Hello all,
I've added two new links that will help you with MLA works cited pages and in text citations. I HIGHLY SUGGEST that you make changes or update annotated bibliographies so that you can use those citations in your finished works cited page. These links are from Diana Hacker's A Writers Reference, a book that you will use in your mandatory freshman English classes.
Monday, April 2, 2007
Thursday, March 29, 2007
Where to submit your final paper...
Hello All,
Send your papers, attached as a Microsoft Word document only, to maria1460@sbcglobal.net
*If you turn it in on the orignial due date (Wednesday @11:59pm), you get 10e.c. points.
*Otherwise: Final due date is Good Friday @ 11:59pm NO MORE EXTENSIONS; NO EXCEPTIONS. IF YOU HAVE EMAIL ISSUES, SEND IT USING SOMEONE'S ELSE'S EMAIL AND PUT YOUR NAME IN THE SUBJECT, OR GIVE IT TO ME IN CLASS WEDNESDAY!!!!
Send your papers, attached as a Microsoft Word document only, to maria1460@sbcglobal.net
*If you turn it in on the orignial due date (Wednesday @11:59pm), you get 10e.c. points.
*Otherwise: Final due date is Good Friday @ 11:59pm NO MORE EXTENSIONS; NO EXCEPTIONS. IF YOU HAVE EMAIL ISSUES, SEND IT USING SOMEONE'S ELSE'S EMAIL AND PUT YOUR NAME IN THE SUBJECT, OR GIVE IT TO ME IN CLASS WEDNESDAY!!!!
Tuesday, March 27, 2007
Good Job, AP English
Hello all,
This is just a quick note to say "Kudos to you". You've completed AR and many of you have finished your journals. Some of you are even finished with your lesson plans. You are charging ahead and you're doing a tremendously, fabulously outstanding job. Thank you for your hard work and effort. It is greatly appreciated. You have earned the grades. Keep up the good work! Continue to see me or comment if you have any questions.
P.S. I've seen some research and I've talked with many of you regarding paper ideas. Don't doubt yourselves. You have great ideas and great arguments to back your ideas. Nice job!
This is just a quick note to say "Kudos to you". You've completed AR and many of you have finished your journals. Some of you are even finished with your lesson plans. You are charging ahead and you're doing a tremendously, fabulously outstanding job. Thank you for your hard work and effort. It is greatly appreciated. You have earned the grades. Keep up the good work! Continue to see me or comment if you have any questions.
P.S. I've seen some research and I've talked with many of you regarding paper ideas. Don't doubt yourselves. You have great ideas and great arguments to back your ideas. Nice job!
Wednesday, March 21, 2007
How to Create an Annotated Bibliography
Definition
A bibliography is a list of sources (books, journals, websites, periodicals, etc.) one has used for researching a topic. A bibliography usually just includes the bibliographic information (i.e., the author, title, publisher, etc.).
An annotation is a summary and/or evaluation. Therefore, an annotated bibliography includes a summary and/or evaluation of each of the sources. Depending on your project or the assignment, your annotations may do one or more of the following:
Summarize: Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is.
Assess: After summarizing a source, it may be helpful to evaluate it. Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is it this source biased or objective? What is the goal of this source?
Reflect: Once you've summarized and assessed a source, you need to ask how it fits into your research. Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?
Your annotated bibliography may include some of these, all of these, or even others. So it's important, if you're doing this for a class, to get specific guidelines from your instructor.
Purpose:
To learn about your topic: Writing an annotated bibliography is excellent preparation for a research project. Just collecting sources for a bibliography is useful, but when you have to write annotations for each source, you're forced to read each source more carefully. You begin to read more critically instead of just collecting information.
To help you formulate a thesis: Every good research paper is an argument. The purpose of research is to state and support a thesis. So a very important part of research is developing a thesis that is debatable, interesting, and current. Writing an annotated bibliography can help you gain a good perspective on what is being said about your topic. By reading and responding to a variety of sources on a topic, you'll start to see what the issues are, what people are arguing about, and you'll then be able to develop your own point of view.
