Wednesday, June 9

Went to computer lab to finish working on resumes and cover letters (due no later than Tuesday).
Handed out rubrics for both assignments
Went back to class to preview articles for final researched persuasive essay (final exam worth 20% of your second term mark).

Tomorrow we will spend the entire class previewing/highlighting articles for final.

Persuasive Cats and Dogs essay dissection

“Why Dogs Are the Cat’s Pajamas” – Dissection of a Persuasive Essay
Implicit thesis statement: Dogs are superior to cats.
Allusion: “it barks”
Argument #1: Dogs are more friendly animals than cats.
Argument #2: Dogs are more giving creatures than cats.
Counter-Argument: Cats are more self-reliant than dogs.
Refutation: Whole point of having a pet is to spend time with it and have a mutually dependent relationship.
Counter-Argument: Cats are self-cleaning
Refutation: (humour – “ovens are self-cleaning”)  Rewarding to care for dogs (ie: baths).
Argument #3: Dogs have a purpose/use  they can be trained.
Counter-Argument: Cats are useful  they catch mice.
Refutation: They don’t catch mice on purpose  it’s their killer instinct (negative trait).
Counter-Argument: Cats are smarter than dogs. (examples: villains etc.)  Pain them as sinister, calculating, evil creatures
Refutation: Dogs are too lovable – it’s not in their genetic make-up to be so conniving.
Argument #4: There is more variety (sizes, shapes, colors) when it comes to dogs.
Argument #5: Dogs are unselfish and brave.
Ends with an anecdote and an emotional appeal to further convince/persuade the reader.

Resume and Cover Letter Exercise

Resumé and Cover Letter Exercise

Your mission is to find a job which interests you. You do not have to be 100% qualified for this job; however, you will be asked to relate any previous experiences (work or volunteer-related) and skills you have acquired, to the position. You will prepare a resumé and cover letter to apply for this job.



Part I

Please go to the website: http://jobbank.gc.ca/Search_en.aspx

1. You need to choose Prince Edward Island under the heading "Select" where you are willing to work.

2. Be sure that the following sections are selected: All Jobs, All Text, All Occupations, Job Bank Jobs, & Government of Canada Jobs.

3. Press "Search".

4. A list of current jobs should appear on your screen. Navigate the website to find jobs which interest you.

5. Click on any job that interests you and a job description should pop up. If this job interests you, click the "print" icon.

6. You must print out 1 job description.

Part II

1. Read over both job descriptions. Choose the job which you feel you are best suited/qualified for.

2. Use the job descriptions you printed out to do the following:

$ Create a resume on career cruising (you should have already done this last class).

$ Create a cover letter to apply for the position (please use the templates as a guide).

$ You will be asked to pass the following materials in this order:

 Cover Letter
 Resume
 Job Description (print-out)

Monday, June 7

Went over persuasive KD essays (dissected for persuasive elements)
Talked about the final exam
Finished Narrative Autobiography Oral presentations
Passed out persuasive essays on cats and dogs --> dissect for homework

Tuesday, June 1

Passed out info. sheet on persuasive writing
Passed out two persuasive essays on Kraft Dinner (read aloud)
Students had to dissect articles for homework (all info. is on side board in the classroom).
Oral Presentations Friday and Movie Reviews are due Friday!

Narrative Autobiography Rubric

Creativity/Voice /5

$ Use of imagination
$ Object’s voice shines through
$ Humour

Paragraph Strength /5

$ Use of transitional words
$ Sentence structure is varied
$ Flow

Oral Presentation
• Eye contact
• Speed
• Expression (must capture audience’s interest) /5
•


Storyline /5

$ Appealing to the reader
$ Follows a logical sequence
$ Has a strong beginning that hooks the reader=s interest; ends appropriately (object in the >state= that you chose it).
$ Content (length)


Total: /20 marks =

Monday, May 31

Notes on Persuasive Writing (2 overheads)
Went over Types of Persuasive Writing
Showed a sample editorial article
Writing Folders: Write a letter to the editor on a controversial topic of your choice.
5 paragraph movie review due: Thursday, June 3
Narrative Autobiography Oral Presentation: Friday, June 4
Bring in your resumes (if you have them) or useful info. relating to your work experience/interests Wednesday (we will be working on resumes and cover letters in the computer lab).

Thursday, May 27

Watched -- Freedom Writers --
Assigned 5 paragraph movie review (passed out criteria sheet) -- due next Thursday, June 4th.

Wednesday, May 26

Passed in final research paper
Did Sentence Fragment Activity (for Writing Folders)
Worked on Narrative Autobiographies -- oral presentation of this assignment will take place next Friday.

Tuesday, May 25

Handed out rubrics and checklists for the research papers
Final draft due Wednesday
Worked on Narrative Autobiographies
Worked on Grammar Run-on sentence sheets

Thursday, May 20

Grammar notes: Run on sentences
Grammar sheets
Worked on research papers -- rough drafts are due tomorrow!

