic sentences occurs in the paragraphs. Details, examples, quotations, paraphrasing, statistics, researched facts, and examples from the text are ways topic sentences are developed into paragraphs. The topic sentences of each paragraph give the reader the general information of what will be covered in the paragraphs. If the reader were to read topic sentences only, he would get an overview of the entire paper. The writerâ&#x20AC;&#x2122;s development of the thesis should be obvious from the topic sentences. WHS Writing Manual

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The audience is important to keep in mind when writing. The author must ask himself who the audience is for that particular paper. For example, if the paper is on a very complicated scientific subject and the audience has no prior knowledge on the topic, the writer must be very clear in his explanations and may have to define terms for the audience.

The revision process is the most important step in the writing process. The first draft is the skeleton of the paper which then requires revising punctuation, rewriting for clarity of thoughts, adding details, looking for grammatical errors, addressing transitions and revising sentences for interest and variety.

The sharing and publishing step may mean that the assignment is turned in only for grading. Or the written material could be published in the school newspaper, The Wall, or in the school literary magazine, Carpe Diem. Students may also share their written efforts with other students in a class setting or present their written assignments orally as part of a group or individual research project. In any case, the sharing of a polished writing that is grammatically correct and clearly presented is the final step in the process.

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Chapter 3—TYPES OF WRITING The type of paper written depends on the assignment. This manual will highlight the major types of writing assignments given at WHS: persuasion, exposition, narration, comparison/contrast, summary, précis, DBQ/FRQ. A combination of these writings may also be appropriate. Persuasive writing attempts to convince or influence the reader to accept the writer’s position. When the writer is asked to defend, to convince another party to change its mind, or to explain why a situation needs to be changed or modified, the persuasive format should be used. When the writer is attempting to persuade the audience, he should not state his arguments in the initial paragraph. The reader may not be ready to be persuaded to a new viewpoint and will begin defending his own opinion instead of reading a differing point of view. The writer should be careful not to use inflammatory words to incite or anger the audience he is trying to convince. Such words as stupid, ludicrous, or dumb usually cause adverse reactions in the reader, especially if the reader feels the exact opposite of the writer. Expository writing explains or gives information to the reader. The writer could be the expert (on playing Xbox games, for instance) or may have researched the topic and is relating information to the reader from the sources. Most expository papers use chronological order, order of importance, spatial order, and comparison/contrast development. Narrative writing tells a story from beginning to end. High interest should be developed in the thesis paragraph. This can be done with a “teaser” introducing the drama that is to be told in the paper. An example of such a “teaser” would be…”Little did I know that this would be the scariest evening of my life;” or “I couldn’t believe this was happening to me.” The thesis paragraph should also place the reader into the setting and time frame of the incident to be related. A range of emotions or feelings should be explored, as in moving from embarrassment to joy, from fear to relief, from anger to humor. These emotions should be explained, not just stated. Comparison/Contrast writing will occur when the writer is asked to compare or find similarities or contrasting points between two items. It is important to note that comparison papers do not imply that both similarities and differences must be addressed. This would depend on the two items being compared. Comparison papers are developed by the point-by-point method, the block method, or a combination of both. In a point-by-point development, all the ideas regarding one attribute of the comparison are discussed in one paragraph. If the writer is comparing the human brain to a computer, he might discuss the structure of both, the ability of both to think complex thoughts and to reason, the time required and fatigue factors in working through a problem, and the different ways each processes problem-solving. Each of these points would be covered by discussing first the brain’s abilities and then the computer’s. In a block method, presents all arguments related to A and ten compares and/or contrasts them to all arguments related to B. The block method might be the easier type of development to follow for the first-time writer. Summary Writing is a very specialized form of writing highlighting the main points of larger text: novel, article, or chapter. This is not a re-telling of the information but a presentation of the main points in condensed form. Three questions guide the writing of a summary: 1. What is the main point of the text? 2. What information, facts, statistics does the writer use to support the points? 3. What are the most important features of the selection? WHS Writing Manual

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Features of a summary

1. A summary is usually no more than one-third the length of the original. 2. A summary provides the main ideas of the original, omitting all of the details except a few vital ones – names, dates, times, and places. 3. A summary presents the main ideas in the most logical order. 4. A summary expresses the main ideas of the original in the summary writer’s own words. 5. A summary includes the source you are summarizing. A summary concludes with a sentence that ties all your points together and brings the summary to an effective end. Students having difficulties with summary styles might practice stating the main point(s) of the article in 20 words or less, which is a GIST of the article. A writer can tell if he has understood the article’s main points if he can re-tell its thesis concisely.

Précis Writing is a short analytical piece of writing of something that the writer has read.

Guidelines for writing a précis are as follows:  be only 4-7 sentences  not have thesis or restatement of the prompt.  vary the sentence structure.  use incredibly sharp and precise language.  answer the question with one or two detailed thoughts and examples. not waste any time setting up the prompt/question An abstract is a 100- to 150-word paragraph summarizing a paper or research article.

Features of an abstract

1. 2. 3. 4. 5. 6.

Highlight key information on a copy of the paper. Begin with the thesis statement – the article’s purpose. Summarize key points in the order they appear in the paper. Include only essential information, methods, and results. Avoid technical terminology, specific quotations, and interpretations. Condense information from the original by omitting repetition and unnecessary details, by replacing long phrases and wordy clauses with short phrases or single words, and by combining ideas from two or more sentences into one sentence. 7. Present the main ideas and the important supporting ideas in the same order as the original.

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Chapter 4- IN-CLASS WRITING STYLES Students will be required to write in-class essays and short answer essays in many classes at WHS. This type of writing is significantly different from out-of-class writing due to the time constraints of the class testing hour. To write successful in-class essays students should use the following suggestions to assist them: 

Read the question carefully and underline the specific verb that tells you exactly what you are going to be doing. Some examples of these verbs and their meanings are as follows: analyze – separate into parts and examine each part compare – point out similarities contrast – point out differences define – clarify meaning discuss – examine in detail evaluate – give your opinion explain – tell how, what or why illustrate – give examples summarize – briefly review main points trace – show development or progress



Plan the answer. A list of major points and sub-points, a graphic organizer, or a short outline of thoughts help organize the answer so that the writing will go more quickly.



Watch time constraints. Plan according to the value of the essay questions. If one question is worth more points than another, divide the time accordingly. If there is only one question to answer, the expectation is that the answer will be in multi-paragraph form, not just a paragraph in length. A suggestion for a 50-minute essay test would be to spend   

    

5 minutes to brainstorm, organize and jot down ideas 35 minutes to write the essay 10 minutes to revise, edit and check spelling

Re-state the essay question in statement form as the first sentence in the essay. This provides focus for both the writer and the reader. Using the order of your outline or plan, develop claims/topic sentences quickly with specific evidence: statistics, quotes, and supporting details. The evidence should be analyzed and prove the students’ claims. Be complete but not wordy. Write one paragraph for each main point. To connect ideas and examples, use transitions. Use a strong concluding statement that summarizes the main ideas of the essay

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Chapter 5-RESEARCH PAPER A research paper is a form of expository writing that presents the results of an investigation of a specific topic. Information from a variety of sources is gathered, evaluated, organized and presented in a final form. It is important to give credit to the sources used to write the paper; this is called documentation. MLA (Modern Language Association) and APA (American Psychological Association) are two of the most commonly used documentation styles. The research process involves the following steps:     

Selecting a topic Gathering information Taking notes Writing the paper Documenting sources

Selecting a topic The topic choice is a key element in the success of the research paper. Begin with a general subject area of interest, then, after some initial research, narrow the focus of the topic. At this point a preliminary thesis statement should be developed. Example World War II Battles of World War II Battles of the Pacific during World War II Military strategies of Pacific battles during World War II Island hopping as a military strategy during WW II Bombing the Philippine Islands in WW II Preliminary Thesis: It was effective military strategy to bomb the Philippine Islands during World War II. Gathering information The requirements of the assignment will dictate how many sources are needed. Generally it is best to have a variety of sources: books, periodicals, electronic media, and interviews. Evaluate all sources for appropriateness, accuracy, and bias. Students may use the following checklist to help them evaluate sources. Evaluation Checklist All Sources (Including Internet) Yes No Comment Is the author a recognized authority? Is the information up-to-date? Are there bibliographies or references to other sources? Can the information be confirmed by other sources? Can bias be detected? Internet Sites Can the source of the information be determined? Are there links to other appropriate sites? Has the site been reviewed by a recognized agency? WHS Writing Manual

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Taking Notes Complete, accurate note-taking is necessary for creating a well-organized, well-documented research paper Subheading:

Order #

Information- One fact per space

Citation (author #)

Analysis: interpret, restate, agree/disagree, significance

Taking Purposeful Research Notes When students are asked to complete a research project, there are 5 steps that a teacher needs to structure for his/her students before a single note should be taken:

1. 2. 3. 4. 5.

Choose a topic Narrow your focus Find sources Read, highlight, and margin note your sources Brainstorm subtopics for your paper based on your sources

Once these steps have been followed, it is time to take notes. The note-taking stage is the most important step in writing a research paper; it is even more important than the actual writing of the paper. Why? Because having useful, organized notes makes writing your paper an automatic process. The more time you spend making your notes useful an organized, the less thought has to go into turning them into a well-written paper. However, it is easy to get frustrated with the note-taking step, and sometimes students even skip it all together. This is because the process of taking notes is time-consuming and arduous, and, especially for many students with learning disabilities, the idea of writing down a significant amount of information and mentally organizing it under subtopics is overwhelming. Therefore, if the teacher can make the note-taking process meaningful and relatively easy for the student, this most important step in preparing a research paper becomes less of a chore.

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NOTE CARDS: Some teachers ask their students to use index cards to write down individual facts with the intention of categorizing them under broader subtopics when the notes are complete. Though note cards seem easy to manipulate and minimize a large amount of information into individual snippets (one piece of information per card), there are several problems that commonly arise when using note cards in research: Problem #1: Students write too much information on a card Problem #2: Students fill out cards just to meet teacher requirements (i.e. “you must have 50 note cards for your paper”) without considering the usefulness of the information or its relevance to the topic Problem #3: Students have the added step of organizing their note cards into piles when they are done taking notes Problem #4: When they sit down to organize their note cards under subtopics, many students realize that they took too many notes on one topic and not enough on another. Also, they may realize that they wrote the same fact on more than one card. This means either restructuring the paper or finding more sources to fill in the gaps in information. Problem #5: In the organization process, many students find that they have some notes that don’t fit under any relevant subtopic. This means that they spent time taking notes that will never get included. The solution to these problems is simple: toss the note cards and use structured notes sheets instead, following the numbered steps on the next page … MAIN IDEA: 1. Students have several notes sheets going at once with pre-determined main ideas on them

Order #

Information – one fact per space 2. As

Sourc Lette

they find information in their highlighted sources that fits under a subtopic, they write it in a blank space on the sheet for that subtopic

When the student has completed all of his/her notes, it is time to put the pages in order as they would appear as paragraphs in the paper. Then, the individual facts on each page also need to be put in logical order by numbering them in the boxes provided in this column.

Students code their (Source A, B, C, etc record the source le page number for ea This forces them to track of where the information came fro makes citations easi insert as they write

Check out the following sample pages to see these notes sheets in action The sample research paper topic is: “The American Flag” WHS Writing Manual

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MAIN IDEA: US flag etiquette Order #

Information – one fact per space don’t let it drop towards any person or thing (exception: returning a salute from a foreign ship)

can never touch the ground

lights have to be shined on it if it is flown at night

repair or replace it if it gets worn and frayed if it is worn beyond repair, it must be destroyed by burning (can never be thrown away)

7 Flag Day (June 14) = American Legion organized flag burning ceremonies for old flags 8

the flag code says that it cannot be used on "anything intended to be discarded after temporary use" (like napkins boxes)

it is not true that a flag that touches the ground has to be burned

Notice that information on this page is from 3 different sources, but all fits under the same main idea. Having at least 6 spaces filled on this 10-space page is an indicator that you have enough for a paragraph in your paper. MAIN IDEA: the first US flag Order #

Information – one fact per space

1 when the Declaration of Independence was signed, the US had no official flag the Grand Union Flag is often given credit as the "First National Flag,” but this is not official 2

the Grand Union Flag looked like the British East India Company flag

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red and white stripes in the flag may have come from the Washington family coat of arms 6

the Grand Union Flag was used early in the Revolutionary War by George Washington

Flag Resolution passed on June 14, 1777: "Resolved, That the flag of the United States be thirteen stripes, alterna and white; that the union be thirteen stars, white in a blue field, representing a new Constellation."

How Notes Sheets eliminate possible note-taking problems: Problem #1: Students write too much information on a card



Notes Sheet Solution: Each space on the sheet is only big enough for one fact or quote.