For help with evaluating resources (so that you will be able to quickly and efficiently determine which sources you will use for your projects), click here.
A bibliography is a list of sources (books, journals, websites, periodicals, etc.) one has used for researching a topic. A bibliography usually just includes the bibliographic information (i.e., the author, title, publisher, etc.).
An annotation is a summary and/or evaluation. Therefore, an annotated bibliography includes a summary and/or evaluation of each of the sources. Depending on your project or the assignment, your annotations may do one or more of the following:
Summarize: Some annotations merely summarize the source. What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say? The length of your annotations will determine how detailed your summary is.
Assess: After summarizing a source, it may be helpful to evaluate it. Is it a useful source? How does it compare with other sources in your bibliography? Is the information reliable? Is it this source biased or objective? What is the goal of this source?
Reflect: Once you've summarized and assessed a source, you need to ask how it fits into your research. Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?
Your annotated bibliography may include some of these, all of these, or even others. So it's important, if you're doing this for a class, to get specific guidelines from your instructor.
Purpose:
To learn about your topic: Writing an annotated bibliography is excellent preparation for a research project. Just collecting sources for a bibliography is useful, but when you have to write annotations for each source, you're forced to read each source more carefully. You begin to read more critically instead of just collecting information.
To help you formulate a thesis: Every good research paper is an argument. The purpose of research is to state and support a thesis. So a very important part of research is developing a thesis that is debatable, interesting, and current. Writing an annotated bibliography can help you gain a good perspective on what is being said about your topic. By reading and responding to a variety of sources on a topic, you'll start to see what the issues are, what people are arguing about, and you'll then be able to develop your own point of view.
***
For help with paraphrasing (knowing how and when to use it), click here.For help with evaluating resources (so that you will be able to quickly and efficiently determine which sources you will use for your projects), click here.
Sunday, March 18, 2007
School Appropriate--A Definition According to Ms. Brown
Dear AP Literature and Composition,
We have had discussions related to school appropriate material being posted to this site. We've also discussed posting material that is related to One Hundred Years of Solitude ONLY. If you need clarification about my definition of school appropriateness, please see the school handbook. Anything that is posted to this site that is not school appropriate and not related to this text, will automatically lower your grade by one full letter. Please ask if you require any further clarification.
We have had discussions related to school appropriate material being posted to this site. We've also discussed posting material that is related to One Hundred Years of Solitude ONLY. If you need clarification about my definition of school appropriateness, please see the school handbook. Anything that is posted to this site that is not school appropriate and not related to this text, will automatically lower your grade by one full letter. Please ask if you require any further clarification.
Friday, March 16, 2007
ATTENTION
Hello all,
In lieu of time constraints, I have decided to extend the deadline for the STUDENT AS SCHOLAR portion of the project, ONLY. Therefore, your final paper will be due Wednesday, April 4, 2006 at the beginning of class time. EVERYTHING ELSE IS DUE ON TIME!!! NO EXTENSIONS!
If you have any questions, feel free to leave a comment, or ask me during class.
In lieu of time constraints, I have decided to extend the deadline for the STUDENT AS SCHOLAR portion of the project, ONLY. Therefore, your final paper will be due Wednesday, April 4, 2006 at the beginning of class time. EVERYTHING ELSE IS DUE ON TIME!!! NO EXTENSIONS!
If you have any questions, feel free to leave a comment, or ask me during class.
Tuesday, March 13, 2007
Due Dates
Reading calendar for the week of 3/12/07:
- Monday: ch. 9
- Tuesday: ch. 10
- Wednesday: chapter 11
- Thursday-Sunday (since you have a three day weekend): ch. 12-13
- Friday: Active Reading for 7-10 is due. Reflections are due.
Reading Calendar for week of 3/19/07
- Monday: ch. 14
- Tuesday: ch. 15
- Wednesday: ch. 16
- Thursday: ch. 17
- Friday-Sunday: Finish the book
Due Dates: week of 3/26 (all by 11:59pm on their due dates)
- Monday: Active Reading for the rest of the book is due (3/19)
- Tuesday: "Rough" works cited page due (you need at least 2 properly cited sources)
- Wednesday: Last two journals are due (each one should be one double-spaced times new roman, size 12 font page) See reflective journal rubric and handout as necessary
- Thursday: Three Lesson plans due today on your blog. You will present them through next week.