Wed. May 19

Worked in library all class on research papers

Wednesday, May 19

Silent Reading
Worked on research papers in the libary for the rest of class
Rough Copies are due Friday!
Rough Drafts passed in on Tuesday will be docked -20%
Final Drafts are due: Wednesday, May 26

Tuesday, May 18

Passed in Research Paper outlines
Watched Plagiarism video
Worked on research papers for the rest of class

Monday, May 17

Passed in Works Cited page
Worked on research papers for rest of class
Please be sure to bring all materials with you, as we will be working on our papers all week (those unprepared will lose class marks).
Outline is due tomorrow!

Friday, May 14

Showed powerpoint presentation on "MLA format" can be found on the site http://owl.english.purdue.edu/owl/resource/747/01/

Passed out two hand-out relating to MLA format for your research papers
Works Cited pages are due Monday
Outlines are due Tuesday

Please visit http://owl.english.purdue.edu/owl/resource/747/01/ for ANY questions relating to your research paper and/or MLA format.

Have a great weekend!

Thursday, May 13

Went over sample outline (you can access this on the "S" drive at school if you wish. Go to the "S" drive and it is saved under the Flick Writing 421 Folder).
Rest of class was spent working on research papers and/or 5 paragraph essays.
For your essays due tomorrow you need: cover page, idea web, good copy of essay, rubric.
Works Cited is due Monday
Outline is now due Tuesday (You're welcome!!)
http://owl.english.purdue.edu/owl/resource/747/08/ Please visit this site for updated info. on electronic sources for your Works Cited page.

Wednesday, May 12

Silent Reading
Paraphrasing Activity
Worked on 5 paragraph essays and/or research papers
Please bring all your materials for your research papers/essays as you will have time to work on them in class the rest of the week.
5 paragraph essay is due Friday!
Outline and Works Cited are due Monday!

Tuesday, May 12

Passed out double-sided sheet on how to create an outline (for research paper)
Discussed outlines and copied more notes on important tips for creating outlines
Paraphrasing Activity (with class) aloud
5 paragraph essays are due Friday!!!

Monday, May 10

Watched Research Skills Video "Organizing Research" --> completed sheet worth marks
Submitted tentative thesis statements
Passed out Idea web and rubric needed for 5 paragraph essay
5 Paragraph Essay Assignment Due: Friday, May 14th
This year, you have learned what it takes to be a high school student. Please write a 5 paragraph essay explaining what you have learned about the changes between grades nine and ten and how best to cope with these changes.
Feel free to discuss workload, rules, teachers (no names please), social life, students (no names please), classes, expectations, or any other differences you have noticed between grades nine and ten.
Assignment Criteria:
 5 paragraph essay (please choose three of the above topics for each of your body paragraphs).
 Introduction (thesis statement & 2-3 main ideas that support your opinion on the topic).
 Conclusion: Summary of main points, restatement of thesis (in different words), advice & predictions.
 Please DO NOT use: contractions or personal pronouns (I, you, we, etc.)

Extra Notes on Essays (sorry the formatting is awful!)

General Information on Writing Essays

Step 1 B Finding a Subject

A. Brainstorming
B list ideas in point form
B start with a topic; list everything you can think of about that topic

B. Web or Cluster Outline
B arrange ideas in a web, connecting points that go together
B record ideas in point form

Step 2 B Limiting the Topic

A. Limiting the Scope
B think about how long the essay will be (should be a minimum of 5 paragraphs)
B choose a small topic or focus on one aspect of a larger topic (*focus)

B. Focusing the Purpose
B give an opinion or generalization
B give direction to the essay

C. The Thesis Statement
B identify the topic, limit the scope, and focus the purpose
B should be a complete sentence (may be more than one for a longer essay)
B should come early in the essay, but not the first sentence (commonly the last sentence of the first paragraph); give background information first
B think of this as the Abig idea@ of the essay




Step 3 B Choose an Audience

A. Consider the Reader=s Level
B the reading level of your audience will determine the terminology you will use (your diction or choice of words)

B. Consider the Reader=s Knowledge and Beliefs
B consider what the reader already knows about the topic to determine how much detail you need to give
B consider the reader=s beliefs so that you can use appropriate persuasion without offending your reader

Step 4 B Organizing the Information

A. Making an Outline
B decide what order makes sense
B go from general to specific

Step 5 B The Rough Draft

A. Writing the Rough Draft
B write quickly to get the ideas down
B double or triple space to allow room for editing and revising
B try to follow the outline (although the outline may change as you write)
B don=t worry about grammatical errors at this point

Step 6 B Revising and Editing

A. Revising
B look for unsupported statements
B look for errors in facts or logic
B look at your wording - could it be more powerful, more clear?
- is there a better word you could use?
- does your language seem too familiar?
- is your language suitable for your audience?

