Chris TwombleyMercer Island High SchoolEnglish 12AP: Literature and Composition2013-2014

Course Overview

This Advanced Placement Literature and Writing course meet all the mandatory and recommended AP requirements, and is designed to teach beginning college writing through rigorous practice of drafting, writing, and revision. The course is primarily designed as a writer's workshop, providing daily opportunities to use writing, reading, and speaking for inquiry, learning, and thinking. Integral to the workshop is a year-long focus on rhetorical and compositional theory, along with specific practice employing the Six Traits of Good Writing: Ideas, Organization, Voice, Diction, Sentence Fluency, and Conventions.

Aristotle's 4 Modes of Discourse--Description, Narration, Exposition, and Argumentation/Persuasion--serve as the basis for the types of writing in this course. All formal writing in class asks that you understand and evaluate a literary text. At the end of each semester students will submit a portfolio of "recital" pieces, those writings which show mastery of the writing process, proficiency understanding the Six Traits, and a desire to improve as a writer, reader, and communicator.

Students must possess a strong work ethic inside and outside of the classroom, and in both individual and group situations. Most importantly, because students will receive a lot of feedback on their written work and class discussion, it is crucial that they show willingness to work diligently and to be coached. Ultimately, students are required to read and understand the works and authors, comprehend, analyze, and synthesize material, and write with clarity, thoughtfulness and thematic certainty.

The course format employs a variety of methods, including one-on-one tutorials, lecture, seminar, on-demand writing, group presentations and written assessments, and out-of-class writing and homework.

Reading and Writing Assessments

I. Reading

Students will read from a variety of textual sources, including fiction, drama, poetry, and non-fiction. A major component of the reading curriculum is an introduction to literary theory and criticism, with sustained focus several schools of critical thought: New, Myth, Feminist, Marxist, Post-Modern, and Post-Colonial, to name a few.

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Course Reading List

A. Survey of Fiction and Drama

How to Read Literature Like a ProfessorMan's Search for Meaning, FranklHamlet, ShakespeareCrime and Punishment, DostoyevskyDeath of Ivan Ilyich, TolstoyEquus, ShafferThe Stranger, CamusWatchmen, Moore *Supplemental readings and handouts

B. Survey of Poetry

Beowulf (Review of Epic Conventions and Hero Cycle)Canterbury TalesThe InfernoPetrarchan and Elizabethan SonnetsMetaphysical PoetsRomantic and Victorian PoetsModern and Contemporary Poets*Supplemental readings and handouts

C. Reading Support Materials

Norton Anthology of Theory and Criticism, Vincent B. LeichBedford Glossary of Critical & Literary Terms, Murfin & RayNorton Anthology of Poetry, James F. KnappNorton Anthology of Short Fiction, Bausch & Cassill

Grade 12 Common Core Reading Standards Addressed in Course

1. Recognizing key ideas and literary detail

1.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

1.2. Determine two or more themes or central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.

1.3. Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

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1.4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful.

1.5. Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

1.6. Analyze satire, sarcasm, irony, or understatement (i.e., a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant).

1.7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text.

1.8. Demonstrate knowledge of the foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.

2. Key Ideas and Detail2.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.2.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis;2.3. Provide an objective summary of the text.2.4. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.

3. Craft and Structure

3.1. Determine the contextual meaning of words and phrases, including figurative, connotative, and technical meanings;

3.2. Analyze and evaluate the effectiveness of the structure an author uses, including whether the structure makes points clear, convincing, and engaging.

3.3. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

4. Integrate Knowledge and Ideas

4.1. Integrate and evaluate information presented in different media or formats to address a question or support an argument.

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5. Range of Reading and Text Complexity

5.1. By the end of grade 12, read and comprehend a wide variety of literary genres.

II. Writing

Students will write several assignments throughout the year to complement both the style of literary text and the formal writing assigned. These writings include a sonnet, a satire, a short story, and a one-act play. Students will also write several critical essays, including an explication of a poem or soliloquy, analysis of a play, a close reading of a novel or work of significant fiction, and a literary research paper.

Grade 12 Common Core Writing Standards Addressed in Course:

2. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2.1. Introduce precise, knowledgeable claims, establish the significance of the claims, distinguish the claims from alternate or opposing claims, and create an organization that logically sequences claims, counterclaims, reasons, and evidence.2.2. Develop claims and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.2.3. Link the major sections of the text, create cohesion, and clarify the relationships between claims and reasons, between reasons and evidence, and between claims and counterclaims. 2.4. Establish and maintain a style and tone appropriate for the subject, audience, and purpose, while attending to the norms and conventions of the discipline in which they are writing.2.5. Provide a concluding statement or section that follows from and supports the argument presented and brings the work emphatically to a close.

2. Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

2.2.1. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; Follow MLA formatting guidelines 2.2.2. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

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2.2.3. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.2.2.4. Use precise diction, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.2.2.5. Establish and maintain a style and tone appropriate for the subject, audience, and purpose, while attending to the norms and conventions of the discipline in which they are writing.2.2.6. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

3.1. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

3.2. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

3.3. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution).

3.4. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

3.5. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry

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when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grades 9–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature and World Literature, including how two or more texts from the same period treat similar themes or topics”).b. Apply grades 9–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. and World texts.”).

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Formal Writing Assessments

a. Formal writing assessments are based on several critical essays, including an explication of a poem or soliloquy, analysis of a play, a close reading of a novel or work of significant fiction, and a literary research paper. These essays ask students to support an argument about a poem, play, or novel with carefully-chosen support (structure, style, criticism, and social/historical commentary) and analysis gleaned from the text.

Creative Writing Assessments

Students will write several creative pieces throughout the year, including poems, short stories, and one-act plays. Each assessment is designed to help students develop an appreciation for the rhetoric and style of the forms and authors we are studying in the unit. Writers are assessed using a 6-point rubric and on their ability to apply their understanding of an author or form in their own work. These creative pieces are submitted for in-class "read-around" before final revisions are due.

In-class Writing

In-class writing will include free-writing and guided responses to a discussion question, where students have the opportunity to explore their ideas and make connections with the course material. However, the bulk of in-class writing will be AP-style on demand essays

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based on AP prompts; these writings will be scored using a 9-point holistic rubric. Students will have the opportunity to revise these on-demand pieces both to improve their drafts and/or to include in their portfolios. Most in-class writing will take place in student composition books.

Rewriting Policy on Formal and Creative Writing Assessments

Students are required to submit revisions of all graded formal and creative writing assessments. Before students rewrite these papers, it is imperative that they carefully read the instructor’s comments on both the rubric and on the paper. The rubric score is more than a grade: It is the instructor's authentic response to your paper. Like classmates in workshop, your teacher is your audience for final drafts.

Format for For Out-of-Class Writing Assessments

These written assessments must be: carefully proofread and read aloud before they are submitted type-written double-spaced in New Times New Roman, 12 pt. in proper MLA format submitted in duplicate

Vocabulary and Content Tests

Throughout the course of the year students will be tested on key literary and rhetorical terms, use of rhetorical devices, proper documentation of secondary material (MLA), and text-specific content. Expect reading quizzes on required reading and longer exams on unit content.

A. Writing Support Materials

Elements of Style, Strunk & WhiteMLA Handbook, 7th. ed.Writing With Style, John R. TrimbleA Handlist of Rhetorical Terms, Richard A. Lanham

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Major Projects and Tests

A. First Semester

1. AP Practice Test #1 (Pre-test)

2. Literary and Rhetorical Terms Exam

3. Group Project: One-act play

4. AP Practice Test #2

5. Independent Reading Project (Final). Students will read a novel from the list of “100 Novels Incoming College Students Should Have Read.” Students will then write a formal essay on a close-reading of the novel before reading this essay to instructor in a one-on-one tutorial.

B. Second Semester

1. AP Practice Test #3

2. Poetic Terms Exam

3. Literary Research Paper

4. “What I Believe” Statement. A statement of personal belief/philosophy modeled on NPR’s writing program.

5. Portfolio (Final). Students will submit a portfolio of their finest work with a detailed reflection on their writing strengths and weaknesses.

Course Units by Quarter

I. First Quarter: Introduction to AP Content and Literary Analysis

Content

Introduction to 4 Modes of Discourse/Composition Theory & StructureIntroduction to Literary CriticismIntroduction to Literary and Rhetorical Terms: A Handlist of Rhetorical Terms; Bedford Glossary of Critical & Literary Terms

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Texts

How to Read Literature Like a Professor, FosterMan’s Search for Meaning, FranklCandide, Voltaire

Writing Assessments

Personal Narrative/College Admissions EssayAP Style “On Demand” Essay (AP Rubric): Response to Frankl and/or Voltaire using Foster’s framework.

