Writing manual final (1)

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; making up citations; taking of an entire paper or portions of a paper from an on-line or offline 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.

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 Two—THE WRITING PROCESS Writing is a very personal process. Each writer goes about the process differently. But in order for the writing process to be successful, ideas need to be generated and organized. The writing process includes the following steps: prewriting, writing, revising, and sharing or publishing. No step can be ignored.

Because most of the writing assignments done at WHS are entered on computer, students are expected to use the tools of the computer program to assist them in the writing process: the thesaurus, the dictionary, the spell check, etc.

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 A. Four-year degree B B. Student teaching C C. Specialty courses D 1. In education E 2. In methodology F 3. In special education III. Rewards A. Working with children B. Working with technology C. Having summers off Most students are familiar with many types of graphic organizers and webs. An example of a character web is included with the characterization paper, page 63.

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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 paper’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 writer’s development of the thesis should be obvious from the topic sentences.

The audience is important to keep in mind when writing. The author must ask himself who the audience is for that particular paper. Examples of possible audiences would be the student’s teacher, another student, an administrator, a parent, the editor of the newspaper, or a prospective employer.

The formality of writing style, the choice of vocabulary, the decisions as to how much explanation might be required on certain points are important to consider once the audience is defined. Because research papers require formal writing style, the writer must define his audience so that he makes his research clear to that audience. 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. See section on research, page 12, for additional information on this.

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 (see chapter 9 for help on punctuation rules), rewriting for clarity of thoughts, adding details, looking for grammatical errors (see chapter 9 on common grammar errors), addressing transitions (see list, page 34), 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, description, process, comparison/contrast, characterization. A combination of these writings may also be appropriate.

Examples of the various types of papers are included, beginning with Chapter 14 of this manual.

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 might consider asking rhetorical questions: What if a nuclear bomb went off in Woodstock square?

What if state legislation were passed that caused teenagers to lose the privilege of getting a driver’s license at that age of 16? The writer might also consider telling a short anecdote or story that would cause the reader to become sympathetic to the situation.

An example would be to describe in vivid detail what a car accident looks like when the first witness comes upon the crumpled metal, flames, and bodies strewn over the cornfield. This vivid description would make the reader sympathetic to reading arguments for seat belt laws. 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.

Please see example of a persuasive paper, chapter 14.

Expository writing explains or gives information to the reader. The writer could be the expert (on playing Nintendo 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.

Please see list of transitions (chapter 8) for more explanation of these terms and transitions that work well in their specific development.

Please see example of expository writing, chapter 14.

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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. How does it feel to be embarrassed? How would the writer describe the physical feeling of becoming embarrassed from the reddening of the face to the sweaty hands, etc? What thoughts flash through the mind? Narrative papers usually follow chronological development.

Please see example of narrative writing, chapter 14.

Process writing is “how to” writing. The writer tells the reader how to do or make something, play a game, complete an activity, etc. There are two difficulties with this writing. First of all, the writer tends to make the paper read like a recipe. Secondly, the writer takes too many shortcuts and addresses the reader directly, using “you” pronouns or commands. Note the following paragraph as an example of this “recipe writing.”

First take out the ingredients listed on the recipe. Mix together the dry ingredients and set them aside. You should take care to use the flour the recipe calls for as it’s a special type of flour that will make your end product lighter.

The first three verbs are commands or imperatives and have an understood “you” subject. The third sentence expresses you directly.

These errors, using the pronoun forms of you and writing like a recipe, can be avoided with the use of passive voice, one of the few times this voice is preferred. Passive voice simply means that the subject of the sentence is not performing the action; the subject of the sentence is the receiver of the action.

The preceding example would be written as follows in passive voice: The ingredients for the recipe should be located and organized prior to making the bread. The dry ingredients should be mixed together and set aside for later. The special type of flour called for in the recipe should be the only flour used. The end product will be lighter because of its use.

The organization of the process paper depends on the complexity of the process being described. However, process writing should address the following areas somewhere in its body:    

the the the the

process being described value to the reader in learning how to do the process materials needed precautions to take when following the steps to the process

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  

checkpoints along the way so the reader can verify if the process is being followed correctly a description of the final product the reward the reader would probably feel in achieving or completing the process

Please refer to an example of process writing on page 60 to identify the parts being stated here.

Comparison 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.

Often there may be more similarities than differences or vice versa.

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. For example, the computer must complete one function before it can move onto another. The brain can be working on many levels at the same time to problem-solve. The combination method is considered a more mature style of writing due to its complex development. The points of comparison become the focal point of the topic. Good choices of transitions are a necessity. See list of transitions, page 34, for examples.

In a block method, the first developmental paragraphs would discuss the make-up of the brain, its ability to discuss, create, reach conclusions and problem-solve, and the time needed to process and problem-solve. The additional developmental paragraphs would address the same points but would explain how a computer functions. It is vital for clarity that the points of comparison for the computer must be discussed in the same order as the points were developed for the human brain. The block method might be the easier type of development to follow for the first-time writer of a comparison paper since comparison writing is a very difficult style of writing.

The combination of both is just that. One point of comparison might be developed in a point-by-point style, another using a block method. This is usually used when the reader needs some additional background on the topic.

If the reader needs to put the subject into historical perspective, for example, a combination development might be necessary.

Please see chapter 14 for an example of this type of paper.

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A characterization paper explores the development of a character from a novel or other fiction, exploring motivations, actions, and other characters’ reactions and statements. The writer is expected to find contextual quotations and statements to support character development he has chosen to write about. A characterization paper plan might start with a quote by the character or about the character and end with a transitional sentence to the thesis sentence that states the three traits to be developed. Each trait will become a separate paragraph with supporting evidence and explanations and references or direct quotations from the text itself. The conclusion might be an exploration of the character being understood by others or of a judgment about his motivations.

Please see chapter 14 for an example of this type of paper.

A summary 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?

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.

A précis is a brief summary of something that the writer has read.

Unlike paraphrasing, which may be longer than the original work, a précis should be only one sentence to one paragraph long. The “rule of thumb” is that a précis is no more than l/3 the length of the original writing.

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Guidelines for writing a précis are as follows:  The selection should be read for meaning and understanding of its major points.  Key words and terms should be highlighted.  Major ideas should be listed.  The summary should then be written, using the writer’s own words except for those key words and terms that cannot be changed.

• The topic sentence should be a clear statement of the main idea of the original work.

• Only the essential information should be included. Such information would be names, dates, times, places, essential facts.

• Examples, detailed data, and adjectives are omitted in a précis.

• The same voice and perspective as the original document should be used. This is a recommendation only. Other sources will state this is not important.

• Paraphrasing should be used instead of direct quotations.

• The précis should be no longer than one-third of the original selection.

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.

A position paper presents an extensive analysis of an important issue.

The writer takes a position on a controversial issue and traces his line of thinking. This is not a persuasive paper; the writer is not necessarily arguing a viewpoint. The writer is more interested in informing and explaining his point of view. Once the research on the issue is completed, the writer states his initial position, organizes his facts and details from his primary and secondary sources, and traces his arguments from beginning to end. Care must be taken to make sure the position fairly reflects the research and is in-depth enough for the readers to understand and follow the line of thinking.

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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 subpoints, 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 • • •

• •

5minutes 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 ideas quickly with specific examples, statistics and supporting details. Be complete but not wordy. It’s more important to get the ideas down in the desired order of development than it is to worry about form.

•

Write one paragraph for each main point. Write legibly and if you word process, be sure to use spell check.

•

To connect ideas and examples, use transitions.

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•

Use a strong concluding statement that summarizes the main ideas of the essay Please see chapter 14 for examples of this type of writing.

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Chapter 5--RESEARCH PAPER A research paper is a form of expository writing that presents the results of an investigation into 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.

Instructions about how to document sources using MLA and APA are provided on pages 15-24.

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.

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Evaluation Checklist All Sources (Including Internet) 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?

Yes No Comment

Create bibliography cards for each source of information. Follow the format for either MLA or APA documentation style (see pages 15-24). This will ensure that all of the information needed to create a Works Cited page at the end of the research paper has been included.

Sample Bibliography Card Willis, Roy, ed.

World Mythology New York: Henry Holt and Co., 1993.

Taking Notes Complete, accurate note cards are necessary for creating a well-organized, well-documented research paper. Be sure to include an identifying mark to indicate what source was used for each note card. Also, be sure to include the page number(s) of the source on each note card.

There are three types of note cards: direct quotation, paraphrase, and summary, • Direct quotation – record the statement or idea word for word.

Place in quotation marks.

• Paraphrase – restate the information into one’s own words. Do not leave out any of the ideas or facts. Refer to the Paraphrasing section on page 1 for more help on this skill.

• Summary – condense an author’s ideas into one or two sentences; include only the main points. Refer to the Summary section on this skill.

P. # on page 8 for more Sourcehelp # Note Card Sample Keyword

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Writing the Paper Every research paper must be planned carefully. 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.

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.

Both APA and MLA use a system of brief parenthetical reference to a source within the text of the paper that refers the reader to the list of works cited. The citation in the text gives only enough information to make it possible to locate the source in the list of works cited at the end of the paper.

MLA includes the author and page number (Bloom 32); APA includes author, date and page number (Bloom, 1997, p. 32). If more than one work by the same author is cited, include a shortened version of the title (Bloom, Islamic 32). If no author is given include enough of the title to make it clear what source is being cited. When two authors have the same last name, include the first initial. Non-print sources such as World Wide Web sites, television programs or electronic sources that do not have page numbers should be referred to by their titles. 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.

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Ask at the circulation desk for either the MLA Handbook for Writers of Research Papers, 5th 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.

Note the following: • On the Works Cited (Reference) page, list each source once. On the Endnotes page list each source every time it is used.

• On the Works Cited (Reference) page, the first line of a cited source is at the margin. On the Endnotes page the first line is indented and the second line is at the margin.

