Language Arts 8

Grading Scale A+ 98.00-100% A 93.00-97.99% A- 90.00-92.99% B+ 88.00-89.99% B 83.00-87.99% B- 80.00-82.99% C+ 78.00-79.99% C 73.00-77.99% C- 70.00-72.99% D+ 68.00-69.99% D 63.00-67.99% D- 60.00-62.99% F 0-59.99%

Assignment Weighting per Unit Lessons: 10% Quizzes: 20% Projects: 40% Tests: 30%

What’s in This Syllabus

1. Course Outline & Weighting/Grading Scales -- A course outline is a nice way to see the overview of the course. All the lessons and projects are listed in the order in which they appear in your coursework. You may want to begin planning how much time you will have to devote to each unit. You’ll also see the weighting and grading scales here.

2. Course Expectations -- The course expectations are very important. You will be held responsible for all information located in the guidelines in the first section of this syllabus. You will be asked to fill out a form signifying your understanding and willingness to comply.

3. MLA Format -- An explanation of essay format. Make sure you follow the essay format requirements. Keep this syllabus handy in case you need to reference the essay format as you work on your projects.

4. Projects -- All of your projects for this course are contained in this syllabus. Each project is introduced with the unit number and project title, and each has its own instructions. You are not required to complete any of the projects right now; each project clearly indicates what unit it’s for and when it’s due. However, you may want to look at them now so you know what will be expected of you.

5. Six Traits Rubric -- An explanation of the Six Traits rubric is located after the projects. Also, be sure to peruse the rubric. Make sure you understand the traits and are ready to implement them before writing your projects. Take any chance provided to attend classes or watch videos teaching the traits. Finally, keep this syllabus handy in case you need to reference the rubric again as you work on your projects.

Language Arts 8 continues to build on the sequential development and integration of communication skills in four major areas—reading, writing, speaking, and listening. You will have an opportunity to do two book reports in this course, as well as two essays. It may be wise to look over the book report projects well in advance so that you can find the books you want to use. The project in unit 4 is somewhat open, but the project in unit 6 requires you to choose from a list of books.

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Available Resources

Academy Support

If you need help, you may message or call your teacher, or call 1-877-543-0148 to speak to the first available teacher

Online Classrooms

An online classroom schedule is sent via email each week. This email contains information on the online classrooms offered, the date and time they are available, and how to connect. This information may also be found here: http://www.aoacademy.com/kb/?a=452

Student

Resource Page Contains many useful links and tips for completing your work. Can be found here: http://www.aoacademy.com/kb/?c=88

Course Outline Unit 1: Communication

Assignments 1. Student Orientation 13. Suffixes Change the Spelling of Roots 2. Language Arts Course Expectations 14. Spelling Lesson 2: General 3. Documentation 15. Quiz 2: Cumulative 4. Project: Paraphrasing/Works Cited 16. Spelling Quiz 2 5. Improving Your Reading: Using Word Parts 17. Communication Without Words 6. Inflections Add Grammatical Meaning 18. Direct Nonverbal Communication 7. Word Roots from Latin and Greek 19. Spelling Lesson 3: Affixes 8. Categorizing Words and Analogies 20. Quiz 3: Communicating Without Words 9. Spelling Lesson 1: Using ie and ei 21. Spelling Quiz 3 10. Quiz 1: Word Parts/Categories/Analogies 22. Test 11. Spelling Quiz 1 23. Reference 12. Following Directions

Unit 2: Development and Usage of English Assignments

1. Personal Narrative Project: Prewriting 12. Spelling Lesson 2: General 2. Development of Language: Origins and Dialects 13. Quiz 2: Classification of Words 3. The Indo-European Family 14. Spelling Quiz 2 4. Spelling Lesson 1: General/Content Areas 15. Adjectives and Adjective Phrases 5. Quiz 1: History of the English Language 16. Adverbs and Adverb Phrases 6. Spelling Quiz 1 17. Spelling Lesson 3: Adjectives and Adverbs 7. Word Classes—Nouns 18. Quiz 3: Cumulative 8. Personal and Possessive Pronouns 19. Spelling Quiz 3 9. Other Kinds of Pronouns 20. Test 10. Verbs 21. Reference 11. Adjectives and Adverbs

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Unit 3: Punctuation and Literature

Assignments 1. Project: Personal Narrative 11. Spelling Lesson 2: -ise, -ize, -yze 2. Ending a Thought: End Punctuation 12. Quiz 2: Punctuation/The Formal Essay 3. Using Punctuation to Link Clauses 13. Spelling Quiz 2 4. Interrupting a Thought 14. The Informal Essay 5. Following an Introduction 15. The Anecdote 6. Spelling Lesson 1: -ant and –ent Endings 16. Spelling Lesson 3: -able, -ible 7. Quiz 1: Punctuation 17. Quiz 3: Punctuation and Essays 8. Spelling Quiz 1 18. Spelling Quiz 3 9. The Formal Essay 19. Test 10. Analyzing a Formal Essay 20. Reference

Unit 4: Words and How to Use Them Assignments

1. Spelling Lesson 1: Develop Spelling Sense 9. Standard and Nonstandard Usage 2. Spelling Quiz 1 10. Confusing Words 3. Using the Dictionary 11. Quiz 2: Using Words Correctly 4. Diacritical Marks 12. Spelling Lesson 3: General 5. Using a Thesaurus 13. Spelling Quiz 3 6. Quiz 1: Understanding Words (Dictionary and Thesaurus Skills)

14. Project: Book Report: Post-1900 Novel

7. Spelling Lesson 2: General and Homonyms 15. Test 8. Spelling Quiz 2 16. Reference

Unit 5: Correct Language Usage Assignments

1. The Apostrophe 12. Speaking Qualities 2. The Hyphen 13. Spelling Lesson 2: Content Words 3. Quotation Marks 14. Quiz 2: Punctuation, Usage, and Spoken

Language 4. Parentheses and Italics 15. Spelling Quiz 2 5. Capitalization 16. Review of Homonyms, Synonyms, and

Antonyms 6. Abbreviations and Acronyms 17. Vocabulary Development: Word Pairs 7. Numbers and Figures 18. Spelling Lesson 3: Difficult Word Pairs 8. Spelling Lesson 1: General and Content Words 19. Quiz 3: Correct Usage 9. Quiz 1: Written Language 20. Spelling Quiz 3 10. Spelling Quiz 1 21. Test 11. Spoken Language: Biblical Standards 22. Reference

Unit 6: Language and Literature Assignments

1. Project: Book Report 12. Spelling Lesson 2: Mispronounced Words

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2. The Old English Period 13. Quiz 2: The Construction of Sentences 3. The Old English Language and Literature 14. Spelling Quiz 2 4. Middle English 15. The Elements of Autobiography 5. Spelling Lesson 1: -ance, -ence, -ense 16. Autobiographical Excerpt: Jesse Stuart 6. Quiz 1: The History of the English Language 17. Autobiographical Excerpt: Admiral Byrd 7. Spelling Quiz 1 18. Spelling Lesson 3: Vocabulary Words 8. Coordinate Conjunctions 19. Quiz 3: Cumulative 9. Correlative Conjunctions/Conjunctive Adverbs 20. Test 10. Subordinating Conjunctions/Adverb Clauses 21. Reference 11. Relative Pronouns/Adjective Clauses; Phrases and Appositives