B look at your content - have you repeated or left out any ideas?
- are your transitions effective?
- have you supported your thesis statement?
- do you have a strong introduction and a strong conclusion?

B. Editing
B look for mistakes in spelling and punctuation
B look for subject-verb agreement and proper verb tenses
B look for parallel sentences
B look for sentence faults (run-ons, comma splices, fragments)
B look for proper capitalization
B look for pronoun-antecedent agreement
B look for continuity of voice
B avoid using Ayou@
B do not use contractions

Step 7 B Further Drafts

A. Further Drafts
B if you have time, you may want to have multiple drafts
B if your essay does not support your thesis, either the essay or the thesis must change

Step 8 B Final Essay

A. Final Essay
B should be neat and free of errors
B should be typed and double-spaced on one side only of plain white paper (if you are unable to type it, then it should be neatly printed and double-spaced on plain white paper in blue or black ink)
B should include a title page (title of essay, your name, course, instructor=s name, date)
B pages should be numbered (except the title page)


Outline Format

I. Introduction
A. Hook
B. Background information
C. Thesis
II. First main point
A. Topic sentence
B. Supporting point
C. Supporting point
D. Supporting point
III. Second main point
A. Topic sentence
B. Supporting point
C. Supporting point
D. Supporting point
(continue for each paragraph in body)
VI. Conclusion
A. Restate thesis
B. Summarize main points
C. Final recommendation

Thursday, May 6

Worked on thesis statements
Started word web for "class" 5 paragraph essay
Thesis statements are now due on Monday !!!

Wednesday, May 5

Watched video "Evaluating Sources"
Completed worksheet for video worth marks
H.W check for sheets on 5 paragraph essays
Went over H.W answers
Thesis statements exercise due tommorrow, as well as thesis statements for your research papers.

Monday, May 3 and Tuesday May 4

Monday: Worked on research papers in the library
Tuesday: Completed Commonly Confused Words quiz; did research in the computer lab.

Friday, April 30

Copied notes (2 overheads) on thesis statements (discussed)
Overhead exercise on thesis statements (worked on during class-- due for homework)
Passed out 2 sheets "A Draft of an Essay" and "Good Movies: Two Thumbs Up" to be completed for homework.
Commonly Confused Words test on Tuesday

Thursday, April 29

In library for "Mock Works Cited". Must complete on your own time if you did not finish today.
Commonly Confused Words Quiz on Tuesday (we are booked in the library Monday).

Paragraph Writing Assignment Criteria (posting it for those who did not complete it).

Paragraph Writing Assignment

 Write a fully developed paragraph using one of the topic sentences from your paragraphing worksheet (Main Paragraph: Exercise -- posted below). You will be graded on the following criteria:

$ Topic sentence (1 mark)
$ 3-4 supporting sentences (3 marks)
$ Concluding sentence (1 mark)
$ Use of transitional words (minimum 1; 1 mark)
$ Spelling/grammar (2 marks)

Total Value: 8 marks

The Main Paragraph: Exercise

Note how each topic sentence gives an opinion. Support that opinion with at least four examples. If you disagree with the opinion given, change it and then support your own. Avoid using any material that does not support its topic sentence. * Complete this exercise in your notebooks.

1. Summer employment is one of the most valuable forms of education.
2. Going to a movie is a more satisfying experience than watching a movie at home.
3. High school should not begin until 10:00am.
4. Technology contributes to unemployment.
5. Charlottetown Rural is the best high school in Prince Edward Island.
6. Technology is a contributing factor in the childhood obesity epidemic.
7. Teenagers should be given more privileges by their parents and teachers.
8. Exercise is an important component to a healthy lifestyle.
9. Fast food is killing our youth.
10. Canadian society is truly multi-cultural.

Wednesday, April 28

Watched short film "Searching the Internet" --> did a few questions on this worth marks.

Spent the rest of the class searching for articles to use for the upcoming research papers.

Students passed in paragraph writing assignments

Commonly Confused Words Test is on Monday

Information needed on your Works Cited (Source Cards) for a website/web article

Name of article
Source name
Author(s)
Date of access (date you printed the article)
Date last updated
web address (url)

Tuesday, April 27

Working on our research papers in the library
Topics are due tomorrow by the end of class!

