English Portfolio Requirements - Due Wednesday May 18, 2011

Junior English - American Literature Portfolio Requirements

Carson

MHSHS

2010-2011

The final portfolio is a selection of a scholar’s work and the scholar’s own evaluation of that work, organized to show evidence of academic growth and progress. The portfolio is a culminating project which is aimed at demonstrating the various genres of writing that students have learned throughout the year. They will have the opportunity to reflect on their growth as a writer and thinker as scholars select various pieces of writing; journal entries, final essays, reflections, responses, creative writing, poetry and research projects. Both selecting the work to include in the portfolio and reflecting on evidence of learning should help the student become more conscious of how (s)he learns, getting them more involved in goal-setting.

A portfolio of writing/digital aspects counts as 100 points of your English final exam. The Final portfolio is due Wednesday May 18^th.  Failure to submit the portfolio on or before this deadline will result in a failing final exam grade, loss of 5% of overall Junior Grade. All students will be required to defend their portfolio in a one-on-one conversation, which will be worth 100 points. You will have a scheduled time to defend your portfolio during the weeks of May 23^rd -June 3^rd.(these earlier due dates are to alleviate the stress that goes with Regents Week - beginning June 14, 2011). 

The pieces in your portfolio must all be writings you have worked on in English Sept. 2010- May, 2011. All pieces should show some revising and editing since last read, and all drafts of chosen work should be included. Each piece that appears in your portfolio should appear in final, polished, publishable form, with no errors.

Visual Components of the Portfolio:

Your portfolio should be submitted in a presentable manner, in a three ring binder notebook, with the following requirements: 

• A presentable, appealing cover page with the name of your portfolio, your full name, teacher’s name, school’s name, and date of submission.
• All final work MUST be typed MLA format, with the exception of hand written drafts or creative work.
• A table of contents in which you introduce the titles or names of all the work that the portfolio contains
• Each of the required six (6) contents
• General introduction
• Introduction to each included piece of writing

Page Guidelines:                  25-50 Pages, exclusive of drafts

_______________________________________

Academic Contents- Each portfolio must contain, but is not limited to the following:

I.      Informational Reporting, Analysis, and Evaluation

Examples:

                  Research reports/Thesis/Support essay

                  Feature Article

                  Expository Essay

                  Editorial, Letter to the Editor

                  Current Events

                  Persuasive Essay

                  Explanatory Essay based on historical events

    II.                  Humanities Project

You must include a final, clean and revised copy of your current events research project.  CD/DVD/Flash or PP Print-outs with BIBLIOGRAPHIES, all aspects completed according rubrics (Photo Essay, Videos of Slave Narrative Projects, Debates or other presentations)

    III.                 Literary Response and Analysis

     Examples:

            Response to literary texts, themes, and techniques

            Literary interpretation

            Critique or explanation of literature

            Book, Film, or drama review

            Analytical or interpretive essay

            Personal analysis of text

            Text response

IV.  Literary Expression (Creative, Imaginative, Expressive Writing)

Examples:

            Short Fiction

            Play, Dramatic Script

            Personal Narrative

            First person writing exercises

            Creative Non-Fiction

            Descriptive Writing

     V.             Poetry                                       

     VI. Overall Self-Reflection

            A three-paged paper11^th graders): double spaced, 12 point TNR or other comparable font introduction to your portfolio that describes your overall development this year as a writer, thinker, debater/speaker, and learner in English class. You must include a discussion of the following:

            1. Yourself as a scholar (overall)

            2. Yourself as an English scholar comparing last 2-3 years to this year.

            3. An evaluation of how well you have improved this year in the skills of listening, reading,

writing, and speaking. Give specific examples to demonstrate improvements.

            4. Your goals for improvement over the next year in terms of these skills.

            5. Your strengths and weaknesses as an English scholar

            6. Your candid reaction to the quality of your work during this course.

Page Guidelines:                  25-50 Pages, exclusive of drafts

Examples of above:

I.      Immigration, Gay Rights, Abortion Debate (Reflections), Nature/Nurture Research Essay, Mock Trials (Huck Finn Projects); Religious Paradoxes [Kanye West, Madonna and Edward Taylor]”Jesus Walks” – “Like a Prayer”   (6)

II.    Slave Narrative Project, Hibakusha Reflections (P7 and select few others), Slave Research Paper (Ms. Moore), mmigration, Gay Rights, Abortion Debate (Reflections), Nature/Nurture Research Essay, Harlem Renaissance Field Trip (Photo – Interview Essays – April/May), Tenement/Jewish Heritage Museums Field Trips (Photo- Interview Essays) (May/June) or American Me/Cultural Civil Rights Project