Unit 7: Critical Reading and Paragraph Skills Assignments

1. Critical Reading: Symbolism/Connotation 12. Quiz 2: The Paragraph 2. Critical Reading: Context/Directive Language 13. Spelling Quiz 2 3. Analyzing an Author’s Credentials/Argument 14. Writing a Composition: The Introduction 4. Propaganda 15. Writing a Composition: The Body 5. Spelling Lesson 1: Silent Letters 16. Writing a Composition: The Conclusion 6. Quiz 1: Critical Reading 17. Writing a Composition: Proofreading 7. Spelling Quiz 1 18. Spelling Lesson 3: Unaccented Syllables 8. Paragraph Structure 19. Quiz 3: Cumulative 9. Organizing a Unified Paragraph 20. Spelling Quiz 3 10. Paragraph Coherence/Transition Methods 21. Test 11. Spelling Lesson 2: Silent Letters 22. Reference

Unit 8: Writing, Listening, and Reading Assignments

1. Project: Expository Essay: Prewriting 15. Spelling Lesson 2: General and Content Words 3. Writing Business Letters 16. Quiz 2: Listening Skills/Nonverbal

Communication 4. Three Types of Business Letters 17. Spelling Quiz 2 5. Structure and Form of Personal Letters 18. Distinguishing Between Fiction and Nonfiction 6. Three Types of Personal Letters 19. Evaluating the Reliability of Information 7. Spelling Lesson 1: General 20. Sources of Information 8. Quiz 1: Writing Letters 21. Reading the Newspaper 9. Spelling Quiz 1 22. News Magazines/Other Nonfiction Resources 10. Sound and Listening 23. Spelling Lesson 3: General 11. Listening for Literal Meaning 24. Quiz 3: Cumulative 12. Listening for Implied and Figurative Meaning 25. Spelling Quiz 3 13. Identifying Nonverbal Clues 26. Test 14. Being a Good Listener 27. Reference

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Unit 9: The English Language

Assignments 1. Project: Expository Essay 13. Quiz 2: Grammar and History of English 2. English Is a Living Language 14. Spelling Quiz 2 3. Etymology of English Words 15. Organizing an Oral Report 4. English in the United States 16. Developing an Oral Report 5. Spelling Lesson 1: General 17. Using Language Appropriately 6. Quiz 1: The Changing Language 18. Effective Speaking Techniques 7. Spelling Quiz 1 19. Spelling Lesson 3: Frequently Misspelled Words 8. Double Negatives 20. Quiz 3: Cumulative 9. Dangling Modifiers 21. Spelling Quiz 3 10. Shift in Person and Number 22. Test 11. Shift and Mood and Tense; S/V Agreement 23. Reference 12. Spelling Lesson 2: General

Unit 10: Review Assignments

1. History of Language 15. Communication: Spoken Factors 2. Grammar: Parts of Speech 16. Following Directions and Listening 3. Punctuation and Capitalization 17. Review Quiz 2: Communication 4. Abbreviations, Apostrophes, and Hyphens 18. Review Spelling Lesson 3 and 4 5. Dictionary and Thesaurus 19. Spelling Quiz 2 6. Standard English Usage 20. Reading: Word Parts 7. Common Sentence Errors 21. Reading: Context Clues and Sequence 8. Paragraphs 22. Reading: Fact and Opinion, News Articles 9. Letters 23. Reading: Essays and Autobiographies 10. Compositions 24. Review Quiz 3: Reading 11. Review Quiz 1: Language 25. Review Spelling Lesson 5 and 6 12. Review Spelling Lesson 1 and 2 26. Spelling Quiz 3 13. Spelling Quiz 1 27. Test 14. Communication: Unspoken Factors 28. Reference

Language Arts 8 Course Expectations Please read this agreement with your supervising adult. Thank you! We’re looking forward to working with you this year!

Before you begin this course, make sure that you bookmark the student resources page, here: http://www.aoacademy.com/kb/?c=88. This will be a great reference source for you as you work, so make sure to refer back to it often.

The information in this agreement is for your student’s benefit and guidance as he/she works through his/her English class. Your student will be held accountable to remember and adhere to these policies; returning the completed form found in your coursework indicates that the information has been understood and that the

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supervising adult and student intend and agree to comply with the policies. Adhering to these policies will help the student be successful in his/her learning goals.

Daily Lessons • Please take a moment to read Studying Techniques on the AOA Resource Center.

As Studying Techniques indicates, it will be extremely beneficial for you to take notes as you read and study your daily lessons. Read your lessons carefully before attempting to answer the lesson questions. The lesson questions are for your benefit – so you can be sure you have understood the concepts and ideas in the lesson. If you find yourself “hunting” for too many answers you may not have comprehended the lesson sufficiently; go back and study the ideas and concepts in your lesson more before proceeding with the questions.

• Do EVERYTHING in the lesson. This includes playing games, watching videos, listening to the audio files, and, most importantly, clicking on the links provided. Several of your lessons cannot be completed if you do not click on these links, so be sure to watch for them.

• When you get a lesson question wrong, pay close attention to that question. Having the chance to answer it again gives you a chance to LEARN that concept more fully. Don’t just go searching for the right answer. It’s important to understand the concept behind the question. It’s not at all uncommon for quizzes and tests to contain material that is similar to daily lesson questions. By ignoring “missed questions” on lessons, you may be setting yourself up to miss any similar questions on quizzes and tests.

• Be aware that you may not always be able to find an answer word for word in the text. As you enter into higher level courses, it is expected that you will take your understanding and apply your knowledge to various situations. You will need to make connections based on what you have learned, not simply hunt for answers in the text.

• All lesson questions must be completed. Lesson questions show your comprehension and understanding of the concepts in the lesson. This is especially true of questions which require a sentence or paragraph answer.

• Answer in complete sentences with proper punctuation, grammar, and spelling. Points will be deducted for spelling or grammatical mistakes.

• Copying material from the lessons into the lesson answer boxes is not appropriate. Students are required to phrase answers in their own words.

• Copying material from outside websites is a violation of AOA’s Academic Integrity policy, and doing so will result in serious consequences.

• Understand that you might be tested over anything in a lesson. • A list of vocabulary terms and definitions will be available at the beginning of each lesson, so use

it as a study tool. • If you are running stuck on grammar concepts, try one or more of the sites listed on a document

containing many Writing and Grammar Tools found on the resource center: http://www.aoacademy.com/kb/?a=379

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Self tests/quizzes and tests:

• Self tests/quizzes and tests are closed book; no study materials, notes, or any other information are allowed during the assessment.