- Friday: Annotated bibliography due. You need four-six sources (does NOT include the primary text, One Hundred Years of Solitude). For a complete example of how to complete an annotated bibliography, see me, or click the link on the side of my page.
- Note: At this point, you should be writing your paper. The annotated bibiliographies will provide your information for what critics/scholars are saying (you need this) and your active reading should be thorough enough to incorporate into your actual paper...This means themes, quotes, etc.
YOUR FINAL PAPERS ARE DUE (PROPERLY FORMATTED AND WITH A WORKS CITED PAGE) WEDNESDAY, APRIL 4, 2007. PRINTED COPIES ONLY PLEASE
Sunday, March 11, 2007
1st AR
Hi all,
As I finish grading your reflective journals and Active Reading, I moved to tell you just how pleased I am. You all have faced the challenge that is this project and you're completing it excellently. I am quite pleased with your hard work and diligence. Keep up the phenomenally outstanding work. I expect nothing less than what you've given me thus far. Great Job!!! :-)
P.S. Homework for tomorrow (3/12) is to read ch. 9. If I need to give mini quizzes, I will! :0)
As I finish grading your reflective journals and Active Reading, I moved to tell you just how pleased I am. You all have faced the challenge that is this project and you're completing it excellently. I am quite pleased with your hard work and diligence. Keep up the phenomenally outstanding work. I expect nothing less than what you've given me thus far. Great Job!!! :-)
P.S. Homework for tomorrow (3/12) is to read ch. 9. If I need to give mini quizzes, I will! :0)
Friday, March 9, 2007
Plagiarism issue #1
Hello all,
Though posts aren't due until 11:59pm tonight, I checked a few to make sure that everyone is on the right track. Sadly to say, I've already discovered plagiarism and this is the first assignment. Please know that plagiarism is synonymous with academic dishonesty. It is cheating. It's rude, disrespectful and insulting to me and your classmates, especially those who actually take the time to complete this challenging assignment.
If you are unsure of what plagiarism is, please see me, refer to the academic dishonesty policy for a description of plagiarism and the consequences, and visit Owl@Purdue University's website for ways to avoid plagiarism.
Know that my policy is an automatic zero. It does not matter if some, or most, of the assignment is yours. Any plagiarism of any kind (ideas, concepts, phrases, words, sentences, passages, entire papers, etc) will result in a zero the first time, a zero and conference with parents the second time, and any academic/discipline procedures will be fully executed.
Here is a sample of plagiarism:
"Despite his sadness at the news, José Arcadio Buendía does not lose interest in new technology and marvels: when the gypsies show him ice, the patriarch of Macondo proclaims it the best thing since sliced bread".
Here is the actual text
"Despite his sadness at the news, José Arcadio Buendía does not lose interest in new technology and marvels: when the gypsies show him ice, the patriarch of Macondo proclaims it the greatest invention in the world".--courtesy of Spark Notes ch.1.
Though posts aren't due until 11:59pm tonight, I checked a few to make sure that everyone is on the right track. Sadly to say, I've already discovered plagiarism and this is the first assignment. Please know that plagiarism is synonymous with academic dishonesty. It is cheating. It's rude, disrespectful and insulting to me and your classmates, especially those who actually take the time to complete this challenging assignment.
If you are unsure of what plagiarism is, please see me, refer to the academic dishonesty policy for a description of plagiarism and the consequences, and visit Owl@Purdue University's website for ways to avoid plagiarism.
Know that my policy is an automatic zero. It does not matter if some, or most, of the assignment is yours. Any plagiarism of any kind (ideas, concepts, phrases, words, sentences, passages, entire papers, etc) will result in a zero the first time, a zero and conference with parents the second time, and any academic/discipline procedures will be fully executed.
