PERSONALITY SKETCH
Our next assignment deals with you getting to know someone in greater depth. You will be writing a personality sketch on your interviewee that will detail all of the things you have learned about them. So how do you go about doing this:
First: Choose someone in your circle of friendships that you know, but may not be extremely close to. I don't want it to be your best friend(s) who you know so well that you could write about them while blindfolded with two hands tied behind your back.
Be sure to ask the person you choose for permission to write about them
Tell them what the project is so they are aware of it.
Second: Get a copy of the Personality Sketch Questionnaire from me and use these questions to guide your towards the information that you will need to complete the sketch.
Do Not Be Afraid to ask more questions than those on the questionnaire.
Third: Once you have completed the questionnaire, develop a Personality statement about your person similar to the one in the example that Mr. Plyler has provided-- http://dplylerbhs.wikispaces.com/
.
You must also include a brief description of their physical characteristics
Include a brief description of their Deed and Actions
Finally, a Persona description (that's you!)
Refer to the example on my wikki using the link above.
Fourth: Using the notes you have from interviewing your chosen subject, complete a personality sketch that details that person. You will want to highlight a characteristic about the person and then provide evidence that supports that trait. You can find notes on how to write a sketch at these links:
http://www.education-world.com/a_tsl/archives/04-1/lesson017.shtml
http://www.cdli.ca/CITE/twisters_character_sketch_help.pdf
http://www.engl.niu.edu/wac/char_sk.html
Friday, December 12, 2008
Tuesday, December 2, 2008
HOW TO WRITE THE REPORT
1. This paper is as much about the process of discovering your word as it is about your word. Follow the outline below:
a. Introduction: Paragraph #1: Write the most interesting aspect you discovered about your word.
b. Paragraph #2: Tell the story of your search for information about your word. Be sure to describe all of the difficulties you encountered during this search.
(This may be incorporated within each of your body paragraphs for a smoother paper)
c. Body Paragraphs #3-11: Write one paragraph on each source. Each paragraph should contain a summary of your information, and personal comments on what you found. Remember you are reporting on what you learned. All the information you find and include in your paper should be cited and included in full. (poems, definition, etc.)
d. Conclusion: Paragraph #12: Write your response to this project. Overall, what did you learn? Did you like this method? Were you frustrated by some of the search, if so, what particular area? Did you amaze yourself with the reference books?
2. Reference Information Page: Bibliography and Works Cited Pages: Include a page here where you cite the complete sources of all your information (bib). Then use a works cited page for all the information you used in the paper. (works cited)
3. Collage: Create a visual presentation of the word. Using PowerPoint or Microsoft Publisher as your medium, create a collage that can include words, pictures, etc. that expresses the meaning of your word.
a. Introduction: Paragraph #1: Write the most interesting aspect you discovered about your word.
b. Paragraph #2: Tell the story of your search for information about your word. Be sure to describe all of the difficulties you encountered during this search.
(This may be incorporated within each of your body paragraphs for a smoother paper)
c. Body Paragraphs #3-11: Write one paragraph on each source. Each paragraph should contain a summary of your information, and personal comments on what you found. Remember you are reporting on what you learned. All the information you find and include in your paper should be cited and included in full. (poems, definition, etc.)
d. Conclusion: Paragraph #12: Write your response to this project. Overall, what did you learn? Did you like this method? Were you frustrated by some of the search, if so, what particular area? Did you amaze yourself with the reference books?
2. Reference Information Page: Bibliography and Works Cited Pages: Include a page here where you cite the complete sources of all your information (bib). Then use a works cited page for all the information you used in the paper. (works cited)
3. Collage: Create a visual presentation of the word. Using PowerPoint or Microsoft Publisher as your medium, create a collage that can include words, pictures, etc. that expresses the meaning of your word.
Friday, November 14, 2008
Reflection Journal
Write a two page reflection on the following topic:
Although foreign aid spending is only a very small portion of our annual budget, (Currently about 0.1% of the Gross National Product), The US still spends billions of dollars a year on foreign aid. Some people feel this is too much of our money and that we should spend nearly all of our money here at home. Others feel that we don’t spend nearly enough and that we should spend a great deal more helping other nations. How do you feel about this issue? Explain what you think the government should do with the money and why.
Although foreign aid spending is only a very small portion of our annual budget, (Currently about 0.1% of the Gross National Product), The US still spends billions of dollars a year on foreign aid. Some people feel this is too much of our money and that we should spend nearly all of our money here at home. Others feel that we don’t spend nearly enough and that we should spend a great deal more helping other nations. How do you feel about this issue? Explain what you think the government should do with the money and why.
Tuesday, November 11, 2008
INTANGIBLE WORDS
INTANGIBLE WORDS:
PLEASE SELECT ONE
PLEASE RECORD YOUR SELECTION ON THE SIGN-UP SHEET
Love
Vanity
Infatuation
Nothingness
Betrayal
Solitude
Trust
Inspiration
Charity
Time
Faith
Harmony
Honesty
Freedom
Heaven
Hell
Fear
Grief
Patience
Envy
Happiness
Hate
Emptiness
Loyalty
Past
Future
Present
Weakness
Deception
Vengeance
Purity
Revenge
Death
Pride
Life
Infinity
Cowardice
Lust
Selfishness
Selflessness
Nightmare
Dream
Fairness
Principles
Charity
Anger
Sorrow
Strength
Confusion
Wish
Doubt
Soul
Optimism
Comfort
Curiosity
Horror
PLEASE SELECT ONE
PLEASE RECORD YOUR SELECTION ON THE SIGN-UP SHEET
Love
Vanity
Infatuation
Nothingness
Betrayal
Solitude
Trust
Inspiration
Charity
Time
Faith
Harmony
Honesty
Freedom
Heaven
Hell
Fear
Grief
Patience
Envy
Happiness
Hate
Emptiness
Loyalty
Past
Future
Present
Weakness
Deception
Vengeance
Purity
Revenge
Death
Pride
Life
Infinity
Cowardice
Lust
Selfishness
Selflessness
Nightmare
Dream
Fairness
Principles
Charity
Anger
Sorrow
Strength
Confusion
Wish
Doubt
Soul
Optimism
Comfort
Curiosity
Horror
Directions
I SEARCH- THE WORD
GOAL: Students will explore and utilize various forms of research
1. Choose an intangible word. This word may be of your own choosing with the permission of the teacher, or you may choose from the list that is provided. Each student will have a different word. You will need to sign up for the word you choose.
