School Administrative District #4
Unity of purpose
CORE CURRICULUM: SUPPLEMENTAL PAGES
Department: English Language Arts Department
EXPOSITORY WRITING: A PROGRAM MODIFICATION
This course is designed for the college-bound senior who needs to learn to write clear, unified, and coherent essays. Students learn various methods of introducing, developing, and concluding an expository essay and apply those methods to twelve kinds of essays ranging from the personal narrative to dialectical argumentation. Writing labs and individual conferences follow brief lectures, and regularly scheduled share circles provide students a forum for sharing and receiving feedback on much of what they write.
CONTENT STANDARD: EXPOSITORY WRITING
Students will communicate clearly and effectively in various expository modes.
Performance Indicators: The learner will·
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Grade 12 |
1. Review and extend prior learning
2. Internalize and personalize the writing process and regularly apply it to written work
3. Generate ideas about which to write
4. Formulate a thesis that clearly expresses the central idea of an essay
5. Organize paragraphs in a logical sequence so that a thesis is adequately and appropriately introduced; supported with clear, specific, appropriate, and adequate detail, examples, reasons, anecdotes, etc.; and brought to a relevant, satisfying conclusion
6. Connect ideas with appropriate transitional words, phrases, and sentences
7. Write sentences with precise and appropriate literal and figurative language and avoid inappropriate jargon and clichés
8. Vary diction and syntax for different audiences and purposes
9. Present his/her own ideas as related to, but clearly distinguished from, the ideas of others, including properly documenting all sources of information and avoiding plagiarism
10. Proofread all written work for errors and omissions of both form and substance
11. Evaluate his/her own writing and the writing of others, based on criteria established in class
12. Share what he/she writes in a variety of contexts (e.g., share circles, bulletin boards, school newspaper, etc.)
13. Write clearly and effectively when time is limited, e.g., in a test situation
14. Write twelve types of essays with ever-increasing ease and confidence
á Descriptive
á Process
á Definition
á Classification
á Cluster
á Comparison/contrast
á Cause-effect
á Opinion
á Persuasive
á Critical-analysis
á Dialectical argument
School Administrative District #4
Unity of purpose
CORE CURRICULUM: SUPPLEMENTAL PAGES
Department: English Language Arts Department
ADVANCED-PLACEMENT ENGLISH: A PROGRAM MODIFICATION
This course prepares students for the AP Literature and Composition Examination provided by the Educational Testing Service in May of each academic year. Students are expected to engage in careful reading of numerous literary works and to sharpen their awareness of language and their understanding of a writer's craft. They develop critical standards for the independent appreciation of any literary work and increase their sensitivity to literature as shared experience. In addition, students must meet the language-study and oral-and-visual-communica-tions requirements of the P.C.H.S. English Department. Taking the AP exam is not required, but is recommended if a student is applying to one or more schools which award credit for a score of 3 or more. There is a fee for the exam.
CONTENT STANDARD: ADVANCED-PLACEMENT ENGLISH
Students will (1) develop critical standards for the independent appreciation of any literary work and increase their sensitivity to literature as shared experience and (2) use the resources of language to read simple and complex texts and to speak and write clearly and effectively.
Performance Indicators: The learner will·
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Grade 12 |
1. Review and extend prior learning
2. Demonstrate an understanding of major biblical and mythological allusions
3. Demonstrate an understanding of literary terms frequently encountered on AP examinations, including but not limited to
á Allegory
á Antagonist
á Aside
á Assonance
á Character
á Dynamic
á Flat
á Round
á Static
á Stock
á Climax
á Conflict
á Connotation
á Consonance
á Couplet
á Denotation
á Denouement
á Drama
á Comedy
á Farce
á History
á Melodrama
á Romance
á Tragedy
á Figurative language and all related terms (e.g., simile, metaphor, etc.)
á Irony
á Dramatic
á Situational
á Verbal
á Literal language
á Narrator/speaker
á Plot
á Poetry
á Point of view
á Limited omniscient
á Omniscient
á Prose
á Protagonist
á Rhyme
á End
á Feminine
á Internal
á Masculine
á Rhyme scheme
á Satire
á Soliloquy
á Stanza, including various stanza forms
á Ballad
á Cinquain
á Haiku
á Limerick
á Sonnet
á Terza rima
á Villanelle
á Symbol
á Tone
á Verse forms
á Blank
á Free
á Rhymed
4. Differentiate between and among diction, imagery, syntax, and tone
5. Demonstrate an understanding of words frequently associated with tone (e.g., didactic, hollow, allusive, restrained, condescending, benevolent, etc.)