                                                                           (9)

III.  “The Ballad of Thoreau”, “Colbert Report”, “The Daily Show”, “Nature: Determine It”, “American Dream”, “Crucible-Movie vs. Play”, Religious Paradoxes [Kanye West, Madonna and Edward Taylor]”, “Tonsils”, by Bill Cosby; “Phillis Wheatley Persecution Response”; Slave Songs Reflections, Mary Prince Debates (all BUT P8), "Dead Poets Society", "Roots", "Gone With the Wind" (March), "Ragtime", "Death of a Salesman", "The Color of Water" (May)

                                                                          (19+)


IV.  Slave Narrative Project, American Me/Cultural Civil Rights Project – Photo-Interview Essay (May-June) –coincides with Cultural Banquet Friday, May 27, 2011

                                                                                  (2+)

V.    Poems from Slave, Transcendental, Gilded Age Units or Poem-in-My-Pocket month (April)

                                                                            (7+)

As you can see there are several things that cross-connect. Pick your absolute BEST work for each section. Believe some of your BEST work is yet to come.

Defense of Portfolio: (May 23 - June 3)               -         One-on-one conferences

Why have you chosen these particular pieces for this project?

What have you learned while working through ___________ [essay, research paper, debate]?

What was your favorite novel/text and why?

Your least favorite or most dreaded and why?

What specific skills do you believe are ones you still must work on improving? Why?

What are some of your strengths?

How do you plan on improving them?

What is your best way of learning?

Which Reading Strategy works best for you? Will you use it and others in coming years?

What are some things about my teaching that you found confusing, unhelpful or useless?

Recommendations for Summer Reading and Writing

With the addition of the LGTs and blog which did you find most helpful?

Was there too much redundancy or were the re-enforcements helpful, confusing, distracting?

Sending Attachments: Name - Period - brief Title

Please, all those sending copies of any work, please include a proper name when saving and sending.
Ex: Ron Reynolds-P3-Nature Wins

Additionally, send within e-letter field if you are not sure whether your computer's version of MS Word '97 is the right one.

Or

Send as Rich Text


P6 and P7

Send a copy of your essay to me, as well, as Ms. Walrond will be out this Wednesday and we're reviewing proper Peer Editing modes during those periods.



“We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself.” ~ Lloyd Alexander

LGT GILDED AGE Feb. 14 - March 25

The Gilded age—Bridges to the 20^th century

                                                English 11 Feb. 14 – March 25, 2011

                                                       Mr. Carson-room 500

                                                                                                                                               

In lieu of recent proposals to alter a major aspect of the American Classic novel, Adventures of Huckleberry Finn, by Mark Twain, we will be looking at "n***er-Jim" [and the other 218 degrading references to African Americans] being changed to "slave" we will scrutinize the social, political, moral, literal implications of this euphemistic change.

Additionally, we’ll be looking at Western Expansion, The Transcontinental Railroad and the first Chinese American’s influences and stories.

Correlating Quotes 

                                          

“We are born in a Pullman house. We are fed from a Pullman shop, taught in a Pullman school, catechized in a Pullman church and when we die, we shall be buried in a Pullman cemetery and go to in a Pullman hell.”

                                                —Pullman employee on life in a Pullman town, 1883

“Gilded - covered in a thin layer of gold. Often hiding something unattractive underneath.”

                                                                                                            Mark Twain (1835-1910)

“Watson—come here—I want you.”

                        Graham Bell to his partner Thomas Watson 1876

“We are in great haste to construct a magnetic telegraph from Maine to Texas, but Maine and Texas, it may be, have nothing important to communicate.” 

                                                            Henry David Thoreau

“Today, production is left to anarchy, and only tyranny, the twin sister of anarchy, is organized.”

                                                                                Daniel de Leon, Socialist Leader, 1896

“I’ve learned to make my mind large, as the universe is large, so that there is room for contradiction.”

                                                                                               Maxine Hong Kinston (1940-                       

Essential Questions

Is this change [“slave”] an attempt to "save" young people from the embarrassment of saying this word while discussing it, or is it an attempt to erase a certain shameful part of American History?

Are Euphemisms and Politically Correctness destroying language?

How had other cultures helped to shape the expansion of the “Wild” West?

How important was the Wilmot Priviso and other new laws and acts shaping the growing country?