II. Second Quarter: Introduction to Literary Analysis of Drama

Content

Introduction to Literary Criticism: Selections from Norton Anthology of Theory and CriticismIntroduction to Literary and Rhetorical Terms: A Handlist of Rhetorical Terms; Bedford Glossary of Critical & Literary TermsIntroduction to Analysis of Drama: Tragedy and ComedyIntroduction to Dramatic Structure: Aristotle, Freytag, et al.

Texts

Aristotle’s PoeticsBecause of Mama, Gocsik & BassineHamletEquus

Writing Assessments

AP Style “On Demand” Essay (AP Rubric): Response to play using Foster’s and/or Aristotle’s framework.Explication of a soliloquyGroup one-act playIndependent Reading Final: Essay on text of student choice delivered during one-on-one tutorial with instructor.

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III. Third Quarter: Literary Analysis of Novel and Poetry

Content

Introduction to Analysis of Poetry: Norton Anthology of PoetryIntroduction to Poetry Terms and Forms: Norton Anthology of PoetryIntroduction to Literary Criticism: Norton Anthology of Theory and CriticismPreparation for AP Exam: Practice Tests

Texts

Death of Ivan Ilyich, TolstoyOne Hundred Years of Solitude, Garcia-MarquezWhite Noise, DeLilloWatchmen, MooreNorton Anthology of Poetry

Writing Assessments

AP Style “On Demand” Essay (AP Rubric): Response to novel using Foster’s framework.AP Style “On Demand” Essay (AP Rubric): Explication of poetic work.Poetry Writing Form: SonnetPoetry Writing: Student Choice (portfolio)Literary Research Paper

III. Fourth Quarter: Literary Analysis of Poetry and Student Writing Portfolio

Content

Conventions of Epic PoetryIntroduction to Analysis of Poetry: Norton Anthology of PoetryIntroduction to Poetry Terms and Forms: Norton Anthology of PoetryIntroduction to Literary Criticism: Norton Anthology of Theory and CriticismIntroduction to Theory of Archetypes: Jung, et al.Preparation for AP Exam: Practice Tests

Texts

BeowulfNorton Anthology of Poetry

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Writing Assessments

AP Style “On Demand” Essay (AP Rubric): Explication of poetic work.“What I Believe” StatementStudent Writing Portfolio (Cover Letter, Drafts of Critical and Creative Work, and Reflection).

Grading Scale and Writing Feedback Materials

Course Work Weight of Overall GradeWriting, Projects, and Presentations 55%Daily Assignments and Homework 15%

Participation 15%Vocabulary and Tests 15%

Numerical Average Letter Grade93-100 A90-92 A-89-87 B+86-83 B82-80 B-79-77 C+76-73 C72-70 C-69-67 D+66-60 D

Below 60 F

Note on Written Assessement Feedback:

The instructor endeavors to provide timely and ample feedback on all written assessments. It is imperative for success in this course that students take the time to carefully read all instructor comments, both on papers and on rubrics. Grades are understandably important, but instructor comments are more than just a mark in a grade book, they are specifically written to offer coaching on how students can improve their drafts for rewrites. After papers are handed back, students have one week to consult with the instructor and to complete the rewrite. Rewrites are mandatory on all formal writing assignments.

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I. General Six Trait Scoring Rubric

 

  6 5 4 3 2 1

Ideas Creative, original ideas 

Details support the main idea and make it interesting

Makes sense and enjoyable to read

Believable, reader cares about story

Interesting, new ideas

Details explain the main ideas, making it more interesting 

Makes sense

Believable, reader is interested

Ideas are expressed clearly

Reader can identify the main idea that is supported with details

Most of the details relate to the main idea

Understandable

The main idea is presented, although there are some questions

Some details, but may be too general or not related to the main idea

Very few new ideas presented

Is there a main idea? I’m not sure!

Either very few details or too many details that aren’t connected 

Reader is not interested, unsure about the topic

No main idea or lots of unrelated ideas

No details

Writer is confused

Reader is confused

  6 5 4 3 2 1Organization

Well organized and purposeful

Ideas are clearly linked to support a position 

Compelling lead & convincing conclusion 

Carefully selected transitions

Good organization 

Ideas are connected and supported with detail

Strong lead and appropriate conclusion

Strong transitions

Reader can follow the organization of ideas

Details are connected to main idea

Includes a lead and conclusion

Helpful transitions

Reader can usually follow the organization

Details don’t always match main idea

Introduction and/or conclusion may need revision

Hard to follow

No clear main idea

Too many or not enough details that don’t match main idea

Missing lead and/or

Impossible to follow

No main idea, just a collection of details

No lead or conclusion

No transitions 

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Some transitions  conclusion