Problem #2: Students fill out cards just to meet teacher requirements (i.e. “you must have 50 note cards for your paper”) without thinking about the usefulness of the information or its relevance to the topic



Notes Sheet Solution: If students are properly putting information on a notes sheet to match the main idea at the top, then every note is different, meaningful, and useful.

Problem #3: Students have the added step of organizing their note cards into piles when they are done taking notes.



Notes Sheet Solution: Students are organizing their notes under main ideas as they write them down, which eliminates one big step in the organizing process.

Problem #4: When they sit down to organize their note cards under subtopics, many students realize that they took too many notes on one topic and not enough on another. Also, they may realize that they wrote the same fact on more than one card. This means either restructuring the paper or finding more sources to fill in the gaps in information.



Notes Sheet Solution: A student can tell right away if he doesn’t have enough information to make a paragraph and correct this problem as he takes notes instead of after he is done. If 6 spaces on a sheet are filled out, there is enough information for a solid paragraph. Also, as students write facts on their sheets, they are less likely to repeat information that is already written down on that page.

Problem #5: In the organization process, many students find that they have some notes that don’t fit under any relevant subtopic. This means that they spent time taking notes that will never get included.

 WHS Writing Manual

Notes Sheet Solution: Again, if students are properly putting information on a notes sheet to match the main idea at the top, then every note is meaningful and useful. Page 12 of 80

There’s a blank notes sheet on the following page for you to use! MAIN IDEA: Order #

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Information – one fact per space

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Sophomore Composition Research Paper Outline

Introduction

Attention Getter: _____________________________________________________________________________________ _____________________________________________________________________________________ ______________________________________________

Transition Sentence to Background (Your sentence should lead your reader from the attention getter to the background section.): _____________________________________________________________________________________ ___________________________________________________________

Background/Relevance of Topic (Describe the history, importance and current relevance of your topic. Give your reader reasons for caring and being interested in your topic.): _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________

Thesis Statement: _____________________________________________________________________________________ _____________________________________________________________________________________ ______________________________________________

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II. Body Paragraph 1 (Division 1 in your outline – Write a topic sentence that introduces this division. Remember transitions): Topic Sentence: _____________________________________________________________________________________ ___________________________________________________________

A. Example 1 (Give an example that proves your topic sentence. ______________________________________________________________________________ _________________________________________________________________ Analysis for example 1 (Explain how/why the above example proves your topic sentence. This should answer the “so what”? It should provide YOUR reaction.) _____________________________________________________________________________________ _____________________________________________________________________________________ ______________________________________________ ****(A quote/paraphrase MUST be used in presenting/explaining this example. It should be used when presenting your example.)****

B. Example 2 (Give another example that proves your topic sentence. Use a transition to move into it. Another example, the next instance, etc.) _____________________________________________________________________________________ ___________________________________________________________

Analysis for example 2 (Explain how/why the above example proves your topic sentence. This should answer the “so what”? It should provide YOUR reaction.) _____________________________________________________________________________________ _____________________________________________________________________________________ ______________________________________________ ****(A quote/paraphrase MUST be used in presenting/explaining this example.It should be used when presenting your example.)****

C. Example 3 (Give another example that proves your topic sentence. Use a transition to move into it.) _____________________________________________________________________________________ ___________________________________________________________

Analysis for example 3 (Explain how/why the above example proves your topic sentence. This should answer the “so what”? It should provide YOUR reaction.) _____________________________________________________________________________________ _____________________________________________________________________________________ ______________________________________________ WHS Writing Manual

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****(A quote/paraphrase MUST be used in presenting/explaining this example. It should be used when presenting your example.)****

Concluding Sentence (Restate your topic sentence) _____________________________________________________________________________________ ___________________________________________________________

III. Body Paragraph 2 (Division 2 in your outline – Write a topic sentence that introduces this division: Topic Sentence: _____________________________________________________________________________________ ___________________________________________________________

A. Example 1 (Give an example that proves your topic sentence.) _____________________________________________________________________________________ __________________________________________________________

Analysis for example 1 (Explain how/why the above example proves your topic sentence. This should answer the “so what”? It should provide YOUR reaction.) _____________________________________________________________________________________ _____________________________________________________________________________________ ______________________________________________ ****(A quote/paraphrase MUST be used in presenting/explaining this example. It should be used when presenting your example.)****

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Concluding Sentence (Restate your topic sentence) _____________________________________________________________________________________ ___________________________________________________________

IV. Body Paragraph 3 (Division 3 in your outline – Write a topic sentence that introduces this division: Topic Sentence: _____________________________________________________________________________________ ___________________________________________________________

D. Example 1 (Give an example that proves your topic sentence.) _____________________________________________________________________________________ __________________________________________________________

E. Example 2 (Give another example that proves your topic sentence. Use a transition to move into it. Another example, the next instance, etc.) _____________________________________________________________________________________ ___________________________________________________________

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F. Example 3 (Give another example that proves your topic sentence. Use a transition to move into it.) _____________________________________________________________________________________ ___________________________________________________________

Concluding Sentence (Restate your topic sentence) _____________________________________________________________________________________ ___________________________________________________________

V. Conclusion Restate thesis statement: _____________________________________________________________________________________ _____________________________________________________________________________________ ______________________________________________ Briefly restate main point and the reason your topic is relevant: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ____________________ Refer to your attention getter. (Ferrari exit. . .) _____________________________________________________________________________________ _____________________________________________________________________________________ ______________________________________________ WHS Writing Manual

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CHECKLIST              

Use transitions (especially as you introduce your subdivisions and between specific examples). Use your transition packet for examples. Use signal phrases and stitch and weave quotes (see packet). No dropped quotes. Balance quotes and paraphrases. Eliminate linking verbs. Eliminate contractions. Rephrase run-ons and fragments. No informal language (Well, I’m going to show you, like, etc.) Keep the same verb tense throughout paper. Provide clear and strong ANALYSIS. Your writing should shine through. Research: 60% Your writing/response/analysis: 40% “Document correctly” (Foster 5). Have a minimum of 8 sentences in each body paragraph. Refer to research packet for in-citation guidelines and writing tips. Do not use “I” or “you” in your paper. NINE (minimum) citations total (Three - minimum per paragraph.)

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Name _________________________ Date_____________________ Research Paper- thesis statement and topic

Remember your thesis statement needs to formulated as a yes/no question. Your thesis will not be approved if it is not structured in this way.

Possible thesis statements connected to your topic:

1.___________________________________________________________________________________ ___________________________________________________________2.________________________ _____________________________________________________________________________________ _________________________________3.__________________________________________________ _____________________________________________________________________________________ _____

Approved:

List of sources from the on-line encyclopedias:

Books:

Magazines:

Websites:

Writing the Paper Each paper should have a working outline, a rough draft with sources cited, time for revision, and the final product that will include a bibliography. Since a research paper is required in Sophomore Composition, students should recognize these steps and practice them every time they are assigned to do research.

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Documenting Sources It is important to give credit to the original source of all ideas, opinions and facts, which have been directly quoted, paraphrased or summarized. Failure to do so is plagiarism (see page 1). Credit is provided to give authority to the paper, to allow the reader to verify the information contained in the paper, and to enable the reader to locate additional information on the subject. There are several documentation styles. Two of the most commonly used are the MLA (Modern Language Association) style manual and the APA (American Psychological Association) style manual. MLA is generally used by the humanities (literature, philosophy, history, etc.). APA is preferred by the social sciences (psychology, sociology, political science, etc.) and the pure sciences (biology, chemistry, physics, etc.). Usually the instructor will indicate which style to use; if no directions are given, choose one style and use it consistently throughout the paper. If questions arise refer to the complete handbooks, available in the LRC, or go to the organizations’ web sites: http://www.mla.org http://www.apa.org Sample entries for both styles are provided in this manual. The complete handbook for each style is available in the school Learning Resource Center. Ask at the circulation desk for either the MLA Handbook for Writers of Research Papers, 7th ed. or the Publication Manual of the American Psychological Association, 5th ed. Endnotes Some teachers may require endnotes rather than parenthetical references within the text. The endnotes page is a separate page placed after the text and before the Works Cited (Reference) page. Each endnote is numbered and must match a numbered reference in the paper itself. The convenience of digital textbooks

The Coursesmart website made for distributing digital versions of print text books, claims that “Studying with Coursesmart saves up to 60% of the money used buying print textbooks” (“Product Features” 1). With the ability to save that much money when buying the same product, why would you choose the more expensive option? Laptops and other technology replacing print textbooks has been a popular idea for years now, but still hasn’t been the dominant choice for schools. Since their beginning, Digital textbooks have become more complex, more interactive, and overall cheaper. Now that schools are beginning to adopt this new option, it’s becoming obvious just how convenient they are for the student. Using laptops as textbooks both inside and outside the classroom may be the new way to teach in

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the near future. Schools should replace print textbooks with laptops due to their low price, portability, and convenience for the students. The first main reason for replacing print textbooks with electronic versions is the reduced price. The magazine New Orleans City Business states that “Textbooks can quickly become dated, and it may be impractical for most schools to buy new textbooks every year” (Fritz 1). This is helpful to point out since Laptops can update quickly without having to leave the building, unlike traditional textbooks. Also, most electronic updates of already purchased products are instant and completely free, which save you the money that would have been used getting the newest edition of the School’s textbook. Adding to this idea, the news website nyl.com claims that in their study “The principal lists among her arguments that information in books becomes dated, while online information is always current” (Belkin 1). By using the internet capabilities of a laptop, students will be able to find out new changes in their lessons or new details about a history or science subject the day they’re discovered. So far, the instant update in information has been praised in schools, due to not having to pay for a new batch of textbooks every time there is a change in the lesson. Chnonline, a news website, highlights that “rather than replacing pricey textbooks every few years, the ebooks can update quickly and be edited with precinct information” (Mahoney 1). This can lead schools and students to slowly have less and less of a need to replace books and materials. Multiple school representatives and teachers have also seen less of a need to buy extra supplies since with laptops they can make teaching tools and assignments “assembled by the wealth of free courseware” (Lewin 1). By taking advantage of other features of the laptops, Teachers will be able to save their own money that would usually be used for classroom supplies. ABCNews.com Reasons that due to these free educational programs “high tech can sometimes mean low cost” (Martin 1). Online activities can also save money used for purchasing paper to print assignments. BBCNews reports that one of the schools that switched to the digital textbooks “reduced the school’s ₤80,000 photocopying bill to just ₤15,000 a year.” (“Murdoch Group Unveils Amplify” 1). Education Week magazine also demonstrates having less of a need for paper by claiming “one of these laptops can be loaded with literally hundreds of virtual textbooks” (Hurst 1). The quote proves that although people look more at the price of one laptop over one WHS Writing Manual

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Textbook, in reality one laptop can carry all of a student’s textbooks and notes for multiple years without being replaced. People often think of buying technology for the school year as more expensive than books due to the price of a laptop. However, schools are beginning to find more cost friendly alternatives to provide students with the new learning tools. One source reports that “for the cost of 2 laptops, the district can purchase 5 netbooks.” (Rueff 1). Assuming that the netbooks can use the online textbooks, have a typing program, and can access the internet, all of the student’s computer and textbook needs for school will have been met for a significantly lower price than expected. Neeru Kholsa, who founded a group for free “flex books”, claims that people need to “get over the mindset issue” about the price because “There’s no reason to pay $100 a pop for a textbooks when you can have the constant you want for free” (Lewin 2). Most of the time, a textbook won’t be used by a student reading every page. Neeru proves that paying so much for a textbook that isn’t used for its full potential is a strange habit when most of the same information can be accessed on the internet for free. The Daily Herald had an article that states that “The price for textbooks for two semesters in 2011 was $1,595.52” while “the electronic option will cost just more than $1,000.00” (Chinwan 1). By choosing the digital textbooks over print, a student can now cut the overall price of their textbooks by a third. Another Daily herald article claims that “for a four year period students would save an estimated $225 over the costs of purchasing textbooks.” (Krishnamurty 1). This shows that even if students have different classes, they can all still save by using the digital option. By paying slightly more in the beginning of the year, students are able to save more money in the long run. NYTimes points out that the online Textbooks will save money by staying current longer. They claim that “traditional textbooks cost about $70 a student.” While their digital alternative “starts at $38 a student for a six year subscription” (Barnes 1). By using the digital option, Students can get only what they need and keep it for as long as they’ll need it for a cheaper price. Chronicle of education magazine adds that “electronic texts typically cost half as much as printed versions” (Young 1). When students only get the essentials and take advantage of free software, they can find the same information as their traditional textbooks at a significantly lower price. By taking advantage of the technology given to them, schools can show that using digital textbooks instead of traditional print textbooks could become the cheaper alternative.