 

Materials: — Adventures of Huckleberry Finn, by Samuel Clemens aka Mark Twain

—Chinese America: The Untold Story of America’s Oldest New Community, by Peter Kwong & Dusanka Miscevic—selected essays— ISBN—1-56584-962-0—2005

Introduction, Chapters 1 and 3

—Cultural Curiosity: Thirteen Stories about the Search for Chinese Roots, edited by Josephine M. T. Khu—selected stories—ISBN—0-520-22341-1—2001

—http://www.asian-nation.org/first.shtml

—    CURRENT EVENTS (may include one or all from these below)

o       “The Daily Show with Jon Stewart” (Jan 11  and other February episodes)

o       “The Colbert Report” (selected episodes 1-11 through 2-28-11)

o       excerpts from George Carlin stand-up routines “Euphemisms” from When Will Jesus Bring the Pork Chops? (min. 57:45 – 1:00.35)  1:34.35—1:42.37  1:46.10—1:54.31 (PC language)

o       “Real Time with Bill Maher”, D. L. Hughley (Friday, January 28, 2011)

o       PBS Nightly/World News

Themes: Chinese Influence/identity, complicity, euphemisms, morality, othering, family, brotherly-love, Post-War Rhetoric, Transcontinental expansion, idioms, The Gilded Age, Twain’s Masterpiece, Art imitating Life, Censorship, colloquialisms, hypocrisy of civilized society, Superstitions, Lies and Cons

Time frame 6 weeks

Common Core Standards

Writing (College Readiness - #1, 2, 7 and 8) = Nature-Nurture Debate Essays + Huck Finn

 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Explore and inquire into areas of interest to formulate an argument.  

            a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

            b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

            c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. 

            d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.         

         e. Provide a concluding statement or section that follows from and supports the argument presented.

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

            a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

            b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

            c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

        

         d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. 

            e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

            f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.        

       a. Explore topics dealing with different cultures and world viewpoints. 

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

Reading

.        —Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

.         

.        —Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

.         

.        —Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

.         

.        —Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

.         

.        —Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

                                Thomas Alva Edison — 1847-1932

.        —Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).

.         

.        —Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

   —Analyze a particular point of view or cultural experience reflected in a work of literature from within the United States, drawing on a wide reading of world literature.

.        —Analyze how an author draws on and transforms source material in a specific work

Writing

.        —Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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

Listening

— Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

            a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

            b. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

            c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

            d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 

            e. Actively seek to understand other perspectives and cultures and communicate effectively with audiences or individuals of varied backgrounds. 

At the end of this unit I will be able to:

1.  Writing for SELF 

           

a—Begin to assert scholar’s own unique voice

b—utilize greater understanding of terms, vocabulary and themes

c—explore creative voice through original “slave narratives”

2. Continued work on effectively producing stronger Transitions, using vocabulary and cited quotes 

           

a—eliminating GFEs = Gross Factual Errors  -misspleeled names, wong dates

b—improving overall quality of daily writing

c—bridging Humanities themes and background information within writings

             

3. Understand Greater importance of Reading

           

a—For content—new uniquely American genre

            b—building stamina (up to an hour every night, including weekends and holidays)

            c— building vocabulary, for practical use

           

5. Continue to utilize five of eight methods of Time Management (College Readiness)

           

a— study groups

            b— bi-weekly visits with Guidance Counselors

c— communicating concerns and strengths

d—delegating and compromising

e—re-organizing

f— PRIORITIZING

g— dissect the 24-hour day into manageable hours of production, rest, relaxation and extras

6. Continue utilizing more technologies:

            a—continued perusal of  www.mygradebook.com , www.goodreads.com , www.freerice.com , www.easybib.com—to create the flawless bibliography; www.easywhois.com —to learn whom own a domain; —   http://quizlet.com/3603567/transcendentalist-poetry-terms-flash-cards/ quiz vocab words,

b—www.bigwords.com, www.textbooks.com or www.half.com — to order cheap books

            c—better utilizing BOOLEANS, KEYWORDS and other tools for Safe Searching

d—e-mail to send ATTACHMENTS of written work, PowerPoints and photos

to fellow classmates, team members and teacher for edits, feedback and credit.

            e. — Saving everything in three places: laptop, Flash and e-mailing everything as RichText, Word 1997 or similar documents that MHSHS computers recognize and can open.