Monday, April 26

Passed out research paper booklet (essential to this assignment)
Went over guidelines for note-taking
Went to library for the rest of class to choose topics for research papers
We will be in the library Tuesday, computer lab Wednesday, library Thursday

Essay Writing Notes *Not properly formatted!*(Also available on Student "S" Drive)

General Information on Writing Essays

Step 1 B Finding a Subject

A. Brainstorming
B list ideas in point form
B start with a topic; list everything you can think of about that topic

B. Web or Cluster Outline
B arrange ideas in a web, connecting points that go together
B record ideas in point form

Step 2 B Limiting the Topic

A. Limiting the Scope
B think about how long the essay will be (should be a minimum of 5 paragraphs)
B choose a small topic or focus on one aspect of a larger topic (*focus)

B. Focusing the Purpose
B give an opinion or generalization
B give direction to the essay

C. The Thesis Statement
B identify the topic, limit the scope, and focus the purpose
B should be a complete sentence (may be more than one for a longer essay)
B should come early in the essay, but not the first sentence (commonly the last sentence of the first paragraph); give background information first
B think of this as the Abig idea@ of the essay




Step 3 B Choose an Audience

A. Consider the Reader=s Level
B the reading level of your audience will determine the terminology you will use (your diction or choice of words)

B. Consider the Reader=s Knowledge and Beliefs
B consider what the reader already knows about the topic to determine how much detail you need to give
B consider the reader=s beliefs so that you can use appropriate persuasion without offending your reader

Step 4 B Organizing the Information

A. Making an Outline
B decide what order makes sense
B go from general to specific

Step 5 B The Rough Draft

A. Writing the Rough Draft
B write quickly to get the ideas down
B double or triple space to allow room for editing and revising
B try to follow the outline (although the outline may change as you write)
B don=t worry about grammatical errors at this point

Step 6 B Revising and Editing

A. Revising
B look for unsupported statements
B look for errors in facts or logic
B look at your wording - could it be more powerful, more clear?
- is there a better word you could use?
- does your language seem too familiar?
- is your language suitable for your audience?

B look at your content - have you repeated or left out any ideas?
- are your transitions effective?
- have you supported your thesis statement?
- do you have a strong introduction and a strong conclusion?

B. Editing
B look for mistakes in spelling and punctuation
B look for subject-verb agreement and proper verb tenses
B look for parallel sentences
B look for sentence faults (run-ons, comma splices, fragments)
B look for proper capitalization
B look for pronoun-antecedent agreement
B look for continuity of voice
B avoid using Ayou@
B do not use contractions

Step 7 B Further Drafts

A. Further Drafts
B if you have time, you may want to have multiple drafts
B if your essay does not support your thesis, either the essay or the thesis must change

Step 8 B Final Essay

A. Final Essay
B should be neat and free of errors
B should be typed and double-spaced on one side only of plain white paper (if you are unable to type it, then it should be neatly printed and double-spaced on plain white paper in blue or black ink)
B should include a title page (title of essay, your name, course, instructor=s name, date)
B pages should be numbered (except the title page)

Friday, April 23

Passed out new sheet on paragraphing (homework)
Reviewed notes on essays (can be found of the S drive on your student account at school -- I will also paste it below, but I'm unsure about the formatting).
Copied notes on 5 paragraph essays
Assigned "Paragraph Writing Assignment"

 Write a fully developed paragraph using one of the topic sentences from your paragraphing worksheet -- You will be graded on the following criteria:

$ Topic sentence (1 mark)
$ 3-4 supporting sentences (3 marks)
$ Concluding sentence (1 mark)
$ Use of transitional words (minimum 1; 1 mark)
$ Spelling/grammar (2 marks)

Total Value: 8 marks

We are starting our research papers on Monday. You will need cue cards (index/recipe cards) for your note-taking. Dollar Store is a great spot to pick up a pack.
This research paper is worth 25% of your term mark and we will be spending close to a month on the writing process. Please use your time wisely during class, and realize that this is an important skill for all students who have plans for post-secondary education.

Happy Earth Day! April 22

Corrected sheets on paragraphing and topic sentences
Collected garbage for Earth Day
Commonly Confused Words quiz Monday!

Class Update

I was out Monday and Tuesday caring for my sick daughter, so I apologize for the lack of updates!

Monday: Reading (20 minutes) and Reading Response, Copied notes on paragraphing, substitute passed out two sheets on main paragraphs and topic sentences

Tuesday: Reading 20 minutes, Free Write (writing folders), worked in groups on leaflet assignment (will have computer time to finish this assignment).

Wednesday: Spent entire class correcting sheets (All Commonly Confused Words sheets)Test on Commonly Confused Words on Monday.

Friday, April 16

Silent Reading 20 minutes
Reading Response #1 for Term 2
H.W check (grammar sheets and Eye Spy questions 1-4)
Passed out new Commonly Confused grammar (2 sided sheet) due Monday for H.W

Thursday, April 15th

Inclass "feature article" assignment (worth marks)

Wednesday, April 14

Silent Reading 20 minutes -- please have your new indepedent novel for second term by Friday.
Worked on questions 1-4 (from overhead) for the "Eye Spy" feature article (for homework)
Passed out 3 double sided grammar sheets (for homework)

Tuesday, April 13

In library all period for library learning stations.
If you did not complete this assignment (or you were absent) you must complete it at lunch or after school. This is worth marks!