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The next important use of online textbooks is their portability. Digital textbooks are able to keep all of your notes and information with you whenever you have an electronic device on hand. NYTimes.com claims that the laptops will allow their students to “do their home work and hear podcasts of their teacher’s science lessons” (Lewin 1). The same article also claims later on that the students will be able to “take courses online, at night, 24/7, whenever they want” (Lewin 1). Using digital textbooks will allow students to keep up with class work during sick days or family vacations. The students will also be able to review a lecture or find answers to questions in their free time. These functions can be used for a student who needs to study for a test or forgets how to work through a homework problem. One website that was made for the purpose of selling digital text books claims in their Q and A section that the textbooks will allow you to “create notes (Which automatically sync to the bookshelf next time you log in)” (“What in an e-book?” 1). Being able to keep all your notes with the class textbook at all times can prove to be useful to students by having them handy at all times and easy to add on to the notes as you go along. Also this way notes cannot be misplaced in supplies for another class of left behind in the classroom. This can also help save room in a student’s backpack. Education week magazine explains that a laptop “has a complete inventory of textbooks that can be used in all classes for more than a year” (Hurst 1). By keeping textbooks in a digital format students will have less to carry from class to class and won’t need to carry heavy backpacks from and to school everyday. The Daily Herald demonstrates this by replacing their 68 pound books with “a laptop or tablet, which could be as light as three quarters of a pound” (Chinwan 1). Having all of their supplies in one light device could even let the student not have to carry a bag with them. Also, they won’t have to go to lockers between classes or carry unnecessary books with them all day. A student named David K Belsky claims that he “already has his laptop, and there’s only so much you can carry” (Young 1). This proves that students are getting tired of having to go back and forth so that they can get a new load of textbooks to carry every few classes. Even without the need for lockers schools are finding alternatives to keep the laptops safe. The Chicago tribune explains that “the students pick up the portable computers from their homeroom charging stations every morning and drop them back off at the end of the day” (Rueff 1). This proves that the laptops can still be kept in a secure place when not in use. When the students go home to do their home work they will be able to get their homework through multiple WHS Writing Manual

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devices. The Daily Herald tells us that “the books can be read on a tablet, laptop, or desktop computer” (Chinwan 1). This not only gives easy access to the textbooks but allows them to be in two places at once. This could prove to be helpful in houses with multiple students who all learn at their own pace. The etextbook website highlights that even if an internet browser is not available you can read the textbooks on “Android devices, iPad, iPhone, and iPod touch with Coursesmart apps” (“Product Features” 1). This way, if a student is traveling in a place without Wi-Fi, they will still be able to access their textbook. The Daily Herald points out the ability to use the textbooks with Wi-Fi by stating that “It’s tremendous mobility for them.” (Krishnamurthy 1). The Wi-Fi settings allow students to be able to use the textbook in waiting rooms, offices, and some restraunts without taking anything extra with them. Schools are also supporting the online textbooks by adding more Wi-Fi hotspots to their campuses. The magazine, New Orleans City Business, reports that “about 80 percent of Metairie Park County Day’s campus is wireless” (Fritz 1). Another magazine, Long Island Business News, Tells us that “At Adelphi University in garden city, the library, cafeteria, commuter lounge ,and university center are all wired for access” ( Claude 1). The schools increasing their Wi-Fi abilities allow students to so classwork or homework in almost any area of the school at any time. By doing this, students can now use lunch periods or study halls to their advantage without worrying about overcrowding at the computers. Having less to carry and being able to get to your schoolwork no matter where you are makes Portability useful to students both inside and outside of school. Another attraction of digital textbooks is that Students use their laptops everyday anyways. Being able to use something they already work with is a major convenience to both students and teachers. Students need to learn how to use computers to deal with their future education and jobs. Superintendent Kim Knott explains the situation as “this is where our children need to function in the 21st century to compete for jobs” (Clapp 1). This proves that schools are ready for change because they want to have students prepared for skills they’ll need for their future. Harvard university lecturer David Rose claims that “the future is largely going to be in new media” (Martin 1). Carol Wary, a Clarksville middle school teacher, adds to the discussion by claiming that “we know in business nobody operates without technology” (Clapp 1). Both quotes conclude that schools are expecting students to need to use computers on a daily basis in their future. By offering digital versions of the textbooks they are able to make sure WHS Writing Manual

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students keep up with modern technology. Schools are upgrading their technology to make it easier for students to get their work done with 21st century resources. Long Island Business News magazine claims that “Students can get their work done, cant access information without computers” (Claude 1). This quote tells us that students need to be efficient with technology to study properly. Chnonline reports that “students will learn to turn resources of the internet into a personal tutor, library, and reference tool” (Mahoney 1). A school teaching their students how to use computers proves that teachers feel that it will be a useful skill to have in the future. Students are also catching on to the new technology quickly. Chief technology officer for the school, Sheryl R., tells NY Times that students are “digitally nimble” and that they “think of knowledge as infinite” (Lewin 1). The Laptops are a way of allowing the student to access more resources or look up any questions they might have about their textbook. Technology teacher Angie Mulligan also states that with the computers as resources students “feel like they have some control over things now, it’s not just us lecturing them” (Rueff 1). Because the students can o at their own pace when using their own laptops, they can reread, search for something, or get extra help without holding back the whole class. Teachers also find students working at their own pace useful, since they can monitor where students are and who needs more help. Another teacher named Mrs. Bartomelo explains that instead of walking “to each kid to see how it’s going” she can now “give time to the kids who really need it” (Rueff 1). Being able to compare student’s progress can help a teacher decide how to teach and at what pace to teach at. In the end, if students use their talents with laptops they will be more prepared for the future and help others learn. In conclusion, digital textbooks should be able to replace traditional textbooks due to their lower price, portability, and convenience for students. If laptops are given the chance, they can prove useful to both the school and students. Laptops can open up new opportunities to traditional education if used properly. Most schools already expect students to use technology in their education. If the schools don’t make sure that the students have access to and know how to use computers, some students may fall behind. Being able to save money and space for more convenient textbooks makes laptops an important option in education.

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Works cited website Martin, Rachel. Brouwer, Christine. ABCNews. Schools Dump Textbooks for iPods. Laptops. Sept.13, 2009. Web. 6 mar 2013. website Mahoney, Karen. Chnonline. Laptops to replace school’s textbooks. Feb 25, 2010. Web. 8 mar 2013. website Schwarz, Alan. Nytimes. Out with textbooks, in with laptops for Indiana school district. Munster ind. Oct 18, 2011. 8 mar 2013. website Clapp, Jerod. Newsandtribune. Clarksville community schools votes to replace some books with laptops. May 31, 2011. Web. 8 mar 2013. website Lewin, Tamar. Nytimes. In a digital future, textbooks are history. August 8, 2009. Web. 8 Mar 2013. website Belkin, Adam. Nyl. Laptops completely replace books in Manhattan high school. March 22, 2011. Web. 8 mar 2013. Newspaper article “Murdoch group unveils Amplify tablet for US schools”. BBCNews. N.p. 6 mar. 2013. Web. 13 mar. 2013. WHS Writing Manual

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Newspaper article Barnes, Brooks, Chozick, Amy. “Media Companies seeing profit slip, push into education”. NY Times. 19 aug. 2012: n. pag. Print. Newspaper article Krishnamurthy, Madhu. “District 207 replacing textbooks with Chromebooks”. Daily Herald [Chicago]. 22 Feb. 2013. In. pag. Print. newspaper article Chinwah, Larissa. “ECC hoping to save student’s money, backs”. Daily Herald [Chicago]. N.p. 30. July 2012. web.14 mar. 2013. Newspaper article Rueff, Ashely. “The future is electronic”. Chicago tribune. 24 Nov.2010. n. pag. Print. magazine Hurst, Marianne D. “Textbook shortages spur digital alternatives”. Education week. 23. 34 (2004: 5). MasterFileElite. Web. 20 mar. 2013 magazine Fritz, Esher. “Wireless laptop usage among new Orleans- area middle and high schools”. New Orleans Citybusiness (LA). (n.d.) . MasterFileElite. Web. 20 mar. 2013. magazine Claude, Solnik. “Universities on Long Island are providing wireless acess throughout most of their campuses”. Long Island Business News (Ron Ron Koma, NY) (n.d.): MasterFileElite. Web. 20 mar. 2013. WHS Writing Manual

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magazine Young, Jeffery R. “How Kindle could change the textbook market”. Chronicle of higher education. 55. 36 (2009): A4. MasterFileElite. Web. 20 mar. 2013. Textbook website Q and A N.A. N.P. “Product Features”. N.D. web. 22 mar. 2013. Digital textbook website Q and A N.A. N.P. “What is an ebook?”. N.D. web. 22 mar. 2013.

Research Paper: Research Points and Writing Points

Name:

Date: Tchr

Due date

What is due

3.10

Thesis with 3 divisions approval

3.14

Points

Out of

Chck



Source citations #1 - 2 (websites)



10 Note entries/Analysis on grid



Source citations #3-4 (magazine/newspaper

Sources) 

10 Note entries/Analysis on grid

3.21

(20 entries total)

***Make sure you are balancing notes among thesis divisions.***  4.4

Source citations #5-6 (magazine/newspaper/website)



10 Note entries/Analysis on grid

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(30 entries total) ***Make sure you are balancing notes among thesis divisions.***  4.9

Source citation #7 (miscellaneous:book,video,etc.)



8 Note entries/Analysis on grid (38 entries total)



Completed research on divisions: minimum 12 notes per division. Highlight important

4.11

notes. 

Notes/Analysis must strongly support thesis divisions.

Research portion complete

100 5

Introduction (Attention getter, background and thesis) Hmwk: Pre-write Body Para. #1 4.14 4.16 (end of period) 4.18

First body paragraph typed. Follow outline and rubric. Follow MLA documentation guidelines. This paragraph will be teacher edited.

Second body paragraph typed. Outlines will be checked beginning of period.

4.21

Third body paragraph typed. Outlines will be checked beginning of period.

Conference with teacher if needed. Conclusion Outline 4.22 Works Cited Page

4.23 Revisions, Sentence Variety 4.25

Final Paper due: Note-taking grid packet and rough drafts will also be turned in.

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200*

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*See Rubric for point breakdown Paper completed

250

Sophomore Composition: Research Paper Assessment Rubric A B

1. Attentiongetter/ 10 DNM=5-6/10 M=7-9/10 EX=10/10 2. Evidence/ Support DNM=10-12/20 M=12-18/20 EX=19-20/20

Does not meet 9-10 standards _______Comments:

_______Comments:

Meets 9-10 standards

Exceeds 9-10 standards

_______Essay begins with attentiongetter, relevant historical context and contains a â&#x20AC;&#x153;bridgeâ&#x20AC;? connecting this information to the thesis.

_______Comments:

_______Develops claims clearly and supplies specific evidence from sources for each reason. Effectively uses quotes and paraphrases as evidence to prove claim. Minimum of 9 citations properly documented. _______ Each body paragraph contains an analysis of evidence that explains clearly how the evidence proves the claim.

_______Comments:

3. Analysis DNM=10-12/20 M=12-18/20 EX=19-20/20

_______Comments:

4. Organization DNM=10-12/20 M=12-18/20 EX=19-20/20

_______Comments:

_______Creates an organization that establishes clear relationships among claims, topic sentences, evidence, and analysis. Effective use of transitions and signal phrases is included in this grade.

_______Comments:

5. Conclusion DNM=5-6/10 M=7-9/10 EX=10/10

_______Comments:

_______Provides a concluding statement or section that follows from and supports the argument presented. This should include a final statement explaining the importance of the topic. _______Establishes and maintains a formal style and objective tone. Sentences should be coherent and cohesive. Contains few fragments or run-in sentences and verb tense is consistent throughout.

_______Comments:

_______Comments: 6. Language, word choice, structure, grammar DNM=5-6/10 M=7-9/10 EX=10/10 Works Cited Page _______/10

_______Comments:

Paper Total:________/

Name_________________________ WHS Writing Manual

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Bibliography Card Template REQUIREMENTS:     

Minimum 7 sources used in research note taking (Minimum: 2 websites, 3 magazine/journal/newspaper, 1 miscellaneous – book, interview, etc. You may have more than this; this is the basic requirement.) Number each source as you make citations MLA Citations can be written, printed and pasted on this page or done digitally and saved in your research folder. Use the Purdue OWL MLA citation link for correct citation format for each type of source. (On LRC website) Use EasyBib (MLA) to create citations for you. Please delete URL information when citing websites. This is no longer required under the MLA guidelines.

Sources

#_____________ Type: _________________ (website, magazine, journal, book, etc.)