Vocabulary

 blasé, predicament, “racialized”, mahjong, enclaves, ideology, metaphysical, pathos, despotic, amicable, ostentatious, abundant, animosity, transcendental, obdurate, surreal, realism, mysticism, existentialism, objective, subjective, paradigm, stratum, belligerent, affluent, eulogy, idolatry, accrue, pseudonym, acquaintance, compliant, merit, embellishment, ambuscade, snuffbox, jibe, spellbinding, lick, ransomed, antipathy

Anticipate your learning

Based on my prior knowledge and review of this sheet, what am I most interested in learning about in this unit?

Knowledge Inventory  =   K-W-W-L

Action Plan

If you need to continue working with this material, what are you going to do to improve your grade? Those steps are your action plan.

My Action Plan includes: (place date(s) of all methods used alongside all that apply)

.        _______________Speak to my teacher

.        _______________Attend SOS

.        _______________Go to Lunch and Learn

.        _______________Speak to my counselor

.        _______________Meet with other students

.        _______________Study from outside resources (websites)

.        _______________Complete Castle Learning questions

.        _______________Create review sheets and/or flashcards

.        Exchange phone number and/or email with two students to get missed assignments

.        _______________Determine what I can do differently

.        _______________Write down specific questions that I still have

.        _______________Redo assignments

Other ______________________________

“…the first truly American writer, and all of us since are his heirs.”

                                                                         —William Faulkner (1897-1962)

“All modern American literature comes from one book by Mark Twain called "Huckleberry Finn." all American writing comes from that. There was nothing before. There has been nothing as good since.”

                                                                        —Ernest Hemingway (1899-1961)

“The mark of how good “Huckleberry Finn” has to be is that one can compare it to a number of our best modern American novels and it stands up page for page, awkward here, sensational there - absolutely the equal of one of those rare incredible first novels that come along once or twice in a decade."

—Norman Mailer (1923-2007)

“We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself.” ~ Lloyd Alexander

Re-writes for Debate Essays - Yellow Sheet Outlines? MLA citations? Verifying-Corroborating Facts

As we move this mini-essay into HIGH GEAR, these are the major common errors Ms. Walrond and I have noticed.

1. Essay not a Reflection
         Many scholars have forgotten or refused to separate write-ups from what you've done for the last two. Those were informal Responses/Reflections. This is a Formal Essay.
         Though I've allowed you to have shorter (4-paragraphs, shorter paragraphs) and ask questions, it's still an ESSAY.

Another difference is this is a SCIENTIFIC/Historically based Persuasive Essay in preparation for Ms. Moore's larger Term Research Paper due April 15.

2. Read out loud


3. Have two others read it before turning in 2nd Draft Wed. March 2 or Thurs. March 3.

4. Follow LASAGNA - FORMAT aka YELLOW SHEET

    1st P = 4 sentences (CLAIM and ANSWER to claim),

    2nd P = 10-14 sentences
                  a. Topic Sentence - JUMP right in to your empirical evidence.
                  b. NAME, TITLE, JOURNALIST, AUTHOR, RESEARCH DATES, FINDINGS, according to _________________.
                  c. DIRECT QUOTE from your articles. (should be exactly what you said during the Feb. Debates).
                  d. your interpretations or emphatic agreeing with these findings.

                  e. STATE opposition's rebuttal to your findings.

                  f. NAME, TITLE, JOURNALIST, AUTHOR, RESEARCH DATES, FINDINGS, according to _________________.

                  g. DIRECT QUOTE from your articles. (should be exactly what THEYsaid during the Feb. Debates).

                  h. your interpretations or emphatic disagreeing with these findings.

                  i. YOUR rebuttal to these claims -

                  j. NAME, TITLE, JOURNALIST, AUTHOR, RESEARCH DATES, FINDINGS, according to _________________.

                  k. DIRECT QUOTE from your articles. (should be exactly what you said during the Feb. Debates).

                  l. your interpretations or emphatic agreeing with these findings and QUESTIONING opposition leading into Paragraph #3.

P #3 follows same exact format as #2, except it will NOT have a question ending it, since you'll be going directly into the Closing Arguments aka (Conclusion P).

P#4 about 4 sentences

Ex. Slavery was detrimental to America's morality. As Dr. Marianne Falco, Sociology Professor at NYU since 1992, wrote in a 12-year research "Demoralization and U.S. Rise to Power", "We have found evidence.................., which there is no possibility of recovery." Here Dr. Falco agrees with ......

While many may claim, according to recent Stanford University studies, "..............too much is being made of slavery's detrimental effects on the American psyche," Doctor Ahmed Aminen said in John Anderson's Feb. 11, 2011, New York Times article, "I'm OK, You're OK". The studies go on to claim.....