2. You need to research the word in all of the sources listed below. Make certain you write down the REFERENCE INFORMATION for each source: the title of the book or magazine, author or editor of that book or magazine, the year and place of publication, and the page number of the source. Use the Write for College MLA format section. Miss Hoffman and I are also available for help.
a. Look you word up in an unabridged dictionary. Copy the word’s etymology and its first definition. Photocopy or hand copy the remaining definitions. If the dictionary does not have the etymology listed, you must use an etymology dictionary. Make not of its previous meanings. This may be in story form showing the growth of the word.
b. Look up you word in a thesaurus. Copy the first group of synonyms and all the bold faced words.
c. Look up in a concordance to the Bible. Find a verse that contains your word; copy it. Explain it. Use the concordance to cross reference a Bible.
d. Look up you word in the Concordance to Shakespeare. Find a passage that contains you word, then, look up the passage in any of the complete works of William Shakespeare and copy the whole speech which contains the word. Include the speaker’s name, act, scene, and line numbers in your reference information. You will have to explain this to your reader.
e. Look up your word in Granger’s Index to Poetry. Use one of the poetry anthologies and copy a poem that contains your word. Make note of the title, author, and page. You will have to explain this to your reader.
f. Look up your word on Power Library—EBSCOhost—Student Research Center. Find an article which deals with you word. Locate the article, read it, and summarize the article.
g. Interview you grandparents and/or your parents plus one other person. Write down what they think your word means. [You will need to cite three interviews including the time.]
h. Look up your word in a book of quotations. Copy a quotation which contains your word and the quotation’s identifying information. Explain what the quotation means.
11/11 TUESDAY: SELECT WORD AND BEGIN BASIC RESEARCH
11/12 WEDNESDAY: EBSCO HOST PORTION
11/13 - 11/17 THURSDAY AND MONDAY: LIBRARY
11/18 - reflection journal
11/18- 11/21 TUESDAY - THURSDAY: WRITE REPORT AND TURN IN BY THURSDAY.
GOAL: Students will explore and utilize various forms of research
1. Choose an intangible word. This word may be of your own choosing with the permission of the teacher, or you may choose from the list that is provided. Each student will have a different word. You will need to sign up for the word you choose.
2. You need to research the word in all of the sources listed below. Make certain you write down the REFERENCE INFORMATION for each source: the title of the book or magazine, author or editor of that book or magazine, the year and place of publication, and the page number of the source. Use the Write for College MLA format section. Miss Hoffman and I are also available for help.
a. Look you word up in an unabridged dictionary. Copy the word’s etymology and its first definition. Photocopy or hand copy the remaining definitions. If the dictionary does not have the etymology listed, you must use an etymology dictionary. Make not of its previous meanings. This may be in story form showing the growth of the word.
b. Look up you word in a thesaurus. Copy the first group of synonyms and all the bold faced words.
c. Look up in a concordance to the Bible. Find a verse that contains your word; copy it. Explain it. Use the concordance to cross reference a Bible.
d. Look up you word in the Concordance to Shakespeare. Find a passage that contains you word, then, look up the passage in any of the complete works of William Shakespeare and copy the whole speech which contains the word. Include the speaker’s name, act, scene, and line numbers in your reference information. You will have to explain this to your reader.
e. Look up your word in Granger’s Index to Poetry. Use one of the poetry anthologies and copy a poem that contains your word. Make note of the title, author, and page. You will have to explain this to your reader.
f. Look up your word on Power Library—EBSCOhost—Student Research Center. Find an article which deals with you word. Locate the article, read it, and summarize the article.
g. Interview you grandparents and/or your parents plus one other person. Write down what they think your word means. [You will need to cite three interviews including the time.]
h. Look up your word in a book of quotations. Copy a quotation which contains your word and the quotation’s identifying information. Explain what the quotation means.
11/11 TUESDAY: SELECT WORD AND BEGIN BASIC RESEARCH
11/12 WEDNESDAY: EBSCO HOST PORTION
11/13 - 11/17 THURSDAY AND MONDAY: LIBRARY
11/18 - reflection journal
11/18- 11/21 TUESDAY - THURSDAY: WRITE REPORT AND TURN IN BY THURSDAY.
Monday, November 10, 2008
Abstracts
Goal: Students will write, edit and post descriptive abstracts about their novels
How to write an abstract:
http://owl.english.purdue.edu/owl/resource/656/01/
How to write an abstract:
http://owl.english.purdue.edu/owl/resource/656/01/
Friday, November 7, 2008
Reflection Journal
Students will write a two page reflection on the following:
As the election excitement ends, many thoughts and questions are buzzing through our nation.
How do you feel about the election results?
Discuss one policy from Obama's platform that you agree with or disagree with. Explain why?
Make several predictions concerning changes in our society and government?
Also, comment on the following statement:
I believe that the media is the center of our democratic society. It drives the ideals of our citizens and influences their thoughts.
As the election excitement ends, many thoughts and questions are buzzing through our nation.
How do you feel about the election results?
Discuss one policy from Obama's platform that you agree with or disagree with. Explain why?
Make several predictions concerning changes in our society and government?
Also, comment on the following statement:
I believe that the media is the center of our democratic society. It drives the ideals of our citizens and influences their thoughts.
Monday, October 27, 2008
http://owl.english.purdue.edu/workshops/pp/litanalysis.ppt
How to Write a Literary Critique
When college professors ask you to write a critique of a text, they usually expect you to analyze and evaluate, not just summarize. A summary merely reports what the text said; that is, it answers only the question, "What did the author say?" A critique, on the other hand, analyzes, interprets, and evaluates the text, answering the questions how? why? and how well? A critique does not necessarily have to criticize the piece in a negative sense. Your reaction to the text may be largely positive, negative, or a combination of the two. It is important to explain why you respond to the text in a certain way.
Step 1. Analyze the text
Consider the following questions will help you analyze the text:
* What is the author's main point? What message is being expresed?
* What is the author's purpose?
* Who is the author's intended audience? How is this key to the thesis of your essay?
* What arguments does the author use to support the main point? Are these points relative to social issues, politics environmental or personal concerns?
*How are the characters used to convey main points or messages?
* What evidence does the author present to support the arguments? (Use quotes from the book, cite examples, and implement detail from the book)
* What are the author's underlying assumptions or biases? How does he get these across to the reader?