#_____________

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#_____________

ď&#x201A;ˇ ď&#x201A;ˇ

Remember to vary your sources! Use proper citation format!

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Chapter 6 - BUSINESS WRITING Business Letter Format Top Margin = 1 inch & Bottom, Left, and Right Margin = 1 inch Open Punctuation – No punctuation after Salutation or Complimentary Close Block Format – All components of a letter are aligned at the left margin (LM) Mixed Punctuation – colon after salutation and comma after complimentary closing. Letter Head

Company Information – name, telephone, fax, web site, email, or address (takes up 1st inch of paper).

Date

Spell out month (come down 6 lines from top of paper)

QS Letter Address

To whom the letter is going to (1st line could be an attention line)

DS Salutation

Dear Sally (no punctuation if open & colon in mixed punctuation)

DS SUBJECT LINE

Identifies the topic of letter – ALL CAPS

DS Body of Letter

Single Spaced, Double-Spaced between paragraphs

After last paragraph

Complimentary Close

Sincerely; Cordially yours; Yours truly (no comma if open punctuation & a comma if mixed punctuation is selected)

Typed Name Dept./Title

Person who wrote the letter If title is 2 words or more, put below their name, otherwise, keep with name

DS Reference Initials

Person who keyed the letter; lowercase and no punct.

DS Enclosure(s)

Any attachments that go with the letter

DS Copy Notation

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If a copy of the letter is being sent to one or more people. Key a lower case c followed by those people that are going to receive the letter. Page 34 of 80

*Note: Not all letters require subject lines, reference initials, enclosures, and/or copy notations. Regardless of which notations are needed, key them in the order given with a DS between them. Legend – QS = Quadruple Space – DS = Double Space – SS = Single Space – LM = Left Margin Business Letter with Letterhead

2” TM

Merkel – Evans, Inc 1321 Commerce StreetDallas, TX 75202-1648Tel. (214) 871-4400 (6 returns from the top)

November 10, 20-(QS) Mrs. Evelyn M. McNeil 4582 Campus Drive Forth Worth, TX 76119-18385

(Letter Address) (DS)

Dear Mrs. McNeil: HOLIDAY SEASONS FAST APPROACHING

(Subject-ALL CAPS) (DS) The new holiday season is just around the corner, and we invite you to beat the rush and visit our exciting Gallery of Gifts. Gift giving can be a snap this year because of our vast array of gifts “for kids from one to ninety-two.” What’s more, many of our gifts are pre-wrapped for presentation. All can be packaged and shipped right here at the store. A catalog of our hottest gift items and a schedule of holiday hours for special chargecard customers are enclosed. Please stop in and let us help you select that special gift, or call us if you wish to shop by phone.

1” LM

We wish you happy holidays and hope to see you soon. (DS) Cordially yours,

1” RM

(QS) Ms. Carol Suess, Manager

(if title is 2 words or more, move to next line)

Reference Initials (DS)

Enclosures c Jim Smith

(Copy Notation)

Legend: TM, BM, LM & RM = Top, Bottom, Left & Right Margin – QS = Quadruple Space – DS = Double Space WHS Writing Manual

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Personal Business Letter Format Top Margin = 1 inch & Bottom, Left, and Right Margin = 1 inch Open Punctuation – No punctuation after Salutation or Complimentary Close Block Format – All components of a letter are aligned at the left margin (LM) Mixed Punctuation – colon after salutation and coma after complimentary closing

Return Address Date

Person who is sending the letter (come down 6 lines from top) Third line of the return address

QS Letter Address

To whom the letter is going (1st line could be an attention line)

DS Salutation

Dear Sally (no punctuation if open & colon in mixed punctuation)

DS SUBJECT LINE

Identifies the topic of letter – ALL CAPS

DS Body of Letter

Single Spaced, Double Spaced between paragraphs

After last paragraph

Complimentary Close

Sincerely; Cordially yours; Yours truly (no punctuation if open & coma in mixed punctuation)

QS Typed Name Dept./Title DS Enclosure(s)

Person who wrote the letter If title is 2 words or more, put below their name, otherwise, keep with name Any attachments that go with the letter

DS Copy Notation If a copy of the letter is being sent to one or more people. Key a lower case c followed by those people that are going to receive the letter. *Note: Not all letters require subject lines, reference initials, enclosure notations, and copy notations. Regardless of which notations are needed, key them in the order given with a DS between them. Legend – QS = Quadruple Space – DS = Double Space – SS = Single Space – LM = Left Margin WHS Writing Manual

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Personal Business Letter 2” TM

(6 returns from the top)

1764 Seminole Dr. Detroit, MI 48214-2176 November 19, 20— (QS) Mr. Thomas E. McCarthy 2552 Madison Rd. Cincinnati, OH 45208-3172 (DS) Dear Mr. McCarthy: (DS) (SUBJECT LINE – ALL CAPS) (DS) Someone once said, “A friend in need is a friend indeed,” and I am in need. FRIENDS IN NEED

1” LM

1” RM

When you were in Honors English at Hillside High School, I recall your using Cliff’s Notes to help you through some of the more esoteric reading assignments. Do you still have those “Notes”? Among our readings for second semester are Great Expectations and Hamlet. Cliff’s Notes would be especially helpful for the latter, but I’d appreciate having both. If you can lend me these, I’ll be forever grateful. Please let me know if you can be of help. Knowing you, I’m sure all is going well at college. (DS) Cordially,

Joanne Smith Joanne Smith Student at Large

1” BM

(QS)

(if title is 2 words or more, move to next line) (DS)

Enclosures c Jim Jones

(DS) (Copy Notation)

Legend: TM, BM, LM & RM = Top, Bottom, Left & Right Margin – QS = Quadruple Space – DS = Double Space

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RESUMÉ Bertha Winthrop

Objective

To obtain an executive secretarial position with Norton Industries.

Work Experience

2000-Present McDonald’s Corp. Woodstock, IL Customer Service Specialists  Customer relations  Maintaining company standards – maintenance/cleanliness  Cash Handler  Inventory Control 1996–2000 Bertha’s Home/Child Care Woodstock/Wonder Lake, IL Child Care Specialist  Provided safe and nurturing environment for children  Responsible for care of the home

Education

2000-2004 Woodstock High School  Diploma – pending upon graduation – spring 2004  Major Emphasis – Administrative Services  GPA – 4.65 – upper 15% of class

School Activities

Pom Pon Squad – 4 years; Chorus – 2 years; Theatre Club – 2 years

Special Skills & Abilities

Key between 70 and 80 wpm. Computer skills include: Microsoft Office 97 & 2000 (Word, Excel, PowerPoint, and Access), Windows Operating Systems 3.11, 95, & 98. Working within teams and willing to take on a leadership role.

Interests

Spending time with family; reading; writing; church activities

References

Mr. Ralph Morris. Store Manager. McDonald’s Corp. Eastwood Drive. Woodstock, IL 60098-0704. (815) 338-5468.

Woodstock, IL

Mary Lou Smith. Homemaker. 458 Evergreen. Wonder Lake, IL 60097-0458. (815) 444-9633. Roger Oberman. Business Education Instructor. Woodstock High School. 501 W. South St. Woodstock, IL 60098-4204. (815) 338-4370,

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ext. 141.

RESUME Your Name

Street Address City, ST Zip Code

Email Address

Phone Number

Education School Name Degree Obtained 

Dates of Attendance City, ST

Special award/accomplishment or Minor

Experience Job Title Company   

Company

Dates of employment City, ST

Job responsibility/achievement-must start with verb Job responsibility/achievement-must start with verb Job responsibility/achievement-must start with verb

Job Title Company   

City, ST

Job responsibility/achievement-must start with verb Job responsibility/achievement-must start with verb Job responsibility/achievement-must start with verb

Job Title

  

Dates of employment

Dates of employment City, ST

Job responsibility/achievement-must start with verb Job responsibility/achievement-must start with verb Job responsibility/achievement-must start with verb

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Volunteer Experience Volunteer Role

Dates volunteered

Company

City, ST

 Responsibility/achievement-must start with verb  Responsibility/achievement-must start with verb Volunteer Role

Dates volunteered

Company  

City, ST

Responsibility/achievement-must start with verb Responsibility/achievement-must start with verb

Skills, Abilities, and Achievements List skill, ability, or achievement - may need to include date List skill, ability, or achievement - may need to include date List skill, ability, or achievement - may need to include date

References Name

Name

Title

Business Name

Street Address

City, ST Zip Code

Phone Number

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U. S. State Abbreviations

Keyboard Shortcuts Introductory Word Skills Ctrl+F12 or Ctrl+O Open Ctrl+N New Document Ctrl+F4 Close Document Alt+F4 Exit Word Shift+F12 or Ctrl+S Save F12 Save As Ctrl+F2 Print Preview Ctrl+P Print F12 Open Help Shift+F12 or Ctrl+S Open context-sensitive Help F4 Repeat last action Ctrl+Z Undo F5 or Ctrl+G Go To Shift+F5 Go Back Shift+F10 Display shortcut menu Moving the Insertion Point Ctrl+Left Arrow One word to left Ctrl+Right Arrow One word to right Home Beginning of line End End of line Ctrl+Up Arrow One paragraph up Ctrl+Down Arrow One paragraph down Page Up One window up Page Down One window down Ctrl+Home Beginning of document Ctrl+End End of document Selecting Text Shift+Right or Left Arrow One character to right or left Ctrl+Shift+Left Arrow To start of word Ctrl+Shift+Right Arrow To end of word Shift+End To end of line Shift+Home To start of line Shift+Up or Down Arrow One line up or down Ctrl+Shift+Up Arrow To start of paragraph Ctrl+Shift+Down Arrow To end of paragraph Shift+Page Up One screen up Shift+Page Down One screen down Ctrl+Shift+Home To start of document Ctrl+Shift+End To end of document Ctrl+A Select All Character Formatting Ctrl+B Turn on or off bold Ctrl+I Turn on or off italic Ctrl+U Turn on or off underline Ctrl+Shift+D Turn on or off double underline Ctrl+Shift+A Turn on or off all capitals Shift+F3 Change case of characters Ctrl+Spacebar Remove character formatting Ctrl+Shift+= Turn on or off superscript Ctrl+= Turn on or off subscript Ctrl+Shift+H Turn on or off hidden text Ctrl+Shift+K Turn on or off small capitals Ctrl+Shift+> Increase text size Ctrl+Shift+< Decrease text size

WHS Writing Manual

Deleting, Copying, and Pasting Delete one word to left Delete one word to right Cut text Copy text Paste text Copy formats Paste formats Find and Replace Ctrl+F Find Ctrl+H Replace Shift+F4 Repeat Find or Replace Shift+Insert Paste Clipboard contents into text box Paragraph Formatting Ctrl+L Left-Align Ctrl+E Center Ctrl+R Right Align Ctrl+J Justify Ctrl+1 Single Space Ctrl+2 Double Space Ctrl+5 One-and-one half space Ctrl+M Indent from left margin Ctrl+Shift+M Decrease indent Ctrl+T Set handing indent Ctrl+Shift+T Decrease handing indent Ctrl+Q Remove paragraph formatting Writing Tools F7 Start spelling check Shift+F7 Start Thesaurus Ctrl+-(Hyphen) Optional hyphen Ctrl+Shift+-(Hyphen) Nonbreaking hyphen Ctrl+Shift+Spacebar Nonbreaking space Line, Page, and Column Breaks Shift+Enter Insert line break Ctrl+Enter Insert hard page break Ctrl+Shift+Enter Insert column break Tables Tab Move to next cell Shift+Tab Move to previous cell Alt+Home Move to first cell in current row Alt+End Move to last cell in current row Alt+Page Up Move to first cell in current column Alt+Page Down Move to last cell in current column Alt+Shift+Page Down Select column Ctrl+Tab Insert tab within cell Alt+5(numeric keypad) Select table Styles Ctrl+K Start AutoFormat Ctrl+Shift+N Apply Normal style Alt+Ctrl+1 Apply Heading 1 Alt+Ctrl+2 Apply Heading 2 Alt+Ctrl+3 Apply Heading 3 Ctrl+Backspace Ctrl+Delete Ctrl+X Ctrl+C Ctrl+V Ctrl+Shift+C Ctrl+Shift+V

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Chapter 7 -Science Department Writing Requirements

General: When writing in any science class, students are expected to use correct rules of English grammar. This includes spelling and punctuation, complete sentences and legible handwriting. Plagiarism of any kind is not allowed. Working in lab groups does not grant students permission to have identical work. Each student is responsible for their own lab write-up.

Scientific Calculations: Mathematics is a form of communication just as much as language is. Students must write complete mathematical thoughts just as they must write complete thoughts when they are using written language. The following procedure is designed to lead students through the mathematical writing process in science.