• Think about a student taking a quiz or test in a brick and mortar school building. Once a student sits down to take a quiz or test, he/she is not allowed to move until after handing in that quiz or test. In the same way, you need to be serious and conscientious about your time and surroundings when you take a quiz or test for your AOA schoolwork.

o Do not open tests until you are ready and have studied thoroughly. o Do not open a test if you do not have sufficient time to dedicate to finishing it. Tests

should be taken in one sitting; do not exit the test or leave it before finishing it. If you leave the test open for too long, it will automatically close, and it will be graded as is. You will not be able to finish your test or change any answers.

Self tests/quizzes - Self tests and quizzes are comprehensive; the student may be tested on any material

covered thus far in that unit.

Tests - Tests may cover everything in your unit. You will have only once chance to complete a test,

so be sure you are prepared before taking it. - Alternate tests may be taken if you desire. Please contact the Academy if you would like to

take an alternate test. (The two test scores will be averaged together.)

Projects: • Project expectations: Essays and assignments must be the student’s original creations,

generated single-handedly by the student. Work may not have been submitted previously for a grade at Alpha Omega Academy, or any other school. No plagiarized, incoherent, incomplete, or distasteful assignment will be accepted. Similarly, assignments may not mention, or refer to, any offensive, violent, illegal, disparaging or inappropriate language (including, but not limited to, words that are widely considered offensive to individuals of a certain race, ethnicity, or religion); promote the abuse of alcohol, illegal drugs, or tobacco ; or promote any activities that may appear unsafe or dangerous. Assignments that violate these expectations may be reassigned to the student with a 20% grade deduction. Plagiarized work will be handled according to the Alpha Omega Academy plagiarism policy. Projects may be reassigned to the student for any of the following reasons:

- The instructions were not followed completely. - MLA documentation is missing or incorrect. - The teacher requested changes be made to the project, and the student resubmitted

the work without making the requested changes.

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- Some projects will be part of a multi-step process (For example – writing a thesis

statement and an outline for a five paragraph essay, finding your sources for a research paper, etc.). Projects which are part of a multiple-step process should be submitted one at a time and in the given order. Not being submitted as such may result in a grade deduction.

If a project has been reassigned for any of the above reasons, it may receive a 20% grade deduction.

• Projects are 40% of your unit grade. Projects are not optional. Every project must be completed

to the satisfaction of the teacher. • The formatting of your projects is important and it counts toward your grade. Projects must be

submitted with heading information – which includes your name, the date, your teacher’s name, and the class in the upper left corner of the first page of your assignment. See below for more information on how to format your projects.

• When you first start each unit, read through all the directions for any projects in that unit so that you will be prepared to complete them.

• Projects are not meant to be completed in a matter of minutes. Work on them as you work through your unit, being careful to follow all directions.

• Written projects may take longer to grade than lessons or tests. Be assured that your teachers will grade your work as soon as possible. Projects will be graded in the order in which they are received.

• After your project has been graded, go back to the file you uploaded to look for your teacher’s feedback. This feedback is very important for improving your writing skills and doing better on your next project. If you do not know how to access the graded file, please call the language arts department.

Academic Support: • You can find your teacher’s schedule for when they are available in their online office hours

using the Course Information tab on your Dashboard • Students are encouraged to get academic support by contacting their teachers when they need

assistance on their lessons. This is the best way to complete your participation projects • Be specific in your correspondence and communication with your teacher. (“I need help” is not

specific.) The better your teacher understands your problem, the quicker he or she will be able to help you.

• Be polite and scholarly in your correspondence and communication with your teacher. Use proper spelling, grammar, and punctuation in all of your academic dealings with your teachers. Texting abbreviations or spellings are not acceptable or appropriate.

• Any message or email that you send to your teacher is expected to have a greeting (“Dear Mr. or Ms. [Teacher’s last name]”) and signed with your name.

• Teachers cannot help students during tests and quizzes, although they can clarify what a question is asking if you are confused.

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MLA Format Requirements

As a reminder, all typed work at AOA must adhere to these format requirements as stated in the Language Arts Course Expectations agreement (unless specifically stated otherwise in a

project’s directions or by your teacher):

Margins of the page should be one inch on all sides. Typed projects must be written using Times New Roman 12-point font or Arial 12-point

font. Font must be black in color. Typed projects must be double-spaced, including the title. Header: Your name, the teacher’s name, the class and assignment, and the date should

be the first thing to appear on the page. These should be listed in that order in the upper left corner of the page.

Title: Title your paper appropriately and center the title in the middle of the page. Start your writing after the title. Writing should always be aligned with the left side of

the page. Writing should never be centered like the title. All new paragraphs must be indented by hitting the “Tab” button on your keyboard. If MLA format is required for the project, all sources and parenthetical citations must be

written in the most current version of MLA format.

Any typed work that does not meet these requirements could be deducted points and could reduce your overall grade for that work.

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Language Arts 8 Projects

Unit 1 Paraphrasing/Works Cited

This project is designed to give you the opportunity to practice paraphrasing information from a source as well as to create a works cited entry for your source.

Here are your goals for this project:

• Use the article and excerpts provided to create three paragraphs of paraphrased information • Create a works cited entry for each reference

Remember, paraphrased information is more detailed than a summary, but is not a direct quotation of the material. In a paraphrase, you still maintain the meaning of the original information, but retell the information entirely into your own words. However, “putting things in your own words” does not mean that you simply use a thesaurus to find synonyms to replace each word. Paraphrasing means you understand the material and can re-explain the content of the information in your own way while still maintaining the author’s important ideas and meaning. At the end of your paraphrase, you include an in-text citation.

Part One: Paraphrasing

1. Read the article “Twin Twisters” from this site: http://www.timeforkids.com/news/twin-twisters/165776 and paraphrase the information from the article. Put your article paraphrase below. Remember to use an in-text citation.

2. Read the excerpt from The Hiding Place by Corrie Ten Boom with John and Elizabeth Sherrill pages 207-208 and paraphrase the information from the excerpt.

“In the next morning a cold wet mist hung over the Lagerstrasse. I was grateful that Betsie did not have to stand outside. All day the blanketing fog hung over Ravensbruck, an eerie day when sound was muffled and the sun never rose. I was on potato detail, one of a crew hauling baskets of potatoes to long trenches to be covered with dirt against the freezing weather ahead. I was glad of the hard physical work that drove some of the damp from my bones and for the occasional bit of raw potato when guards were not watching.