Monday, April 12

Free Write (Writing Folders) 20 minutes
Went over notes on Expository Writing (new unit)
Pre-reading activity on "Eye Spy" article in Language 10 books
Read "Eye Spy" aloud

Thursday, April 1 & Exam Info!

Worked on and presented Davinci Code 6 Trait Breakdown (please see below).

IMPORTANT: If you have problems printing off your overheads please come find me before your exam (Block C must find me first thing Tuesday morning!!) and I will make you one (you need to bring your hard copy).

Also, please remember to bring your 6 Trait Breakdown (notes or cue cards) to pass in!!!!

Davinci Code 6 Trait Breakdown (from class)

Paragraphs taken from The Da Vinci Code, by Dan Brown.

Langdon felt a chill. They played Tarot? The medieval Italian card game was so replete with hidden heretical symbolism that Langdon had dedicated an entire chapter in his new manuscript to the Tarot. The game=s twenty-two cards bore names like The Female Pope, The Empress, and The Star. Originally, Tarot had been devised as a secret means to pass along ideologies banned by the church. Now, Tarot=s mystical qualitites were passed on by modern fortune-tellers.


Langdon wondered if any of Harvard=s revered Egyptologists had ever knocked on the front door of a pyramid and expected an answer. He raised his hand to bang on the glass, but out of the darkness below, a figure appeared, striding up the curving staircase. The man was stocky and dark, almost Neanderthal, dressed in a dark double-breasted suit that strained to cover his wide shoulders. He advanced with unmistakable authority on squat, powerful legs. He was speaking on his cell phone but finished the call as he arrived. He motioned for Langdon to enter.


6 Trait Breakdown of the two paragraphs:

Ideas:
• Main idea: Tarot cards  well presented
• The author introduced the topic and went on to give supporting details and additional information about the game (example: game has 22 cards, different names of the game -- The Female Pope, The Empress, The Star – the “real” use of the game (pass along ideologies banned from the church)
• Author talks about the symbolism of Tarot cards
• Details seem accurate and help give the reader more information about the card game (and the protagonist’s opinion of the game). After researching the author, I found out that because of the research-intensive nature of his novels, Brown can spend up to two years writing them. This tells me that he is a perfectionist and wants to get all his facts right.
• That being said, this paragraph shows that the author has prior knowledge about the game of Tarot (whether through research or prior experience).
Organization:
• Both paragraphs are well structured (with a main idea and supporting details/sentences).
• The opening sentence in the first paragraph immediately identifies the purpose and gives the reader a sense of direction “Langdon felt a chill. They played Tarot?”  We realize that the paragraph will most likely go on to give us more details about the card game and that there is potentially something mysterious or eerie about the game.
• The author discusses the game in the first paragraph and brings closure to the paragraph by saying Tarot’s mystical qualities have been passed on to modern day fortune-tellers.


Voice:
• Dan Brown’s voice comes through in this piece of writing – his knowledge of the game of Tarot shows his interest in the game.
• After researching the author, I found that his favorite subjects include codes, puzzles, treasure hunts, secretive organizations and academic lectures on obscure topics, he tends to incorporate those into his novels. This is evident in his writing as his love for symbolism and puzzles shines through.
• The second paragraph paints a vivid image for the reader and shows much personality.
• Brown’s description of the man in paragraph two uses strong imagery (stocky, dark, squat, powerful, Neanderthal) that bring the scene to life.
• In the first paragraph it is obvious that Brown knows his topic which creates a confident voice.


Word Choice:
• Brown’s second paragraph is extremely descriptive and paints a vivid picture for readers. Phrases such as: curving staircase, stocky and dark almost Neanderthal, dark double-breasted, and powerful, squat legs, all help the reader visualize what the man looks like.
• The word choice in the first paragraph might be a bit too heavy for a younger audience (ex: high school students) Words such as: heretical and replete might interrupt the flow for a younger reader and make the writing seem disjointed.

Sentence Fluency:
• The first paragraph has varied sentence length. The first two sentences are shorter, leading into several longer, more complex sentences.
• An advanced reader would find that there is a good rhythm and cadence to the writing; however, as mentioned above, difficult words might hinder sentence fluency for a more novice reader.
• The author’s sentence fluency is not as strong in the second paragraph. He starts most sentences with “He” and goes on to explain the actions of the man. Varied sentence structure might have enhanced the fluency for the reader.
• The author uses transitional words in the first paragraph, such as “originally” and “ Now” to help bridge sentences improve the flow from one sentence to the next.


Conventions:
• Because this is a professionally edited piece of work, this piece is polished and there are no evident spelling or grammatical errors.
• The text is for the most part easy to understand and process, although as mentioned above, the use of some difficult words might hinder the readability.

Midterm Oral Presentation

WRT421A
Mid-term Assessment

6 Trait Breakdown

For your midterm assessment, you will completing an oral presentation. This will be based on the independent novels you have been reading this term, and will occur during the scheduled exam period. There will be only one day for presentations; therefore, attendance is mandatory. Failing to attend without justification will result in an automatic zero.