Five-Step Problem Solving:

1. Identify what is known. Write down information that is given or that you know.

2. Identify the unknown. Write down the quantity that you are trying to find.

3. Write the formula. Find a scientific formula that applies to the situation and write it down. Include both sides of the equation.

4. Substitution. Substitute numbers and units into the formula. Include both sides of the equation.

5. Express your answer, with correct units.

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Lab Reports in Science How a teacher wants a lab report written varies, but lab reports generally include most, if not all of the following elements:

Title: The title is the name of the lab.

Problem or Purpose: The problem or purpose describes the objective of the lab. Hypothesis: A hypothesis is a statement of what the student thinks will happen as a result of the experiment. Often the hypothesis is written as an answer to the problem statement. Materials: The materials section contains a list of materials used in the lab. Procedure: The procedure section is a step-by-step set of instructions that describes how the lab was performed. It should be written clearly enough that someone not familiar with the lab could perform it. Observations/Data: Observations: In this section students record what they see, hear, feel, or smell during the experiment. Data: This section contains data obtained during the experiment. The data should be entered into a data table with neatly defined cells. The heading on each column or row should include units. Analysis/Discussion: This section includes analytical thought regarding the observations and data gathered during the experiment. There are several items that could be included: 1. Graphs 2. Groupings. 3. Mathematical manipulations. 4. Discussions relating the data gathered into major scientific ideas. Conclusion: This section is a brief description summarizing the lab. It should always attempt to summarize the following: 1. What were you attempting to do in the lab? 2. What were the results of the lab? This may include error analysis. 3. What do your results tell you? Do they answer or address the problem, purpose, or hypothesis of the lab.

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Chapter 8--Fine Arts Art Critique (35 points) Objectives: – –

The student will analyze an art piece and identify an critique and judge its characteristics, design, and meaning. The student will use art vocabulary.

Directions: Critique an art piece describing it according to this form. Write your critique in paragraph form using complete sentences. This critique will need to be in a five-paragraph format. You will be evaluated on both the critique of the art piece and the writing mechanics. When describing the art piece use examples from the artwork to help explain your points. Critique the artwork using the following points:

First paragraph should include: 

Describe the art piece. What is happening in the composition? What media was used? What does the piece look like? Name of art piece and artist?



Is there a focal point of the artwork? What is the first thing you notice?

Second paragraph should include: 

Describe the process that the artist went through to create this piece. What did they do first, second, third in creating it?

Third paragraph should include: 

Describe items that are repeated in the artwork. Are they lines, shapes, colors?



Describe the colors. Are they bright? Grayed? Pretty? Garish? Soft? Pastel? Clashing? Describe the value and contrast. Are they dark or light? High contrast? Low contrast?



Which of the elements (line, shape, color, value, or texture) do you think are most dominant in this artwork? Why?

Fourth paragraph should include: 

Do you feel an emotion when looking at the art piece? Describe the emotions.



What do you think the artist is trying to say with his artwork?

Fifth paragraph should include: 

Why do you like the art piece? Describe two positives of the artwork.



What do you dislike on the art piece? Why? What could be improved?

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Chapter 9--Transitions Each type of writing needs good transitions as signposts for the reader. Transitions are also important to show the type of development being used. For example, chronological order shows sequencing or ordering of events. Time sequences are important to explain processes (process paper), to give directions (informative or expository paper), to relate a story (narrative paper). Examples of chronological transitions include the following: After a while After that As soon as At first At the same time Before During Earlier Eventually Finally From that time In the beginning First In the end

Last Later Meanwhile Once Next Second Since Since them Soon Now Until Subsequently When

Examples of transitions for spatial order include the following: Above Across Adjacent to Alongside Among Around Before Behind Below Beside Between Beyond In front of Inside In the middle of

Off On Outside Over Throughout To the left To the right To the side of Toward Under Underneath Up Upon Within

Examples of transitions for order of importance include the following: Above all A second factor The best way Compared to

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Equally important Finally furthermore Moreover Of less importance

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Of more importance Of major concern Of minor concern

To begin with Worst of all

Below is a list of many of the most common transitions in our language. These words serve to clarify thinking and to lead the reader through the thoughts set on paper: According to After all Afterwards Also And yet As a consequence And yet As a result At present In summary In the first place In the future In the past Indeed Initially Last of all Later Likewise Many times Moreover Most important Nevertheless Next Notwithstanding On the contrary On the other hand Otherwise Perhaps Put simply secondly Similarly Sometimes Stated briefly Still Subsequently Then Therefore Thirdly Thus

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To begin with To conclude To illustrate At the same time Before Besides Briefly But Certainly Consequently Despite Earlier Equally important Even so Even though Finally First of all For example For instance For that reason Foremost Furthermore Generally However In a few instances In addition In brief In contrast In fact In like manner In other words In particular In short In some cases In spite of To sum up To summarize

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Chapter 10--Common Punctuation and Grammar Problems Verb tenses When writing an essay, keep the same tense throughout the paper. Use either present tense or past tense but do not shift from one to the other.

Shift in tense: After she proved the point, she feels relief.

Correct tense: After she proved the point, she felt relief.

Do not use sentence fragments. Incorrect example: When he came to the door In a large New England town

Correct example: When she came to the door, John immediately knew who she was.

In a large New England town many seaside restaurants sell lobster dinners at a reasonable price.

Do not use run-on sentences. Incorrect example: My sister attends college at night, in the daytime, she works as a nursing assistant. The national parks preserve the scenic wonders of our country, also they provide recreational facilities for visitors. Correct example: My sister attends college at night. In the daytime she works as a nursing assistant.

The national parks preserve the scenic wonders of our country. They also provide recreational facilities for visitors.

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Active and Passive Voice The active voice places emphasis on the performer of the action. The passive voice places emphasis on the receiver of the action.

In most writing the active voice is to be used.

Passive: The sandwich was eaten by me. Cupcakes were baked by Mr. Gustafson.

Active voice: I ate the sandwich. Mr. Gustafson baked cupcakes.

Commas Use commas to separate items in a series.

Every Saturday morning I jog one mile, eat breakfast, and leave the house by eight.

Use commas to separate two adjectives that directly precede a noun that is not joined by a conjunction.

That large, colorful hat is mine. Use commas to separate the independent clauses of a compound sentence if the clauses are joined by a conjunction. My birthday is in June, and my sister Kimâ&#x20AC;&#x2122;s is in July.

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Use a comma after certain introductory elements. introductory words: Now, aren’t you proud of yourself? Juan, please answer the telephone.

a series of prepositional phrases: From now until next month, I will be working at Gary’s Garage on the weekends. In the corner of the top shelf of the refrigerator near the bacon, the corn starch is stored.

introductory participial or adverbial clauses: his hat, the gentleman greeted his guests.

Tipping

When we get home, let’s go for a walk.

for clarity: Besides Mary, Lou is a good friend of mine.

Use commas to separate elements in dates and addresses.

On Saturday, June 16, 2000, my older brother graduated from high school.

Write to Hanson Studio, 400 Wellkon Highway, Portland, Connecticut 06480, for free samples.

Use commas to enclose parenthetical expressions.

On the other hand, I like the arrangement of the song. The class trip, by the way, was very enjoyable.

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Use commas to enclose appositives.

Their car, that old red convertible, needs a new muffler.

Apostrophes To show possession Add ‘s to form the possessive of a singular noun

Sam + ‘s = Sam’s

Sam’s dog ran without his leash in the park.

dime + ‘s = dime’s

I want only a dime’s worth of candy

Taco Bell +s = Taco Bell’s

All of Taco Bell’s food is on sale today.

Target + s = Target’s

Target’s merchandise is being unpacked today.

Add only an apostrophe to form the possessive of a plural noun that ends in s.

grandparents + s = grandparents’

My grandparents’ house is for sale.

Smith + s = Smiths’

The Smiths’ dog is loose again.

If a plural noun does not end in s. add ‘s to form the possessive.

men +s = men’s

children + s = children’s

The men’s clothing was destroyed in the fire.

Children’s stories were being told around the campfire.

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To check to see if the ‘s is to be added to a word to form the possessive, invert the possessive word and the word following it to see if it is correct. The following sentence is an example.

Pat’s sunglasses were left in the car.

Invert sunglasses were and the sentence reads Pat’s were of sunglasses left in the car. This sentence and its meaning aren’t correct; therefore, do not make sunglasses possessive.

Pat’s sunglasses were left in the car.

Invert sunglasses Pat and the sentence reads The sunglasses of Pat were left in the car. This sentence and its meaning is correct; therefore, make Pat possessive by adding ‘s.

Use an apostrophe in a contraction to show where one or more letters have been omitted.

there is = there’s who is = who’s

There’s one too many CD’s in the package. Who’s going to show the video?

Note: Don’t confuse the word who’s with the word whose.

Correct Example: Who’s (who is) coming to the party? Whose book is this?

he will = he’ll

it is = it’s

He’ll be going to the football game.

It’s about time for the game to start.

Note: In the above sentence the contraction it’s stands for it is. The apostrophe only goes between the t and the s. This is the only time the contraction is used in this word. If you use a possessive, it is to be written as in the following:

The dog lost its way home in the storm.

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Do not use an apostrophe to form the plural of numbers, letters, symbols, and words that are used to represent themselves. Too many TVs were being used in one room. The CDs were being sold at a reduced price. Ands are not to be used to start sentences. Yous are not to be used in essays.

Semicolons Use a semicolon between the clauses of a compound sentence when they are not joined by a conjunction. The Julian calendar was very much like our own; every fourth year was a leap year with an extra day. Use a semicolon between the clauses in a compound sentence when they are joined by transitional words. The corn wasnâ&#x20AC;&#x2122;t ripe; in fact, the only vegetables ready to be picked were the tomatoes.

Colons Use a colon before most lists of items, especially when a list comes after an expression such as the following: When you go to the store, you will need to bring the following items: coat, gloves, boots, and a hat. Have you learned the following computer terms: disk drive, modem, and debugging? A colon is never used after a verb. Incorrect:

Correct:

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When you write an essay, you must include: name, period, date, and class.

When you write an essay, you must include name, period, date, and class.

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Underlining or italics Underline or place in italics titles of books: The Great Gatsby, Of Mice and Men periodicals: Time, Sports Illustrated newspapers: The Chicago Tribune, Northwest Herald full-length plays: The Miracle Worker, One Flew Over the Cuckoo’s Nest long poems: Evangeline, I Hear America Singing long musical compositions: Beethoven’s Fifth operas: Carmen symphonies: William Tell Overture ballets: The Nutcracker CD’s: John Denver’s Greatest Hits airplanes: The Enola Gay ships: Titanic trains: The Orient Express spacecraft: Freedom titles of movies: Psycho radio and TV series: The Shadow, Buffy The Vampire Slayer

Quotation Marks Quotation marks are used to enclose the titles of chapters: “Huck’s Lies” articles: “The Benefits of Acupuncture” stories: “The Fall of the House of Usher” one-act plays: “The Monkey’s Paw”

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short poems: “Old Ironsides” songs: “Friends Forever”

Use a comma to separate a direct quotation from a speaker tag. “You will need to bring me all the materials,” said Dad.

Santiago remarked, “That’s a strange method.”

“The paper drive,” Juan said, “was a big success.”

Note: Commas and periods always go inside closing quotation marks.

Jane said to the rest of the class, “You will need to read “Winter Dreams.’”

Use single quotation marks within double quotation marks. “The short story ‘Safe and Soundproof’ was written by Joan Aiken,” Mr. O’ Flannery informed us.

“Dad said, ‘Call me if you need a ride home,’’Miguel told his mother.

Note: The following examples show where to place a question mark or an exclamation mark based upon its use. Anita asked, “What time should I meet you?”

Who said, “Go west, young man.”?

“Oh no,” Edie exclaimed, “I just missed the bus!”

I thought I was dreaming when the announcer said, “You have just won the trip to Hawaii.”!

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Hyphens Use a hyphen when writing out the numbers twenty-one through ninety-nine.

forty-nine, twenty-three

Also use a hyphen when writing out a fraction that is used as an adjective or when it comes at the beginning of a sentence.

Three-fourths of the people applied to be a computer programmer.

The vote must receive a three-fourths majority vote.

Use hyphens when using age as an adjective before the noun. She is a fourteen-year-old girl.

Note the difference:

She is fourteen years old.

Use a hyphen after the prefixes ex-, self- and all- and before the suffix â&#x20AC;&#x201C;elect. ex-governor, self-assured, all-around,

Use a hyphen with all prefixes before a proper noun or a proper adjective.

pre-World War II tension, pro-American plays, mid-June sale

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Dashes Use dashes to set off an abrupt change in thought. Then we opened the old porch---well, thatâ&#x20AC;&#x2122;s an incident that must wait for another time.