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Next day when the white pall still lay over the camp, my loneliness for Betsie became too much to bear. As soon as roll call was dismissed, I did a desperate thing. Mien had told me a way to get into the hospital without passing the guardpost inside the door. The latrine at the rear, she said, had a very large window too warped to close tight. Since no visiting was permitted in the hospital relatives of patients often took this way of getting inside. In the dense fog it was easy to get to the window unseen. I hoisted myself through it, then clapped my hand to my noise against the stinging odor. A row of lidless, doorless toilets stretched along one wall in the pool of their overflow. I dashed for the door, then stopped, my flesh crawling. Against this opposite wall a dozen naked corpses lay side by side on their backs. Some of the eyes were open and seemed to stare unblinkingly at the ceiling. I was standing there, lead-footed with horror, when two men pushed through the door carrying a sheet-wrapped bundle between them. They did not even glance at me and I realized they took me for a patient. I ducked round them into the hall and stood for a moment, stomach knotting with the sight I had seen. After a while I started aimlessly off to the left.”

Put your paraphrase of the The Hiding Place excerpt below. Remember to include an in-text citation.

Part Two: Creating Works Cited Entries

You are to imagine that you plan to use each of these sources (albeit unrelated in subject matter) in an upcoming essay. You will need to find the information necessary to create the web source works cited entry. Below you will be provided with information for the two print sources, but some of the information provided for the print sources is information that doesn’t need to be included in your Works Cited page—you will need to discern, using your knowledge from the lessons, what material is needed to create an entry for each source. Keep in mind, entries on a works cited page need to be listed in alphabetical order.

The Hiding Place Corrie Ten Boom with John and Elizabeth Sherrill Fleming H. Revell Company Old Tappan, New Jersey

Published November 1972

Create your Works Cited entries below:

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Unit 2 Personal Narrative: Prewriting

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In this project you will lay the groundwork for a good personal narrative, which you will write in the next unit. A personal narrative is about you and an experience that you have had. The nice thing about a personal narrative is your familiarity with the topic—you! It can be difficult to write, however, because you need to make it interesting to the reader—as interesting as it was for you when it happened.

It’s important to turn this project in early. It will need to be graded before you submit your final narrative in the next unit.

Here is your goal for this assignment: Prepare to write a personal narrative of 300-400 words using vivid descriptions and dialogue.

Let’s get started! How you write your narrative and what you include will ultimately be up to you. However, if you have difficulty choosing an event to write about or describing it well, feel free to follow our example process below. Be sure to provide all required information in the appropriate place at the end of these directions.

Make a list of events from your life that were meaningful, fun, scary, or all the above. Choose one that you remember vividly and would be able to recreate fully. Make sure that it is something you are willing to share and is appropriate for sharing. If you are having difficulty coming up with a topic, here are some prompts to get you thinking:

• I was never so scared as the time… • I have never been so embarrassed as the time… • The best day of my life… • There is no place as (choose an adjective: fun, beautiful, scary, exhilarating, etc.) as… • There is nothing as (choose an adjective: fun, beautiful, scary, exhilarating, etc.) as… • Once my best friend and I… • I’ll never forget the time that I…

Of course, these are only examples. Feel free to come up with your own idea, as well.

Keep in mind that your narrative must be about an event. “My friends,” for example, is a good place to start, but it cannot be your topic choice. An example topic choice could be “The time my friends and I got lost while sledding.” Write your topic choice in the appropriate space below.

Next, decide on what theme or idea your narrative will have. This could be as profound as “life can be unfair” or as simple as “life can be funny.” The important thing is that a theme is not a plot summary, and cannot be summarized in one or two words. Your theme is the lesson or idea you want readers to learn by reading your narrative. This project can be reassigned if you do not choose an appropriate theme, so choose carefully. Write your theme in the appropriate space below.

Then, list the people who were there, the sights you could see, the sounds, smells, tastes, feelings, and anything else that is important to the story. Remember, the focus here is on descriptions. What you felt emotionally at the time is important, but what you felt with your physical senses needs to be included, too. Describe what you could see, taste, hear, smell, and touch so that someone who was not there could still imagine exactly what this experience was like. Write your list of people and what you were sensing with at least three of your senses in the appropriate places below.

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Finally, write a preliminary first paragraph for your personal narrative. This is a one-paragraph introduction to get your reader interested in the story. It should not be a one-paragraph plot summary. Your narrative can start almost anywhere, but the important thing is to start writing. You can always make changes as you go. It is easiest to tell the story in the sequence that it happened, so you may want to start at the beginning. Another, more challenging technique could be to start at the end of the story and tell it using flashbacks. Be sure to choose a method you are comfortable will and that will work well for your story. Write your rough draft of your first paragraph below.

Fill in the following information. The space will expand as you type.

Topic Choice:

Personal Narrative Theme/Main Idea:

List of People:

Description of 3-5 of your senses:

Possible first paragraph:

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Unit 3 Personal Narrative

You will use the Personal Narrative Preparation Project to complete this narrative.

You must have submitted and received feedback on your Personal Narrative Prewriting project before submitting this project.

You should have a good start on this project already, based on your completion of the Personal Narrative: Prewriting project. You may find it helpful to use that project as a guide as you begin writing your narrative in this project. You should have your beginning, general plotline, and important people figured out already. All you have to do now is expand those basic ideas into a full story.

Here is your goal for this assignment: Write a personal narrative of roughly 300-400 words using vivid descriptions and dialogue

Drafting:

• Your narrative can start almost anywhere, but the important thing is to start writing. You can always make changes as you go. It is easiest to tell the story in the sequence that it happened, but you can use the flashback technique if you wish. If you want to try more advanced writing, you may even try experimenting with incorporating multiple timelines into your story. You may choose to start with the paragraph that you wrote in the Prewriting project from the previous unit.

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• As you write, remember this: show, don’t tell. Rather than saying that the clown looked funny,

paint a picture with words that will let the reader see how funny the clown looked. Use vivid adjectives, adverbs and action verbs showing what the clown did.

• Look at this chart to get some ideas of vivid adjectives to use when writing that will help you show and not tell.

• Use dialogue. This is a very simple and effective way of showing the reader who the characters are and what they are thinking.

Editing and revising:

• After writing your first draft, read through it and evaluate what could be improved. Are there places where you could show rather than tell?

• Try to eliminate verbs that are forms of “be.” Examples of this include “is,” “am” and “are.” Use active verbs instead (for example: say “Robert smelled like rotten fish” rather than the bland “Robert was stinky”).

• Since this is about an event from your past, stick with past tense verbs. • Do you think this narrative will make the reader feel what you had hoped? If not, what changes

need to be made to accomplish this goal? • It is important that you show and not tell in this project. Projects that merely tell about an event

and don’t include descriptive details will be reassigned. • Your final copy should be 300-400 words in length. If you feel you need to exceed this, talk to

your teacher to see if that is okay. To use the “word count” tool in a Microsoft Word document, first highlight the text that you want to count, then press Alt T to access the tools menu, and then press W for the word count.

• Be sure you use correct grammar, spelling, usage, and capitalization before you submit your work to your teacher.