• Where there are periods in the Works Cited (Reference) entries, there are usually commas in the endnotes.

• In endnotes the author’s name is in the correct order.

• When citing on-line sources, include the page number(s) from the printout.

• Once an entry is fully made, it is not entered in its entirety again.

Simply include enough information to identify the work. The author’s last name and page number or the title of the article and page number is usually sufficient.

• Use the information from the Works Cited (Reference) page to help with creating the endnotes.

• See the following examples.

Sample Endnotes 1

Diane Yancey, Eating Disorders (Brookfield, CN: Twenty-first Century Books, 1999) 47.

2 Nancy J. Kolodny, When Food’s a Foe (Boston: Little, Brown and Company, 1987) 40-41.

3 Yancey 49.

4 ”Eating Disorders Definitions,” National Association of Anorexia Nervosa and Associated Disorders, 2001, 6 Mar. 2002 <http://www.anad.org/definition.htm> 2.

5 ”Anorexia Nervosa,” Encyclopaedia Britannica, 2002 ed.

6 Rebecca Segall, “Never Too Skinny,” Psychology Today Mar.-Apr. 2001: 22.

7 ”Eating Disorders Definitions” 3.

8 Segall 24.

9 Kolodny 56.

10 ”Anorexia and Bulimia,” The Royal College of Psychiatrists’Website, 2002 5 May 2002 <www.rcpsych.ac.uk/campaigns/leaflets/anor/anor.htm> 6.

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MLA Documentation Style General rules: The author’s name appears in full, all important words of a title are capitalized, the publication date is at the end of the entry. The first line is flush with the left margin and extends to the right-hand margin. Subsequent lines are double spaced and indented.

BOOKS A book by one author: Keller, Helen. The Story of My Life. New York: Bantam Books, 1988.

Two or more books by the same author: List the books alphabetically according to the title. After the first entry, substitute three hyphens for the author’s name.

Cornwell, Patricia. Cruel and Unusual. New York: Charles Scribner’s, 1993.

---. Point of Origin. New York: G.P. Putnam, 1998.

A book by two or more authors: Bloom, Jonathan, and Sheila Blair. Islamic Art. London: Phaidon, 1997.

A book by four or more authors: Austin, Philip, et.al. The Fireside Theatre’s Big Book of Plays. San Francisco: Arrow Books, 1972.

A book with an editor: Willis, Roy, ed. World Mythology. New York: Henry Holt and Co., 1993.

A book by a corporate author: Time-Life. Mystic Places. Mysteries of the Unknown. Alexandria, VA: Time-Life Books, 1987.

A book in a series: If the title page indicates that the book you are citing is part of a series, include the series name before the publication information. Do not underline or place in quotation marks.

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Time-Life. Mystic Places. Mysteries of the Unknown. Alexandria, VA: Time-Life Books, 1987.

Single work from an anthology: Use this format for the Taking Sides Series and Opposing Viewpoints Series as well as any single volume collections of essays, poems or short stories.

Brown, Lester R. “Food Supplies Are Becoming Scarcer.” Global Resources. Ed. Charles P. Cozic. Opposing Viewpoints. San Diego, Ca: Greenhaven, 1998. 32-38.

Note: If you cite the complete anthology, begin the entry with the editor.

Cozic, Charles P., ed. Global Resources. Opposing Viewpoints. San Diego, CA: Greenhaven, 1998.

One volume of a multivolume work: Adams, James Truslow, ed. Album of American History. Vol. 2. New York: Charles Scribner’s, 1964.

More than one volume from a multivolume work: Kanellos, Nicolas, ed. Reference Library of Hispanic America. 3 vols.

Detroit, MI: Gale Research, 1993.

Signed article in a reference book: Gillis, Gretchen. “Rocks.” Gale Encyclopedia of Science. Ed. Bridget Travers. Vol. 5. New York: Gale Research, 1995. 3159-62.

Unsigned article in a reference book: “The Canterbury Tales.” Masterplots. Ed. Frank N. Magill. Rev. ed. Vol. 2. Englewood Cliffs, NJ: Salem Press, 1976. 769-75.

Article in an encyclopedia: It is not necessary to give full publication information for standard reference works such as encyclopedias and dictionaries.

Unsigned: WHS Writing Manual

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“Tubman, Harriet.” Encyclopedia Americana. 1998 ed.

Signed: Woloch, Isser. “Marie Antoinette.” World Book Encyclopedia. 1997 ed.

Government publication: State the name of the government (state, country, etc.) followed by the agency.

United States. U.S. Postal Service. National 5-Digit Zip Code Directory.

Washington: GPO, 1999.

Illinois, State of. Department of Energy and Natural Resources. The Changing Illinois Environment. Springfield: State of Illinois, 1994.

PERIODICALS Signed magazine article: Adler, Terry. “Rudy to World: Drop Dead.” Newsweek 21 Apr. 1997: 49-50.

Unsigned magazine article: “Kids’ Crash Test.” Time 7 Feb. 2000: 78.

Signed newspaper article: Goodale, Gloria. “High-tech Breathes Life into Ancient Greece.” Christian Science Monitor 4 Feb. 2000: 17.

Unsigned newspaper article: “Pace of Global Warming has Quickened in Last 20 Years, Panel Says.”

Chicago Tribune 14 Jan. 2000, sec. 1:14.

Article reprinted in SIRS: Mass, Peter. “How Private is Your Life?” Parade 19 Apr. 1998: 4-6. Rpt. In Human Relations 1999. Ed. Eleanor Goldstein. Boca Raton, FL: WHS Writing Manual

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SIRS Mandarin, Inc., 1999. Art. 8.

Article in a microform collection: “The Problem at Three Mile Island.” New York Times 3 Apr. 1979, sec.

3:1. Great Events 3 (1981): fiche 36, frame 6.

COMPUTER SOURCES Article from an on-line service (Electric Library and First Search, for example): Note: The entry begins with original publication information and ends with the database source, and your date of access. This information appears at the top of the page on the printout.

Sandroff, Ronni. “Does Acupuncture Really Work?” Vegetarian Times Aug. 1999: 44. On-line. Electric Library. 3 Mar. 2000.

Article from an on-line encyclopedia: “Anorexia Nervosa.” Grolier Online. 2002. Grolier Multimedia Encyclopedia. 20 May 2002 <http://go.grolier.com>.

World Wide Web Site: Note: The entry includes author (if given), title of article, title of homepage, last date the site was updated, date accessed, and the URL. Not all of this information will be available on every site. At the very least include the title of the homepage, your date of access, and the URL. If a URL must be divided between two lines, place the break after a slash. Do not use a hyphen.

“Anorexia and Bulimia.” Royal College of Psychiatrists’ Website. 2002. 20 May 2002 <http://www.rcpsych.ac.uk/campaigns/ cminds/leaflets/anor/anor.htm>.

Rahill, Brian. StopHazing.org; Educating to Eliminate Hazing. 19982001. 15 Mar. 2002 <http://www.stophazing.org>.

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E-Mail: Sullivan, Thomas. E-mail to the author. 31 Jan. 2001.

Reference book on CD-ROM: “France.” Grolier Multimedia Encyclopedia.1999 ed. CD-ROM. Danbury, CT: Grolier Interactive, 1999.

OTHER SOURCES Interview: Doe, Jane. Personal interview. 12 Jan. 1999.

Television or radio program: “Pollution in the Desert.” 60 Minutes CBS. WBBM. Chicago. 6 Mar. 1998.

Video recording: Medicine at the Crossroads. Prod. BBC TV. Videocassette. PBS Video, 1999.

On Golden Pond. Dir.Mark Rydell. Perf. Katherine Hepburn, Henry Fonda, and Jane Fonda. 1981. Videocassette. Live Entertainment, 1993.

Sound Recording: Vibe Magazine. The Vibe History of Hip Hop. Compact Disc. Arista Recordings, 1999.

Map or Chart: The Inca; an Empire and Its Ancestors. Map. Washington, D.C.: National Geographic, 2002.

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Cartoon: Gregory, Alex. “Whoa—Way Too Much Information.” Cartoon. New Yorker 15 Apr. 2002: 61.

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APA Documentation Style General rules: Begin with the author’s last name, followed by only the first initial, then the date of publication (in parentheses). Only the first word of the title is capitalized and should be typed in italics rather than underlined. The first line of the entry is flush with the left margin and continues to the right margin; subsequent lines are double spaced and indented.

BOOKS A book by one author: Keller, H. (1988). The story of my life. New York: Bantam Books.

Two or more books by the same author: List the books alphabetically according to the title. After the first entry, substitute three hyphens for the author’s name.

Cornwell, P. (1993). Cruel and unusual. New York: Charles Scribner’s.

---. (1998). Point of origin. New York: G.P. Putnam.

A book by two or more authors: Bloom, J. & Blair, S. (1997). Islamic art. London: Phaidon.

A book with an editor: Willis, R. (Ed.). (1993). World mythology. New York: Henry Holt and Co. A book by a corporate author: Time-Life. (1993). Mysteries of the unknown series: Mystic places.

Alexandria, VA: Author.

Note: The word “author” here means that the corporation listed as the author (Time-Life) is also the publisher.

A book in a series: If the book you are citing is part of a series, make a two-part title of the series and the particular title. The complete title entry is italicized.

Time-Life. (1993). Mysteries of the unknown series: Mystic places.

Alexandria, VA: Author.

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Single work from an anthology: Use this format for the Taking Sides Series and Opposing Viewpoints Series as well as any single volume collections of essays, poems or short stories.

Brown, L.R. (1998). Food supplies are becoming scarcer. In C.P. Cozic (Ed.), Opposing viewpoints series: Global resources. (pp. 3238). San Diego, CA: Greenhaven.

Note: If you cite the complete anthology, begin the entry with the editor.

Cozic, C.P. (Ed.). (1998). Opposing viewpoints series: Global resources.

San Diego, CA: Greenhaven.