Use dashes to set off an appositive that is introduced by words such as that is, for example or for instance.

Many popular house plants---for example, the spider plant and the philodendron---thrive in sunless rooms.

Use dashes to set off a parenthetical expression or an appositive that includes commas. Use dashes to call special attention to a phrase. The gentle, quiet koala---probably the most harmless animal in the world---lives almost entirely in the branches of the eucalyptus tree.

Mr. Pierce rehearsed individual groups â&#x20AC;&#x201C; the brasses, the woodwinds, and the strings â&#x20AC;&#x201C; and then he assembled everyone together for the final run through.

Use dashes to set off a phrase or a clause that summarizes or emphasizes what has preceded it.

The hot days, the cold nights, the mosquitoes---all these turned our camping trip into a disaster.

Sentence Variety Combine short, choppy sentences into longer ones to make the writing more interesting and to read more smoothly. Example: short, choppy sentences:

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The plane moved slowly. The plane moved along the runway The plane moved toward the hangar.

one sentence: The plane moved slowly along the runway toward the hangar.

Along the runway, the plane moved slowly toward the hangar. Combine ideas of equal importance with the use of conjunctions. Example: “Mississippi Rag” is an early example of ragtime piano music. “Harlem Rag” is an early example of ragtime piano music.

one sentence: “Mississippi Rag” and ”Harlem Rag” are early examples of ragtime piano music.

Combine sentences by subordinating. Example: The corona can be seen during an eclipse. Usually it is invisible.

one sentence: Although it is usually invisible, the corona can be seen during an eclipse.

Use a variety of sentence types in writing.

Rewrite sentences containing dangling and misplaced modifiers. Always place phrases as close as possible to the word they modify. misplaced modifier: We saw ducks paddling our canoe on Walden Pond. (This sentence tells the reader that ducks are paddling the canoe.)

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correct placement of modifier: Paddling our canoe, we saw ducks on Walden Pond. (This sentence now places the phrase paddling our canoe next to we so itâ&#x20AC;&#x2122;s clear who is paddling.)

dangling modifier: Running down the beachfront, the kites were very colorful. (Whoâ&#x20AC;&#x2122;s running down the beachfront?)

correct modifier: As we ran down the beachfront, we were able to enjoy all the colorful kites.

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Chapter 11—HOMONYM PROBLEMS Because many of these words sound alike and because many of these combinations are learned at the same time, the writer often becomes confused as to which word is needed. Please refer to this list when in doubt: Accept and except. Accept is a verb meaning to receive. Except is a preposition meaning to leave out. Examples: I accept the award on behalf of the team. Everyone except Bob went to the movies. All right and alright. All right is the only correct spelling. Many writers remember that all wrong is two words; therefore, so is all right. Examples: My answers on the science test were all right. All right, you can go to the dance with him. Affect and effect. Affect is a verb meaning to influence. Effect is a noun meaning result. Examples: The rain will affect the race. The effect of the rain will be a postponement of the race. (Note: Effect can also be a verb meaning to accomplish. He will effect change through legislation.) All ready and already. All ready is an adjective meaning prepared. If the writer can leave out all and there is sense in the sentence, this is his choice for writing. Already is an adverb meaning previously, signaling that the action is completed. Examples: The teams are all ready to go. (The teams are ready to go.) The team already left before I arrived. A lot and allot. A lot is an adjective (or article) followed by a noun meaning a group of, many, and sometimes, a piece of land. This is the only spelling for this word. Writers are rarely confused by a little. This is the opposite of that term. Allot is a verb meaning to distribute. Examples: We expect a lot from our students. The school is buying a lot across the street. We can allot only five minutes for that activity. Bad and badly. Bad is an adjective meaning not good. Badly is an adverb telling how something was done. Badly cannot be used to explain how a person feels (I feel badly) unless the intent is to explain that the person’s sense of touch is impaired. It is correct to say “I feel bad” when the speaker/writer feels sorrow or regret about a situation. Examples: I feel bad about the loss. He was bad and was grounded for his behavior. I performed my solo badly. Between and among are both prepositions. Between is used when there are only two people involved. Among is used when there are more than two. Examples: Divide the candy between Mark and Sally.

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Divide the candy among Mark, Sally, and the rest of the team. Can and may are both verb forms but their use implies different things. Can means that the subject is capable of doing something. May is a way of asking permission to do something. Examples: He can type faster than anyone in class. May I go to the game with my friends? Choose, chose are both verbs. Choose is the present tense; chose denotes past tense. Examples: First we will choose captains. After we chose captains, we began the game. Cloths, clothes are both nouns. Cloths are pieces of material. Clothes are what we wear. Examples: The cloths were put into a bag to be used for washing the car. I got some new clothes for Christmas. Complement and compliment. Complement is a verb meaning to add. Compliment is a verb meaning to say something flattering to or about someone else. Examples: Complementary angles touch one another. The centerpiece will complement the beautiful table settings. I complimented Sam on his win in tennis. Could of, could have. The first does not exist in our language. We cannot put a preposition (of) into the middle of a verbal expression. When we speak, we often say could’ve. The writer thinks that is spelled could of. Only could have is correct. Example: I could have (or could’ve) gone but my homework was not done. Desert and dessert. The first word, pronounced with the accent on the second syllable, means to leave without warning or to leave someone or something behind. The second word, dessert, is something to eat. One way to distinguish between them is to remember that we all would like seconds on dessert, therefore, there is a double ss. Desert can also be a noun when referring to the large areas of sand and arid areas such as the Sahara Desert. Examples: The soldiers will desert if they’re attacked again. I love strawberry shortcake for dessert. The man crawled through the desert looking for an oasis after his camel died. Fewer and less. Fewer is used with plural words. Less is used with singular words. Examples: He has fewer points than I do. He has less milk than I do. Good and well. Good is an adjective; well is an adverb. Examples: That apple is good. He plays basketball well.

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Hear and here. Hear is a verb meaning to take sound in through the ear. Here is an adverb telling where. Examples: I hear the noise. The bus is coming here first. It’s and its. It’s is a contraction for it and is. Its is a possessive adjective and can be used only before nouns. A good test for which one to use is to break apart the contraction. If “it is” works in the sentence, then the writer wants to use it’s. Examples: It’s hot in this room. The cat is washing its paws. Leave and let. Leave is a verb meaning to depart. Let is a verb meaning to allow or permit. Examples: Leave the books on the table. Will you let me go to the movie? Lie and lay are both verb forms. Lie is an intransitive verb (cannot take a direct object) that means to recline or be in a prostrate position. Lay is a transitive verb (can take a direct object) that means to put down or place. Examples: Ray lies on the couch every afternoon to take a nap. Please lay your homework assignments on the desk as you leave. Like and as. Like is a preposition that is followed by a noun or pronoun. As is a conjunction, often used with “if,” that is followed by phrases and clauses. Examples: March came in like a lamb. He entered the room as they were leaving. He acted as if he were the only person that was hurt. Loose and lose. Loose is an adjective meaning not close together. Lose is a verb meaning the opposite of find, to cease having. Examples: There is a loose thread on my sweater. I hate to lose money. Passed and past. Passed is the past tense of the verb pass. Past is a noun meaning earlier than present time. Examples: Paul passed the note to Marie. The past is often studied in history. Personal, personnel. Personal is an adjective having to do with an individual person. Personnel is a noun referring to a group of people, like employees of a firm. Examples: My personal choice is going to a movie. The personnel of the company are being given a raise.

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Principal and principle. Principal is a noun referring to the head administrator of a school. It can also be an adjective meaning the main or chief idea. Principle is a noun referring to a rule. Many students learn this saying, “our principal is our pal,” to remember this. Examples: The principal read the morning announcements. The principal reason for my quitting was the salary. The principle of gravity is being applied to his experiment. Quiet and quite. Quiet is an adjective meaning absence of noise. Quite is an adverb meaning actually or somewhat. Examples: The library is quiet. He is quite a bowler. Regardless, irregardless. Regardless is the preferred; irregardless is redundant and non-standard and should not be used. Example: He will go regardless of the weather. Stationary and stationery. Stationary is an adjective meaning standing still or not in motion. Stationery is a noun meaning paper on which letters are written. Students can remember the difference because the “e” in stationery should remind them of the “e” in letter. Examples: I exercise on a stationary bike. My brother gave me stationery for Christmas so I could write him letters while he’s at college. That, which refer to things; who and whom refer to people. Examples: I found the map that was missing. I saw the girl who was dating my brother. Then and than. Then is an adverb telling when. Than is used in comparisons between two people or objects. Examples: I went to the ball game; then I went home. She is taller than he is. There, their, and they’re. There is an adverb telling place, telling where something is. Their is a possessive adjective showing something belongs someone or something referred to in the sentence. They’re is a contraction for the pronoun they and the verb are. Examples: The ball is over there. They have their own car. They’re coming over after dinner. Through and threw. Through is a preposition meaning in at one side and out the other. Threw is a past tense verb meaning to hurl or toss. Examples: I went through the passageway. He threw the ball. NOTE: Thru is a substandard spelling and should never be used.

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Too and to. Too is an adverb referring to quantity or meaning also. To is a preposition. To can also be a part of an infinitive. Examples: That box is too heavy for me to lift. Let me go, too. I’m going to the library to study. (infinitive) Whether and weather. Whether is a conjunction meaning “if” and connotes doubt. Weather is a noun referring to the climate changes. Examples: I don’t know whether I can go. The weather is gorgeous this month. Which and witch. Which is an adjective or pronoun used in questions to pick out particular ones. Witch is a noun often referring to someone who rides around on a broomstick and scares children at Halloween. Examples: Which book do you want? Which of these dresses looks the best on me? That girl dressed up as a witch will certainly win the costume contest. Whose and who’s. Whose is a possessive adjective denoting ownership in a question form. Who’s is a contraction for the pronouns who and the verb is when asking a question. Examples: Whose book is this? Who’s coming to the fair? You’re and your. You’re is a contraction for the pronoun you and the verb are. Take apart the contraction and try “you are.” If it works in the sentence, you’re is your choice. Your is a possessive adjective. Examples: You’re late for class. Take your keys with you.

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Chapter 12—TYPES OF WRITING SAMPLES

Example of a Persuasive Paper: This was written as a contest entry for Illinois high school seniors, sponsored by the AAA Chicago Motor Club. Essays are judged on original ideas, a well-organized essay with minimal spelling, punctuation and grammatical errors. More than 3 errors would disqualify an essay. Students are limited to 500 words. Defend or refute the statement that seatbelts are important. Seat Belts: Nuisance or Necessity? Last July 1 on a warm summer night, my friend Adrian would get into his car one final time. He never wore his seat belt, so why would he put it on this time? He was only twenty-one, what could happen to him? If he only knew what was about to happen to him, he might have put it on. As he drove home from a friend’s house, he was hit in the passenger side of his car. He was partially ejected and died instantly. If he had only taken the seconds that it takes to buckle a seat belt, he would have survived with some cuts and bruises. The types of accidents like Adrian’s happen too often to young people. They are so preventable. Many people believe that seat belts are a nuisance, but in reality they are a necessity. By not wearing a seat belt, a person’s chance of not getting injured in an accident is 1.5%, according to an Illinois tollway report in 1997. It has been proven many times that wearing a seat belt can save lives. In many young people’s minds, seat belts are only worn when they are driving with a bad driver. They do not realize that it is better to wear a seat belt and live through an accident than not to wear one and be dead in a casket. It makes no sense for young people to die when it could have been prevented. They have their whole lives to look forward to; they should not cut them short by carelessness. The peer pressure is very high among young people to not wear seat belts because it is “uncool.” Young adults are very easily persuaded because they just want to “fit in.” It is very humiliating for a person to be made fun of by their peers. Many young people will risk their lives by not wearing a seat belt because it is the “cool” thing to do. Illinois has made some improvements involving seat belt laws for young adults. There is a law that is specifically for kids eighteen and under. It says that the car can only have as many people in it as there are seat belts. Law enforcement officers can also pull a car over if the driver is under eighteen and not wearing a seat belt. If someone is over eighteen, there has to be another reason in the car with the driver for them to be pulled over. Seat belts save lives; it is a proven fact. I do not see why people even think about not putting one on. If Adrian had another chance to decide whether or not to wear his seat belt, he would have put it on. It is too late now for Adrian, but not for everyone else. Seat belts are definitely a necessity.