6. Demonstrate an understanding of words frequently associated with language (e.g., jargon, cliché, esoteric, colloquial, picturesque, provincial, etc.)
7. Demonstrate an understanding of words frequently associated with sentence structure (e.g., loose, periodic, balanced, parallel, natural, inverted, etc.)
8. Use a learning log to maintain extensive notes and reactions to assigned works
9. Identify underlying assumptions and fallacies, separate fact from opinion, and distinguish between appeals to emotion and reason in non-fiction
10. Use the Socratic method to analyze a variety of fictional texts (see recommended reading lists provided in any reputable AP manual)
á Prose
á Drama
11. Write several MLA-style critical-analysis papers of poems, short stories,
novels, and/or dramatic works
12. Fulfill the requirements of the P.C.H.S. English Department regarding language study and oral-and-visual communications (see scope-and-sequence guides)
School Administrative District #4
Unity of purpose
CORE CURRICULUM: SUPPLEMENTAL PAGES
Department: English Language Arts
THE WRITING PROCESS
The following description of the writing process is based on research conducted in the last two decades÷research that points out that there are stages through which all writers pass to one degree or another. These stages are recursive, not linear.
What is writing?
Writing is more than merely using correct English, spelling words correctly, using appropriate punctuation, and forming letters legibly. While grammar, spelling, punctuation, and handwriting are all important skills to learn, writing is much more. Writing is creating. Writing is composing. Writing is one way to examine our thoughts. Above all, writing is a process. No matter how one looks at it, writing is hard work; but if it is encouraged, taught as on ongoing process, and reinforced, writing can be fun.
What is the writing process?
There are several steps in the process:
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Pre-writing |
This step is critical and should not be skipped. It involves brainstorming, collecting information, formulating ideas, and organizing those ideas. If the writer does not spend enough time here, the piece will more than likely not go anywhere because the writer will have nothing worthwhile to say. Students at different developmental levels pre-write differently. Some draw pictures, some make lists, some web, some free write, some engage in dialogue with others, and some merely spend time thinking about ideas. There is no correct way to pre-write. |
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Drafting |
At this stage a writer composes a first draft. The writer does not fret about using correct grammar, spelling, punctuation, or handwriting. The main objective is to "get ideas down on paper." |
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Revising |
During this step the writer evaluates and reworks the piece. Content revision enables the writer to look again, to revisit and examine first thoughts, to ask What do I want to say? Am I saying what I intended to say? Where am I going with this piece? How will my audience respond to this piece? The writer makes decisions about what to add, delete, substitute, rearrange, or rewrite. |
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Editing |
Once the message is clear, the writer turns his/her attention to the mechanical aspects of writing. Sentence structure, grammar, usage, spelling, capitalization, punctuation, and manuscript form are considered. Decisions about handwriting or word processing are made. |
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Sharing |
Not all pieces are meant to be shared publicly; but, when one is, the writer considers several options, in addition to the standard one: submitting it to the teacher for a grade. He/she may read the piece aloud, post it on a bulletin board, bind it in a booklet, submit it to a magazine or newspaper, etc. The writer makes whatever layout decisions are necessary for the mode of sharing selected. Such decisions may include which font style and size to use, whether to use graphics, whether to use columns, whether to print on a laser or color printer, etc. |
IMPORTANT: Revising and editing are not different names for the same process; they are separate processes. Note the differences:
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Revising consists of· |
Editing consists of· |
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è Adding è Deleting è Substituting è Rearranging è Rewriting |
è Correcting spelling errors è Correcting capitalization errors è Correcting punctuation errors è Correcting grammar and usage errors è Correcting sentence-structure errors è Correcting paragraphing errors è Correcting documentation errors (if applicable) è Paginating and adding manuscript form |
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School Administrative District #4
Unity of purpose
CORE CURRICULUM: SUPPLEMENTAL PAGES
Department: English Language Arts
VARIOUS WRITING PURPOSES
When writers write, their writing is shaped by purpose and by audience. If one writes in a diary, for example, word choice and sentence structure are markedly different from the diction and syntax of a letter addressed to the Board of Directors or of a research paper. The tone of a letter written to a boyfriend who has offended the writer is quite different from the tone of an Andy Rooney column. Based on considerations of purpose and audience, the S.A.D. #4 language-arts program divides writing into three categories: creative, practical, and expository:
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Creative |