One volume of a multivolume work: Adams, J.T. (Ed.). (1964). Album of American history (Vol. 2). New York: Charles Scribnerâ&#x20AC;&#x2122;s.

More than one volume from a multivolume work: Kanellos, N. (Ed.). (1993). Reference library of Hispanic America (Vols. 13). Detroit, MI: Gale Research.

Signed article in a reference book: Gillis, G. (1995). Rocks. In B. Travers (Ed.), Gale encyclopedia of science (Vol. 5, pp 3159-3162). New York: Gale Research.

Note: If the article is unsigned, begin the entry with the title of the article.

Article in an encyclopedia: Woloch, I. (1997). Marie Antoinette. In World book encyclopedia (Vol. 13, pp. 199-200). Chicago: World Book, Inc. Note: If the article is unsigned, begin the entry with the title of the article.

Government publication: United States Postal Service. (1999). National 5-digit zip code directory.

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Washington, D.C.: Government Printing Office.

Illinois, State of. Department of Energy and Natural Resources. (1994).

The changing Illinois environment. Springfield, IL: Author.

PERIODICALS Magazine article: Note: Entry includes author of article (if available), date of magazine, title of article, title of magazine, volume number, page(s) of article. If the article is not signed, begin entry with title of article followed by date of magazine.

Adler, T. (1997, April 21). Rudy to world: drop dead. Newsweek, 129, 4950.

Signed newspaper article: Note: For newspaper article entries, use “p.” or “pp.” before the page numbers.

Goodale, G. (2000, February 4). High-tech breathes life into ancient Greece. Christian Science Monitor, pp. 17-18.

Unsigned newspaper article: Pace of global warming has quickened in last 20 years, panel says.

(2000, January 14). Chicago Tribune, sec. 1, p. 14.

Article reprinted in SIRS: Mass, P. (1998) How private is your life? In E. Goldstein (Ed.), Human Relations 1999 (Art. No. 8). Boca Raton, FL: SIRS Mandarin, Inc. (Reprinted from Parade, 1998, April 19, pp. 4-6).

Article in a microform collection: The problem at Three Mile Island. (1979, April 3). New York Times, sec.

3, p. 1. Retrieved from Great events 3 (1981): fiche 36, frame 6.

COMPUTER SOURCES Article from an on-line service available through the high school web site (Electric Library and First Search, for example): WHS Writing Manual

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Note: The entry begins with original publication information and ends with the database source. This information appears at the top of the page on the printout.

Sandroff, R. (1999, August). Does acupuncture really work? Vegetarian Times, 44. Retrieved March 3, 2000 from Electric Library On-line Database.

Article from an on-line encyclopedia: Anorexia nervosa. (2002). In Grolier multimedia encyclopedia. Retrieved March 6, 2002 from Grolier Online http://go.grolier.com.

World Wide Web site: Note: The entry includes author, date of site, title, plus your date of access and the URL. Not all of this information will be available on every site. At the very least include the title of the site, your date of access, and the URL. If a URL must be divided between two lines, place the break after a slash or before a period. Do not use a hyphen.

Anorexia and bulimia. (2002). Royal college of psychiatristsâ&#x20AC;&#x2122; web site.

Retrieved May 20, 2002 from http://www.rcpsych.ac.uk/ campaigns/cminds/leaflets/anor/anor.htm Rahill, B. (1998-2001). StopHazing.org; educating to eliminate hazing.

Retrieved March 15, 2002 from http://www.stophazing.org Reference book on CD-ROM: France. (1999) Grolier multimedia encyclopedia. [CD] Danbury, CT: Grolier Interactive.

OTHER SOURCES Interview and e-mail: Note: Because this form of data is not recoverable, it should not be included in the list of references. Cite interviews and correspondence (including e-mail) in the text only following this format: WHS Writing Manual

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J. Doe. (personal communication, January 12, 2000) Television or radio program: Pollution in the desert. (1998, March 6). 60 minutes. Chicago: WBBM. Video recording: BBC TV (Producer). (1999). Medicine at the crossroads [Videotape]. New York: Public Broadcasting Service.

Rydell, M. (Director). (1993). On golden pond [Videotape]. Van Nuys, CA: LIVE Home Entertainment. (Original film produced 1981).

Sound Recording: Vibe Magazine. (1999). The vibe history of hip hop. [CD] New York: Arista Recordings.

Map or Chart: National Geographic Society. (2002) The Inca; an empire and its ancestors. [Map]. Washington, D.C.: National Geographic.

Cartoon: Gregory, A. (2002, April 15) Whoaâ&#x20AC;&#x201D;way too much information [Cartoon].

New Yorker, 61.

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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 coma 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

DS

After last paragraph

Complimentary Close

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

QS Typed Name

Person who wrote the letter

Dept./Title

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.

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*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

1” LM

(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.

We wish you happy holidays and hope to see you soon.

(DS) Cordially yours, (QS) Ms. Carol Suess, Manager

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

rj

Reference Initials (DS)

Enclosures c Jim Smith

1” (Copy BM Notation)

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

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1” RM

Personal Business Letter Format Top Margin = 1 inch & Bottom, Left, and Right Margin = 1 inch Open Punctuation – No punct. 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 from top)

Person who is sending the letter (come down 6 lines

Date

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

DS

After last paragraph

Complimentary Close

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

QS Typed Name

Person who wrote the letter

Dept./Title

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

DSEnclosure(s) 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

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

(QS)

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

Enclosures c Jim Jones

(DS) (Copy Notation)

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

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1” RM

Unbound Report Format/Manuscript Margins: Left and Right Margins = 1” (inch) Top Margin = 2” on 1st page and 1” on all others Bottom Margin = 1” Title – 3 DS from top of page (this puts title on the 2” line) – centered & all caps followed by QS Internal Spacing: Body – DS (this is only one return between paragraphs (which leaves you 1 blank line) Side Heading - DS before and after and at left margin – 1st letter of each word is capitalized (description of the following paragraph(s)) Paragraph Headings – DS before and after and indented followed by a period – only the 1st letter of the 1st word is capitalized Page Numbering: (use a header and insert in right margin –View Header & Footer) 1st page – not numbered – all other pages are numbered – top right margin 

Right margin – last name of writer & insert page number



Use header – turn off from first page (File–Page Setup–Layout Tab– Different Fist Page)

WORKS CITED: (can be placed on last page of report – do not break up work(s) cited between two pages – if this occurs – see below)  PG Break after last paragraph then QS – centered title in all caps followed by a QS

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

Alphabetical by authors surname – Last Name



1st line is at left margin and following lines of each reference has a hanging indent of .5”

Long Quotations: 

When keying quotations of more than 3 keyed lines, single space and indent them 5 spaces from the left margin.



Leave a double space above and below them in the document.

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8 3 DS

TITLE OF REPORT

8 8 DS

Student Name School Name

8 8 DS

Current Date (spell out month)

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(Page 1)

Unbound Report Format

(3DS) ELECTRONIC KEYBOARDING APPLICATIONS

TITLE (ALL CAPS & centered) (QS)

Learning to key is of little value unless one applies it in preparing something useful —a record or document of some kind. Three basic kinds of software have been developed to assist those with keyboarding skill in applying their skill electronically.

Word Processing Software (side heading) Word processing software is “software specially designed to assist in the document preparation needs of an individual or business” (Clark et al., 1990, 193). Word processing software permits the user to enter text, format it, manipulate or revise it, and print a copy. The software can be used to process a wide variety of documents such as letters, memos, reports, and tables.

This software has special features such as automatic centering and word wrap that reduce time and effort. In

1” LM

addition, it 1” permits error corrections, format and sequence changes, and insertion of variables “on screen” before a copy RM is printed. These features increase efficiency by eliminating document re-keying.

Paragraph Heading

Database software. A database is “any collection of related items sorted in computer memory” (Oliverio and Pasewark, 1989, 573). The data in a database may be about club members, employee payroll, company sales, and so on. Database software allows the user to enter data, retrieve and change it, or select certain data (such as an address) to be used in documents.

Software users can manipulate and print data in report form for decision-making purposes.

1” TM (writer’s last name and page #)

Viengkham 2 (Page

Spreadsheet Software “A spreadsheet is and electronic worksheet made up of columns and rows of data” (Oliverio and Pasewark, 1989, 489). Spreadsheet software mat direct a program to apply mathematical operations to the data and to print reports that are useful in summarizing and analyzing business operations and in planning for the future.

Employment personnel look favorably upon job applicants who are familiar with these kinds of software and how they are used.

(QS) WORKS CITED

(QS) Clark, James F., et al. Computers and Information Processing. 2nd ed. Cincinnati: 1990.

Margins:

Centered & ALL CAPS South-Western Publishing Co.,

Modern Language Association Olivero, MaryMLA Ellen, and–William R. Pasewark.

The Office. Cincinnati: South-Western Publishing Co., 1989.

2nd line is indented at .5”

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2)

All Margins = 1” (this includes top, bottom, left, and right margins) First Page Information: All information is at the left margin on the 1” line Title: DS below First Page Information - centered & Title Case Internal Spacing: Entire document is Double Spaced Side Heading - DS before and after and at left margin – 1st letter of each word is capitalized (description of the following paragraph(s)) Paragraph Headings – DS before and after and indented followed by a period – only the 1st letter of the 1st word is capitalized Page Numbering: (use a header and insert in right margin –View - Header & Footer) EVERY page has a header! 

Right margin – last name of writer & insert page number – this can be done under View - Header & Footer

WORKS CITED: 

PG Break (Control + Enter key) after last paragraph



Alphabetical by authors surname – Last Name



1st line is at left margin and following lines of each reference has a hanging indent of .5”

Long Quotations: 

When keying quotations of more than 4 lines, set a hanging indent 1” from the left margin.



When quoting more than one paragraph, indent each additional paragraph .25”



Use the Parenthetical Reference (SEE PG #) – two spaces after the quotation.