Yet, when looking even further, these claims simply don't hold up. Dr. Falco states, "........................," which clearly refutes Dr. Aminen's findings. Even if one were to deny... how does one explain higher rates of African Americans incarcerated as well as higher rates of Black high school drop-outs all over the nation?

Breaking it Down:

4a

Slavery was detrimental to America's morality.

4b-c

As Dr. Marianne Falco, Sociology Professor at NYU since 1992, wrote in a 12-year research "Demoralization and U.S. Rise to Power", "We have found evidence..................., which there is no possibility of recovery." 

4d

Here Dr. Falco agrees with ......

4e-h

While many may claim, according to recent Stanford University studies, "..............too much is being made of slavery's detrimental effects on the American psyche," Doctor Ahmed Aminen said in John Anderson's Feb. 11, 2011, New York Times article, "I'm OK, You're OK". The studies go on to claim.....

4i

Yet, when looking even further, these claims simply don't hold up. 

4j-k

Dr. Anderson, from the Science Now Program, where for the past 45 years, they've studied..... Here Dr. Anderson states, "........................," which clearly refutes Dr. Aminen's findings.

4l

Even if one were to deny... how does one explain higher rates of African Americans incarcerated as well as higher rates of Black high school drop-outs all over the nation?

5. take a few minutes to double check John Locke, Sir Galton, any scientist mentioned in your articles to find out:

               a. their qualifications
               b. how long and WHERE have they been (researching, practicing, studying)?
You can use these extra bits of information to create a more colorful, descriptive essay.



6.  Do you have FIVE or more of your arguments to only 2 of the opponent's. If you have followed the Yellow Sheet, aka The LASAGNA FORMAT, you should have far more evidence from YOUR SIDE than theirs.

7. If you can't remember their side or they hit you with facts and resources that you DID NOT have, e-mail them. Have them send you their BIB or what they said.

8. Some in P6 and P7 were telling Ms. Walrond that Ms. Walsh, Ms. Morey nor I taught you all about MLA citation rules.

To all of you claiming this, please be honest, check notes and pay attention.

a. In the beginning of the year I gave everyone a copy of Sabrina Fletcher's American Dream Essay to illustrate format for longer quotes compared to shorter ones. All teachers have taught quoting poetry versus text from essays or novels.

b. easybib.com = MLA citation

c. Heading, TNR font - size 12, 1" margins all around = MLA format

d. for those needing further reminders, click on title of this entry to follow University MLA formats that you will be expected to be familiar with in seven months.

99% of you can ignore this last one, #8, as you have been paying attention to classes since Sept. 2008.


Good Luck,
Mr. Carson

Peer Editing Checklist—Feb. Nature/Nurture Debates

Before even picking up a pen or pencil, read the essay two (2) times through.

______# of ¶s

______Do ¶s #1 and #4 have 4 complete sentences clearly expressing writer’s SIDE?

______ Do ¶s #2 and #3 have 10-14 complete sentences clearly expressing two of YOUR points for

 every ONE of the opposition’s?

______Thesis Statement (T.S.) is clearly stated within Introduction ¶

______There is a clear transitional QUESTION in ¶ #2?

______ This question is clearly answered with DIRECT information from one of 10 articles?

______This essay contains a variety of sentence structures = short simple punchy to

more compound, even complex sentences. 

  Ex: There are always at least two sides to every argument. Some sides seem more logical than others. Sometimes the lines between logic and insanity are far less clear. This is the case with abortion, the Death Penalty and our current national Health Care debates. Some are more Liberal and wish to have the government bail out more of America’s less fortunate. Others are more Conservative, wishing to keep things as they are. Once looking at all the facts, it is obvious that President Obama and former Democratic Senator Teddy Kennedy’s Health Care Proposal is one that is morally and logically sound.

______ Scholar has cited facts and evidence from articles/sources with explications or interpretations

______Scholar has followed YELLOW OUTLINE sheet with class notes (PINK SHEET)

______Scholar has clearly stated where she/he stands in this debate, using PERSUASIVE terms: One must see how ludicrous the Kennedy and Obama Health Care Plan is to America. 

______Conclusion is powerful, not repeating the T.S. exactly, however driving home writer’s

opinions.

______At least 7 vocabulary words have been used correctly according to part of speech.

Additional Comments, Suggestions:

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

“We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself.” ~ Lloyd Alexander