You will find it useful to use your notes throughout this project.
Step 2. Evaluate the text
After you have read the text, you can begin to evaluate the author's ideas.
Once you have established your characters, plot and theme you are ready to begin.
Now, consider the following when determining your point of view for this paper:
* Is the argument logical?
* Is the text well-organized, clear, and easy to read?
* Are the author's facts accurate?
* Have important terms been clearly defined?
* Is there sufficient evidence for the arguments?
* Do the arguments support the main point?
* Is the text appropriate for the intended audience?
* Does the text present and refute opposing points of view?
* Does the text help you understand the subject?
* Are there any words or sentences that evoke a strong response from you? What are those words or sentences? What is your reaction?
* What is the origin of your reaction to this topic? When or where did you first learn about it? Can you think of people, articles, or discussions that have influenced your views? How might these be compared or contrasted to this text?
* What questions or observations does this article suggest? That is, what does the article make you think about?
Step 3. Plan and write your critique
Write your critique in standard essay form. It is generally best not to follow the author's organization when organizing your analysis, since this approach lends itself to summary rather than analysis. Begin with an introduction that defines the subject of your critique and your point of view. Defend your point of view by raising specific issues or aspects of the argument. Conclude your critique by summarizing your argument and re-emphasizing your opinion.
* You will first need to identify and explain the author's ideas. Include specific passages that support your description of the author's point of view.
* Offer your own opinion. Explain what you think about the argument. Describe several points with which you agree or disagree. (Your opinion only belongs at the end of this essay)
* For each of the points you mention, include specific passages from the text (you may summarize, quote, or paraphrase) that provide evidence for your point of view.
* Explain how the passages support your opinion.
The Book Critique:
An analytic or critical review of a book or article is not primarily a summary; rather, it comments on and evaluates the work in the light of in specific issues and theoretical concerns.
1. What theoretical issues and topics for further discussion does the work raise?
2. What are your own reactions and considered opinions regarding the work? (Your reaction will be at the end of the essay.)
To keep your focus, remind yourself that your assignment is primarily to discuss the book's treatment of its topic, not the topic itself. Your key sentences should therefore say "This book shows...the author argues" rather than "This happened...this is the case."
Critical writing depends on critical reading. The judgments and interpretations you make of the texts you read are the first steps towards formulating your own approach.
To read critically is to make judgments about how a text is argued. This is a highly reflective skill requiring you to "stand back" and gain some distance from the text you are reading. (You might have to read a text through once to get a basic grasp of content before you launch into an intensive critical reading.) THE KEY IS THIS:
1. First determine the central claims or purpose of the text (its thesis). A critical reading attempts to assess how these central claims are developed or argued.
2. Begin to make some judgments about context . What audience is the text written for? Who is it in dialogue with? (This will probably be other scholars or authors with differing viewpoints.) In what historical context is it written? All these matters of context can contribute to your assessment of what is going on in a text.
3. Distinguish the kinds of reasoning the text employs. What concepts are defined and used? Does the text appeal to a theory or theories? Is any specific methodology laid out? If there is an appeal to a particular concept, theory, or method, how is that concept, theory, or method then used to organize and interpret the data? You might also examine how the text is organized: how has the author analyzed (broken down) the material? Be aware that different disciplines (i.e. history, sociology, philosophy, biology) will have different ways of arguing.
4. When you begin to think about how you might use a portion of a text in the argument you are forging in your own paper, try to remain aware of how this portion fits into the whole argument from which it is taken. Paying attention to context is a fundamental critical move.
5. When you quote directly from your book or a source, use the quotation critically. This means that you should not substitute the quotation for your own articulation of a point. Rather, introduce the quotation by laying out the judgments you are making about it, and the reasons why you are using it. Often a quotation is followed by some further analysis.
How to Write a Literary Critique
When college professors ask you to write a critique of a text, they usually expect you to analyze and evaluate, not just summarize. A summary merely reports what the text said; that is, it answers only the question, "What did the author say?" A critique, on the other hand, analyzes, interprets, and evaluates the text, answering the questions how? why? and how well? A critique does not necessarily have to criticize the piece in a negative sense. Your reaction to the text may be largely positive, negative, or a combination of the two. It is important to explain why you respond to the text in a certain way.
Step 1. Analyze the text
Consider the following questions will help you analyze the text:
* What is the author's main point? What message is being expresed?
* What is the author's purpose?
* Who is the author's intended audience? How is this key to the thesis of your essay?
* What arguments does the author use to support the main point? Are these points relative to social issues, politics environmental or personal concerns?
*How are the characters used to convey main points or messages?
* What evidence does the author present to support the arguments? (Use quotes from the book, cite examples, and implement detail from the book)
* What are the author's underlying assumptions or biases? How does he get these across to the reader?
You will find it useful to use your notes throughout this project.
Step 2. Evaluate the text
After you have read the text, you can begin to evaluate the author's ideas.
Once you have established your characters, plot and theme you are ready to begin.
Now, consider the following when determining your point of view for this paper:
* Is the argument logical?
* Is the text well-organized, clear, and easy to read?
* Are the author's facts accurate?
* Have important terms been clearly defined?
* Is there sufficient evidence for the arguments?
* Do the arguments support the main point?
* Is the text appropriate for the intended audience?
* Does the text present and refute opposing points of view?
* Does the text help you understand the subject?
* Are there any words or sentences that evoke a strong response from you? What are those words or sentences? What is your reaction?
* What is the origin of your reaction to this topic? When or where did you first learn about it? Can you think of people, articles, or discussions that have influenced your views? How might these be compared or contrasted to this text?
* What questions or observations does this article suggest? That is, what does the article make you think about?
Step 3. Plan and write your critique
Write your critique in standard essay form. It is generally best not to follow the author's organization when organizing your analysis, since this approach lends itself to summary rather than analysis. Begin with an introduction that defines the subject of your critique and your point of view. Defend your point of view by raising specific issues or aspects of the argument. Conclude your critique by summarizing your argument and re-emphasizing your opinion.
* You will first need to identify and explain the author's ideas. Include specific passages that support your description of the author's point of view.
* Offer your own opinion. Explain what you think about the argument. Describe several points with which you agree or disagree. (Your opinion only belongs at the end of this essay)
* For each of the points you mention, include specific passages from the text (you may summarize, quote, or paraphrase) that provide evidence for your point of view.