Numbered/Bulleted Lists: 

Left indent of 1”

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MLA Report Style

(Page 1) (3DS) TITLE ELECTRONIC KEYBOARDING APPLICATIONS

(ALL CAPS & centered) (QS)

Learning to key is of little value unless one applies it in preparing something useful —a record or document of some kind. Three basic kinds of software have been developed to assist those with keyboarding skill in applying their skill electronically.

Word Processing Software (side heading) Word processing software is “software specially designed to assist in the document preparation needs of an individual or business” (Clark et al., 1990, 193). Word processing software permits the user to enter text, format it,

1” LM

manipulate or revise it, and print a copy. The software can be used to process a wide variety of documents such as

1” RM

letters, memos, reports, and tables.

This software has special features such as automatic centering and word wrap that reduce time and effort. In addition, it permits error corrections, format and sequence changes, and insertion of variables “on screen” before a copy

Paragraph Heading

is printed. These features increase efficiency by eliminating document re-keying.

Database software. A database is “any collection of related items sorted in computer memory” (Oliverio and Pasewark, 1989, 573). The data in a database may be about club members, employee payroll, company sales, and so on. Database software allows the user to enter data, retrieve and change it, or select certain data (such as an address) to be used in documents.

Software users can manipulate and print data in report form for decision-making purposes.

1” TM (writer’s last name and page #)

Viengkham 2 (Page

Spreadsheet Software “A spreadsheet is and electronic worksheet made up of columns and rows of data” (Oliverio and Pasewark, 1989, 489). Spreadsheet software mat direct a program to apply mathematical operations to the data and to print reports that are useful in summarizing and analyzing business operations and in planning for the future.

Employment personnel look favorably upon job applicants who are familiar with these kinds of software and how they are used.

(QS)

Centered & ALL CAPS

Bertha Winthrop

WORKS CITED

(QS)

Objective

Clark, James F., et al. Computers and Information Processing. 2nd ed. Cincinnati: South-Western Publishing Co., 1990.

To obtain an executive secretarial position with Norton Industries.

Olivero, Mary Ellen, and William R. Pasewark. The Office. Cincinnati: South-Western Publishing Co., 1989.

2nd line is indented at .5”

*Bound Report Format – follow same rules except for left margin = 1.5” WHS Writing Manual

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2)

1”

Jane A. Bryant Professor Doherty English 2140

Student Last Name & Page Number (best to place in the header)!

Student Information – replaces title page!

10 February 2002 Title Centered on the Page (C/lc)!

Standard Format for an MLA-Style Research Report

A contemporary method of documentation is appropriate for reports that contain information from only a few sources (Harcourt 448). The MLA-style (Modern Language Association of America) report that is illustrated here is a method that can be used. There are several key differences between this style and the 1”

formats introduced in previous lessons. An MLA-style report has one-inch side, top, and bottom margins.

The entire report is double-spaced, including quotations, documentation, and the space below the title.

No title page is used. Information normally found on the title page (writer’s name, teacher’s name, course title, and date) is keyed on the first page beginning one inch from the top margin started at the left margin.

Page numbers for all pages (including the first) are keyed at the right margin one-half inch from the top edge of the paper. The writer’s last name precedes the page number.

Another difference is the way that long quotations are keyed in the MLA style. In the MLA Handbook for Writers of Research Papers, Gibaldi provides these guides for keying long quotations: If a quotation runs to more than four typed lines, set it off…by beginning a new line, indenting one inch or ten spaces if you are using a typewriter) from the left, margin, and Quotes of 4 lines or more are indented 1” on the left!

typing it double-spaced, without adding quotation marks. A colon generally introduces a quotation displayed in this way, though sometimes the context may require a different mark of punctuation, or none at all. If you quote only a single paragraph, or part of one, 1” do not indent the first line more than the rest. A parenthetical reference to a prose quotation set off the text follows the last line of the quotation. (73)

Continue to double-space the text following the quotation, indenting only the first line of each paragraph one-half inch (five spaces). An example of the “Works Cited” page is illustrated on page 3.

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1”

Notice that it is also double-spaced and arranged in alphabetical order with the second and succeeding lines of each entry one-half inch.

Work(s) Cited are on a separate page (CTRL Enter)!

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Works Cited Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. 4th ed. New York: The Modern Language Association of America, 1995.

Harcourt, Jules, A. C. “Buddy” Krizan, and Patricia Merrier. Business Communication. 3d ed.

Cincinnati: South-Western Educational Publishing, 1996.

The second line of a reference is indented on the left ½ inch!

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Bertha Winthrop Objective

To obtain an executive secretarial position with Norton Industries.

Work Experience

2000-Present McDonald’s Corp.

Customer Service Specialists

• • • •

Woodstock, IL

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

• • Education

Provided safe and nurturing environment for children Responsible for care of the home

2000-2004

• • •

Woodstock High School

Woodstock, IL

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.

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, ext. 141.

This resume was created using a template from Microsoft Word. Open Word – click on File – drag down to New – click on Other Documents tab – choose which style appeals to you!

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AL....................Alabama AK....................Alaska AZ....................Arizona AK....................Arkansas CA....................California CO....................Colorado CT....................Connecticut DE....................Delaware FL.....................Florida GA....................Georgia HI.....................Hawaii ID.....................Idaho IL......................Illinois IN.....................Indiana IA.....................Iowa KS....................Kansas KY....................Kentucky LA....................Louisiana ME...................Maine MD...................Maryland MA...................Massachusetts MI....................Michigan MN...................Minnesota MS....................Mississippi MO...................Missouri

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MT...................Montana NE....................Nebraska NV....................Nevada NH....................New Hampshire NJ.....................New Jersey NM...................New Mexico NY....................New York NC....................North Carolina ND....................North Dakota OH....................Ohio OK....................Oklahoma OR....................Oregon PA....................Pennsylvania RI.....................Rhode Island SC....................South Carolina SD....................South Dakota TN....................Tennessee TX....................Texas UT....................Utah VT....................Vermont VA....................Virginia WA...................Washington WV...................West Virginia WI....................Wisconsin WY...................Wyoming

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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-sens itive 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 docum ent 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 Rem ove character formatting Ctrl+Shift+= Turn on or off superscript Ctrl+= Turn on or off subs cript Ctrl+Shift+H Turn on or off hidden text Ctrl+Shift+K Turn on or off small capitals Ctrl+Shift+> Increas e text size Ctrl+Shift+< Decrease text s ize

WHS Writing Manual

Deleting, Copying, and Pasting Delete one word to left Delete one word to right Cut text Copy text Pas te text Copy form ats Pas te formats Find and Replace Ctrl+F Find Ctrl+H Replace Shift+F4 Repeat Find or Replace Shift+Insert Pas te Clipboard contents into text box Paragraph Formatting Ctrl+L Left-Align Ctrl+E Center Ctrl+R Right Align Ctrl+J Jus tify 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 s pelling check Shift+F7 Start Thes aurus 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 This material focuses on the writing done in science classes. We have included the writing and grading of laboratory reports and study guides. The first document is one that describes the components of a laboratory report. The next pages contain a laboratory procedure that is handed to students at the beginning of a lab. A sample (write-up) of the same lab is included for easy reference. A sample lab format for Physics/Chemistry lab is also included. A scoring rubric for laboratory exercises is also reproduced here. Students are expected to show work involving mathematical calculations. In science classes we emphasize that mathematical equations are sentences and must show complete thoughts. The final example is the grading criteria used in evaluating student work when the student is answering sets of questions.

Format for Lab Reports

Title: Experiment #1- Name of Experiment Problem or Purpose: This section describes the objective of the lab. In this lab, for example, the purpose is to construct and analyze a position vs. time graph for a moving object. The purpose could also be stated as a question. How does the position of an object change over time?

Hypothesis: This section will only be used when it is appropriate to the experiment. A hypothesis is a statement of what the student thinks will happen during the experiment. Many times the hypothesis is written as an answer to the problem statement.

Materials: This section contains a list of materials used.

Procedure: This section is a step-by-step set of instructions that describes how the experiment is performed.

Observations: In this sections students record what they see, hear, feel, or smell during the experiment. These are notes taken during the experiment. These notes do not need to be in complete sentences.

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Data: This section contains data obtained during the experiment, which is entered into the data tables with neatly defined cells. The headings on each column or row should include units.

Analysis: This section includes manipulations and discussions of data gathered during the experiment. There are several items that can be included in this discussion.

1.

2.

3.

4.

Graphs Groupings Mathematical manipulations Discussions relating the data gathered to major scientific ideas

Conclusion: The section is a brief description of what was learned during the lab. Many times it is an answer to the problem statement. If there is a hypothesis, the conclusion will evaluate the hypothesis.

This is a sample of a lab experiment handed out by a teacher.

Earth Science Latitude, Longitude and Time lab Latitude and longitude are interrelated. Latitude is used to determine angular distance north or south of the equator. In the Northern Hemisphere, latitude is determined by the altitude of Polaris. Longitude is related to time. It is measured by finding the local time using the altitude of the sun and comparing that to the time at the Prime Meridian.

Latitude and longitude are a coordinate system just like a graph. By using latitude and longitude any point on the Earth's surface can be located precisely.

Problem: How can latitude, longitude, and time be used to determine positions on a map?

1. How many degrees apart are the parallels on your map? ____________ 2. How many degrees apart are the meridians on your map? _________ 3. A. Where do the meridians converge or meet? _________ B. Where are the meridians farthest apart? __________

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4. A. Through how many degrees does the earth turn in 24 hours?

B. Through how many degrees does the earth turn in one hour?

5. What will be the difference in time between places 15 degrees apart?

6. What is the approximate location of the International Date Line?

7. What is the purpose of the International Date Line?

8. Why does the International Date Line zigzag?

Fill in the information for the following date.