Creative writing is expressive and imaginative writing. As expressive writing, it is loosely structured and exploratory. The writer is usually his/her own audience, and form is secondary to content. Ideally, expressive writing frees the writer to explore, discover, and examine ideas; to make connections; to become increasingly fluent; and to draw upon memory. Expressive writing frequently takes the form of journal entries, diaries, brainstorming lists, personal notes, etc. As imaginative writing, creative writing is more structured and focuses on the manipulation of language in order to communicate with an audience beyond the writer. Imaginative writing establishes a link between tone and mood and allows the writer to entertain, move, or otherwise cause a reaction in the reader. This kind of writing differs from expository writing in that explanation of an experience is secondary to the creation or re-creation of the experience itself. Imaginative writing demands knowledge of and decisions about appropriate form. Common forms include the poem, short story, play, myth, song, etc. |
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Practical |
Practical writing is highly structured and prescriptive. Often society defines the form in order to allow writers to fulfill social obligations efficiently and uniformly; enter into contracts; and communicate on social, business, or legal levels. Content is manipulated to fit a universally acknowledged form, e.g., a business letter, contract, résumé, job application, etc. |
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Expository |
Expository writing is informative or persuasive. As informative writing, exposition is straightforward, explicit, and factual. It consists of academic and professional prose, the form and content of which are clearly defined. The writer aims to inform, explain, describe, or analyze a process, idea, or situation to someone else. As persuasive writing, exposition may be factual or fictional and may contain emotional or intellectual appeals. It consists of academic, political, and business prose and is aimed at an audience which the writer consciously attempts to influence. Exposition includes essay writing, reports, research papers, political speeches, editorials, etc. |
MLA Manuscript Form for All Written Work
(with appropriate modifications, K-4)
p A writer should paginate written work by placing his/her last name and the appropriate page number in the upper right-hand corner of each page of text, e.g., Doe 1.
p After paginating, the writer should double-space or skip two lines of lined composition paper and place five lines of manuscript-form information at the left margin. This manuscript-form information appears only on page 1; however, pagination continues, e.g., Doe 2, Doe 3, etc.
p After setting up the manuscript-form information, the writer should double-space or skip two lines of lined composition paper and center the title of the piece (page 1 only).
p The writer should leave a ¸-inch margin at the top of the paper and one-inch margins at the left, right, and bottom of each page.
___________________________ ___/___/___
(Name) (Date)
3-4 HOLISTIC SCORING GUIDE: __________________________________
(Type of essay)
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Score |
Criteria |
Strengths |
Weaknesses |
Comments |
|
|
6 (O) |
Topic and details richly developed; distinctive voice, tone, and style; rich use of language; accomplished control of surface features |
TX TY |
TJ TK |
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5 (O) |
Fully developed with strong details; sustained voice and/or tone with emerging style; effective use of language; may have few errors in surface errors relative to length or complexity |
OX OY |
OJ OK |
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4 (S) |
Controlled topic development and relevant details; consistent voice; variety in wording and sentence structures; may have several errors in surface errors relative to length or complexity |
DX DY |
DJ DK |
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3 (S) |
Moderate topic development, focus, and details; evidence of voice; some variety in wording and sentence structures; errors in surface features may be disproportionate to length or complexity |
SX SY |
SJ SK |
||
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2 (N) |
Limited topic development, focus, and/or details; possible evidence of voice; limited variety in wording and sentence structures; errors in surface features may be disproportionate to length or complexity |
WX WY |
WJ WK |
||
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1 (N) |
Little topic development, organization, and/or details; simplistic wording and sentence structures; errors in surface features may be disproportionate to length or complexity |
MX MY |
MJ MK |
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0 (N) |
No evidence |
MEA ANALYTICAL ANNOTATION GUIDE
FOR INTERPRETING THE WRITING RUBRIC: GRADES 3-4
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Commendations |
Needs |
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Topic Development |
The overall fluency and effect of the paper |
TX TY |
sustained development throughout creative and/or original |
TJ TK |
sustained development more development of ideas/topic (too short) |
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Organization |
The degree to which the response is focused, clearly and logically ordered, and clarified by paragraphs |
OX OY |
clearly focused good beginning and/or middle |
OJ OK |
clearer focus more effective use of paragraphing |
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Details |
The degree to which the response includes examples that develop the main points |
DX DY |
details support focus uses interesting details |
DJ DK |
more relevant details fewer irrelevant details |
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Sentences |
The degree to which the response includes sentences that are complete, correct, and varied in structure and length |
SX SY |