* Explain how the passages support your opinion.
The Book Critique:
An analytic or critical review of a book or article is not primarily a summary; rather, it comments on and evaluates the work in the light of in specific issues and theoretical concerns.
1. What theoretical issues and topics for further discussion does the work raise?
2. What are your own reactions and considered opinions regarding the work? (Your reaction will be at the end of the essay.)
To keep your focus, remind yourself that your assignment is primarily to discuss the book's treatment of its topic, not the topic itself. Your key sentences should therefore say "This book shows...the author argues" rather than "This happened...this is the case."
Critical writing depends on critical reading. The judgments and interpretations you make of the texts you read are the first steps towards formulating your own approach.
To read critically is to make judgments about how a text is argued. This is a highly reflective skill requiring you to "stand back" and gain some distance from the text you are reading. (You might have to read a text through once to get a basic grasp of content before you launch into an intensive critical reading.) THE KEY IS THIS:
1. First determine the central claims or purpose of the text (its thesis). A critical reading attempts to assess how these central claims are developed or argued.
2. Begin to make some judgments about context . What audience is the text written for? Who is it in dialogue with? (This will probably be other scholars or authors with differing viewpoints.) In what historical context is it written? All these matters of context can contribute to your assessment of what is going on in a text.
3. Distinguish the kinds of reasoning the text employs. What concepts are defined and used? Does the text appeal to a theory or theories? Is any specific methodology laid out? If there is an appeal to a particular concept, theory, or method, how is that concept, theory, or method then used to organize and interpret the data? You might also examine how the text is organized: how has the author analyzed (broken down) the material? Be aware that different disciplines (i.e. history, sociology, philosophy, biology) will have different ways of arguing.
4. When you begin to think about how you might use a portion of a text in the argument you are forging in your own paper, try to remain aware of how this portion fits into the whole argument from which it is taken. Paying attention to context is a fundamental critical move.
5. When you quote directly from your book or a source, use the quotation critically. This means that you should not substitute the quotation for your own articulation of a point. Rather, introduce the quotation by laying out the judgments you are making about it, and the reasons why you are using it. Often a quotation is followed by some further analysis.
Wednesday, October 8, 2008
Literary evaluations
-complete the following work for EACH chapter
I. Create a working
-Plot summary
-Character list: Include character name and brief description.
-Background Info: Particulars
-Particulars about the author (Birth, Death, Residence)
II. Chapter summaries
**Begin each entry with a brief chapter summary.
1. Create a list of main events from each chapter: Label this section: MAIN EVENTS
2. Include a section of important examples that support your selected main events. Include page numbers: Label this section : EXAMPLES
3. Find two important quotes in each chapter. Include page numbers, who said the quotes. Why you believe they are important. Label this section : QUOTES
4. Write the theme for each chapter: Label this section: THEME
I. Create a working
-Plot summary
-Character list: Include character name and brief description.
-Background Info: Particulars
-Particulars about the author (Birth, Death, Residence)
II. Chapter summaries
**Begin each entry with a brief chapter summary.
1. Create a list of main events from each chapter: Label this section: MAIN EVENTS
2. Include a section of important examples that support your selected main events. Include page numbers: Label this section : EXAMPLES
3. Find two important quotes in each chapter. Include page numbers, who said the quotes. Why you believe they are important. Label this section : QUOTES
4. Write the theme for each chapter: Label this section: THEME
Tuesday, October 7, 2008
Silent Reading
Today, you will read your new novels. If you decide that this is not the novel for you, please exchange it in the library before the end of the period.
Remember....reading is silent today
Remember....reading is silent today
Monday, October 6, 2008
Library
Students will venture to the library to select a novel.
We will be working on abstract writing for our next assignment.
We will be working on abstract writing for our next assignment.
Friday, October 3, 2008
Reflection Day
Today's Economy
Read the following articles:
Reflect on the state of today's economy. What are the current conditions? What are the future predictions? How will the state of the economy influence your future?
What is your view of the economy?
House leader 'hopeful' majority will back bailout
http://www.bls.gov/eag/eag.us.htm
http://www.americaneconomicalert.org/charting_economy.asp
http://www.economywatch.com/world_economy/usa/
Write a minimal 2 page reflective journal
Read the following articles:
Reflect on the state of today's economy. What are the current conditions? What are the future predictions? How will the state of the economy influence your future?
What is your view of the economy?
House leader 'hopeful' majority will back bailout
http://www.bls.gov/eag/eag.us.htm
http://www.americaneconomicalert.org/charting_economy.asp
http://www.economywatch.com/world_economy/usa/
Write a minimal 2 page reflective journal
Monday, September 29, 2008
Complete Essay for College App.
Monday, 9/29- Thursday, 10/2
Goal: Students will create a rough draft and finalize their essay / college application
Monday and Tuesday- Students will complete their rough drafts
Wednesday- Peer edit day
(Students will peer edit four other essays)
Thursday- College application/ essays are due
Goal: Students will create a rough draft and finalize their essay / college application
Monday and Tuesday- Students will complete their rough drafts
Wednesday- Peer edit day
(Students will peer edit four other essays)
Thursday- College application/ essays are due
Monday, September 22, 2008
Rough Drafts
Mon.- Wed. - Students will begin rough drafts
1 Take out your essay question
2. Outline your response
3. Create a thesis for the essay
4. Begin to write
1 Take out your essay question
2. Outline your response
3. Create a thesis for the essay
4. Begin to write
Friday, September 19, 2008
Reflection Journal
Today we are going to reflect on our future
1. Where do you see yourself in 10 years?
2. What will the state of the world be like in 10 years?
3. What will typical family life be like?
4. What is your opinion on the future of our economy?
1. Where do you see yourself in 10 years?
2. What will the state of the world be like in 10 years?
3. What will typical family life be like?
4. What is your opinion on the future of our economy?
Monday, September 15, 2008
Personal Statement/ College Application Essay
Monday, 9/15-Thursday, 9/18
Goal: To gain a more in-depth understanding about themselves, students will complete a reflection exercise
Monday and Tuesday:
1. Students will answer the personal reflection questionnaire
2. Students will interview four people. These people must be well-acquainted with the student: Parent, friend, employer, family member
3. Students will organize their responses and be ready to utilize their data
Wednesday:
1. Select an appropriate essay
2. Brainstorm ideas
3. highlight sections from your research to include in your essay
Thursday:
Begin rough draft
Questionnaire:
Personal Reflection for College Essay
Answer the following questions;
