Randolph High School English Department Vertical Articulation of Writing Skills English I Introduction: Begin globally Introductory statement: thought-provoking; make the reader think about topic Expand on topic; provide road-map; preview ideas End with thesis statement: Umbrella: A unified, arguable point, instead of delineated paragraph structure TAG, anchor to text, so what? Be specific Body paragraphs: Topic sentence Similar to thesis; directly connected to thesis and argument With transitional element Textual support: Direct textual support (1-2 pieces of evidence/quotations) Quotation is introduced and integrated Appropriate MLA citation Analysis: Analysis is not summary. Answers so what? (based on quotation used and argument in thesis) Closing sentence: more specific about what was proved in paragraph; mini so what? Synthesis: If synthesis essay, multiple sources are integrated Sources used are valid Research: Primary and secondary sources Proper attribution to avoid plagiarism Knowledge of research based practices, RHS databases, evaluating sources Counterargument (if applicable to writing style): Address opposing argument with evidence Treat opposing argument with respect; make it complex; give it a few sentences of acknowledgment Refute: Make sure to refute the counterargument logically and with textual evidence Use that opposing argument to support thesis argument Conclusion: o Begin close to thesis/remind reader of your argument; address ideas o Go to bigger idea Miscellaneous: Grammar skills
Parts of Speech (All levels) Parts of a Sentence (All levels) Pronoun Adverb Noun Adjective Verb Preposition Conjunction Interjection Subject Predicate Complement MLA format (All levels) Editing/proofreading (All levels)
English II Introduction: Begin globally Introductory statement: thought-provoking; make the reader think about topic Expand on topic; provide road-map; preview ideas End with thesis statement: Umbrella TAG thesis Be specific Debatable Offer a new way of viewing the text Body paragraphs: Topic sentence Similar to thesis; directly connected to thesis and argument With transitional element Never a quotation or question Analytical in nature Textual support: Direct textual support (1-2 pieces of evidence/quotations) Quotation is introduced and integrated Appropriate MLA citation Analysis: Analysis is not summary. Answers so what? (based on quotation used and argument in thesis) Successfully demonstrates significance of textual evidence Closing sentence: more specific about what was proved in paragraph; mini so what? Synthesis: If synthesis essay, multiple sources are integrated and analyzed Sources used are valid Research: Primary and secondary sources Proper attribution to avoid plagiarism Knowledge of research based practices, RHS databases, evaluating sources Counterargument (if applicable to writing style): Address opposing argument with evidence Treat opposing argument with respect; make it complex; give it a few sentences of acknowledgment Refute: Make sure to refute the counterargument logically and with textual evidence Use that opposing argument to support thesis argument Conclusion: o Begin close to thesis/remind reader of your argument; address ideas o Finalize the significance of your argument
Go to bigger idea Miscellaneous: Grammar skills Parts of Speech Parts of a Sentence Phrases Clauses Sentence Structure Pronoun Adverb Noun Adjective Verb Preposition Conjunction Interjection Subject Verb Complement Verbal Gerund Appositives Independent Subordinate Simple Compound Complex Compound-complex MLA Format (All levels) Editing/Proofreading (All levels) Note: English II students are expected to achieve a higher level of sophistication in their writing and argumentation than English I students. English II students should master all or most of these skills by the end of the year.