Date__________________ Time__________________ Location Philadelphia, Pennsylvania Honolulu, Hawaii Sydney, Australia Mexico City, Mexico Calcutta, India Moscow, Russia London, United Kingdom Beijing, China Tokyo, Japan Berlin, Germany Manila, Philippines Bogotรก, Columbia Cairo, Egypt

Latitude

Longitude

Time

ANALYSIS: I.

Latitude Define latitude Define parallel Discuss the range of latitude Discuss the direction of latitude

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Date

Discuss the importance of Polaris (North Star) to latitude

Discuss the relationship of the equator to latitude II.

Longitude A. B. C. D. E.

III.

Define longitude Define meridian Discuss the range of longitude Discuss the direction of longitude Discuss the relationship of the Prime Meridian to longitude Longitude and Time A. B. C. D. E. F.

Discuss the relationship of longitude to time Discuss the idea of standard time Discuss why lines between time zones zigzag Discuss how time changes as we move from East to West Discuss how time changes as we move from West to East Discuss how the date changes as we cross the International Date Line

CONCLUSION: The preceding lab should be written up in the following form: Latitude and Longitude Lab Write-up Problem: How can latitude and longitude be used to determine positions on a map?

Procedure: We used a world map to find the latitude and longitude of all the world cities in the data table. We then used the world map to determine the time and date of all the world cities in the data table.

Answers to questions: 1. The parallels on the map are 15 degrees apart.

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2. The meridians on the map are 15 degrees apart.

3. A. The meridians converge at the poles.

B. The meridians are farthest apart at the equator.

4. A. The earth turns through 360 degrees in 24 hours.

B. The earth turns through 15 degrees in one hour.

5. There is one-hour time difference between locations that are 15 degrees apart.

6. The International Date Line follows the 180-degree meridian.

7. The purpose of the International Date Line is to distinguish one day from another.

8. The International Date Line zigzags to miss populated areas.

Data: Fill in the following table for the following date.

Date September Location Philadelphia, Pennsylvania Honolulu, Hawaii Sydney, Australia Mexico City, Mexico Calcutta, India Moscow, Russia London, United Kingdom Beijing, China Tokyo, Japan Berlin, Germany Manila, Philippines Bogotรก, Columbia Cairo, Egypt

Time 12 noon Latitude 39 N

Longitude 75 W

Time 1:00 pm

Date Sept. 4

20 N 35 S 19 N 22 N 55 N 52 N 40 N 36 N 53 N 15 N 5N 30 N

158 W 150 E 100 W 88 E 37 E 0 117 E 140 E 13 E 121 E 74 W 32 E

8:00 am 4:00 am 12:00 N 12:00 M 9:00 pm 6: 00 pm 2:00 am 3:00 am 7:00 pm 2:00 am 1:00 pm 8:00 pm

Sept.

Sept.

Sept.

Sept.

Sept.

Sept.

Sept.

Sept.

Sept.

Sept.

Sept.

Sept.

Analysis: Latitude is the angular distance North or South of the Equator. A parallel is a line used to measure latitude. The range of latitude is zero degrees to ninety degrees. The directions of latitude are North

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4 5 4 5 4 4 5 5 5 5 4 4

and South. Polaris is located directly over the North Pole. In the Northern Hemisphere the angle of Polaris above the northern horizon is equal to the latitude. The equator is the reference line for latitude.

Longitude is the angular distance East or West of the Prime Meridian. A meridian is a line used to measure longitude. The range of longitude is zero to one hundred eighty degrees. The directions of longitude are East and West. The Prime Meridian is the reference line for measuring longitude. The Prime Meridian is the place from which all longitude is measured.

Longitude and time are interrelated. Because the earth turns on its axis one time in twenty-four hours, the time changes by one hour every fifteen degrees. Standard time means that there are twenty-four time zones around the world. The time zones are fifteen degrees wide. Within each time zone the time is the same.

Lines between time zones zigzag so they do not divide populated areas. As a person moves from East to West across time zones, it gets earlier in the day. As a person moves from West to East across time zones, it gets later in the day. When a person crosses the International Date Line going west, the date gets later by one day. When a person crosses the International Date Line going east, the date gets earlier by one day.

Conclusion: Latitude and longitude constitute a coordinate system used to define positions on the earth. Two numbers can be used to define any point on the earth. Longitude is measured in angular degrees from the Prime Meridian. Differences in time are used to determine longitude. Latitude is measured in angular degrees from the Equator.

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Sample Lab Format for Physics/Chemistry Name: ________________ Hour: ________________ Group Membersâ&#x20AC;&#x2122; Names: __________________________ __________________________ Drag Racer Hansen Purpose: To calculate the acceleration rate of Mr. Hansenâ&#x20AC;&#x2122;s pickup truck.

Materials: Stopwatches Tape measures Vehicle (pickup truck) Straight and level road Procedure: 1. Measure out a distance of 150.00 ft. Record this in your data section.

2. Have Mr. Hansen accelerate his pickup truck from start to finish.

3. Time how long it takes Mr. Hansen to travel the 150.00 ft.

Record this in your data section.

4. Repeat for a total of 5 trials.

Data: Distance = 150.00 ft.

Trial 1 2 3 4 5

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Time (s) 6.42 6.41 6.29 6.90 6.81

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Average time = 6.57 s

Analysis: d = 150.00 ft

t = 6.57 s

vi = 0

a=?

d = vi t + ½ a t2 a=2d t2 = 2(150.00 ft) (6.57 s)2

=

6.95ft / s2

Conclusion: In this lab we learned how to use a kinematics equation to calculate acceleration if distance and time are known. We obtained an acceleration rate of 6.95 ft / s2 . This means Mr. Hansenâ&#x20AC;&#x2122;s truck was going 6.95 ft / s faster every second, which seems reasonable. To find out for sure, we could convert this value to mi/h/s and compare it to listed accelerations from automobile manufactures.

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Science Lab Write-up Score Sheet Section

Poin ts

Hits

Misses

Title

1

1. Centered 2. Written clearly

Problem

2

1. Written clearly 2. Question mark

Hypothesis

4

1. Answers problem

Procedure

5

1. Clearly summarized 2. Correct spelling and grammar

Data Tables

20

1.

2.

3.

4.

Columns labeled Rows labeled Data as collected Appropriate units

Diagrams

10

Graphs

15

1.

2.

3.

1.

2.

3.

4.

5.

Neatly done Correctly labeled Illustrative color Axes clearly labeled Points plotted correctly Points connected Appropriate colors Graphs done on graph paper

Calculations

10

1. Uses three steps 2. Appropriate units 3. Reasonable answers

Analysis

15

1.

2.

3.

4.

5.

Conclusion

3

1. Answers problem statement 2. Clearly written 3. Correct spelling and grammar

1.

2.

3.

1.

2.

3.

1.

2.

1.

2.

3.

1.

2.

3.

4.

5.

1.

2.

3.

1.

2.

3.

4.

5.

6.

1.

2.

3.

4.

1.

2.

3.

4.

5.

6.

1.

2.

3.

4.

5.

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Follows suggested outline Correct content Written in paragraph form Clearly written Correct spelling and grammar

Not present Not centered Not clearly written Not present Not clearly written No question mark Not present Doesn’t answer problem Not present Not clear Spelling and grammar not correct Not present Columns not labeled Rows not labeled No data No units Not present Not neatly done Not correctly labeled Graphs not present Axes Not Labeled Points not plotted correctly Points not connected Colors not correct Graph not done on graph paper No calculations Doesn’t use three steps No units Unreasonable answers Analysis not present Incorrect content Incomplete content Not written in paragraph form Not clearly written Spelling and grammar not correct Not present Doesn’t answer problem statement Not clearly written Spelling and grammar not correct Incorrect

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Total ______/71

Calculations The Science Department believes that mathematics is a form of communication just as language is a form of communication. 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.

Five-Step Problem Solving: 1. Identify the knowns.

2. Identify the unknown. What are you trying to find out?

3. Write the formula - include both sides of the equation.

4. Number and unit substitution - include both sides of the equation.

5. Answer with correct units - include both sides of the equation.

Example: The mass of an object is 200 grams. The object displaces a volume of 100 milliliters. Determine the density of the object.

Knowns: M= 200 grams V= 100 milliliters Unknown: Density of the object.

D=M V D = 200 grams 100 milliliters D = 2 grams/milliliter

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Many times students are asked to answer questions in writing.

When they write these questions, the following criteria are used in determining whether or not the answers are acceptable.

Science Study Guide Criteria 1. Title 2. Clear handwriting 3. Clearly drawn diagrams 4. Correct grammar and spelling 5. Correct answer 6. Complete sentence, complete thought 7. Skip lines or double-space between questions 8. Written on a separate piece of paper 9. Not folded

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Chapter 8--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

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

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

Of less importance 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

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Sometimes Stated briefly Still Subsequently Then Therefore Thirdly Thus 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

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Generally However In a few instances In addition In brief In contrast In fact In like manner

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In other words In particular In short In some cases In spite of To sum up To summarize

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Chapter 9—POWERFUL VERBS The verb is the part of speech that adds action to sentences. The more powerful the verb choice the more powerful the sentence becomes.

Writing that “The man ambled, sauntered, crept, sneaked, or ran into the room” is more powerful than saying that “The man came into the room.”