1. Discuss activities or contributions that have benefited others (Personal, local, national or international levels)
2. List ten words that would best describe you.
3. What is your personal philosophy/ motto
4. Do you live your life according to your philosophy? Give an example
5. Who are the most important people in your life? Why
6. Who are the most influential people in your life? Why
7. If you could switch places with one person for a day, who would it be? Why?
8. List 10 of your favorites…food, color, etc.
9. What qualities do you look for in a friend? Why?
10. How does a person become your friend?
11. Describe a typical day
12. Describe a perfect day
13. Hobbies
14. Extra-curricular activities
15. What qualities do you think a successful person should have?
Select one of the following:
16. Discuss an experience that has influenced your life or changed your viewpoint
17. Discuss your dream
Have at least four people answer the following questions:
1. What are my best qualities/ features? Why? List at least 4
2. How would you describe my personality?
3. What are my strengths?
4. List a field of study that I may find interesting
5. What qualities do you think a successful person should have?
6. How do you define true success?
Goal: To gain a more in-depth understanding about themselves, students will complete a reflection exercise
Monday and Tuesday:
1. Students will answer the personal reflection questionnaire
2. Students will interview four people. These people must be well-acquainted with the student: Parent, friend, employer, family member
3. Students will organize their responses and be ready to utilize their data
Wednesday:
1. Select an appropriate essay
2. Brainstorm ideas
3. highlight sections from your research to include in your essay
Thursday:
Begin rough draft
Questionnaire:
Personal Reflection for College Essay
Answer the following questions;
1. Discuss activities or contributions that have benefited others (Personal, local, national or international levels)
2. List ten words that would best describe you.
3. What is your personal philosophy/ motto
4. Do you live your life according to your philosophy? Give an example
5. Who are the most important people in your life? Why
6. Who are the most influential people in your life? Why
7. If you could switch places with one person for a day, who would it be? Why?
8. List 10 of your favorites…food, color, etc.
9. What qualities do you look for in a friend? Why?
10. How does a person become your friend?
11. Describe a typical day
12. Describe a perfect day
13. Hobbies
14. Extra-curricular activities
15. What qualities do you think a successful person should have?
Select one of the following:
16. Discuss an experience that has influenced your life or changed your viewpoint
17. Discuss your dream
Have at least four people answer the following questions:
1. What are my best qualities/ features? Why? List at least 4
2. How would you describe my personality?
3. What are my strengths?
4. List a field of study that I may find interesting
5. What qualities do you think a successful person should have?
6. How do you define true success?
Friday, September 12, 2008
Reflection Journal #2
Friday, 9/12
Goal: Students will reflect on world issues
Recalling the images, voices of 9/11 (Watch video and read short article)
http://abcnews.go.com/US/wireStory?id=5777237 (watch Pentagon Memorial video and read article)
Spend several minutes reflecting on the tragedy that occurred seven years ago.
How has our society changed since this disaster?
Are these changes relative to your life?
Has our society been able to heal since 9/11?
Discuss this disaster in correlation to other disasters that have occurred in the US. How do Americans deal with tragedy?
Remember, your reflections should be at least two written pages....Not 1 page or 1 3/4...2 FULL PAGES!!
1.1.11H Demonstrate after reading understanding and interpretation of nonfiction
Goal: Students will reflect on world issues
Recalling the images, voices of 9/11 (Watch video and read short article)
http://abcnews.go.com/US/wireStory?id=5777237 (watch Pentagon Memorial video and read article)
Spend several minutes reflecting on the tragedy that occurred seven years ago.
How has our society changed since this disaster?
Are these changes relative to your life?
Has our society been able to heal since 9/11?
Discuss this disaster in correlation to other disasters that have occurred in the US. How do Americans deal with tragedy?
Remember, your reflections should be at least two written pages....Not 1 page or 1 3/4...2 FULL PAGES!!
1.1.11H Demonstrate after reading understanding and interpretation of nonfiction
Wednesday, September 10, 2008
College Applications
Wednesday, 9/10 and Thursday, 9/11
College Essay Writing Tips
TIPS:
Write an Effective Application Essay
A great application essay will present a vivid, personal, and compelling view of you to the admissions staff. It will round out the rest of your application and help you stand out from the other applicants. The essay is one of the only parts of your application over which you have complete control, so take the time to do a good job on it. Check out these tips before you begin.
Do
Keep Your Focus Narrow and Personal
Your essay must prove a single point or thesis. The reader must be able to find your main idea and follow it from beginning to end. Try having someone read just your introduction to see what he thinks your essay is about.
Essays that try to be too comprehensive end up sounding watered-down. Remember, it's not about telling the committee what you've done—they can pick that up from your list of activities—instead, it's about showing them who you are.
Prove It
Develop your main idea with vivid and specific facts, events, quotations, examples, and reasons. There's a big difference between simply stating a point of view and letting an idea unfold in the details:
Okay: "I like to be surrounded by people with a variety of backgrounds and interests"
Better: "During that night, I sang the theme song from Casablanca with a baseball coach who thinks he's Bogie, discussed Marxism with a little old lady, and heard more than I ever wanted to know about some woman's gall bladder operation."
Be Specific
Avoid clichéd, generic, and predictable writing by using vivid and specific details.
Okay: "I want to help people. I have gotten so much out of life through the love and guidance of my family, I feel that many individuals have not been as fortunate; therefore, I would like to expand the lives of others."
Better: "My Mom and Dad stood on plenty of sidelines 'til their shoes filled with water or their fingers turned white, or a person's golden retriever signed his name on their coats in mud. I think that kind of commitment is what I'd like to bring to working with fourth-graders."
Don't
Don't Tell Them What You Think They Want to Hear
Most admissions officers read plenty of essays about the charms of their university, the evils of terrorism, and the personal commitment involved in being a doctor. Bring something new to the table, not just what you think they want to hear.
Don't Write a Resume
Don't include information that is found elsewhere in the application. Your essay will end up sounding like an autobiography, travelogue, or laundry list. Yawn.
"During my junior year, I played first singles on the tennis team, served on the student council, maintained a B+ average, traveled to France, and worked at a cheese factory."
Don't Use 50 Words When Five Will Do
Eliminate unnecessary words.