Here is a sample of plagiarism:
"Despite his sadness at the news, José Arcadio Buendía does not lose interest in new technology and marvels: when the gypsies show him ice, the patriarch of Macondo proclaims it the best thing since sliced bread".
Here is the actual text
"Despite his sadness at the news, José Arcadio Buendía does not lose interest in new technology and marvels: when the gypsies show him ice, the patriarch of Macondo proclaims it the greatest invention in the world".--courtesy of Spark Notes ch.1.
Thursday, March 8, 2007
Active Reading Due
REMINDER!!!!! REMINDER!!!! ACTIVE READING FOR CHAPTERS 1-6 DUE FRIDAY, MARCH 9, 2007 AT 11:59pm
Tuesday, February 27, 2007
Types of Writing Journals
Meaningful passage: pick a meaningful passage and respond to it, question it, reflect upon it, make connections, etc.
Problem-solution: Identify the problem and explore solutions or propose a different solution than the author used.
Character or personal analysis: Analyze a particular character to determine motives, or connect actions to your life.
Connections: Make connections between other works of literature, art, music, etc.
Personal Response: respond personally to characters, events, language,
The dialogue journal: Read and respond to at least one classmate’s journal entry. Make this an active conversation (use the ‘post comments’ link in your blog and be sure to leave your name for credit) and respond at least once to your partner’s response to you. Your initial journal entry should be at least one page, but response to journals can be as short as a paragraph.
One Hundred Years of Solitude Web/Research Project
This is a project that will require NIGHTLY homework and time. You must manage your time wisely. This is a three part assignment and ONLY ONE OF THE THREE PARTS MAY BE COMPLETED IN PAIRS (which will be discussed below). This project will span the entire unit and will be due once the book is complete. You will still have to complete Active Reading, as it will continue to help with understanding the text and its themes, as well as help you complete this project. All work, except the final research paper, will be completed in a blog that you create (and link to mine) for this project. To view my blog, get copies of instructions, etc, visit http://mbrown8625-apenglish.blogspot.com/ This project will be due Friday, March 30, 2007.
The Set-Up:
1. Log on to www.blogger.com. Click “Create Your Blog Now”
2. Create a ‘Google’ account. Your must have a valid email address. If you do not have an email address, log on to hotmail, yahoo, or Google and create one. You must do this during the class period.
3. Create a password that YOU WILL REMEMBER. Follow all prompts.
4. Name your blog. YOUR NAME MUST BE SCHOOL APPROPRIATE AND RELATED TO ONE HUNDRED YEARS OF SOLITUDE. Fill in the sections entitled “blog title” and “blog address”. DO NOT click on the advanced option.
5. Choose your template. You can change it later, so do not take too much time focusing on this portion of the project.
6. You are now ready to create your post. We will discuss how to do this in class. You can also find instructions on how to create a post on my blog.
Part One: One Hundred Years of Solitude—Student Section (Completed Individually)
1. This section of your blog will contain several posts. Make sure you Include “Student Section” into each post that you create for this section.
2. You must have three reflective blogs: worth 50pts
a. The first must keep track of all your thoughts, emotions (positive or negative), and questions (that you must attempt to answer). I expect portion to be updated at least once a week (each Friday at 11:59pm) Please include the date with each new addition to this post (I will be able to see the time you completed the post). This will be graded according to the reflective essay rubric (see attached)
b. Choose two more types of journals to write (see attached). Each will be graded according to the reflective essay rubric (see attached).
3. Create an Active Reading Blog: worth 100pts
a. Keep track of magical elements (this is magical realism)—anything that is/seems out of the ordinary (reality) fits here. Explain!
b. Keep track of characters. This is absolutely necessary. Track how each character changes/develops. Because names are often similar/same, it is important that you are able to know who’s who. Spark Notes will not help you as much as you think! You’ve been warned.
c. Plot summary: You know the drill. See me if you are unsure of what I expect.
d. Quotes: At least two per chapter. Find and explain those that jump out at you, are troubling, interesting, funny, or evoke an emotion.
e. Themes: Keep track of the themes in the text, and the way each theme drives the text and its characters.