The following list of verbs will make your writing more powerful and vivid. (Based on list from A Manual for Improved Writing, District 228) Accelerate Accomplish Achieve Acquire Adapt Administer Advance Advise Allocate Amend Analyze Apply Appointed Approve Assess Assign Assist Attain Audited Averted Avoided Broaden Budget Built Calculate Centralize Clarify Collect Combine Compile Complete Compute Conceived

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Condensed Conducted Consolidate Consult Contain Contract Contribute Control Convert Coordinate Correct Create Cut Decrease Define Delegate Deliver Demonstrate Design Determine Develop Devise Direct Discover Distribute Document Double Draft Earn Edit Eliminate Enforce Engineer

Establish Evaluate Execute Expand Expedite Extract Finance Focus Forecast Formulate Found(ed) Fulfill Generate Guide Handle Head(up) Help Hire Identify Implement Improve Improvise Increase Initiate Innovate Institute Inspect Instruct Integrate Interpret Interview Introduce Invent

Investigate Launch Lecture Liquidate Locate Make Maintain Managed Market Minimized Modify Monitor Motivate Negotiate Obtain Operate Order Organize Overhaul Oversee Participate Perform Pinpoint Pioneer Plan Prepare Present Prevent Process Procure Produce Program Project

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Promote Propose Prove Provide Publish Purchase Realize Recommend Recruit Redesign Reduce Regulate Reinforce Reorganize Report

Represent Research Resolve Restore Restructure Reverse Review Revise Revitalize Revive Save Schedule Screen Secure Set up

Shape Simplify Solve Spearhead Specify Streamline Strengthen Structure Study Supervise Support Surpass Survey Sustain Tabulate

Tailor Taught Terminate Test Tighten Train Trim Undertake Unify Update Validate Write

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.

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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.

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.

Capitalization Capitalize proper nouns and their abbreviations.

Persons: Amy, Jenny, Margaret M. Perry, M. D., Theodore J. Robbins, Sr. Animals: Muffin, Trigger, Lassie, Puff Capitalize names of particular places, bodies of water, and celestial bodies.

Streets, Highways: Vine Brook Road, Route 90, California Freeway, Twenty-third Street Cities, States: Salt Lake City, Utah, St. Louis, IL Townships, Counties: Plymouth Township, Chickasaw County Countries: Poland, Iceland, Peru

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Sections of a country: the Southeast, the Midwest Continents: South America, Australia Islands: Santa Rosa, Hawaiian Islands Mountains: Rocky Mountains, Mount Olympus Parks: Rocky Mountains, Smokey Mountains Bodies of Water: Lake Michigan, Gulf of Mexico Stars: North Star, Sirius Constellations: Little Dipper, Orionâ&#x20AC;&#x2122;s Belt Planets: Mercury, Saturn, Earth

Capitalize titles of courses but not subjects or year in school.

French II, American Literature Survey, Chemistry I BUT science. mathematics, social studies sophomore, junior, senior Capitalize days of the week but not seasons.

Tuesday, Friday, Saturday, spring, summer, fall 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.

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My birthday is in June, and my sister Kim’s is in July.

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: Tipping his hat, the gentleman greeted his guests.

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.

Use commas to enclose appositives.

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

Apostrophes To show posssession Add ‘s to form the possessive of a singular noun Sam + ‘s = Sam’s

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Sam’s dog ran without his leash in

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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’ Smith + s = Smiths’

My grandparents’ house is for sale.

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

The men’s clothing was destroyed in the fire.

children + s = children’s

Children’s stories were being told around the campfire.

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.

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there is = there’s

There’s one too many CD’s in the package.

who is = who’s

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

He’ll be going to the football game.

it is = it’s

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.

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 wasn’t ripe; in fact, the only vegetables ready to be picked were the tomatoes.

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

Correct:

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

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 Cuckooâ&#x20AC;&#x2122;s Nest long poems: Evangeline, I Hear America Singing long musical compositions: Beethovenâ&#x20AC;&#x2122;s Fifth operas: Carmen symphonies: William Tell Overture ballets: The Nutcracker

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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” 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.’”

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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.”!

Parentheses Use parentheses to enclose additional information that is not needed in a sentence.

Almost all marsupials (pouched animals) live in Australia, New Guinea, and the islands of Australasia.

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.

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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 –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 Dashes Use dashes to set off an abrupt change in thought.

Then we opened the old porch---well, that’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 – the brasses, the woodwinds, and the strings – and then he assembled everyone together for the final runthrough.

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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 Sentence variety makes writing more interesting.

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

Example: short, choppy sentences: 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. or 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.

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Use a variety of sentence types in writing.

Simple sentence (one independent clause and no dependent clauses) Example: Puppies show loyalty to their masters by obeying their commands.

Compound sentence (two independent clauses and no dependent clauses) Example: Puppies show loyalty to their masters with their antics, but they also insist on being in command.

Complex sentence (one or more dependent clause and one independent clause) Example: Because puppies insist on being in charge, they sometimes do not obey all their masters’ commands.

Compound-complex sentence (two independent clauses and one or more dependent clause) Example: Because puppies insist on being in charge, they will not always obey all of their masters’ commands, and thus they become selective in making decisions.

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.) 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 it’s clear who is paddling.) dangling modifier: Running down the beachfront, the kites were very colorful. (Who’s running down the beachfront?)

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

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Chapter 11â&#x20AC;&#x201D;COMMON MISSPELLINGS (Based on a list from District 228, A Manual for Improved Writing) Many writers have a list of words they commonly misspell. Below is a compilation of words that are the most frequently misspelled, according to WHS instructors. Please check here for the correct spelling if a spell check or dictionary isnâ&#x20AC;&#x2122;t available: A lot Accommodate Acknowledgment Acquaintance Across Among Analysis Apparent Appearance Arrangement Attendance Beginning Benefited Business Calendar Canceled Character Coming Committee Confident Conscientious Controversy Convenience Convenient Criticism Description Definitely Difference Disappoint Effect Eligible Embarrassed Endeavor Environment

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Equipped Especially Exceed Existence Experience Explanation Extension February Foreign Fourth Government Guarantee Height Immediately Incidentally Extension Laboratory Loose Lose Necessary Oblige Occasion Occurred Omission Opinion Opportunity Original Paid Pamphlet Parliamentary Personal Personnel Practical Practically

Preferred Principal Principle Privilege Probably Procedure Proceed Professor Quantity Questionnaire Really Receive Recommend Reference Referred Referring Rhythm Schedule Separate Similar Sincerely Sophomore Stationery (paper) Undoubtedly Unnecessary Using Volume Vacuum Weather (sun, rain) Wednesday Whether (or not) Writing Written

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Chapter 12â&#x20AC;&#x201D;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.

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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.

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.

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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.

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.

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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 â&#x20AC;&#x153;if,â&#x20AC;? 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.

Principal and principle. Principal is a noun referring to the head administrator of a school. It can also be an adjective meaning the main

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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.

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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.

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 13

Instructions for Becoming Acquainted with Writer’s Workbench in Word 2000 1.

You will see two or three toolbars at the top of the screen. The bottom toolbar is the

Writer’s Workbench toolbar.

2.

To see the captions for the Writer’s Workbench toolbar buttons, without clicking, place

your cursor over each button.

3.

Click on the WWB

a.

Information. b.

Document.

Help

button.

Double click on General Writer’s Workbench Double click on The First Two Lines of Your Read the page.

Then, click on Contents in upper left corner of the screen.

c. Double click on The Writer’s Workbench Analysis Menu.

Read the page; then, click on Contents. d. Double click on Writer’s Workbench WordUse. Read the page; then, click on Contents. e.

Double click on Writer’s Workbench STEPS Menu.

Read the page; then, click on File in the upper left

corner.

Then, click on Exit in the drop-down menu.

4. To open a sample document for this exercise, hold the Alt key and tap the B key.

5. Click on the button. a. Click on the Verbs–Helping Verbs button.

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(1) When the following message appears, click on OK.

(2) Wait until the document and analysis are displayed side by side.

Observe *the placement of your document and the analysis and *the placement of the Writer’s Workbench Toolbars.

In Word 2000, your document has a “Writer’s Workbench Toolbar,” and the analysis has a “Writer’s Workbench Analysis Toolbar.”

b. Note that the “Writer’s Workbench Analysis Toolbar,” begins with the WordSearch button.

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(1) Click on

button.

Your document will fill the screen.

(2)

Click on

button.

Your analysis will reappear on the screen. c. Click on the “Writer’s Workbench Analysis Toolbar”

button.

Your document will now be displayed in the full screen.

WARNING! Always close the Analysis before closing your document. d. Click on

button again.

(1) Click on the “Clarity - This” button.

(2) Click on OK.

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(

(3) Wait for the analysis to be displayed.

(4) Click on the

button.

(5) Note the information that is added to the preface.

(6) See the space after the => that follows “this.”

Click on that space following the => (7) Tap the Spacebar.

Type the word “assumption.”

Note that the print is red. That color is to alert you that you are NEVER to MAKE REVISIONS IN the ANALYSIS. (8)

Double click on “This.”

(9) Click on

button.

Your document will fill the screen.

The word “this” will be highlighted.

(10)Click on

button.

The second word “this” will be highlighted.

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(11)Click once on the word “this.”

Move the cursor to the space after that word.

Tap the Spacebar once.

Type in the word “assumption.”

Always make all changes in your document.

.

(12)Click on Your analysis will reappear.

(13)Do not click on the print analysis button.

When you are working on your own documents, you may print by clicking on the Print button.

(14)Click on button. You must always close the analysis before closing your document.

6. Now, focus on the

a. Click on the

buttons.

button and follow the directions on the screen.

Note: You can also perform spell checking on a given area of the document by selecting or highlighting the text you wish to check. b. Double click on the word “assumption” that you added after the second “this” in your document.

Then, click on the

button. Look over the synonyms for “assumption.”

Click on Cancel.

c. Highlight a paragraph in your document. Then, click on the button.

Click on OK. Note: If you do not highlight any text in your document and press this button, these statistics will be provided for your complete document.

7.

Next, look

at the buttons.

a. In the first sentence of the document, highlight the following selection.

William Shakespeare’s play, the TEMPEST,

(Pretend that the highlighted selection is a quotation.)

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Then, click on

.

The words will be hidden. This feature is used to hide quotes and dialogues so that they will not skew statistical analyses, such as those provided in “Style.”

Note: This procedure may be repeated as needed to hide multiple quotes and dialogues from analyses. b. Click on Note:

. All hidden words and phrases will be revealed.

Your cursor may be at any point in the document when you click on

c. Click on

.

.

The information in this box will remind you of ways to use the two previous buttons.

Click on OK. 8.