Okay: "Over the years it has been pointed out to me by my parents, friends, and teachers—and I have even noticed this about myself, as well—that I am not the neatest person in the world."
Better: "I'm a slob."
Don't Forget to Proofread
Typos and spelling or grammatical errors can be interpreted as carelessness or just bad writing. Don't rely on your computer's spell check. It can miss spelling errors like the ones below.
"After I graduate form hi school, I plan to work for a nonprofit organization during the summer."
"From that day on, Daniel was my best Fried."
TIPS
http://www.nacacnet.org/MemberPortal/News/StepsNewsletter/tips_college_essay.htm
1. Make sure you fully understand every word used in your essay. A large vocabulary is impressive, but when words are used in the wrong context they have a negative effect on your writing.
2. Use transitions sentences and transition words (furthermore, like, also, additionally, etc) between paragraphs to tie them together. Transitions will help your writing flow.
3. Vary your sentence structure. Use simple, complex, and compound sentences to pace your writing and make it more exciting.
4. Stay away from empty sentences. Every sentence should be well thought out and packed with new information.
5. Avoid using the same words repeatedly. If necessary, use a thesaurus to find synonyms.
Know the rules of punctuation and grammar. If you are unsure about anything, look it up.
6. Read your essay aloud and proofread as you write. Listen carefully to how it sounds and correct problems as you go.
SAMPLES
http://www.accepted.com/college/sampleessays.aspx
http://www.internationalstudent.com/essay_writing/college_essay.shtml
http://www.college-admission-essay.com/essays.html
College Essay Writing Tips
TIPS:
Write an Effective Application Essay
A great application essay will present a vivid, personal, and compelling view of you to the admissions staff. It will round out the rest of your application and help you stand out from the other applicants. The essay is one of the only parts of your application over which you have complete control, so take the time to do a good job on it. Check out these tips before you begin.
Do
Keep Your Focus Narrow and Personal
Your essay must prove a single point or thesis. The reader must be able to find your main idea and follow it from beginning to end. Try having someone read just your introduction to see what he thinks your essay is about.
Essays that try to be too comprehensive end up sounding watered-down. Remember, it's not about telling the committee what you've done—they can pick that up from your list of activities—instead, it's about showing them who you are.
Prove It
Develop your main idea with vivid and specific facts, events, quotations, examples, and reasons. There's a big difference between simply stating a point of view and letting an idea unfold in the details:
Okay: "I like to be surrounded by people with a variety of backgrounds and interests"
Better: "During that night, I sang the theme song from Casablanca with a baseball coach who thinks he's Bogie, discussed Marxism with a little old lady, and heard more than I ever wanted to know about some woman's gall bladder operation."
Be Specific
Avoid clichéd, generic, and predictable writing by using vivid and specific details.
Okay: "I want to help people. I have gotten so much out of life through the love and guidance of my family, I feel that many individuals have not been as fortunate; therefore, I would like to expand the lives of others."
Better: "My Mom and Dad stood on plenty of sidelines 'til their shoes filled with water or their fingers turned white, or a person's golden retriever signed his name on their coats in mud. I think that kind of commitment is what I'd like to bring to working with fourth-graders."
Don't
Don't Tell Them What You Think They Want to Hear
Most admissions officers read plenty of essays about the charms of their university, the evils of terrorism, and the personal commitment involved in being a doctor. Bring something new to the table, not just what you think they want to hear.
Don't Write a Resume
Don't include information that is found elsewhere in the application. Your essay will end up sounding like an autobiography, travelogue, or laundry list. Yawn.
"During my junior year, I played first singles on the tennis team, served on the student council, maintained a B+ average, traveled to France, and worked at a cheese factory."
Don't Use 50 Words When Five Will Do
Eliminate unnecessary words.
Okay: "Over the years it has been pointed out to me by my parents, friends, and teachers—and I have even noticed this about myself, as well—that I am not the neatest person in the world."
Better: "I'm a slob."
Don't Forget to Proofread
Typos and spelling or grammatical errors can be interpreted as carelessness or just bad writing. Don't rely on your computer's spell check. It can miss spelling errors like the ones below.
"After I graduate form hi school, I plan to work for a nonprofit organization during the summer."
"From that day on, Daniel was my best Fried."
TIPS
http://www.nacacnet.org/MemberPortal/News/StepsNewsletter/tips_college_essay.htm
1. Make sure you fully understand every word used in your essay. A large vocabulary is impressive, but when words are used in the wrong context they have a negative effect on your writing.
2. Use transitions sentences and transition words (furthermore, like, also, additionally, etc) between paragraphs to tie them together. Transitions will help your writing flow.
3. Vary your sentence structure. Use simple, complex, and compound sentences to pace your writing and make it more exciting.
4. Stay away from empty sentences. Every sentence should be well thought out and packed with new information.
5. Avoid using the same words repeatedly. If necessary, use a thesaurus to find synonyms.
Know the rules of punctuation and grammar. If you are unsure about anything, look it up.
6. Read your essay aloud and proofread as you write. Listen carefully to how it sounds and correct problems as you go.
SAMPLES
http://www.accepted.com/college/sampleessays.aspx
http://www.internationalstudent.com/essay_writing/college_essay.shtml
http://www.college-admission-essay.com/essays.html
Monday, September 8, 2008
Complete 5 paragraph essay
Monday and Tuesday - 9/8 - 9/9
Finish proofing the 5 paragraph essays
Have your paper read by three other students in the class.
Students should work on making final changes
All final drafts, rough drafts and outlines are due by the end of the period on Tuesday, 9/9
Finish proofing the 5 paragraph essays
Have your paper read by three other students in the class.
Students should work on making final changes
All final drafts, rough drafts and outlines are due by the end of the period on Tuesday, 9/9
Friday, September 5, 2008
Reflection
Reflection Journal Assignment
Cindy, Michelle Defy First Lady Stereotypes
Read this article....ALL PAGES.
1. Write a summary of the article.
2. Discuss both women, their backgrounds, education and political goals
3. Who will be the best "First Lady"?
Cindy, Michelle Defy First Lady Stereotypes
Read this article....ALL PAGES.