Part Two: The Student as a Teacher Section—May Be Completed in Pairs (the only section)
In this section, you will be the teacher. Your job is to create a Unit Plan. This post must contain the following (and you can add links to the side of your page):
1. Resource page worth 25pts: There must be a link to every website you visit. Under the link, include a description of the major ideas, lessons, etc. that you found. Was the site helpful? How can it improve? Each annotation (the summary after the link) must be at least one paragraph. You must have at least five resources on your page. Worth 25pts
2. Three Lesson Plans—worth 10pts each: These lesson plans can be connected so that they serve as a mini-unit, or you can spread them out so that they can be taught at anytime. Each lesson must have a different objective (maybe you want to create a lesson per theme, or focusing on major characters, or on the book as a whole).
a. At least one lesson plan must incorporate technology (interactive ven diagrams…do the research; you can find it. Incorporating a blog, PowerPoint, or multimedia project? You decide.
b. At least one lesson plan must incorporate a hands-on activity that is related to the book. This can involve Role Playing, mock-debates, lit-circles, or anything else you can think of.
c. The other one may be a variation of the first two, or they can incorporate direct instruction (lectures), mini-lessons, and teaching across subjects (can you find a way to relate this to history? I’m sure you can).
d. Each Lesson plan must have goals that you want to meet and objectives for meeting that goal. What will the students do in class to meet that goal? How will you know that they’ve met the goal (how will you assess them?)
e. One Lesson CANNOT focus on test day.
3. For each lesson, you must create an assessment (besides homework) and a rubric (see attached). Please create your own. Do not replicate this one! Worth 15p
4. Class Presentation: During the course of this unit, you will teach one of your lessons to the class. You will give them your assessment. You will grade the assessment ACCURATELY and these grades will go into the grade book. Your teaching presentation is worth 30points.
5. A Reflection post: Write about your experience as a teacher. What was is like to lesson plan, execute the lesson, and grade assessments? What was positive about the experience? Negative? What went well? What could you do better?
Part Three: The Student as a Scholar—Completed Individually
The last section is dedicated to writing a scholarly, analytic paper which focuses on of the themes of the One Hundred Years of Solitude: Time, Solitude, Identity, magic realism, gender roles.
1. Choose one theme and determine how it drives the text and its characters. Refer to the student section of your blog if necessary.
2. Do the research: What have the scholars said about your topic? About the text?
a. For this section, you will create an annotated bibliography (see attached)
b. You must have 5-7 properly formatted (according to MLA standards… http://owl.english.purdue.edu/owl/resource/557/01/) sources and annotations. Worth 25pts.
c. Outline: How will you write your paper? What is the focus? Use this to focus your writing.
d. Your actual paper: 8-10 pages according to MLA format. Use the guidelines for writing papers handout you received (should be in your notes. See me for extras). This includes the rubric for how I will grade your paper. Worth 100 points.
Total Points for this project: 375pts.
The Set-Up:
1. Log on to www.blogger.com. Click “Create Your Blog Now”
2. Create a ‘Google’ account. Your must have a valid email address. If you do not have an email address, log on to hotmail, yahoo, or Google and create one. You must do this during the class period.
3. Create a password that YOU WILL REMEMBER. Follow all prompts.
4. Name your blog. YOUR NAME MUST BE SCHOOL APPROPRIATE AND RELATED TO ONE HUNDRED YEARS OF SOLITUDE. Fill in the sections entitled “blog title” and “blog address”. DO NOT click on the advanced option.
5. Choose your template. You can change it later, so do not take too much time focusing on this portion of the project.
6. You are now ready to create your post. We will discuss how to do this in class. You can also find instructions on how to create a post on my blog.
Part One: One Hundred Years of Solitude—Student Section (Completed Individually)
1. This section of your blog will contain several posts. Make sure you Include “Student Section” into each post that you create for this section.