English III Introduction: Global statement Thought-provoking and analytical introductory statement Pivot sentence Thesis statement: Umbrella TAG + vehicle/device/prompt (depends on type of essay) + assertion Assertion must be sophisticated response to the entire prompt Body paragraphs: Original transitional phrase/statement (no cookie-cutter transition) Topic sentence Relate to thesis statement One specific topic Arguable point connection to assertion Never has a quotation, an opinion, summary and/or a question Textual support: Direct and indirect textual support (at minimum 2) Seamlessly integrated quotations MLA citations and proper punctuation Analysis: No summary Closing sentence, so what? (not a restatement of topic sentence) Demonstrate significance Analyze quotation, relate to cohesive argument Synthesis: Use of accredited sources, evaluation of sources Cohesive arguments Fluid integration of primary and secondary sources Research: Primary and secondary sources Proper attribution to avoid plagiarism Knowledge of research based practices, RHS databases, evaluating sources Choose best evidence from a range of sources Counterargument (if applicable to writing style): o Address opposing argument with evidence o Treat opposing argument with respect; make it complex; give it a few sentences of acknowledgment o Refute: Make sure to refute the counterargument logically and with textual evidence o Use that opposing argument to support thesis argument Conclusion: o Reverse introduction o Discuss greater significance
Grammar and Mechanics: Grammar Concepts: Mastered and taught as needed Sentence Structures Usage Simple Compound Complex Compound-Complex Subject-Verb Agreement Pronoun-Antecedent Agreement Active/Passive Voice Parallelism Other Concepts Literary present tense No first or second person Sophisticated language and diction Formal tone Command of capitalization, punctuation, and spelling with no errors that interfere with meaning Precise syntax Perfect MLA formatting Cohesion Active/passive voice Note: English IIIA students are expected to achieve a higher level of sophistication in their writing and argumentation.
English IV Introduction: Global introductory statement Thought-provoking and analytical introductory statement Pivot sentence Thesis statement: Umbrella TAG + vehicle/device + assertion Sophisticated argument that states the focus of the paper Body paragraphs: Original transitional phrase/statement (no cookie-cutter transition) Topic Sentence Organized Refers back to thesis Concise/direct Textual support: Accurate selection of evidence Seamlessly integrated with proper context MLA citations and proper punctuation Analysis: Strong specific analysis of vehicle identified in thesis to prove the assertion Does not summarize Logical Cohesive ideas Synthesis: Synthesize ideas to support an argument Fluid integration of primary and secondary sources-including literary criticisms) Able to blend original ideas with research sources Research: Primary and secondary sources Proper attribution to avoid plagiarism Knowledge of research based practices, RHS databases, evaluating sources Choose best evidence from a range of sources Counterargument (if applicable to writing style): Address opposing argument with evidence Treat opposing argument with respect; make it complex; give it a few sentences of acknowledgment
Refute: Make sure to refute the counterargument logically and with textual evidence Use that opposing argument to support thesis argument Conclusion: Review points/arguments Final universal thought Master the following skills in Grammar/Usage: Grammar Concepts: Mastered and taught as needed Sentence Structures Usage Simple Compound Complex Compound-Complex Subject-Verb Agreement Pronoun-Antecedent Agreement Active/Passive Voice Parallelism Other Concepts Understand phrases and clauses so they can vary sentence structure and use proper punctuation Recognize the difference between active/passive voice and use strong active verbs Note: English IV students are expected to achieve a higher level of sophistication in their writing and argumentation than English III students. English IV students should master all or most of these skills by the end of the year.
Appendix A Information about Citations and MLA Style CREDITING SOURCES IN A RESEARCH PAPER You must give credit to the sources used in preparation of your paper. Crediting is done in-text. This is sometimes referred to as the citation. In a research paper, more than one source is listed on the works cited page. Therefore, in-text documentation must indicate exactly which of the listed terms is the source of the passage. Several examples are provided here to show you various ways to use in-text documentation. 