1. Write a summary of the article.
2. Discuss both women, their backgrounds, education and political goals
3. Who will be the best "First Lady"?
Wednesday, September 3, 2008
5 Paragraph Essay
Goal: Students will organize ideas for their 5 paragraph essay
1. After reviewing outlines, students will create a thesis statement and blueprint.
2. Students will begin writing their essays (rough drafts)
Thursday, 9/4
Students will peer edit their essays
-All students must have their essays proofed and signed by three students
Monday, 9/8
Final drafts are due
1. After reviewing outlines, students will create a thesis statement and blueprint.
2. Students will begin writing their essays (rough drafts)
Thursday, 9/4
Students will peer edit their essays
-All students must have their essays proofed and signed by three students
Monday, 9/8
Final drafts are due
Tuesday, September 2, 2008
5 paragraph essay form
1. Students will review the form and technique for writing a 5 paragraph essay.
2. Students will become familiar with the various parts of the 5 paragraph essay
The five paragraph essay follows a defined format.
The first paragraph introduces us to the thesis of the essay and directs us to the three main supporting subtopics.
The second through fourth paragraphs are all similar in format. They individually restate the subtopics, and are developed by giving supporting information.
The fifth and last paragraph restates the main thesis idea and reminds the reader of the three main supporting ideas that were developed. All of these paragraphs are important.
The introductory paragraph is the place in which the writer introduces the reader to the topic. It is important to make this a clear and limited statement. This is where the writer grabs the reader's attention. Because of its purpose, it is often the first sentence of the paragraph. It is followed by three subtopics that develop the thesis. Between this paragraph and all paragraphs of the essay, there needs to be some kind of a transition word, phrase, or sentence.
Next, the body of the essay contains paragraphs two through four. They are all similarly constructed. Their topic sentences are restatements, often in original form, of the three supporting ideas presented in the first paragraph. The subtopic of each of the body paragraphs is again supported by three or more supporting sentences. These cement, in the reader's mind, the relevancy and relationship of each of the subtopics to the thesis statement.
Finally, the fifth paragraph is the summary paragraph. It is important to restate the thesis and three supporting ideas in an original and powerful manner as this is the last chance the writer has to convince the reader of the validity of the information presented. Because the purposes of the first and fifth paragraph are so similar that some writers construct them at the same time. They will edit them, as necessary, as they do with each and every part of the essay.
It is important to reiterate that each of the paragraphs is joined together by a transition word, phrase or sentence. Transitions help the reader to follow the flow of the logic and sequencing. All of the essay types follow this basic transition format. However, there is more latitude with the narrative essay because of its nature.
To put it more visually, the structure model has been color coded and looks like this:
A. Opening paragraph:
Motivator
Brief Expansion of topic
Thesis Statement
Blueprint (*This contains subtopic 1, subtopic 2, and subtopic 3)
Transition
Introduction
http://members.tripod.com/~lklivingston/essay/intro.html
B. Three Body Paragraphs
*The body paragraphs will follow the order of the three blueprint ideas
Topic sentence (Each body paragraph will restate subtopics 1,2, &3)
Specific detail /Example (Several specific examples must be used for each body paragraph)
Restate concept of each paragraph's point
(TRI Paragraphs)
Transition
*Example of body paragraph 1:
Restate Subtopic One
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Supporting Paragraphs
http://www.orangeusd.k12.ca.us/yorba/paragraph_development.htm
C. Conclusion / Summary Paragraph
Make final points to sum up the essay. Restate / rephrase the thesis statement to stress the main topic of the essay.
Synthesis of main topic
Synthesis of Subtopic One
Synthesis of Subtopic Two
Synthesis of Subtopic Three
Summary Paragraph
http://members.tripod.com/~lklivingston/essay/intro.html
Sample 5 paragraph essay:
http://www.gc.maricopa.edu/English/essay/
The Five Paragraph Essay - Here is a sample to show you hot it all fits together. (Graphic organizer)
http://www.taftcollege.edu/newTC/Academic/LiberalArts/OWL/SAMPFIVE.HTML
TIP:
-Remember, the thesis statement must be consistent throughout the paper. Each paragraph must reflect one aspect of the thesis statement. This allows for strong focus, content development, organization and adds to the style of the paper.
ASSIGNMENT:
Write a 5- Write a five paragraph essay about yourself.
**Be sure to use third person
***Point of view may vary
****Have fun!
1. Students will review the form and technique for writing a 5 paragraph essay.
2. Students will become familiar with the various parts of the 5 paragraph essay
The five paragraph essay follows a defined format.
The first paragraph introduces us to the thesis of the essay and directs us to the three main supporting subtopics.
The second through fourth paragraphs are all similar in format. They individually restate the subtopics, and are developed by giving supporting information.
The fifth and last paragraph restates the main thesis idea and reminds the reader of the three main supporting ideas that were developed. All of these paragraphs are important.
The introductory paragraph is the place in which the writer introduces the reader to the topic. It is important to make this a clear and limited statement. This is where the writer grabs the reader's attention. Because of its purpose, it is often the first sentence of the paragraph. It is followed by three subtopics that develop the thesis. Between this paragraph and all paragraphs of the essay, there needs to be some kind of a transition word, phrase, or sentence.
Next, the body of the essay contains paragraphs two through four. They are all similarly constructed. Their topic sentences are restatements, often in original form, of the three supporting ideas presented in the first paragraph. The subtopic of each of the body paragraphs is again supported by three or more supporting sentences. These cement, in the reader's mind, the relevancy and relationship of each of the subtopics to the thesis statement.
Finally, the fifth paragraph is the summary paragraph. It is important to restate the thesis and three supporting ideas in an original and powerful manner as this is the last chance the writer has to convince the reader of the validity of the information presented. Because the purposes of the first and fifth paragraph are so similar that some writers construct them at the same time. They will edit them, as necessary, as they do with each and every part of the essay.
It is important to reiterate that each of the paragraphs is joined together by a transition word, phrase or sentence. Transitions help the reader to follow the flow of the logic and sequencing. All of the essay types follow this basic transition format. However, there is more latitude with the narrative essay because of its nature.