Click on the

button.

a. Type the following word: effect. b. Click on Display. c. Read the information on “affect and effect.” d. Click on File in the upper left corner. Then, click on Exit.

Note: The WordUse button is available on the Analysis Toolbar also.

9. Click on File in the upper left corner of the screen.

Click on Close.

Click on No. You will not save this document. You will save your own documents.

10.

Click on the

button.

The Menu will fill the screen. a. Click on the Content–Organization button.

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b.

The STEPS document will appear.

(1) The cursor is positioned between the brackets.

(2) Type your name between the [ ].

(3) Read all of the material in the gray boxes.

the

(4)

Read/study the material in the number 1 box under READ.

(5)

Then, follow the directions in box under RESPOND.

(6) When you complete that box, click on the Next Page button.

(7) Continue working through all of the screens until you come to The End. (8) Click on (9) Click on OK. (10)Go to the printer. Be sure to pick up your entire document.

Be sure that you have all of the pages, including the last page, the page marked The End. You will hand this printout to your instructor.

(11)Click on

- Go to next pageATTENTION

You will type, save, print, and close the following Sample Document.

You will hand in the printout to your instructor.

Instructions for Writing Your Sample Document 1.

If the screen is not white, click on the New Document icon in the upper left corner of the screen.

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2.

Change the Font size to 11 by clicking on the

arrow.

Then, click on 11.

3.

Click on the Double Double Space.

4.

Space button to change the line spacing to

Writer’s Workbench requires a file name code and a student name code at the top of each document. a. Type the following file name code: Myfirstdoc (no spaces, no tabs).

Tap the Enter key. b. Type your student name code: First three letters of your first name First three letters of your last name.

Example: SalBec

5. Tap the Enter key twice.

6.

Click on the File button in the upper left corner of the screen.

Click on “Save As” in the drop-down list.

The “Save As” box will appear on the screen. a. Because you last worked on the “Tempest” document in the directory “Sample Papers,” your document would be saved in that directory.

ATTENTION: DIRECTORY.

You MUST NOT SAVE DOCUMENTS IN THAT In the next items, you will go to YOUR

directory. b. Click on the arrow next to the directory name. c.

Click on the directory named YourUsername$ on ‘Terra’(H:).

That is the name of YOUR directory.

d. When your directory appears, double click on “Myfirstdoc” in the File Name box. e. Type: About Me f. Click on the Save button.

You will save all of your documents in that YourUsername$ on ‘Terra’(H:) directory.

-Go to the next page-

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7.

Click on the Center button.

Type the following title: My First WWB Document.

Tap the Enter key.

8.

Click on the Align Left button.

9.

Type the following paragraphs.

(Tap the Tab key.) My name is (Type your full name). I attended (Type the name of your high school). This semester is my (Type "first, second, third, or fourth") semester at NIACC. My writing instructor's name is (Type instructor's name). I am eager to use Writer's Workbench. This program should have a positive effect on me.

(Tap the Enter key.)

(Tap the Tab key.) While I am attending NIACC, I am living (Type one of the following: at home, in the dorms, or in an apartment). However, my hometown is (Type the name of your hometown).

10.

Click on File, then on Save OR click on the Save button.

.

11.

Click on File, then, on Print, then, on OK OR click on the Print button.

12.

Attention: Pick up your printout. Later, you will hand it in to your writing instructor.

13.

Click on File.

14.

Click on Close.

15.

16.

Click on File.

Click on Exit.

17.

Go to

ALWAYS Exit the system.

If you donâ&#x20AC;&#x2122;t, someone may damage your files.

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Exiting the System 18.

Click on

in the lower left corner of the

screen 19.

Click on

20.

21.

Be sure that the last choice is selected.

Click on Yes.

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Chapter 14â&#x20AC;&#x201D;SAMPLES OF TYPES OF WRITING The following are student examples of the various types of writing explained in the manual. Please refer to the Table of Contents for the page numbers for the explanations for writing the various papers.

These papers are in no way perfect or the most outstanding example of each type of paper. Instead, they were chosen based on topic and on following the described format for a particular type of paper.

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

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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

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too late now for Adrian, but not for everyone else. Seat belts are definitely a necessity.

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 self-sufficient 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 lifesavers. 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

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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 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.

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

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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.

Process Paper Think about something you are really good at or enjoy doing, possibly a hobby. Then write a process essay explaining that hobby.

A Developing Hobby

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Many of us enjoy looking at pictures of special events, of family members, or candids taken of friends at school activities or just when hanging out. At the same time many of us complain about how much film costs and how long processing can take. And then the pictures are not always what we expected. With a little bit of equipment and a few hours of training, anyone can learn how to print black and white photos.

The equipment needed to process black and white negatives include three plastic trays for chemicals, a timer, the chemicals themselves mixed in glass gallon containers and a room with a water supply that can be totally darkened and that maintains a temperature of about 72 degrees. A metal or plastic container with a cylindrical interior for wrapping the film around is also required.

Most of these materials can be found around the house. The plastic trays might have been used for painting or for baking; the timer could be an old kitchen timer; the gallon containers might have once had mother’s wine in them. Plastic milk jugs would also work. However, the tinted green glass of wine containers is preferred so that the chemicals will stay potent longer. A bathroom without windows or an interior laundry room is perfect to use as a darkroom. The metal or plastic canister for the negatives to be processed in will have to be purchased at a photo dealer’s store. This is a specialized piece of equipment.

This store can also supply the chemicals needed: developer, stop bath, and rinse. The professional at the store can answer any questions regarding what chemicals are needed for the type of film to be processed.

For example, a film of an ASA of 400 needs specific chemicals and timings for processing. The information is also on the bags of the chemicals to be purchased.

Getting the film out of the container and into the canister is the most difficult part of the process, mainly because it must be done in total darkness. The top of the film container can be pulled off with a can opener. The film will then pop out very easily. Taking care to handle the raw film by its edges only, the film should be attached to the center of the plastic or metal cylinder. Practicing this skill is advised. Any exposed film that can be taken into the light can be used for practicing so that the person working with the film can see how this is done. It took me 20 minutes to get it attached the first time I tried!

Once the film is hooked onto the cylinder, it needs to be carefully wrapped around the cylinder. A strange grating sound will occur that means that the film has “jumped off the track.” The film needs to be

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unwound a couple of turns and the process repeated until all the film is wound onto the cylinder.

The plastic or metal cylinder is placed into the plastic or metal container (precautions must be taken not to mix the two.) The photographer can now turn on the overhead lights if he prefers not to work in the dark. However, many seasoned photographers prefer to work in safe light only in case thereâ&#x20AC;&#x2122;s a light leak somewhere that can damage the negatives.

The first chemical that is added to the container is the developer.

Depending on the temperature of the elements and the room, this process will take from 8-11 minutes. The directions on the package will explain the number of minutes required for the temperature. A slow rotation of the cylinder so that the chemicals flow evenly through the negatives is important. This rotation should be repeated every minute for 20 seconds.

Once the developing is competed, the developed is dumped out of the container and stop bath is added. Stop bath usually takes 30 seconds to work. The purpose of this chemical is to stop the developing process. A slow rotation as described above is recommended.

Once the stop bath processing is complete, that chemical is dumped out of the container and fixer is added. Fixer is used to harden the negatives. This process, complete with the rotation of the cylinder, usually takes 2 minutes.

The negatives are now ready to be rinsed with water to remove all chemicals. Then the negatives can be removed from the container and the cylinder and hung on a clothesline with a clothespin at both ends of the strip. This drying allows for all chemicals to drip off, leaving the negatives virtually streak-free. The weight of the clothespin at the other end of the negatives allows the negative strip to dry with no curls in it.

The process of developing the pictures is even more fun. A lot of the same procedures and chemicals are used for this process. The photographer can decide on the size of pictures, on which negatives to print, and the number of prints to make. He can even decide to print part of a picture only! Unfortunately, this process will need to be saved for another process paper assignment!

Comparison Paper

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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 exemployee 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.

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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 probably what won the case for Galvin. In The Rainmaker, Lemanchek testifies as to how Great Benefit’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 ”little guy” can become heroes to their clients and to their audiences.

Characterization Paper Assignment: Choosing one of the main characters in Of Mice and Men, write a character sketch of that main character. You must use quotes from the text to prove your statements.

A Dream in Life “Ad’ it’d be our own, an’ nobody could can us.” This was said by one of the most important characters in John Steinbeck’s novel, Of Mice and Men. George Milton is a man who has a dream of one day owning a place of his own. From this quote, readers of the book can see that George has a goal in life. George is a very unique person. His physical appearance, personality, and values create this uniqueness.

Steinbeck uses great detail in describing what George looks like.

He first introduces him saying, “The first man was small and quick, dark of face, with restless eyes and sharp, strong features.” George is a small man, but very strong. He has strong hands and slender arms. On his face “there lies a thin bony nose.” When he first showed up in the story, he was wearing a denim shirt and pants with gold buttons. He also wore a black hat as well. All of these descriptions give the reader a good idea of what George is all about.

George is a character who is very short tempered but also caring.

He gets angry quite often, but when he does, it’s not for long. For example, one time he yells at Lennie for forgetting what he told him and

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said, “…I gotta tell you again, do I Jesus Christ you crazy bastard!”

George does not really mean to say this. Lennie has been a good friend of his for a long time and George would not hurt him on purpose. After he yelled though, George apologized for what he said. This shows his short temper as well as his caring for others. Another time when he shows his short temper is when he calls Curley, one of the people he works with…”a son-of-a-bitch for the first time he met him!” George is not always a man guy, though. He always sticks up for Lennie and talks highly of him. He might yell at him sometimes, but he does not mean it.

He stuck up for him one time by saying, “Well, he better watch out for Lennie. Lennie ain’t no fighter, but Lennie’s strong and quick and Lennie don’t know no rules.” All of these examples show how George is short tempered, but also very caring.

There are many things in George’s life that are important to him.