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Example of an Expository Paper Topic: What creature on earth could be considered the most respected and self-sufficient, excluding man. Support this selection with specifics. Dolphins are Extraordinary Dolphins have been widely publicized on television and in aquatic zoos because they are friendly, relate to humans, and can communicate with us. Dolphins are a most respectable, admirable, and selfsufficient animal. One thing is for sure, dolphins are extraordinary. Dolphins are proposed as “the animals of the sea.” They are respected in many ways. For example, they can jump high and are respected for entertainment of the people all over the world. Dolphins can also swim up to fifty miles per hour and are respected by other animals of the sea because they are not the prey of any animal except the shark. Although they can escape the predatory approaches of sharks with their speed, dolphins are also respected because they are life-savers. For example, dolphins are easy to train so they have been used over and over again for rescues of other wildlife of their own species or for rescues of humans. Dolphins can save animals’ and humans’ lives. Finally, dolphins are respected because they seem just like us humans without any sort of limbs. For example, dolphins are mammals, so they feed off their surroundings, they give birth to their young, and take care of their young until the infant is able to live on his or her own. Because dolphins seem just like humans in many ways, they are highly respected by those same humans. Anyone can join the fun of swimming with the dolphins in the lagoons in Florida. Injured dolphins are caught, taught to live and be healthy and then released back into the wild. Their stay in captivity allows humans to interact with them and get to know them. People begin to admire the dolphins. Because they can jump, swim, and play, people can not wait to go to any tropical place in the world just to see these dolphins.

For example, Florida, Hawaii, California, and some other places in the world have programs called “Dolphin Quests.” These are simply chances for people to swim with dolphins on a daily basis. Dolphins know how to swim from the moment they are born and, just like humans, dolphins can adapt into a world and fit into society in ways that not everyone knows of. No matter where tourists go along the coast, dolphins will be there to be looked at as an admired creature of the world.

The dolphin is the most self-sufficient creature in the whole world. Dolphins are a very simple species of living things. They are constructed of a body, a tail fin, and flippers. They can swim at high speeds through the water and can jump up to twenty feet in the air because of the strength in their lower body. They feed off their surroundings and they live in pods. Dolphins are not complex to their surroundings, either. Dolphins can protect themselves against enemies, get their food on their own and can also get enough exercise to stay fit enough to protect themselves. For example, with their tail fin they can fight off enemies by attacking them with it or by simply pushing it to the extreme and swim away. Dolphins can also get their own food by just swimming right up next to it and catching it in their mouth. Because dolphins only eat small fish and some types of underwater vegetation, they can supply themselves with the food and nutrients that they need to survive. Dolphins also can stay alive by doing as much swimming as possible. Since they can swim, jump, and play, they get all the exercise that they need on their own everyday. When they swim they are keeping their muscles working and when they

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jump out of the water they are working their muscles even more. When they play they are just working their aerobic system to get stronger. Dolphins are just a simple animal that is self-sufficient in their own way. Dolphins are respected, admired, and self-sufficient. That is why more and more people want to go and see the dolphins or are amazed when they see them.

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Example of Narrative Writing: Tell about a significant event from your past that has impacted your life. The Biggest Test of my Life We had worked too hard, come too far, and practiced too long to lose that game. We were not going to let Lundahl Junior High take our glory away. I was on the Olson eighth grade basketball team that was going to play for the conference championship that day. We had defeated twelve other teams before this one: thirteen was our lucky number. During the past two days we beat the best, Johnsburg and Crystal Lake North Junior High. Today was our day. Tired or not, we were going to give it our all. My legs were so tired and worn out that it felt as if I had been standing on them for days. The team tried to get loose. We did all the stretching we could. After that, we ran out onto the floor. My legs were numb, and my hands were shaking as if I were taking the biggest test of my life. It looked as if all of Woodstock came to see us play. Eventually the National Anthem was sung and the game began.

We controlled the jump ball. All of a sudden, my nervousness faded away. I brought the ball up the floor with confidence, finding an open Jay Dunlop on several occasions in the first half. We led by about twelve going into halftime. The team was feeling good, but we knew we had to play just as well the second half to win. They threw in the ball to start the second half. Lundahl looked focused. Their eyes were as if a hawk was searching for his prey. Soon, they had sliced the lead to eight going into the fourth quarter. They put on their press with amazing intensity. We made a lot of turnovers leading to easy buckets for the Lions of Lundahl. It was a close game with only a little time on the clock. With a couple of missed free throws we let them get even closer to the win. Jay Dunlop was then fouled in the waning seconds. He stepped to the line, calmly sinking one of two. The one was just enough to hold on to the win.

From that moment, I knew we would win. We were winning by four with only two seconds left. They threw in the ball as the buzzer sounded. I jumped on my coach, Mr. White, hugging him and the rest of my teammates. Some players even had tears in their eyes. Later on, I started to get them as well. We knew that this was our game, our season, our tournament, and our trophy. The bus ride home was spent laughing while we reflected on the game. Just when we arrived back to the school I thought to myself that this was the best team I have ever been a part of. Now, every time I step onto the floor, I think of eighth grade when Olson won the Fox Valley Conference. I wonder if I will ever get the chance to do something like that ever again.

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Comparison/Contrast Paper After viewing The Verdict and The Rainmaker, write a comparison paper on one or more aspects of the movies: characterization of the main lawyer, the cases involved, the assistant to the lawyers, the women involved in the lawyers’ lives, the judges, etc.

The stories from the movies The Verdict and The Rainmaker are extremely similar. In The Verdict, Frank Galvin is a lawyer who is suing a hospital on behalf of a woman in a coma. He ends up winning a large sum of money because of a surprise witness. In The Rainmaker, Rudy Baylor is the lawyer for a boy dying from leukemia. The insurance company refuses to pay for experimental treatment of a bone marrow transplant, so Baylor and his client sue and end up winning fifty million dollars.

One of the major differences in the two moves is the development of the character of the lawyers. Frank Galvin from The Verdict is a veteran lawyer with a losing streak who also drinks too much. Rudy Baylor is a young lawyer just recently out of law school who only has two cases and has never been in trial before.

Another difference is the lawsuit itself. In The Verdict, the case is against a large hospital run by the Catholic church. Doctors from the hospital changed admissions records because they gave a pregnant woman the wrong anesthetic, causing her to swallow her own vomit and go into a coma. The case in The Verdict is about a boy with leukemia who is denied a treatment that would save his life. Both are cases dealing with serious issues, that of negligence on the part of the doctors who gave Deborah Anne Kaye, the pregnant woman, the wrong anesthetic, and that of wrongful death when Donny Ray Black dies because of the treatment that was withheld from him.

One of the most important similarities between the two movies is the David versus Goliath theme.. In both movies, there is one lone lawyer who is at the bottom of his game pitted against a huge corporation, or in The Verdict’s case, an archdiocese, and a lot of lawyers who are extremely well versed and experienced in the law.

In each case, the lawyers lose their star witness. In The Verdict, Galvin had an expert in anesthesiology lined up to testify, but the doctor went on vacation right before the trial. He had to use a general practitioner instead. In The Rainmaker, Baylor couldn’t find an ex-employee of Great Benefit, Jackie Lemanchek, when he wanted her to give a deposition. However, Baylor’s assistant, Deck Schifflet did find her in an institution where she had voluntarily checked herself in for drug abuse treatment.

The single witness to win the case is a technique both movies incorporate. Frank Galvin does find the admitting nurse, Kaitlyn Costello Price, to give testimony about the records being changed to protect the doctors. Even though her testimony was stricken on a technicality, her side of the story is

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probably what won the case for Galvin. In The Rainmaker, Lemanchek testifies as to how Great Benefitâ&#x20AC;&#x2122;s policy is to deny all claims for the first year, trying to wear down their customers. Since letters are sent out by various departments of Great Benefit to the policyholder, the policyholder can easily become confused and give up.

The most important concept that the viewer leaves these films with is that the law is intricate and complicated and that good lawyers who are interested in justice for the â&#x20AC;?little guyâ&#x20AC;? can become heroes to their clients and to their audiences.

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Example of College Scholarship Essays

This was written as an admissions requirement for the UW-Madison in Wisconsin. Four summers ago, I first set foot onto the University of Wisconsin campus at Madison. I was carrying my seemingly 1000-pound French horn, ready to attend the weeklong summer music clinic in the sweltering heat. During the week I got my first ever taste of college. Eating ice cream for breakfast and fighting for the showers was a brand- new experience for me, but I loved it. I attended cheerleading camp in Oshkosh for the next three years, but it was never the same as Madison. On almost a weekly basis I would hear people commenting on what a wonderful school UW Madison was, and I could envision myself attending school there. But I didn’t have much time for “envisioning.” High school and other things kept me occupied.

Schoolwork has taken up a great deal of time, especially with honors English, science, and mathematics courses. It is not at all easy to maintain over a 4.0 grade point average while being involved in activities, but there is no doubt that it can be done. I know from experience. They year I have Advanced Placement Calculus and English classes, and Honors College Bound Composition.

Cheerleading has also kept me very busy. By the end of this year, I will have cheered at over 100 games! In 2008, I was voted my squad’s “Most Valuable Cheerleader,” but I am most proud of being named an NCA (National Cheerleaders’ Association) All-American in 2007. This award involves an intense tryout and very few receive the honor. This year I was nominated again for the award. This past summer I taught two camps for young girls who were interested in cheerleading.

Band has been a great stress-reliever for me at many times. I love to play the French horn, and I have many awards to prove it. I have received ten medals from the IHSA solo and ensemble contest, every one of them being a 1st. Last year I was involved in the County Honors Band, which was very challenging, but it’s those challenges that make life interesting.

Along with these activities, I feel that the National Honor Society has been the most beneficial for me. Through NHS, I, along with two others, organized and ran the annual Christmas food drive for our entire high school. I’ve tutored middle school students two nights a week, and found that I love teaching and being with children.

But then there were many other things to keep me busy: planning the school swing dance, representing my school at two statewide leadership conferences, and helping my church with the AdoptA-Family program. I’ve done stage crew for a local theater production, been on the Winter Formal Court, and grieved over the loss of a friend with many of my classmates.

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When I do have time to think about college, UW-Madison comes to mind. I believe the school would challenge me academically and could help me to succeed in my dream of being an English teacher with a major in biology. I am sure that I would adjust wonderfully to the university and could bring some new ideas and help keep the old ones. I am sure that UW Madison would help me to become a “contributing member of the changing global society” (our high school motto) for long into my life.

What significance does participating on a team sport have in a high school education? When I was five years old, I decided that I wanted to grow up to play basketball with Michael Jordan and baseball with Ryne Sandburg. In 8th grade I realized that basketball really wasn’t my sport after I had been selected to my middle school’s B team for the second year in a row and noticed that everyone on my team was vertically challenged as I (we were all under 5 ft. tall) and that everyone on the A team was at least 5’3”. I lost my interest in baseball around 8th grade as well; actually I became afraid of it after missing a line drive, which knocked me out. In high school this left me the one sport I grew to love – soccer – and it has provided me with the greatest education one could ever ask for.

I had always been a natural when it came to soccer, but I became an even better player as I started joining higher caliber teams and focusing on it. Eventually I got to the point where I had to be driven forty-five minutes out of my hometown of Woodstock to practice in Rockford four or five times a week. Before this I used to spend my time with friends after school, but now I could only wave as I drove past them. They couldn’t understand why I would dedicate so much of my time to soccer, and as the month and years passed, my friends became more distant. They started to exclude me as they all began skateboarding, but my passion stayed the same.

After feeling a little left out with my friends, I decided to take a trip to Portugal with some of the new people I had met on my soccer team. While we were there, we took a trip to a professional soccer game. Sitting in the crowd, doing the wave, and chanting in unison with 1000,000 soccer fans was the most beautiful feeling in the world. These foreigners made me feel right at home. My trip to Portugal proved to me that it doesn’t matter what language you speak, or what country you’re from; as long as a person loves soccer, he has something in common with all of the world.

Upon returning from Portugal my involvement in soccer increased even more as my entire family’s social calendar became defined by whatever soccer schedule I had for the week. As my younger brothers became very involved in the sport as well, this situation was magnified. My family grew very close because we would spend many weekends together traveling to tournaments and staying at hotels. My parents have spent so much time watching soccer that they won’t know what to do when my younger brothers and I have gone off to college.

I am very glad that basketball and baseball did not work out for me because soccer has carried me throughout my high school career. Soccer has proven to me that dedication, unity, and family play key roles in high school education.

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What movie has made a profound impact on your life? One of the most provocative movies of the decade, American Beauty perfectly captures the melancholy mind-set of suburban life. Set along the picturesque boulevard of maple trees in an eastern city, the lives of the cast are ruled by society’s regulations, a pressure that eventually leads to their own mental destruction.