To put it more visually, the structure model has been color coded and looks like this:
A. Opening paragraph:
Motivator
Brief Expansion of topic
Thesis Statement
Blueprint (*This contains subtopic 1, subtopic 2, and subtopic 3)
Transition
Introduction
http://members.tripod.com/~lklivingston/essay/intro.html
B. Three Body Paragraphs
*The body paragraphs will follow the order of the three blueprint ideas
Topic sentence (Each body paragraph will restate subtopics 1,2, &3)
Specific detail /Example (Several specific examples must be used for each body paragraph)
Restate concept of each paragraph's point
(TRI Paragraphs)
Transition
*Example of body paragraph 1:
Restate Subtopic One
First Supporting Detail or Example
Second Supporting Detail or Example
Third Supporting Detail or Example
Transition
Supporting Paragraphs
http://www.orangeusd.k12.ca.us/yorba/paragraph_development.htm
C. Conclusion / Summary Paragraph
Make final points to sum up the essay. Restate / rephrase the thesis statement to stress the main topic of the essay.
Synthesis of main topic
Synthesis of Subtopic One
Synthesis of Subtopic Two
Synthesis of Subtopic Three
Summary Paragraph
http://members.tripod.com/~lklivingston/essay/intro.html
Sample 5 paragraph essay:
http://www.gc.maricopa.edu/English/essay/
The Five Paragraph Essay - Here is a sample to show you hot it all fits together. (Graphic organizer)
http://www.taftcollege.edu/newTC/Academic/LiberalArts/OWL/SAMPFIVE.HTML
TIP:
-Remember, the thesis statement must be consistent throughout the paper. Each paragraph must reflect one aspect of the thesis statement. This allows for strong focus, content development, organization and adds to the style of the paper.
ASSIGNMENT:
Write a 5- Write a five paragraph essay about yourself.
**Be sure to use third person
***Point of view may vary
****Have fun!
Friday, August 29, 2008
Reflections
Today we will respond to and discuss your reflective journals.
You will print out and pass your response to two other students. They will respond to your selection.
Tuesday: Students will review the 5 paragraph essay format.
You will print out and pass your response to two other students. They will respond to your selection.
Tuesday: Students will review the 5 paragraph essay format.
Thursday, August 28, 2008
Writing Sample
Artist:
Edvard Munch
Reflective writing
The need to think reflectively improves your ability to read critically and analyse ideas presented in class as well as daily experiences. As you write, you clarify your own understanding. The process of thinking and writing reflectively helps you to lay philosophical foundations all of your creative work.
Thinking reflectively helps you:
understand the concept of reflective writing
recognise the benefits of reflecting on your developing an idea or philosophy
ASSIGNMENT: Study the painting below. Place yourself in the composition and experience the message that the artist, Edvard Munch, is attempting to convey. If you are the person Munch is painting, what have you just experienced? Why are you here? What is Edvard Munch's message? What do you see? Incorporate the following concepts into your essay:
1. Your emotional reaction
2. What emotion is being expressed?
3. How do the colors influence the emotional impact? (Comment on the use of color, direction, brushstrokes used)
Wednesday, August 27, 2008
Introduction
Intro to Advanced Composition [08/27/08]
WELCOME TO ADVANCED COMPOSITION
I. Course Title: Advanced Composition
II. Description: Instruction and practice in writing expository prose. Students use word-processing software to write and revise essays.
III. Purpose of Course: The course is designed to help students improve their writing processes, to improve students’ critical thinking skills, to increase the organizational effectiveness of students’ writing, and to develop students’ awareness of the importance of context in writing.
IV. Course Objectives: Advanced Comp. focuses much attention on helping students learn and foster the process of writing for academia. The course goals include helping students develop
Critical thinking skills, as reflected in substantive discussion of reading and writing;
An awareness of audience and purpose in their writing and in the writing of others;
Effective organization and idea development skills;
Appropriate style, diction, and voice in their writing;
Skillful argumentation, including use of detail and supporting evidence;
The ability to thoughtfully evaluate and productively revise their own work;
The ability to judiciously read and analyze works by professional writers and peers, and;
The ability to edit their own writing for usage, mechanics, and academic conventions.
V. Content Outline: The course attempts to meet the above objectives by helping students do the following, arranged in order of minimum competence to full competence:
1. Know the appropriate usage, mechanics, voice, and style to use in a given text.
2. Comprehend the benefits of adopting a recursive writing process and thereby of benefiting from multiple revisions.
3. Apply the evaluative strategies acquired through class discussion of readings to their own writing and to the texts they will incorporate as support for their writing.
4. Analyze the rhetorical strategies used by other writers in class readings and in the writing of other students.
5. Evaluate the effectiveness of an argument and reflect that new found knowledge in effective arguments written by the student.
6. Writing assignments that move sequentially toward more sophisticated, rhetorically challenging requirements, including Narrative, Analytical, and Argumentative Writing.
Assessment:
Daily Work/ Participation/ Homework
Quizzes/Reading Checks
Timed writings
Assignments and Projects
Presentations
WELCOME TO ADVANCED COMPOSITION
I. Course Title: Advanced Composition
II. Description: Instruction and practice in writing expository prose. Students use word-processing software to write and revise essays.
III. Purpose of Course: The course is designed to help students improve their writing processes, to improve students’ critical thinking skills, to increase the organizational effectiveness of students’ writing, and to develop students’ awareness of the importance of context in writing.
IV. Course Objectives: Advanced Comp. focuses much attention on helping students learn and foster the process of writing for academia. The course goals include helping students develop
Critical thinking skills, as reflected in substantive discussion of reading and writing;
An awareness of audience and purpose in their writing and in the writing of others;
Effective organization and idea development skills;
Appropriate style, diction, and voice in their writing;
Skillful argumentation, including use of detail and supporting evidence;
The ability to thoughtfully evaluate and productively revise their own work;
The ability to judiciously read and analyze works by professional writers and peers, and;
The ability to edit their own writing for usage, mechanics, and academic conventions.
V. Content Outline: The course attempts to meet the above objectives by helping students do the following, arranged in order of minimum competence to full competence:
1. Know the appropriate usage, mechanics, voice, and style to use in a given text.
2. Comprehend the benefits of adopting a recursive writing process and thereby of benefiting from multiple revisions.
3. Apply the evaluative strategies acquired through class discussion of readings to their own writing and to the texts they will incorporate as support for their writing.
4. Analyze the rhetorical strategies used by other writers in class readings and in the writing of other students.
5. Evaluate the effectiveness of an argument and reflect that new found knowledge in effective arguments written by the student.
6. Writing assignments that move sequentially toward more sophisticated, rhetorically challenging requirements, including Narrative, Analytical, and Argumentative Writing.
Assessment:
Daily Work/ Participation/ Homework
Quizzes/Reading Checks
Timed writings
Assignments and Projects
Presentations
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