shows variety and complexity uses sentences effectively |
SJ SK |
greater sentence variety smooth, clear construction |
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Wording |
The degree of effectiveness of vocabulary, word choice, and usage |
WX WY |
good use of descriptive language deliberate and effective choice of verbs |
WJ WK |
more specific language interesting language |
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Mechanics |
Appropriate spelling, capitalization, and punctuation |
MX MY |
good control of spelling, capitalization, and punctuation sophisticated use of mechanics, sentences, and wording |
MJ MK |
editing to correct capitalization and/or punctuation greater control of spelling |
___________________________ ___/___/___
(Name) (Date)
5-8 HOLISTIC SCORING GUIDE: __________________________________
(Type of essay)
|
Score |
Criteria |
Strengths |
Weaknesses |
Comments |
|
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6 (95) |
Topic and details richly developed; distinctive voice, tone, and style; rich use of language; accomplished control of surface features |
TX TY |
TJ TK |
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5 (90) |
Fully developed with strong details; sustained voice and/or tone with emerging style; effective use of language; may have few errors in surface errors relative to length or complexity |
OX OY |
OJ OK |
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4 (85) |
Controlled topic development and relevant details; consistent voice; variety in wording and sentence structures; may have several errors in surface errors relative to length or complexity |
DX DY |
DJ DK |
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3 (80) |
Moderate topic development, focus, and details; evidence of voice; some variety in wording and sentence structures; errors in surface features may be disproportionate to length or complexity |
SX SY |
SJ SK |
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2 (70) |
Limited topic development, focus, and/or details; possible evidence of voice; limited variety in wording and sentence structures; errors in surface features may be disproportionate to length or complexity |
WX WY |
WJ WK |
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1 (60) |
Little topic development, organization, and/or details; simplistic wording and sentence structures; errors in surface features may be disproportionate to length or complexity |
MX MY |
MJ MK |
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0 |
No evidence |
MEA ANALYTICAL ANNOTATION GUIDE
FOR INTERPRETING THE WRITING RUBRIC: GRADES 5-8
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Commendations |
Needs |
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Topic Development |
The overall fluency and effect of the paper |
TX TY |
voice (personal involvement of author) demonstrates control of development |
TJ TK |
greater development of the experience more effective conclusion |
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Organization |
The degree to which the response is focused, clearly and logically ordered, and clarified by paragraphs |
OX OY |
clearly focused from beginning to end clearly and logically organized |
OJ OK |
more direct focus more effective use of paragraphing |
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Details |
The degree to which the response includes examples that develop the main points |
DX DY |
supporting details interesting details |
DJ DK |
more development of supporting details fewer irrelevant details |
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Sentences |
The degree to which the response includes sentences that are complete, correct, and varied in structure and length |
SX SY |
variety in structures and length structures appropriate to style |
SJ SK |
sentence variety greater control over structure |
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Wording |
The degree of effectiveness of vocabulary, word choice, and usage |
WX WY |
effective word choice fresh, vivid language |
WJ WK |
more effective use of language greater attention to correct word usage |
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Mechanics |
Appropriate spelling, capitalization, and punctuation |
MX MY |
good control of mechanics sophisticated use of mechanics |
MJ MK |
greater control of capitalization and/or punctuation greater attention to spelling |
___________________________ ___/___/___
(Name) (Date)
9-12 HOLISTIC SCORING GUIDE: ______________________________ ___
(Type of essay)
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Score |
Criteria |
Strengths |
Weaknesses |
Comments |
|
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6 (95) |
Topic and details richly developed; distinctive voice, tone, and style; rich use of language; accomplished control of surface features |
TX TY |
TJ TK |
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5 (90) |
Fully developed with strong details; sustained voice and/or tone with emerging style; effective use of language; may have few errors in surface errors relative to length or complexity |
OX OY |
OJ OK |
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4 (85) |
Controlled topic development and relevant details; consistent voice; variety in wording and sentence structures; may have several errors in surface errors relative to length or complexity |
DX DY |
DJ DK |
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3 (80) |
Moderate topic development, focus, and details; evidence of voice; some variety in wording and sentence structures; errors in surface features may be disproportionate to length or complexity |
SX SY |
SJ SK |
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2 (70) |
Limited topic development, focus, and/or details; possible evidence of voice; limited variety in wording and sentence structures; errors in surface features may be disproportionate to length or complexity |