2. You must have three reflective blogs: worth 50pts
a. The first must keep track of all your thoughts, emotions (positive or negative), and questions (that you must attempt to answer). I expect portion to be updated at least once a week (each Friday at 11:59pm) Please include the date with each new addition to this post (I will be able to see the time you completed the post). This will be graded according to the reflective essay rubric (see attached)
b. Choose two more types of journals to write (see attached). Each will be graded according to the reflective essay rubric (see attached).
3. Create an Active Reading Blog: worth 100pts
a. Keep track of magical elements (this is magical realism)—anything that is/seems out of the ordinary (reality) fits here. Explain!
b. Keep track of characters. This is absolutely necessary. Track how each character changes/develops. Because names are often similar/same, it is important that you are able to know who’s who. Spark Notes will not help you as much as you think! You’ve been warned.
c. Plot summary: You know the drill. See me if you are unsure of what I expect.
d. Quotes: At least two per chapter. Find and explain those that jump out at you, are troubling, interesting, funny, or evoke an emotion.
e. Themes: Keep track of the themes in the text, and the way each theme drives the text and its characters.
Part Two: The Student as a Teacher Section—May Be Completed in Pairs (the only section)
In this section, you will be the teacher. Your job is to create a Unit Plan. This post must contain the following (and you can add links to the side of your page):
1. Resource page worth 25pts: There must be a link to every website you visit. Under the link, include a description of the major ideas, lessons, etc. that you found. Was the site helpful? How can it improve? Each annotation (the summary after the link) must be at least one paragraph. You must have at least five resources on your page. Worth 25pts
2. Three Lesson Plans—worth 10pts each: These lesson plans can be connected so that they serve as a mini-unit, or you can spread them out so that they can be taught at anytime. Each lesson must have a different objective (maybe you want to create a lesson per theme, or focusing on major characters, or on the book as a whole).
a. At least one lesson plan must incorporate technology (interactive ven diagrams…do the research; you can find it. Incorporating a blog, PowerPoint, or multimedia project? You decide.
b. At least one lesson plan must incorporate a hands-on activity that is related to the book. This can involve Role Playing, mock-debates, lit-circles, or anything else you can think of.
c. The other one may be a variation of the first two, or they can incorporate direct instruction (lectures), mini-lessons, and teaching across subjects (can you find a way to relate this to history? I’m sure you can).
d. Each Lesson plan must have goals that you want to meet and objectives for meeting that goal. What will the students do in class to meet that goal? How will you know that they’ve met the goal (how will you assess them?)
e. One Lesson CANNOT focus on test day.
3. For each lesson, you must create an assessment (besides homework) and a rubric (see attached). Please create your own. Do not replicate this one! Worth 15p
4. Class Presentation: During the course of this unit, you will teach one of your lessons to the class. You will give them your assessment. You will grade the assessment ACCURATELY and these grades will go into the grade book. Your teaching presentation is worth 30points.
5. A Reflection post: Write about your experience as a teacher. What was is like to lesson plan, execute the lesson, and grade assessments? What was positive about the experience? Negative? What went well? What could you do better?
Part Three: The Student as a Scholar—Completed Individually
The last section is dedicated to writing a scholarly, analytic paper which focuses on of the themes of the One Hundred Years of Solitude: Time, Solitude, Identity, magic realism, gender roles.
1. Choose one theme and determine how it drives the text and its characters. Refer to the student section of your blog if necessary.
2. Do the research: What have the scholars said about your topic? About the text?
a. For this section, you will create an annotated bibliography (see attached)
b. You must have 5-7 properly formatted (according to MLA standards… http://owl.english.purdue.edu/owl/resource/557/01/) sources and annotations. Worth 25pts.
c. Outline: How will you write your paper? What is the focus? Use this to focus your writing.
d. Your actual paper: 8-10 pages according to MLA format. Use the guidelines for writing papers handout you received (should be in your notes. See me for extras). This includes the rubric for how I will grade your paper. Worth 100 points.
Total Points for this project: 375pts.