1. If the author and/or the title is stated within the sentence, do this: In his Autobiography, Benjamin Franklin states that he prepared a list of thirteen virtues (135). This did not.. OR Franklin said, I am pleased with the list of thirteen virtues I produced, but very embarrassed that I could not master them all (135). - OR Although Franklin admitted, I am very embarrassed that I could not master them [thirteen virtues] all (135), that is no reason to condemn him. If neither the author nor the title is stated within the sentence, do this: At least thirteen virtues have been credited to this famous American s name (Franklin 135). --OR The highly spiritual view of the world presented in Siddhartha exercised its appeal on West and East alike (Rose 74). CREDITING SOURCES IN A PRIMARY-SOURCE PAPER You must give credit to the sources you use in preparing your paper. Crediting is done in-text. This is sometimes referred to as the citation. In a primary-source paper there may be only one source listed on a translation from the original work. Therefore, in-text documentation may vary slightly from examples shown for the research paper. Examples provided in-text documentation when one primary source is involved. If your paper lists more than one source on the works cited page, follow the examples shown above for a research paper. CREDITING SOURCES 1. If the author, translator, and/or title is stated within the sentence, for clarity do this: Surprisingly different translations of Federico Garcia Lorca s La Guitarra have been written by Robert Bly and Elizabeth du Gue Trapier (Garcia Lorca 341). --OR In the late Renaissance, Machiavelli contended that human beings were nature ungrateful and mutable (1240), and Montaigne thought them miserable and puny (1343). --OR In Hansberry s play A Raisin in the Sun, the rejection of Linder s tempting offer permits Walter s family to pursue the new life they had ling dreamed about (274-75). --OR
According to the Handbook of Korea, much Korean sculpture is associated with Buddhism (241-47). MORE INFORMATION ABOUT CREDITING SOURCES 1. Your readers will expect in-text documentation for the following: a. All word-for-word quotations b. All passages that are summarized or paraphrased c. All charts, graphs, or diagrams not your own d. All statistics not compiled by you e. All theories or interpretations not your own f. All key words or terms taken from a specific source 2. Common Knowledge requires no documentation. Common knowledge is information that is found in three or more sources. For example, the date of an author s birth, the number of novels s/he wrote, or the city in which s/he lived is considered common knowledge. However, if you quote this information word-for-word from the source, the words must be enclosed in quotation marks. Any interpretation of common knowledge must be documented. If you are in doubt, document. 3. Regarding the works cited page: a. It includes all sources actually used in the preparation of the paper. (in college papers there is a distinction made between a works cited page and a works consulted page. We do not make that distinction.) b. Entries are arranged alphabetically by author s/editor s lst name. This includes electronic source. If no name is given, the first major word of the title/entry is used. Do not alphabetize based on the introductory words a, an, or the. c. Entries are not numbered. d. The first line of each entry is not indented; it is flush with the left margin. All other lines are indented 5 spaces. e. If an entry extends beyond one line, each line is double-spaced. (The example below refers to both d & e.) Eliot, Thomas Stearns. The Wasteland. The Complete Poems and Plays 1909-1950. London: Stockwell, 1971. f. When a works cited page contains more than one work by the same author/editor, the works are alphabetized by the first word of the titles. A complete listing is made for the first title. In the Subsequent listing, the author s name is replaced by three hyphens followed by a period. (see example below.) Drew, Elizabeth, ed. Modern Critical Interpretations of The Wasteland. New York: Scribner s, 1948. ---, TS. Eliot in the Nineties. English Journal June 1990: 16-21. *Note MLA style is fluid and changes as necessary. Information presented is current as of its writing.
APPENDIX B SAMPLE FIRST PAGE OF ESSAY Removed 1 Name Removed Miss Thomas English I-H 17 November 2015 The Symbol of Fire in Guy Montag s Character The most basic, simple, and primitive phenomenon a person can learn is to destroy. A young child is capable of making a mess before cleaning one up, of knocking something over before building it up again. To build takes time, maturity, and creativity that is learned over time. In Ray Bradbury s science fiction novel, Fahrenheit 451, the symbol of fire is used to develop the character of Guy Montag as he slowly learns to create instead of destroy. Throughout the novel, Montag uses fire as a tool of destruction. Anything considered undesirable would be burned to ashes, completely destroyed. In the beginning of the novel, he uses fire to do away with books, houses, and, once, even a woman s life. Montag even enjoys it, and is excited as he flicked the igniter and the house jumped in gorging fire that burned the evening sky while the flapping, pigeon-winged books died (Bradbury 3). This shows that all he knows to do is burn and destroy, and, in his ignorance, even enjoys engulfing precious knowledge in flames. He does not yet know to create, so he destroys. Later on in the novel, Montag begins to learn the importance of books and learning, and he no longer desires to burn them. However, he is still ignorant of the power of creation, and his instincts remain anything that goes against his cause must burn to the ground. He uses these instincts to burn the fire captain, Beatty, making him a shrieking blaze, a jumping sprawling, gibbering manikin, no