Few transitions 

  6 5 4 3 2 1Voice Unique,

individual and confident voice

Passionate about position, yet never overdone

Uses voice to enhance meaning

Appropriate voice for the topic and audience

Enthusiastic and convincing voice

Interested in topic and conveys purpose to audience

Appropriate voice for the topic and audience

Occasionally original and/or confident voice 

Writer sounds Interested in topic

Appropriate voice for the topic and audience

Sometimes you can hear the authors voice

Voice might change

May convince the reader, not always sure

Usually appropriate for the topic and audience

Too informal, chatty, whiney or sarcastic

Not very interested in the topic, just listing facts

Voice doesn’t match audience

Cant find a voice

Author not interested in topic at all

Boring or confusing to read

Voice does not match the audience

  6 5 4 3 2 1

Word Choice

Language grabs the readers attention

Uses vivid, natural language including strong verbs and precise nouns

Uses unexpected

Uses interesting words

Uses natural language with strong verbs and nouns

Attempts to use alliteration, similes &

Uses clear language

Uses some common words

Uses descriptive adjectives and adverbs, good nouns and verbs

Adequate,

Uses words correctly to express meaning

Relies on simple, common language

Uses familiar nouns and verbs

Words are very simple or used incorrectly

Words get in the way of meaning

Same words used over and over

Very simple words

Words used incorrectly

Very difficult to understand, makes no sense

Same words used over

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phrasing, including alliteration, analogies & metaphors 

Enjoyable to read

metaphors 

Holds readers attention

gets the job done

Few adjectives, adverbs or phrases

Needs revision

Words are very general (e.g. stuff, nice, said, fun)

and over

Reader gives up trying to read it

  6 5 4 3 2 1Sentence Fluency

Uses a variety of lengths and structures to enhance meaning 

Uses variety of sentence openers such as prepositional phrases, clauses, modifiers, participles, 

Smooth, natural writing begs to be read aloud

Many sentences begin differently and vary in length

Different sentence openers such as prepositional phrases or clauses

Consistent tense and subject/verb agreement

Writing is easy to read

Sentences begin in a variety of ways 

Verb tense is usually consistent

The subject and verb almost always agree

Some repetition; a few awkward moments when read aloud

Readable, but often requires self-correction

Sentences often begin the same 

Problems with subject/verb agreement and consistent tense

Some run-ons or choppy sentences

Short, choppy sentences

Many incomplete or run-on sentences

Sentences begin the same

Problems with subject/verb agreement affect meaning

Difficult to read

Short sentences all start with the same word 

Most sentences are incomplete or run-on

Problems with sentence structure and grammar affect meaning 

Very difficult to read

  6 5 4 3 2 1Conventions

Practically perfect!

Conventions carefully chosen to enhance meaning

A few minor errors that don’t affect meaning

Attempts and uses

Obvious, but minor errors that don’t affect meaning

Simple conventions

Obvious, distracting errors that may affect meaning

Only attempts

Many obvious, distracting errors

Lots of spelling, punctuatio

Many serious errors that make it difficult to understand

Many

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Complex text requires wide use of sophisticated punctuation & conventions

Ready to publish

sophisticated conventions, not always successfully

Almost ready to publish

are fine

Some errors in difficult spelling, or sophisticated conventions

Easily edited 

simple use of conventions

Errors on basic spelling, usage & punctuation

Needs editing

n and usage errors

Serious problems with subject/verb agreement

Line-by-line editing required

misspellings of the same word

Capitalization and punctuation is incorrect

Needs to be completely rewritten

 

II. Spelling and Usage “Hit Lists”

Beware of Commonly Misused and Misspelled Words:

its/it’s beginning passed/pastyour/you’re feel affect/effect

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whose/who’s until through/threwwho/whom believe thoroughnew/knew their/there/they’re our/are/hoursimilar weird friendwe’re/were/where which/witch one--->tenbored/board does/doesn’t further/fartherwhole/hole college prejudicea lot than/then realizereceive advice/advise right/riteto/too/two whether/weather except/acceptalways write/written/writing separatepaid quit/quite/quiet minor/minerchose/choose know/no cite/site/sightlose, loose, loss peace/piece lay/lie fewer/less tale/tail allowed/aloudpore/pour paste/paced

Words of Warning:

Be careful with the following, especially in formal papers:

--Never use get/gotten for become--Avoid meaningless quantifiers: very, really, a lot, totally, way, so--Never use “in order to”-- Never use to (be) able to--Never begin a sentence with this, that, these, those if it isn’t followed by a noun.--Avoid passive voice: “The ball was hit by him.”--Make sure your nouns and verbs agree.--Make sure your pronouns: “Everybody loves their dog” is a dangerous sentence.--Understand the difference between possessives vs. plurals: “Mark Twain’s dog”; “The Mark Twains of the world…”-- Avoid process language: “In this paper, I will…”; “This means that...”; In F451, by Ray Bradbury, the author…”; --Never, ever use: “Since the beginning of time…”; “For thousands of years…”; --Never use etc., &, and o.k. (lazy abbreviations)--Use “because of” instead of “due to”--Avoid weak linking verbs: to be, appears, seems, looks, etc.--Eschew all clichés/platitudes/empty phrases--Do not use “as” or “as to” or “for” or “since” when you mean “because”--Never underline the title of your own paperProper Citation Techniques:

a. ITALICIZE something that takes longer than one sitting to read (Novel, Movie, Epic Poem, Long Short Story, Newspaper, or Magazine);

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b. Put “QUOTES” around pieces which you can read or view in one sitting (Poem, Essay, Short Short Story, Article, Painting, or Song).

c. If your citation is FOUR LINES OR LESS, then embed quote in body paragraph:

Prose:According to Mr. Twombley’s book, Student Apathy Toward Proper English

Usage, “Students today are lazy little rascals, but when five points are on the line, the class suddenly becomes a linguist’s convention” (23).

Poetry:Shakespeare’s “Sonnet 73” begins with the meditation, “That time of year thou

mayest in me behold / When yellow leaves, or none, or few, do hang.”

d. In both prose and poetry, if your citation is MORE THAN FOUR LINES, then set the quote off in a block.

Provide a Lead in:Mr. Twombley, under the influence of a language spell cast by Fate, consults a

hairball for advice on how to make his students accountable for their language use:

Is it my Fate to correct the same silly mistakes over and over?Or can I devise a way to make students more accountable for theirediting and grammar mistakes? Hairball, please help me understandmy Fate. (29)

To show how serious he is, Twombley has resorted to talking to inanimate objects to seek advice on this important issue…(Continue the paragraph in this manner by explaining citation in relation to thesis and topic sentence!)

Note on Poetry: Use original format of poem in block quote.

e. Periods and commas always go inside quotes: The King and Duke would like us to believe they’re “nice guys.” Or: In the poem “The Raven,” by E. A. Poe, the speaker…

f. Colons and semi-colons always go on the outside of quotes: The King and Duke are not “nice guys”; in fact, they are…

g. Question (?) and Exclamation (!) marks will either go in the quotes or outside them, depending on whether the question or emphasis is the speaker’s (in) or the quoter’s (outside).III. Key for Tutorial and Formal Paper Comments

H.L. = hit list!!! = excellent pointp. voice = passive voice

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w.v. = weak verb??? = I don’t understand what you’re sayingrsb = repetitive sentence beginningsr-o = run-on sentencec.s. = comma splices/v agree. = subject/verb agreement problem (Everybody loves his dog.)lit. pres. = literary “present” tense (Achilles acts…)huh? I’m in a catatonic stupor of disbeliefWow!!! = great style, great word, great ideaSNT!! = Show, not tell!!ex.? = provide exampleevidence? = supply a quote, paraphrase, anecdote, fact, or statistic to support your argumentsource? = please provide source for evidence(#) = please provide author name, page number, or line numberp. # = please paginate your paperd.w. = cut dead woodw.c. = poor word choiceinf. = informal languagea.s.p. = awkward sentence phrasingp.s. = parallel structure

= reverse word order¶ = start of new paragraph^ = insertw.t. = weak transitionred. = redundantorg. = weak organizationcliché = avoid clichéeuph. = avoid euphemismjar. = avoid jargon, language that is intelligible to only a select communityTitle? = please provide titleTense = check tense agreement

= make lower case= spelling error= capitalize

T.S.? = needs topic sentenceCit./CD? = needs citation or concrete detailAnalysis? = needs more analysis of Cit./CD

= change error from here forward= Circled: I’m going to make a comment about word or phrase or punctuation= move word, phrase, or section

Devel. = Needs developmentUPR = Unclear Pronoun ReferencePunct. = Punctuation errorProc. = Process Language

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