Requirements:

- All novels must be approved by your teacher.

- Presentations must be 4-5 minutes.

There are two components to your 6 Trait Breakdown.

Component 1 - Should be 1 minute. In this section, you will give a brief plot summary of the novel. This section might include information on such things as type of conflict, theme, setting, and characters (identify protagonist and antagonist, are they static or dynamic?).

Component 2 - Should be 4 minutes. In this section, the focus should be on analyzing and discussing how the author employs the 6 Traits of Writing in the novel. You are to select a paragraph or two from your novel, and put it on an overhead. The paragraph(s) must be carefully selected in order to illustrate how well the author uses the 6 Traits.

Your task: Deconstruct a paragraph in a way that clearly demonstrates each trait. Your presentation should show evidence of thorough analysis and preparation. You will lead the class through your analysis of the paragraph(s) in a clear, structured, and audience appropriate manner. It is expected that you will use your overhead as a visual aid.

Items to be addressed: - Voice (Author's style and individuality)
- Organization (Chronology and Structure)
- Word choice (Diction/Imagery)
- Ideas (Familiarity of author with subject)
- Sentence fluency (Clarity and meaning)
- Conventions (Readability)

The 6 Traits of Writing
Ideas A writer should:
*Narrow the topic to something specific
*Use a fresh, original perspective
*When possible, write from experience
*Use important, interesting details
Organization -- A writer should:
* Use an inviting lead that hooks the reader
* Use logical and effective order, structure, & sequence
* Use smooth transitions to emphasize main idea
* Place supporting details where they are most appropriate
* Use a conclusion that gives the reader a sense of resolution (clincher)
Word Choice A writer should:
*Use words that create a mental picture for the reader
* Use powerful action verbs (vivid verbs)
* Use specific nouns and adjectives
* Use language that is natural and not overdone
* Be concise (tighten sentences)
* Avoid repetition, slang, and clichés
Sentence Fluency A writer should:
*Vary sentence beginning, structure, and length
* Use complete sentences
* Use transitions (internal & external) to promote cadence
Voice A writer should:
*Write honestly and from the heart
* Interact with the reader
*Use language that brings the topic to life
* Care about topic
* Use expression to voice personality
Conventions A writer should:
*Turn in a clean, edited, and polished final draft
* Reinforce the organization with good paragraphing

*Use correct punctuation, spelling, and grammar

Wed. March 31

Silent Reading OR working on midterm oral presentation -- 20 minutes
Passed out information sheet on the 6 Traits of Writing (went over them together)
Worked in groups to complete the "deconstructing a paragraph" activity from yesterday
Some students handed in their 6 Trait Posters (individual)
Groups presented their "group" 6 Trait Posters to the class
Tomorrow we will be spending most of the class working on our midterm oral presentations and going over the deconstruction of the Dan Brown (Davinci Code) paragraphs.

Additional notes on The 6 Traits of Writing

The 6 Traits of Writing

Ideas
The Ideas are the main message, the content of the piece, the main theme, together with all the supporting details that enrich and develop that theme. The ideas are strong when the message is clear, not garbled. The writer chooses details that are interesting, important, and informative–often the kinds of details the reader would not normally anticipate or predict. Successful writers do not "tell" readers things they already know; e.g., "It was a sunny day, and the sky was blue, the clouds were fluffy white …" Successful writers "show" readers that which is normally overlooked; writers seek out the extraordinary, the unusual, the unique, the bits and pieces of life that might otherwise be overlooked.

Organization
Organization is the internal structure of a piece of writing, the thread of central meaning, the pattern and sequence, so long as it fits the central idea. Organizational structure can be based on comparison-contrast, deductive logic, point-by-point analysis, development of a central theme, chronological history of an event, or any of a dozen other identifiable patterns. When the organization is strong, the piece begins meaningfully and creates in the writer a sense of anticipation that is, ultimately, systematically fulfilled. Events proceed logically; information is given to the reader in the right doses at the right times so that the reader never loses interest. Connections are strong, which is another way of saying that bridges from one idea to the next hold up. The piece closes with a sense of resolution, tying up loose ends, bringing things to a satisfying closure, answering important questions while still leaving the reader something to think about.
Voice
Voice is the writer coming through the words, the sense that a real person is speaking to us and cares about the message. It is the heart and soul of the writing, the magic, the wit, the feeling, the life and breath. When the writer is engaged personally with the topic, he/she imparts a personal tone and flavor to the piece that is unmistakably his/hers alone. And it is that individual something–different from the mark of all other writers–that we call Voice.
Word Choice
Word Choice is the use of rich, colorful, precise language that communicates not just in a functional way, but in a way that moves and enlightens the reader. In descriptive writing, strong word choice resulting in imagery, especially sensory, show-me writing, clarifies and expands ideas. In persuasive writing, purposeful word choice moves the reader to a new vision of ideas. In all modes of writing figurative language such as metaphors, similes and analogies articulate, enhance, and enrich the content. Strong word choice is characterized not so much by an exceptional vocabulary chosen to impress the reader, but more by the skill to use everyday words well.
Sentence Fluency
Sentence Fluency is the rhythm and flow of the language, the sound of word patterns, the way in which the writing plays to the ear, not just to the eye. How does it sound when read aloud? That's the test. Fluent writing has cadence, power, rhythm, and movement. It is free of awkward word patterns that slow the reader's progress. Sentences vary in length, beginnings, structure, and style, and are so well crafted that the writer moves through the piece with ease.
Conventions
The Conventions Trait is the mechanical correctness of the piece and includes five elements: spelling, punctuation, capitalization, grammar/usage, and paragraphing. Writing that is strong in Conventions has been proofread and edited with care. Since this trait has so many pieces to it, it's almost an analytical trait within an analytic system. As you assess a piece for convention, ask yourself: "How much work would a copy editor need to do to prepare the piece for publication?" This will keep all of the elements in conventions equally in play.