Type your Personal Narrative below (the space will expand as you type):

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Unit 4 Project: Post-1900 Novel

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Here are your goals for this assignment:

• Select and read a full-length novel

• Follow the directions to report on the book Fiction is literature (stories) created in the imagination. The author "creates" a world in his mind by picturing certain events at certain times in certain places involving certain persons; he brings form to that world by putting it into words. Unlike God in Genesis 1:1, the author does not create his world out of nothing. Everything in the story has some basis in things that already exist. The elements of the story are rooted in the author's own life experiences. The characters may be modeled upon people he has met. The description of places might be shaped by the author's own travels, home life, or reading. The story will certainly be influenced by the author's view of God and the world. This basis in reality is part of what makes a story understandable, enjoyable, and even believable.

An author usually tells a story for one of two reasons--to bring enjoyment or to teach; however, most

stories are a mingling of both purposes. Jesus' parables and Aesop's Fables are stories designed to teach;

they do so by using what we find most interesting and most understandable--familiar people (or animals

who act like people), circumstances, and places--to introduce us to that which is unfamiliar. Even stories

(such as fantasy or escape literature) written for sheer enjoyment still teach. In J.R.R.Tolkien's The Lord

of the Rings, the most unlikely creatures, hobbits, play a most important role in bringing about the

destruction of evil. This plot pattern, if nothing else, communicates and dramatizes a truth also found in

St. Paul's statement: "God hath chosen the foolish things of the world to confound the wise; and God

hath chosen the weak things of the world to confound the things which are mighty" (I Corinthians 1:27).

The events, times and places, people, and purposes that shape the story are all identified by literary

terms. These include:

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Plot: the interrelated events of the story (i.e. what happens).

Setting: the time and place(s) in which the story is situated.

Character: the people who are involved in the events of the story.

Conflict: the situation(s) or forces which create tension in the story and move the plot forward.

Theme: the main idea or underlying meaning of the story. Theme controls all other elements of the

story.

Though stories come in a variety of shapes and sizes, all of them make use of these elements in some

way. The stories that are part of this book report project are long works as opposed to short stories.

Many are novels.

What are novels? Whole works have been devoted to that question; for this project, a brief comparison

of novels and short stories will suffice. Novels are stories that tie many episodes or events together,

often covering large expanses of geography and time. Short stories typically focus on a single event in a

single setting within a limited range of time. Novels often use a central plot and multiple subplots as

opposed to the less complicated plot structure of a short story. Novels often include many characters

involved in a variety of situations and conflicts. Short stories limit both the number of characters and

conflicts. Novels move more slowly than short stories, taking time for detailed description and character

development. Short stories move quickly and can be read in a single sitting.

Keep these ideas in mind as you select and read a book for your book report project.

Choose one of the novels below to read and review. All of the books in the list were written and

published during the twentieth century.

FICTION BOOK LIST:

Anne of Green Gables, by L. M. Montgomery, first published in 1908. Multiple editions available,

including e-texts.

Eleven-year-old Anne, an orphan girl in Canada, is sent to live with a middle-aged brother and sister on

their Prince Edward Island farm. Though initially not welcomed, Anne wins the hearts of her hosts and

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discovers acceptance and happiness in her new family. Anne of Green Gables is the first novel in the

Anne of Green Gables series. Other titles include Anne of Avonlea, and Anne of the Island, and Anne's

House of Dreams.

Jacob Have I Loved, by Katherine Paterson, Scholastic, 1941. Newbery Medal Winner.

In a rivalry modeled on the Old Testament story of twin brothers Esau and Jacob, Louise must live out

her life forever in the shadow of her twin sister Caroline, who like Jacob succeeds in robbing her sibling

of a birthright.

Let the Circle Be Unbroken, by Mildred Taylor, Dial Books, 1981.

Sequel to Newberry Award Winner book Roll of Thunder Hear My Cry. A continuation of the Logan

family's story, set in the midst of racial uncertainty and unrest in Mississippi during the Depression.

Lilies of the Field, by William J. Barrett, Warner Books, 1962.

When Mother Maria Marthe set out to build a small church for the mountain people, she was

determined God had sent ex-GI, Homer Smith to help her build it. In the process Mother Maria Marthe

demonstrates love and faith can do anything. This classic story was made into a movie shortly after the

book was published.

Path of the Pale Horse, by Paul Fleichman, Scholastic, 1983.

As the cover of the book states, "Sometimes faith can be a doctor's strongest weapon!" What did a

doctor in the early years of our country rely on for the practice of medicine? How did he cope with a

yellow fever epidemic that threatened to wipe out the town population? Was Lep's faith in God or in

medicine or in both?

Portraits of Little Women, by Pfeffer, Scholastic, @ 1998.

A popular spin-off of the classic story Little Women in serial form. Each book focuses on the life of one

the young women of Little Women. Titles include:

Jo's Story

Meg's Story

Amy's Story

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Beth's Story

Jo Makes a Friend

Roll of Thunder Hear My Cry, by Mildred Taylor, Dial Books, 1981; paperback edition available published

by Puffin Books, 1976.

Taylor weaves the story of the Logan family, a sharecropping family in Mississippi living through the

depression era of the 1930s. Young Cassie tells of the family's struggles against racism and poverty.

Your fiction book report will have three paragraphs. Use the ideas and questions below to help you

think and write.

Paragraph 1:

This paragraph gives information about the book you read. Use the questions below as a guide. You do

not have to answer the questions here. They are merely to help you formulate good paragraphs.

Title: How is the title a description of the story?

Author: When did the author write the book? What major historical events marked the time?

Setting: If the setting is real, what period in history?

Main Characters: Are the characters real or imagined?

Why is the story an example of fiction?

Paragraph 2:

Use these questions to help you retell the most important parts of the story in your own words.

What is the situation as it stands at beginning of story?

What happens to get the story moving?

What situation creates the conflict? What problems need to be solved?

What things happen to lead you up to the most exciting part of the story?

What is the most exciting or tense part of the story?

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How does the story end? (What is the situation as it stands at the end of the story?

How are the problems or conflicts resolved?

Who is the main character and how does he or she change throughout the story?

Paragraph 3:

In the third part of your report, tell what you thought about the book. Imagine that your friends have

asked you if they should read the book. What will you tell them? Why? Give good reasons for your

choice.

What makes the story believable? (Consider conflict, character, setting, plot, and theme.)

What makes the story enjoyable?

What point does the story seem to be making? (story's theme; author's purpose)

What is the author's view of God and reality, as communicated in the story?

What actions or events in the story strongly connect to situations in your own life?

What really caught your attention or surprised you in reading the story?

What do you wish were different about the story?

Why is this a story you would or would not reread/retell/or recommend?

Use your answers to the questions to help you write a fiction book report. Remember to write your

paragraphs in complete sentences. Your report should be at least 300 words long. Use capital letters

and punctuation correctly.

Remember to make sure that each paragraph flows smoothly. Do not merely string together sentences that answer the questions and assume that it is a coherent paragraph. Write your three paragraph report below the rubric.

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Unit 6 Essay Project: Book Report

So far in this class, your reading material has been mostly given to you. Not so for this assignment; for this assignment you are going to write a report on a book, and it can be nearly any book that you choose. There are only two requirements: you must get the book approved by your teacher, and it must be at least 150 pages long.