American Beauty demonstrates the unspoken social behaviors that are so present in our everyday lives. A Freudian dogma saturates the entire film. The main desires of sex and aggression and an underlying Id are clearly displayed: Father Kevin Spacey’s sexual attraction to cheerleader Mena Suvari, WWI veteran Chris Cooper’s abuse of his wife and his own repression of his homosexual urges are just a few examples of this underlying theme. After years of repression, there is an explosion; the drift between Kevin Spacey and Annette Benning causes Kevin Spacey’s character to suffer an emotional breakdown. He enters a younger mental state, sells his car, quits his job, and starts to work out in an attempt to become more physically attractive. Wife and mother Annette Benning relies so heavily on society’s norms to rule her own behavior that she becomes a hollow woman without her own unique characteristics. Her husband finds this change repulsing, and she therefore seeks another lover to fulfill her needs. This adjustment in her behavior also leads daughter Thora Birch to seek a relationship with the very divergent boy next door whom she eventually runs away with.

This film has had a revolutionary effect on the way the ”normal” American views his way of living. American Beauty showed the all-American family collapsing under the weight of societies stringent regulations. This lifestyle presented closely resembles d the lives of many of the people who saw it and the potential for mental devastation altered the way they viewed their own way of living. The idea that our lives are completely ruled by the other pole in our society and to truly be free one must break from their environment and become completely ostracized definitely had an impact. For this profound impact, American Beauty won several Oscars, including best picture.

In conclusion, it’s hard to imagine how a movie could change the way of thinking for an entire national audience, but this film has accomplished it. The dramatic portrayal of the cast along with captivating metaphors has developed our outlook on our own behavior and the society that we live under. I personally found this film so excellent because after seeing it, I truly did re-examine my own life. I wondered if I had everything that wanted, and if I was a truly liberated person. This is how one knows if a movie has made profound impact-- if he must think about how his life is in comparison to the film, and if he is living life the way that he really wants to.

What is your chosen profession and how did you come to this decision?

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In an age where innovation is king, I became subject to the idea that technology paved the way for economic growth, higher communication, and more efficient transportation. As the World Trade towers collapsed to the New York streets, so too did my blind faith in the intrinsic value of technology and my sense of security as an American citizen.

The national defense, FBI and Secret Service provide America with strength and security, but modern technology created a doorway in which fanatical groups could infiltrate the entire infrastructure of governmental files, documents, the mail, and the airways. As a result, such advances need to be carefully kept in check.

A constant give and take is present between keeping the nation safe and keeping the nation free. Freedom defines America. My life as a United States citizen is incomparable to that of an Afghan woman. I may vote as I please, dress as I please, and speak out on behalf of my beliefs. Leisure, employment, and education flourish under Americaâ&#x20AC;&#x2122;s doctrine of freedom.

Teachers across the nation are finding newer, clearer ways to relay information to students. My biology class recently conducted an anatomy dissection of a fetal pig. Internet searches and digital cameras aided in documenting the information. Advances in DNA technology have greatly influenced the science field as well as society. It is easy to forget that the opportunity to learn is not a right but a privilege.

I plan to embrace the privileges that lie before me. I hope to use the resources I have to further my knowledge and prepare me for medical school. As a psychiatrist, I will be conscientious of the technological advances in my field and speak out against moral issues involved. I will stand up for the rights of individuals and carefully analyze the value behind my new technology. I believe that mental health is as equally important as physical health. In becoming a doctor of psychology I will serve my community by offering therapy to those in need. This will better the lives of individuals and society as a whole.

Sept. 11, 2001, occurred not because of one man, but as a result of ongoing turmoil, starvation, hatred, and imperialism. One person cannot turn the powers of hatred and war around. However, by studying psychology, I will better understand the conflicts between freedom and security, and minds of the oppressed. I will turn the world around impacting one person at a time.

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Two Examples of an In-Class Essay:

In-Class Essay Example #1:

Choose a quotation and explain how it applies to a lesson you learned in your life. â&#x20AC;&#x153;The fire of anger that you have for your enemy often burns you more than him.â&#x20AC;? This is a lesson, hard-learned, a lesson that I myself have learned on at least one occasion. Competition between two friends can lead to a great deal of anger. Whoever can better control his anger is usually the person that comes out on top. I was able to control my anger, so I came out on top. Things were good between my friend Josh and me. We had shared many good times and good memories. I remember some of the better times like prom or just goofing around at work. And then a new girl had started at work, someone who I had known and was friends with. We would spend time talking or just hanging out when we should have been working. Josh did not even know her, so one night I introduced them and we all went out after work. I liked this girl a lot, and I made my intentions known to my friend Josh. Apparently, he had intentions of his own.

It was almost as if we had a competition or a race going on between the two of us. Every time that I went out with her or did anything with her, he was there. He was even trying to go out with her despite the fact that he knew that I liked her. That made me angry. I could almost feel the knife piercing painfully into my back. I felt betrayed. Someone that I thought I could trust was trying to steal the girl away from me. I was mad, maybe, but I knew that wherever he was, I was always one step ahead, and that made him angry.

The difference between Josh and me was the way that we dealt with the anger. I just put it in the back of mind and focused on what I could do right. He, on the other hand, started to unleash his anger. He started talking about me behind my back and trying to make me look like an idiot. Yet I still remained one step ahead of the game. The girl was not blind, though, and she could see what was going on. The more that he bad-mouthed me, the worse he looked and the nicer I looked. What clinched it in the end was when he let his anger get the better of him and he went as far as keying my truck. That was it; the girl was mine and he was out of the picture.

After all that had happened to me throughout the entire ordeal, I kept a cool head and never lost my temper. I never ever spoke one harsh word about him the entire time; as a result, I came out for the better. His anger made him look foolish and do rash, immature things. Just as the quote said, his anger burned him more than it had ever burned me.

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In-Class Essay Example #2:

Explain how one person in your life has influenced you: My mother has influenced me in many ways throughout my life. She is and always has been a very determined woman. My mother never stops showing me how much she loves me. She has unconditional love for my entire family and me. My mom is not only my mother but she is also my best friend, someone that I can tell all my problems to and share happy moments with. My mom has always been very determined, which influences me to be determined. The time that I first noticed this quality about her was when she decided to go back to school and get her teaching degree. At this time, my brother and I were in sixth grade and my sister was a sophomore in high school. She went to McHenry County College for two years and then transferred to Rockford College. This was a difficult time for the family since we were all used to having our mother around all of the time. However, even when the stress at home was overpowering, she never let her family or her school interfere with her dreams. She always told us that she knew when she went back that there were going to be many obstacles she would not to get through but she was determined to get her degree and therefore she worked through everything. Four years later my mother graduated from Rockford College and got a job as a fourth grade teacher in Crystal Lake at Canterbury Elementary School. I am proud to have a mother with such determination to make her dreams come true and I hope that this will always influence me to go for my dreams.

Another special feature about my mom that has influenced me to be who I am is the way that she always shows the rest of me and my family how much she loves us. Sometimes my mother does this with unconditional love, meaning that she does not even realize that she is showing us love. She comes home from work every day and as soon as I get home, she is standing there waiting to give me a hug. My mother shows me plenty of respect, which in a way comes from love. She loves me; therefore, she is going to treat me with respect, which I appreciate greatly. This has taught me that when I love someone that I have to show it just like my mother does. My mom is not only a mother to me; she is also my best friend. I appreciate everything that my mother does for me and hope that someday I will be able to pay back to her what she has given me. I can tell my mom all of my problems, whether it is about my friends or about a guy. My mom and I have a very open relationship and, when something good or bad occurs, she is the first one that I tell. When something happens at school, I run to the computer to e-mail her and let her know what just happened and within minutes, I have a response back from her. The same goes with my mother. If she is having a bad day and needs someone to talk to, she knows that I am always here for her. My mom and I have many good times together laughing at each other; however, we do fight once in a while. This is definitely one of the hardest things for me to deal with because she does mean so much to me and when she is giving me the cold shoulder, I donâ&#x20AC;&#x2122;t know what to do with myself. These fights only last a few hours and then we are back to being buds, but the whole time that we are fighting I know that she loves ma and she knows that I love her, which is a great feeling.

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My mother has and continues to influence my everyday decisions by showing her determination, her unconditional love, her presence and her willingness to be a terrific friend. I will always be grateful for what influence my mother has had on my life.

Writing Summaries The following three student papers are examples of a summary of the magazine article entitled “Vessels of Death or Life” from the Dec. 2001 Scientific American.

The article written by Rakesh Jain and Peter Carmeliet entitled “Vessels of Death or Life” appeared in the December issue of the Scientific American during 2001.

The term angiogenesis refers to the branching and extension of existing capillaries whose walls consist of one layer of so-called endothelial cells. It also refers to the study of small vessel growth. The lack of small vessel or capillary production can lead to other problems such as tissue death in the cardiac muscle after a heart attack.

Angiogenesis helps to repair injured tissue, build the lining of the uterus each month before menstruation; it also forms the placenta after fertilization. Angiogenesis inhibitors normalize tumor vessels before they kill them. This normalization may help anticancer agents reach tumors more effectively. The authors include a one-page article concerning the positive results of therapeutic angiogenesis.

Until angiogenesis can be used more frequently, surgery or radiation will continue to be used to attempt to eliminate tumors. Currently, we are using anti-angiogenic drugs that combine with other approaches to improve success rate. There needs to be an improved amount of research concerning angiogenesis and possible cancer preventing drugs. Today we are working with twenty compounds that manipulate angiogenesis, which are now used in human tests against cancer and other disorders.

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Chapter 13â&#x20AC;&#x201D;BIBLIOGRAPHY OF SOURCES Hagner, Elizabeth. Spelling Demons Week by Week. Portland, Main: J. Weston Walch, 1997. Microsoft Word Manual for shortcuts. Sebranek, Patrick, Verne Meyer and Dave Kemper. Write for College. Wilmington, MA: Great Source Educ. Group, 1997. Style Manual and Handbook for Research Papers. Barrington, IL: Barrington High School. Tips to avoid Plagiarism and to Cite Sources: http://lrs.ed.uiuc.edu/studets/c~merkel/cite.htm. April 2000. Writing Style Manual for Township High School District 211. Palatine, IL: Township High School. Writing Style Manual. William Fremd High School.

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Close Reading is the careful, sustained interpretation of a brief passage of text. It places great emphasis on the particular over the general, paying close attention to individual words, syntax, and the order in which sentences and ideas unfold as you read. This is a skill we will be practicing all year long in this class. The goal is to have you read like a writer and write like a reader. 1. Read the passage. Just listen to the words in your head. Avoid becoming entangled in words or lines that you don’t understand. Instead, give yourself a chance to take in the entire piece before attempting to resolve problems encountered along the way.

2. On the second reading, identify words or passages that you don’t understand. Look up words you don’t know; these might include names, places, historical references, or anything else that is unfamiliar to you.

3. Read the punctuation.

4. When rereading, consider the following questions and answer them on a separate sheet of paper:

a. Pay attention to the title; it will often provide a helpful context for the piece and serve as an introduction to it. What is significant about the title? b. Can you paraphrase the general outline of the piece? c. What has been happening before the piece begins? d. Who is speaking? What is the speaker upset about? (Don’t assume that the speaker is the author.) e. How is the piece divided? Where do the breaks come? Is there anything interesting about punctuation? f. What words or parts of speech are emphasized? What is its significance? g. What is the tone of the piece? Can you hear the speaker’s voice as the piece goes along? h. Who is the main agent in the piece? Does the main agent change as the piece progresses? i. What has it invented that is new, striking, memorable—in content, in genre, in analogies, in rhythm, in a speaker? The worksheet called “SOAPSTone can help identify these elements in writing.

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SOAPSTone Reading Title of Reading: Subject

Briefly state the main idea(s)

You should be able to state the subject and main ideas in a few words or a very short phrase.

Your Answer:

Occasion

What is the time, place, current situation, context in which the author is writing?

Be certain to discuss and record both the larger occasion, that is, those issues or ideas that must have made the speaker think about this issue, as well as the immediate occasion.

Your Answer:

Audience

Who is the intended audience for the piece?

At whom is this text directed? It’s not enough to say “Anyone who read it.” You will want to identify a certain audience by describing some of its characteristics.

Your Answer:

Purpose

Why is the author writing?

The purpose could be a purely personal one; i.e. to assuage guilt, to encourage action. But it could also be directed at the audience; you will have to decide what the message is and how the author wants the audience to respond.

Your Answer:

Speaker

Whose voice is telling the story?

Remember that it is not enough simply to name the speaker. What can you say about the speaker based on references to the text?

Your Answer:

Tone

What is the feeling or manner of expression used by the

Try to choose a description of the tone that fits the piece as a whole. Include specific words or phrases from the text and explain how they support your

Your Answer:

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author?

statement.

Most of the examples come from the book: Applications of Reading Strategies within the Classroom by Cecilia B. Frank Anticipation Guides Frayer Model Gist Stop the Process Think Pair Share Two Column Notes

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