Elements of Fiction Notes (For Component 1 of your oral presentation -- midterm)

Elements of Fiction

When studying literature, there are many terms used when discussing and evaluating a literary work. Whether one is studying children=s literature, or fiction geared towards teens, the same terminology is used.

Point of View: The way in which the reader is presented with the materials of the story; the perspective the author establishes to tell the story.

$ Omniscient point of view allows the author to describe any character from outside (ie: movements or appearance) and the inside (ie: thoughts and feelings). In other words, the omniscient narrator is Aall knowing@.

$ Limited omniscient point of view allows the author to tell the story form the point of view of one character but without the use of AI@. This is the most common way of telling a story.

Protagonist: The main character in a story, novel, or play.

Antagonist: The character that struggles or fights against the protagonist.


Plot: The plot of a story is the series of events created by the author to tell the story. The plot usually includes the sequence: rising action, climax, and falling action. Rising action refers to the events leading to the climax (or the peak in action). The falling action refers to the events which occur following the climax. The climax can be described as the highest point of interest in the story, at which point one (or more) of the conflicts is resolved.


Characterization: The creation of characters in fiction; the methods used by the author to create or reveal the characters in a story. Characters are revealed to readers by what the character says or thinks; what the character does; and what the characters say about the character. A good writer creates characters that people cares about. Whether a reader loves or hates a character, it is important that the reader has an emotional response to the character=s actions. If the writer is able to evoke the reader=s emotions, then they have done their job.


Dialogue: The exchange of words between characters. Dialogue makes the characters seem real to the readers, by exposing first-hand their thoughts, feelings, ideas, and emotions.


Setting: The background for the story; the times and places in which the events of the story occur. The setting is the Awhere@, the Awhen@, and the general environment. Most stories have multiple settings, such as the general setting (country/town etc.), or specific locations in the story where the action takes place (a certain room, street, etc.).


Theme: Theme is the central unifying element of the story which ties together all of the other elements of fiction used by the author to tell the story. It is the message or dominating idea of the story. In order to understand or identify the theme, one must know the whole story.

Conflict: The element of the story which shows the concerns of the central characters. There several types of conflict present in fiction which are often identified by the terms: character vs. character, character vs. self, character vs. society, character vs. nature. One or more of these types of conflict can be found in a work of fiction.

Foreshadowing: A technique which provides clues about events that may happen later in the story.

Flashback: A technique for presenting something that happened earlier that helps explain something about the current situation.

Symbol: Something that represents something else by association, resemblance, or convention; especially a material/concrete object used to represent something invisible/abstract.

Blogging Hiatus!

My apologies for the lack of posts! I was out at an in-service workshop on Thursday, Friday was PT interviews, and I was not in school yesterday because I was having my ultrasound and my daughter's babysitter was sick.

Recap:
Thursday:
Silent Reading: 20 minutes
Students worked on 6 Trait posters (group)

Monday:
Reading 20 minutes
Passed out criteria for midterm assessment (oral presentation -- 6 Traits)
Students continued to work on individual and group posters (group poster presentations are tomorrow and individual posters are due either tomorrow or Thursday (if you aren't going to be here Thursday, be sure to pass yours in on Wednesday!)