Below is a list of book suggestions. However, do not feel confined to this list. Instead, use it as a springboard to give you some ideas. You can choose one of the books here, or you can use these to find other books by the same author or similar books in the same genre.

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The Wednesday Wars by Gary Schmidt

Stargirl by Jerry Spinelli

Any of the Redwall series by Brian Jacques

Mrs. Frisby and the Rats of NIMH by Robert C. O’Brien

No More Dead Dogs by Gordon Korman

Any of Zane Grey’s western novels

Across Five Aprils by Irene Hunt

The Giver, Gathering Blue, or Messenger by Lois Lowry

Where the Red Fern Grows by Wilson Rawls

The Tale of Despereaux by Kate DiCamillo

The Witch of Blackbird Pond or The Sign of the Beaver by Elizabeth George Speare

Holes by Louis Sachar

Any book from the Anne of Green Gables Series by Lucy Maud Montgomery

Shiloh by Phyllis Reynolds Naylor

Island of the Blue Dolphins or The Hawk That Dare Not Hunt by Day by Scott O’Dell

Any book in Brian’s Saga by Gary Paulsen

Julie of the Wolves by Jean Craighead George

Watership Down by Richard Adams

Little Women by Louisa May Alcott

The Hobbit by J. R. R. Tolkien

Any of the Little House on the Prairies series by Laura Ingalls Wilder

Once you have chosen a book, be sure to get your teacher’s approval before reading it. Then, it’s your responsibility to find it and read it. You can find most of these books at the library, and many of the classics can be read for free from http://www.gutenberg.org. Otherwise, you can choose to purchase the book from a retailer of your choice.

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Note that Alpha Omega Academy does not endorse any objectionable content that may appear in these books. Classic and modern literature may deal with themes that require discernment from a biblical perspective, so AOA would encourage you discuss these themes with your parents and your teacher. Activity One: Movie Producing Exciting news! The book you just read is being turned into a major film! And, in an unprecedented turn of events, you have been asked to play an important role in the film’s production. You have two options to complete this project: You may create a poster for your film, or you may cast the film. Option A: Movie Poster For this option, you may choose to create an actual, physical poster, to create a poster on Poster My Wall, or to create a poster using PowerPoint or Impress (the OpenOffice version of PowerPoint). If you want to use Poster My wall, be aware that you will have to create an account in order to save your poser and share it with your teacher; be sure to get your parents or supervising adult’s permission before creating an account on Poster My Wall. You may also choose to draw your poster, or you can get images from magazines, the internet, or other sources. Your poster should include at least three of the book’s major characters and give some indication of what the plot’s major conflict is. Before beginning, think carefully about how you want your characters to look. You might want to think about celebrities who would be able to play them and include a picture of that person, dressed as their character, in your poster. Please note: If your book has already been made into a movie, you must be completely original in creating your poster. If you submit a poster that uses large parts of a poster for an existing film based on this novel, this project will be reassigned to you. When you are finished with your poster, send it to your teacher. If you made a physical poster, the best method is to take a picture using a digital camera, upload it to your computer, and email the file to your teacher. PowerPoints and Impress files should also be emailed to your teacher. If you created a poster on Poster My Wall, click the red “Share” button at the top right of the page. Choose “Share your poster online,” then choose “Grab the link or HTML code.” Copy the link in the space that says “Link to this poster:” and paste it below. Paste the link to your poster here: Option B: Casting Call For this option, you will create a cast for your movie! Feel free to get as creative as you want in this—you can choose to cast your movie with celebrities, with characters from other movies or TV shows you have watched, from books you have read, games you have played, or any combination of the above.

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Please note: If your book has already been made into a movie, you must be completely original in your casting of the characters. You may not choose to cast actors who have already played these characters in a film based on this novel. Choose at least five of the main characters from your book (if you want to, you can do more!) and select a person or character from another story to play them. Then, write a short paragraph (at least 3 sentences) explaining why you chose this person. What makes them ideal to play this role? Think about their physical and personal characteristics—Do they have the right build? The right personality? If you chose an actor, have they had similar roles in the past that might have prepared them? Include these details in your explanation. Type you casting choices below: Activity Two: The Six Traits By now, you’ve probably grown used to seeing the Six Traits of Writing as something that your work is graded on. If you need a refresher on what the Six Traits are, watch these videos (each is less than five minutes): Part I: http://www.screencast.com/t/CJlPiI6E Part II: http://www.screencast.com/t/PlhC8WQiOc Part III: http://www.screencast.com/t/1guOAEFlXbfd Practicing these traits is very important for developing your writing in real life, not just when you’re in school. Every piece of writing is going to be judged based on those six concepts. Now, it’s your turn to be the grader. You will grade your book based on the Six Traits of Writing that you have been graded on. Explain your thoughts on this as thoroughly as you can and use examples from your book for support. You should write at least 50 words for each trait, which comes to 300 words total. You do not need to evaluate your book based on Presentation. Type your paragraphs below: Activity Three: Reading as a Christian As you read and as you grow, you need to be always looking at the world around you and trying to understand it from the perspective of a Christian who is guided by reading the Bible. We have the Bible to tell us how to live, but we also know that not everyone believes the Bible, so we must always ask the question “How should I feel about this, based on what the Bible says?” For this final assignment, think about your book. Think about the actions that the characters take, the words they use, and the morals the book seems to encourage. Do they represent a Christian perspective? Why or why not? Your response needs to be at least 250 words long and should evaluate at least three different aspects of your book. For example, you cannot say that your book does not portray a Christian perspective

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because one of the characters is mean. You can look at three of the main characters and evaluate each of them from a Christian perspective and then try to determine the overall position of the book based on how Christian those main characters are. Another option would be to evaluate the characters, dialogue and plot from a Christian perspective. As you write, keep in mind that having one negative aspect does not make the entire book bad. A book can have objectionable content but still have a lot of redeeming content, too. No book is perfect, and no authors are, either. Use the following questions to guide you as you write, but keep in mind you need to write this as an essay, not a list of answers. You do not need to answer all of these questions, but your essay should deal with the following concepts:

- A biblical truth is something that agrees with what the Bible says is true. For example, showing a respect for human life, or portraying lying as a bad thing would be biblical truths, even if the book does not specifically state that it is agreeing with the Bible. What, if any, biblical truths did you notice in your book? What happened in the story or what did the characters do that demonstrated these truths?

- How did the author present the idea of sin? In other words, did it seem like the view of the author supported the Bible’s view that evil is the result of sin? What can you infer about the author’s morals and beliefs from the way he/she wrote about sin?

- Would you recommend this book to a friend? Why or why not? Type your paragraph below:

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Unit 8 Expository Essay: Prewriting

In this project you will lay the groundwork for a good expository essay, which you will write in the next unit. An expository essay is an essay that attempts to explain something to the reader. Your choice of topic will be very important to your success on this project. You must choose a topic that you care deeply about. You need to be passionate if you want your audience to listen.