Lennie is one of the few people that are important to George. He is George’s companion and is always there for him. One time George and Lennie got into a fight and George yelled at Lennie. Lennie said he would go live in a cave and leave him alone forever. George did not want this and said, “No-look! I was just foolin’, Lennie. “Cause I want you to stay with me.” He cares about Lennie and does not want to be alone. This makes Lennie very important to George. Another thing that is important to George is being able to go out with his friends every once in a while.

He needs to get away from Lennie and not have to worry about anything bad happening. He likes Lennie, but he cannot be with him all the time.

Lastly, George values his dream of one day owning a house of his own.

This is something he wants more than anything. He works very hard to earn money to buy a piece of land. By buying a house of his own, George feels he will be more independent and not have to listen to anybody.

Without these things in George’s life, he would be very lost and lonely.

George is a very important character in the book Of Mice and Men. Without him the story would be incomplete. George is a short-tempered man, but he has a good head on his shoulders. He is someone who knows what they are going to do for the rest of their lives. George has known, though, what he was going to do for a long time. George would be a good person to get to know. He is a good friend and can be trusted.

His physical appearance, personality, and values help readers to understand a little more about George as a person.

Example of College Scholarship Essays

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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 brandnew 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 1998, 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 1997. 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

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leadership conferences, and helping my church with the Adopt-A-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.

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

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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.

by Matthew Reiter 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.

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This film has had a revolutionary effect on the way the ”normal” American views his way of living. American Beauty showed the allAmerican 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.

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

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 America’s doctrine of freedom.

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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.

by Monica Howe Two Examples of an In-Class Essay: 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

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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.

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

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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.

My mother has and continues to influence my everyday decisions by showing her determination, her unconditional love, her presence and

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her willingness to be a terrific friend. I will always be grateful for what influence my mother has had on my life.

Review Writing In writing a review, whether it be of a poem, short story, novel, play, or a film, your purpose is to present your opinion. In doing this, you must present and discuss what you feel are the pros and cons of the work of art. You want your readers to know your exact feelings backed up with specifics. The following is a review of the film, The Lord of the Rings, by John M. Vrett.

Lord of the Rings, by author J. R. R. Tolkien, is considered a sparkling jewel in modern literature. The novel tells the tale of a fantasy world filled with witty mystical creatures in a classic tale of the conflict between good and evil. It is considered by many to be a golden classic, and, based on ticket sales, apparently most Tolkien fans were delighted to hear of the book’s transformation to the silver screen. However, unlike the golden novel, the screen was far from silver. Instead the film presents itself as a heavily tarnished penny found amongst lint and a wadded-up scrap of paper found at the bottom of the washing machine.

The film’s failure to make the transition from book to screenplay is clearly due to the screenwriters’ love of Tolkien, and their inability to part with many aspects of the book. It is a classic example of the “Emperor’s new clothes” effect. The writers loved the book so much that they failed to consider what someone who never read the books would think of the film, and sadly the film fails to stand alone. The producers seemed to attempt to put too much into a short span of time. The fact that this span of time was three hours only adds to the irony. The film’s primary flaw is magnified when the audience realizes, an hour and twenty-seven minutes into the movie, that there is no plot. The film’s prologue lasts for twenty minutes but is also followed by approximately a half hour of irrelevant dialogue, as first-time visitors to Tolkien’s world are slowly dispensed background information that might have held great importance in the novel but now are as useful as Yasser Arafat.

Finally, once the plot is introduced, and the “good guys” depart on a journey to destroy an evil ring, the audience is startled awake by a series of seemingly disconnected battles--battles with Squids, Orcs, Trolls, a Fire Demon; some more Orcs, and finally even bigger, but not necessarily “badder” Orcs, not to mention a group of knights masquerading in bed sheets and curtains. The battles match the small band of heroes against endless enemies time and time again. Once it begins, the action is fast and furious, but the repetition seems to have

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been ripped from some cheap computer game or the latest Stallone film rather than a classic piece of literature.

Story aside, the next kink in the movie’s chain is the dialogue. The actors did an excellent job, however, with corny and ridiculous lines; none of the actors will receive the Oscar for best actor. The dialogue in Rings falls into two categories: speech similar to dialogue spoken by Eric Idle’s not quite as funny friends as well as speech similar to a Puritan sermon by Jonathan Edwards minus the substance and religious fervor.

Which of the two categories is better is anybody’s guess.

The worst dialogue easily comes from the elves. The strongly Aryan elves with their blond hair and blue eyes accent the stupidity in their rhythmical sounding statements. I’m not sure even the elves know what they mean when they say something. They should have auditioned for a role in Legally Blonde. At least then the audience would expect the lines not to make any sense.

It is a filmmaker’s creed that if you notice the editing, the editor did a poor job. When I find myself leaning to the man sitting next to me and asking, “What is the purpose of this scene?” it is a clear sign of a poor editing job. There was one occasion in which multiple shots of boats on river flashed across the screen to give the effect of a long aquatic journey. This editor clearly did not know the difference between invoking an effect of long aquatic journey from taking the journey itself.

I found myself looking for the Professor and Mary Anne on this threehour tour. Needless to say, this escapade had no importance to the plot.

But then, what is important to the plot? No one will ever know because the movie never ends. There is no resolution to any struggle; in fact, the characters are worse off in the end than when they started.

Speaking of never ending stories, even the Never Ending Story had an ending.

Clearly Tolkien Ring fans are enjoying the film, but overall, this ring is not the type any respectable lord would give his lady. To anyone wishing to see Lord of the Rings, I offer this advice: At the first sense that you wish to walk out of the film, go ahead. You will not miss some climactic ending, nor will any of your questions be answered. In a clever marketing ploy, it seems the only way to get those answers is to plan to see the next film in the series. The filmmaker plans to release another episode of the Tolkien trilogy each Christmas over the next few years while pocketing another two or three million dollars. When no one is looking, he’ll release a prequel to the first film to help us all understand what we slept through in the first film. By then most of the Star Wars films will have been released and we can explain to our grandchildren

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how the whole thing got started with episode four. That is, unless you prefer to watch Legally Blonde.

Writing Summaries Information on writing summaries is also covered on page 8 of this handbook. This section suggests more strategies to use.

When writing a summary, one should read the selection to be summarized, noting important or main ideas. One should then try and write the summary without looking at the selection so that the selection’s exact words or phrases will not be copied. When done, one should then refer to the selection to make sure the summary’s information accurately reflects the original.

When writing the summary be sure to: 1. use the opening sentence to state source and the main idea 2. include all essential information – names, dates, times, and places 3. make sure each important idea is written in a clear sentence 4. arrange ideas in a logical order 5. end with a sentence that effectively ties all points together 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.

Example #1 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 WHS Writing Manual

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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 antiangiogenic 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.

Example # 2 “Blood vessels play central roles in many serious chronic disorders,” according to the article “Vessels of Death or Life” by Rakesh Jain and Peter Carmeliet that was published in the December 2001 edition of Scientific American. New growths of blood vessels allow cancers to spread and expand in size. Lack of blood cells can help cause tissue death in the heart. Angiogenesis refers to the capillaries, whose walls consist of only one layer of endothelial cells. Angiogenesis, in its normal form, helps repair damaged tissues. Tumors release a substance into the blood supply that induces blood vessels to grow into the tumor.

Blood vessels of tumors are abnormal. They are disorganized, tortuous, leaky, and are composed of certain molecules that are barely detectable in matured vessels. Blood vessels are essential in our lives but they may also help take away the very lives that they run.

Example # 3 Angiogenesis is the study of small vessel growth. Rakesh Jain and Peter Carmeliet, in the December 2001 issue of Scientific American, discuss how these vessels can save or kill humans. The article, “Vessels of Death or Life,” is divided into how the prevention and removal of new blood vessels is beneficial.

There are several new drugs being tested to stop the spread of new blood vessels. There are two main types. One of these types manipulates Endothelial growth factor (a growth factor that makes new blood vessels grow). The other type increases the natural production of antiangiogenic factors. These two ways are used to combat cancer by preventing the growth of new blood vessels that supply the cancer with energy. Cancer cells that are have been established may one day be

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attacked with drugs that remove their blood vessels. These drugs along with existing treatment would be a formidable team to combat cancer.

In contrast to this, adding new blood vessels to heart attack victims or those at risk to heart attacks may improve their chances of survival. This growth of new blood vessels would also help people with bad circulation in extremities of their bodies, possible saving them from amputation.

Manâ&#x20AC;&#x2122;s ability to grow or destroy blood vessels would have a profound impact on the health of human beings.

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Chapter 14—BIBLIOGRAPHY OF SOURCES American Psychology Association. Publication Manual of the American Psychology Association. 5th ed. Washington, DC: American Psychology Assoc., 2001.

Birmeret, Sue. Taking the Wreck out of the Recommendation.

Lincolnshire, IL: Adlai Stevenson High School (reprinted in teachers’ manuals only) Brown, Mariestelle. “Instructions for Becoming Acquainted with Writer’s Workbench in Word 2000.” NIACC publication, all rights reserved, 2001.

Buehl, Doug. Classroom Strategies for Interactive Learning. Wisconsin State Reading Association, 1995.

District 228 Manual to Improve Writing. Bremen High School, Tinley Park High School, et al., 1999.

Gibaldi, Joseph, ed. MLA Handbook for Writers of Research Papers, 5th ed. New York: Modern Language Assoc., 1999.

Graphic Organizer Collection. Palatine, IL: Novel Units, 1995.

Hagner, Elizabeth. Spelling Demons Week by Week. Portland, Main: J. Weston Walch, 1997.

Microsoft Word Manual for shortcuts.

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Sebranek, Patrick, Verne Meyer and Dave Kemper. Write for College.

Wilmington, MA: Great Source Educ. Group, 1997.

Senn, J. A. and Carol Ann Skinner. Heath English 11. Lexington, MS: D.C. Heath and Company, 1992.

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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