Monday, February 26, 2007
Writing Rubrics
Response to Literature
0=not evident
1=minimal evidence of mastery
2=adequate evidence of mastery
3=strong evidence of mastery
4=outstanding evidence of mastery
Write responses to literature that
___Advance a judgment that demonstrates a comprehensive grasp of the significant ideas of works or passages.
___Support key ideas and viewpoints through accurate and detailed references to the text or to other works
___Demonstrate awareness of the author's use of stylistic devices and an appreciation of the effects created
___Identify and assess the impact of perceived ambiguities, nuances, and complexities within text.
Reflective Essays
0=not evident
1=minimal evidence of mastery
2=adequate evidence of mastery
3=strong evidence of mastery
4=outstanding evidence of mastery
Write reflective compositions that
___Explore the significance of personal experiences, events, conditions, or concerns using rhetorical strategies e.g., narration, description, exposition.
___Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life
___Maintain a balance in describing individual incidents and relating those incidents to more general and abstract ideas
Historical Investigation
0=not evident
1=minimal evidence of mastery
2=adequate evidence of mastery
3=strong evidence of mastery
4=outstanding evidence of mastery
Write historical investigation reports that
___Use exposition, narration, description, argumentation, exposition, or some combination of rhetorical strategies to support the main proposition
___Analyze several historical records of a single event, examining critical relationships among elements of the research topic
___Explain the perceived reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation
___Include information from all relevant perspectives, taking the validity and reliability of sources into consideration
___Provide a formal bibliography
Reflective Essays
0=not evident
1=minimal evidence of mastery
2=adequate evidence of mastery
3=strong evidence of mastery
4=outstanding evidence of mastery
Write reflective compositions that
___Explore the significance of personal experiences, events, conditions, or concerns using rhetorical strategies e.g., narration, description, exposition.
___Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life
___Maintain a balance in describing individual incidents and relating those incidents to more general and abstract ideas
0=not evident
1=minimal evidence of mastery
2=adequate evidence of mastery
3=strong evidence of mastery
4=outstanding evidence of mastery
Write responses to literature that
___Advance a judgment that demonstrates a comprehensive grasp of the significant ideas of works or passages.
___Support key ideas and viewpoints through accurate and detailed references to the text or to other works
___Demonstrate awareness of the author's use of stylistic devices and an appreciation of the effects created
___Identify and assess the impact of perceived ambiguities, nuances, and complexities within text.
Reflective Essays
0=not evident
1=minimal evidence of mastery
2=adequate evidence of mastery
3=strong evidence of mastery
4=outstanding evidence of mastery
Write reflective compositions that
___Explore the significance of personal experiences, events, conditions, or concerns using rhetorical strategies e.g., narration, description, exposition.
___Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life
___Maintain a balance in describing individual incidents and relating those incidents to more general and abstract ideas
Historical Investigation
0=not evident
1=minimal evidence of mastery
2=adequate evidence of mastery
3=strong evidence of mastery
4=outstanding evidence of mastery
Write historical investigation reports that
___Use exposition, narration, description, argumentation, exposition, or some combination of rhetorical strategies to support the main proposition
___Analyze several historical records of a single event, examining critical relationships among elements of the research topic
___Explain the perceived reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation
___Include information from all relevant perspectives, taking the validity and reliability of sources into consideration
___Provide a formal bibliography
Reflective Essays
0=not evident
1=minimal evidence of mastery
2=adequate evidence of mastery
3=strong evidence of mastery
4=outstanding evidence of mastery
Write reflective compositions that
___Explore the significance of personal experiences, events, conditions, or concerns using rhetorical strategies e.g., narration, description, exposition.
___Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life
___Maintain a balance in describing individual incidents and relating those incidents to more general and abstract ideas
Sunday, February 25, 2007
Welcome
Welcome to the One Hundred Years of Solitude Blog for SFDS AP English. Students: attach your blogs and websites here. View, and print, instructions and samples. Peruse and comment on student blogs. Feel free to critique; however, criticizing, defaming and disrespecting other students' work is unacceptable. View resources that may help you (to the left) and vent, ask questions, or contact me for help. School appropriateness is a must! Thanks!
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