WX WY |
WJ WK |
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1 (60) |
Little topic development, organization, and/or details; simplistic wording and sentence structures; errors in surface features may be disproportionate to length or complexity |
MX MY |
MJ MK |
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0 |
No evidence |
MEA ANALYTICAL ANNOTATION GUIDE
FOR INTERPRETING THE WRITING RUBRIC: GRADES 9-12
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Commendations |
Needs |
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Topic Development |
The overall fluency and effect of the paper |
TX TY |
shows personal involvement of the author and/or strong voice effectively explores or develops the topic |
TJ TK |
greater investment by the author greater development of the topic |
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Organization |
The degree to which the response is focused, clearly and logically ordered, and clarified by paragraphs |
OX OY |
evidence of planning clearly focused from beginning to end |
OJ OK |
better balance in organizing ideas clearer development of focus |
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Details |
The degree to which the response includes examples that develop the main points |
DX DY |
carefully chosen, relevant details "showing" vs. "telling" details |
DJ DK |
more effective choice of relevant details greater development of details that support the topic |
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Sentences |
The degree to which the response includes sentences that are complete, correct, and varied in structure and length |
SX SY |
variety and/or clarity in sentence structure complete and/or concise sentences |
SJ SK |
variety and/or clarity in sentence structure complete and/or concise sentence structure |
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Wording |
The degree of effectiveness of vocabulary, word choice, and usage |
WX WY |
effective word choice fresh, vivid language |
WJ WK |
greater attention to correct word usage more variety and richness in language |
|
Mechanics |
Appropriate spelling, capitalization, and punctuation |
MX MY |
control of mechanics aids clarity correct mechanics in sophisticated construction |
MJ MK |
stronger control of mechanics more careful proofreading |
_____________________________________________________ Period ______ ____/____/____
MODEL RESEARCH-PAPER RUBRIC
(to be amended as necessary for grade level or the specifics of an assignment)
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Form/Organization |
% |
Grade |
Comment |
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The paper is word-processed, is bound in an appropriate binder, and meets the minimum page requirement. The paper includes the proper components in the proper order (abstract, outline, text, works cited/works consulted) and evidences proper pagination, manuscript form, outline form, and titling/subtitling. Margins do not exceed one inch, except the left margin which may be 1 ¹ inches to allow room for binding the paper. Rough drafts and resources are submitted with the paper. |
5% |
96 88 80 73 60 |
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Parenthetical notes and works-cited/consulted entries are set up correctly. Quoted text is handled and/or amended appropriately. |
25% |
96 88 80 73 60 |
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Paragraphs and sentences are clearly and appropriately constructed; and the paper is carefully edited. |
20% |
96 88 80 73 60 |
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Content |
Grade |
Comment |
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The abstract satisfactorily summarizes and the outline satisfactorily delineates all significant parts of the text. |
10% |
96 88 80 73 60 |
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The introduction satisfactorily leads into the discussion of the topic via an analysis of at least three literary pieces representing different genres. The conclusion is relevant and satisfying. |
10% |
96 88 80 73 60 |
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The writer demonstrates an understanding of the topic; and the discussion is analytical, not summative. The writer's points are supported with adequate, specific, and appropriate details from the literary pieces. Generalizations and repetition are avoided. |
30% |
96 88 80 73 60 |
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AVERAGE: |
The grades 96, 88, 80, 73, and 60 were derived from averaging the high and low grades within a grade-letter range without rounding up: 96 = (100 + 93) divided by 2; 88 = (92 + 85) divided by 2; 80 = (84+ 77) divided by 2; 73 = (76 + 70) divided by 2. The 60 was set as the lowest grade given to anyone who tried, but failed to perform at a passing level.
School Administrative District #4
Unity of purpose
CORE CURRICULUM: SUPPLEMENTAL PAGES
Department: English Language Arts
If a student borrows another person's specific ideas, he/she must document the source of those ideas. The student is committing plagiarism if he/she presents as his/her own the sequence of ideas, the arrangement of the material, and/or the pattern of thought of someone else, even if he/she expresses them in his/her own words. The best advice is to give credit whenever and wherever credit is due. It is better to err on the side of documenting too often than on the side of documenting too little. For specific, detailed information about documentation formats, consult the most recent edition of the MLA HANDBOOK FOR WRITERS OF RESEARCH PAPERS available in the school library.
_________________
2The method of documentation, K-4, should be modified to fit the developmental level of learners.
A student who plagiarizes an assignment will receive a zero for that assignment and will have his/he