It’s important that you turn this project in early. It will need to be graded before you submit your final essay in the next unit.

Here is your goal for this assignment:

• Prepare to write a 250-500 word expository essay that explains a subject to your reader

First, you will need to determine the topic of your essay. Your final essay will be between 250 and 500 words, so you must choose a topic that will fit in that range. Your topic must be large enough that you could write 250 words (roughly 1 page) on it, but not so large that you could write 500 words (2 pages) and not cover it all.

Step One: Make a list of topics

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One of the best ways to generate such a list is to simply lock yourself in a quiet place with a pen and a pad of paper and just write down everything that comes into your mind.

If you’re still having trouble, try answering the following questions to help you get started:

i. What do I most enjoy doing with my free time? ii. What’s something that people I know need to understand better?

iii. What important issue or event in the world should be discussed more? iv. What is something I do that I think everyone else should try, too? (Note: this could be an

activity, like fishing, or a lifestyle choice, like recycling).

Of course, these are only examples. Feel free to come up with your own ideas, as well.

Once you have a list of topics, go back through them and eliminate anything you don’t really care about or don’t know much about to start with.

After you’ve narrowed down your list, choose one of the remaining topics to write your essay on. This may be a difficult choice, but if you are passionate and somewhat knowledgeable about your remaining options, you should be able to write your essay on any of them. Write on the topic that seems most important to you or that you care the most about. You can also ask your parents for their opinions and advice on choosing your topic.

Once you have chosen your topic, write it in the appropriate place in Step Five.

Step Two: Choose two sources written by scholars on your topic

After you have selected your topic, do some research. For your final essay, you will need to have at least two scholarly sources (no Wikipedia). A scholarly source is a book, essay, or article that is written by an expert. Start at your local library, which should have access to sources such as scholarly journals, both in print and online, that are difficult to find at other places. You’re going to want to know a good amount of detail about your topic before moving on, so be sure to take good notes on everything you learn! Make sure you keep track of the sources that you used! You may need to find them again later.

Create proper citations for two of your sources using MLA style in the appropriate place in Step Five. Hold Ctrl and click on this link if you need to review the rules of MLA style.

Then, include several (at least four) facts that you learned from your sources in the appropriate place in Step Five.

Step Three: Write your thesis statement

Once you become knowledgeable on your topic, you have to decide on the most important part of your essay: the thesis statement. A thesis statement is a one-sentence summary of your main point. This will be what you will focus on explaining in your essay. In other words, if there was one complete idea that you wanted your readers to understand after reading your paper, what would it be? The answer to this question is your thesis statement, which goes at the end of your introductory paragraph. The following

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formulas are two good ways to write your thesis statement. Feel free to use one of these forms, or to alter them slightly, and write your thesis in the appropriate place in Step Five.

____________ is true because of ________, _______, and _________. Dogs are man’s best friend because they are loyal, non-judgmental, and cheerful companions.

Because of ________________, ________________________. Because of the effect of reading on the human brain, reading can increase intelligence.

Keep in mind that because this is something you are going to explain or prove, your thesis cannot be an opinion or a question. An opinion and a question cannot be proven, and are not acceptable thesis statements for this project.

Step Four: Write a rough draft of your introduction paragraph

You’re nearly ready to start writing! But before we get ahead of ourselves, stop and think about how you will start your essay.

The beginning, or introduction, of an essay can be one of the most challenging parts to write, even for experienced writers. Your introduction needs to grab the readers’ attention, explain the importance of your topic, and end with your thesis statement.

Think carefully about how you can do this. What is something interesting you can say about your topic? Think of an interesting fact or story that will make readers want to read more! Then, think about why this topic is important. Why did you choose it? Why is it something others should know about? Finally, include your thesis at the end, so your readers have an idea of where you essay will go.

Write the rough draft of your introduction paragraph in the appropriate place in Step Five.

Step Five: Provide the required information below. The space will expand as you type.

Topic:

MLA Citation for Source 1:

MLA Citation for Source 2:

Some facts from my sources I’ll include in my essay (be sure to specify which source these facts came from):

Thesis Statement:

Rough draft of your introduction paragraph:

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Unit 9 Writing Project: Expository Essay

You will use the Expository Essay Prewriting Project to complete this essay.

You must have submitted and received feedback on your Expository Essay Prewriting Project before submitting this project.

You should have a good start on this project, based on your completion of the previous project. You should already know your introduction, thesis statement, and the general direction of your paper. All you have to do now is expand those basic ideas into a full essay.

Here is your goal for this assignment:

• Write a 250-500 word expository essay using scholarly support.

Step One: Drafting

• You should feel free to use your introduction paragraph from the previous project or to write a new introduction, but the important thing is to start writing. You can always make changes as you go.

• As you write, be sure to keep your thesis in mind. Everything you put into your paper should be there primarily to support your thesis. If a paragraph or a detail does not support your thesis it does not belong in your paper and must be removed, no matter how interesting it may be.

• Use quotes and relevant details from both of your sources to support all of your points.

Step Two: Editing and revising

• Go through the first draft and evaluate what could be improved. Are there places where your ideas are not communicated clearly?

• Try to eliminate areas where your writing comes out awkward or gangly. The best way to accomplish this is by reading your essay out loud, to yourself or another person.

• After you finish your first version, read back through it. Did you fully explain your thesis? Do you think the reader will come to the same conclusions as you? If not, what changes need to be made to accomplish this goal?

• Your final copy should be 250-500 words in length. To use the “word count” tool in a Microsoft Word document, first highlight the text that you want to count, then press Alt T to access the tools menu, and then press W for the word count.

• Be sure you use correct grammar, spelling, usage, and capitalization before you submit your work to your teacher.

• Make sure you include MLA citations, both parenthetical and a Works Cited page. If needed, refer back to the MLA handbook for how to cite your sources. Projects submitted without both of these will be returned, and 20% may be deducted from your final score

Write your essay below:

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Six+1 Traits Rubric

Some of your projects in English I will be graded according to the Six+1 Traits Rubric. If a certain trait is not applicable to the project type, the teacher will not provide a grade for that trait and it will not be factored into your final grade. Trait Strong Developing Weak

Ideas: The main message of the piece, the theme,

with supporting details that enrich and

develop that theme.

This paper is clear and focused. It holds the reader’s attention. Relevant anecdotes and details enrich the central theme. 1. The topic is narrow and manageable. 2. Relevant, telling, quality details go beyond the obvious. 3. Ideas are crystal clear and supported with details. 4. Writing from knowledge or experience; ideas are fresh and original. 5. Reader’s questions are anticipated and answered. 6. Insightful topic.

The writer is beginning to define the topic, even though development is still basic or general. 1. The topic is broad. 2. Support is attempted. 3. Ideas are reasonably clear. 4. Writer has difficulty going from general observations about topic to specifics. 5. The reader is left with questions. 6. The writer generally stays on topic.

The paper has no clear sense of purpose or central theme. The reader must make inferences based on sketchy or missing details. 1. The writer is still in search of a topic. 2. Information is limited or unclear or the length is not adequate for development. 3. The idea is a simple restatement or a simple answer to the question. 4. The writer has not begun to define the topic. 5. Everything seems as important as everything else. 6. The topic may be repetitious, disconnected, and containing too many random thoughts.

Organization: The internal

structure, thread of

central meaning,

logical, and sometimes intriguing pattern or

sequence of ideas.

The organizational structure of this paper enhances and showcases the central idea or theme of the paper; includes a catchy introduction and a satisfying conclusion. 1. An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of closure and resolution. 2. Thoughtful transitions connect ideas. 3. Sequencing is logical and effective. 4. Pacing is well-controlled. 5. The title, if desired, is original. 6. Organizational structure is appropriate for purpose/audience; paragraphing is effective.

The organizational structure is strong enough to move the reader through the text without too much confusion. 1. The paper has a recognizable introduction and conclusion. 2. Transitions sometimes work. 3. Sequencing shows some logic, yet structure takes attention away from the content. 4. Pacing is fairly well-controlled. 5. A title, if desired, is present. 6. Organizational structure sometimes supports the main point or story line, with an attempt at paragraphing.

The writing lacks a clear sense of direction 1. No real lead or conclusion present. 2. Connections between ideas, if present, are confusing. 3. Sequencing needs work. 4. Pacing feels awkward. 5. No title is present (if requested). 6. Problems with organizational structure make it hard for the reader to get a grip on the main point or story line. Little or no evidence of paragraphing present.

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Voice: The unique

perspective of the writer

evident in the piece through

the use of compelling

ideas, engaging

language, and revealing details.

The writer of this paper speaks directly to the reader in a manner that is individual, compelling, engaging, and respectful for the audience. 1. Uses topic, details, and language to strongly connect with the audience. 2. Purpose is reflected by content and arrangement of ideas. 3. The writer takes a risk with revealing details. 4. Expository or persuasive writing reflects understanding and commitment to topic. 5. Narrative writing is honest, personal, and engaging.

The writer seems sincere, but not fully engaged or involved. The result is pleasant or even personable, but not compelling. 1. Attempt to connect with audience is earnest but impersonal. 2. Attempts to include content and arrangement of ideas to reflect purpose. 3. Occasionally reveals personal details, but avoids risk. 4. Expository or persuasive writing lacks consistent engagement with topic. 5. Narrative writing reflects limited individual perspective.

The writer seems uninvolved with the topic and the audience. 1. Fails to connect with the audience. 2. Purpose is unclear. 3. Writing is risk-free, with no sense of the writer. 4. Expository or persuasive writing is mechanical, showing no engagement with the topic. 5. Narrative writing lacks development of a point of view.

Word Choice: The use of

rich, colorful, and precise

language that moves and

enlightens the reader.

Words convey the intended message in a precise, interesting, and natural way. 1. Words are specific and accurate. 2. Striking words and phrases create imagery. 3. Natural, effective, and appropriate language. 4. Lively verbs, specific nouns, and modifiers. 5. Language enhances and clarifies meaning. 6. Precision is obvious by choice of words and phrases.

The language is functional, even if it lacks much energy. 1. Words are adequate and correct in a general sense. 2. Familiar words and phrases communicate. 3. Attempts at colorful language. 4. Passive verbs, everyday nouns, mundane modifiers. 5. Language functions, with one or two fine moments. 6. Occasionally, the words and phrases show refinement and precision.

The writer struggles with a limited vocabulary. 1. Words are nonspecific or distracting. 2. Many of the words don’t work. 3. Language is used incorrectly. 4. Limited vocabulary, misuse of parts of speech. 5. Language is unimaginative and lifeless. 6. Jargon or clichés, persistent redundancy.

Sentence Fluency: The rhythm and flow of the

language, the sound of word patterns, the way in which the writing plays to the ear, not just

the eye.

The writing has an easy flow, rhythm, and cadence. Sentences are well-constructed. 1. Sentences enhance the meaning. 2. Sentences vary in length as well as structure. 3. Purposeful and varied sentence beginnings. 4. Creative and appropriate connectives. 5. The writing has cadence.

The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical. 1. Sentences get the job done in a routine fashion. 2. Sentences are usually of similar length, yet constructed correctly. 3. Sentence beginnings are somewhat varied. 4. The reader sometimes has to hunt for connective clues. 5. Parts of the text invite expressive oral reading; other parts may be stiff, awkward, choppy, or gangly.

The reader has to practice quite a bit in order to give this paper a fair interpretive reading. 1. Sentences are choppy, incomplete, rambling, or awkward. Phrasing does not sound natural. 2. No “sentence sense” is present. 3. Sentences begin the same way. 4. Endless connectives, if any present. 5. Writing does not invite expressive oral reading.

Conventions: The

mechanical correctness of

the piece; spelling,

punctuation,

The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar usage, paragraphing). 1. Spelling is generally correct.

The writer shows reasonable control over a limited range of standard writing conventions. 1. Spelling is usually correct or reasonably phonetic on common words.

Errors in spelling, punctuation, capitalization, usage, and grammar and/or paragraphing repeatedly distract the reader and make text difficult to read. 1. Spelling errors are frequent.

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capitalization,

grammar usage, and

paragraphing.

2. Punctuation is accurate. 3. Capitalization skills are present. 4. Grammar and usage are correct. 5. Paragraphing tends to be sound. 6. The writer may manipulate and/or edit for stylistic effect; and it works!

2. End punctuation is usually correct. 3. Most capitalized words are correct. 4. Problems with grammar and usage are not serious. 5. Paragraphing is attempted. 6. Moderate, inconsistent editing (a little of this, a little of that).

2. Punctuation is missing or incorrect. 3. Capitalization is random. 4. Obvious grammar or usage errors. 5. Paragraphing is missing. 6. Little, if any, editing; the reader must read once to decode, then again for meaning.

Presentation: The look of the paper, proper

use of MLA formatting

when necessary,

correct titling and inclusion

of project instructions

The project is clean, has all directions included, and MLA format was used correctly if needed. 1. Project directions precede the project. 2. Spacing is uniform and font is Times New Roman or Arial 12 point. 3. In a multimedia project, use of visuals is integrated without distraction. 4. Correctly formatted citations and works cited if outside sources were used.

May be some problems in the formatting. 1. Project directions are included, but not placed correctly. 2. There are some problems with font or spacing. 3. For multimedia, the visuals are somewhat unclear or distracting. 4. In those projects for which outside sources were used, MLA formatting is mostly correct. There may be some components missing or improperly formatted.

Errors in formatting create a confusing paper that distracts the reader. 1. Project directions are missing or incomplete. 2. Spacing and font are not standard. 3. Visuals in a multimedia project are confusing and substandard. 4. Works cited page and/or parenthetical citations for those projects where necessary are missing or incorrect.

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