Today (Tuesday, March 30th)
Passed out rubrics for 6 Traits posters (individual)
Passed out rubrics for the midterm oral presentation
Went over criteria for the oral presentation
Went over 6 Traits of Writing
Activity: Deconstruct the assigned paragraph (Dan Brown's Davinci Code) --> Worked in groups to complete this activity.
Due Wed: Grp posters

Tuesday, March 23

Parts of Speech Grammar Quiz
Worked on Group 6 Traits of Writing posters
Eyewitness Account is now due on Monday, March 29

Monday, March 22

Silent Reading
Reading Response
Reviewed grammar sheets Adjectives and Adverbs Exercise 1 & 2
Started copying "Commonly Confused Words" exercise from overhead
Grammar Quiz "Parts of Speech" Tuesday

Thursday, March 11

Block C: Copied Personal pronouns notes and discussed (Block D already copied them, so we just discussed them).
Personal Pronouns worksheet (from overhead)
Passed out 2 sheets on Adverbs/Adjectives -- to be completed for Mon. after the break.
Used remaining time to work on upcoming projects.
A.A is due tomorrow!

Post from March 8 -- I posted it on my History 631 blog accidently!

Silent Reading 20 minutes
Checked (for marks) rough drafts of Alphabetical Autobiographies. Good copy due on Friday!
Reading Response -- Writing Folders
Sense of Smell Activity
Corrected "Types of Nouns" worksheet together
Alphabetical Autobiography is due Friday (or your last day in class before the break). If you pass it in after this time, you will receive 30% off. A note from a parent or a phone call is not sufficient in this situation (you would need a doctor's note).

March 10, 2010 -- Assignment for the computer lab

Preparation Assignment for Midterm Evaluation – WRT 421
Step 1:
You will be working with a group to research your assigned trait from the 6 Traits of Writing. You will create a poster meant to educate students on your trait. Your poster should be attractive and neat; it should thoroughly explain your trait in detail. I will provide you with bristol board to complete your poster in class.

Step 2:
You will now research your assigned trait and create an individual (smaller scale) poster. Please use the above criteria to complete this assignment.
Each group will present their poster to the class.
Your midterm evaluation will be based on the 6 Traits of Writing, so please take this assignment seriously!

You should google your trait to find various sites with relevant information. Ex: "Word Choice AND 6 traits of writing".

You will be evaluated on the following criteria: Explanation of your trait, poster layout(organization, attractiveness, neatness), and overall effort.

Tuesday, March 9

Crime Scene Description Scenario -- Writing Folder Response (if you were absent for this you will have to make it up at lunch someday).

Passed out new assignment & rubric: Eyewitness Account (due the Friday after the March Break).

A.A is due before the break!

Grammar Quiz: Parts of Speech (Tuesday after March Break).

March 2&3

March 2: Worked on Alphabetical Autobiography (20 min) Rough Draft is due Friday
Sense of Hearing and Sense of Taste Activities for rest of class.
Please come see me if you were absent (you will have to make up for this on your own time).

March 3: Reading and/or working on Alphabetical Autobiography (20min)
Sense of Touch Activity (come see me if you missed, you will need to make this up)
Grammar sheets (2) on Parts of Speech -- Quiz next week!

Silent Reading (20 minutes)
Showed "I am Canadian" type rants/chants on LCD
Passed out hand-out of "I am Canadian" and "We are More" rants
Worked in groups on the following assignment:
Rural Rant
Your mission is to create a rant which promotes pride in our school.
You will work in groups to prepare a rant that supports, and appeals to, all students and staff at Charlottetown Rural High School.
Your rant must:
 Contain at least 20 lines.
 Contain specific details relating to Charlottetown Rural High School.
 Be both inspiring and positive.
 Be performed by group members in front of the class.
Please work together in your groups to create a positive rant/chant to promote our school. Best rant/chant will win a prize!!!

Friday Feb. 26, 2010

Students passed in Descriptive Dictionary assignments
Silent Reading (Ind novels)
Writing Activity Using Metaphors as Character Description

Write 3 well-developed paragraphs creating an extended metaphor based 1 of the following categories:

$ If you were a car, what kind of car would you be?
$ If you were a flower, what kind of flower would you be?
$ If you were a landscape, what kind of landscape would you be?
$ If you were an animal, what kind of animal would you be?
$ If you were a song, what song would it be?

Rough draft is due: Monday, March 1

Word of the Day Assignment criteria

Word of the Day



We will start each class with the Aword of the day@. I will provide the words & definitions for the first week. I will then assign each student the responsibility of presenting their own word on a specific day. All students are responsible for learning the correct spelling and meaning of the words; short quizzes will be given periodically to test your knowledge.

To complete this assignment you will need to:

 Find an interesting word that is new to you (it can be a noun, verb, adjective, or adverb).

 Copy the word, its definition, and a sentence correctly using the word, into your notebook (be sure to include any specifics about the word that may be interesting, ie: its origin, what part of speech it is, etc. ).

 Provide me with a copy of the word, definition, and sentence.


 Present your word, definition, sentence, and creative representation to the class.

**For bonus marks:

 Create a dance, skit, song, video, drawing, gadget, piece of art, recipe, sculpture, poem, or any other creative representation to accompany your word. Your representation must be significant to your chosen word, and should show both thought and creativity.

Thursday Feb. 25, 2010

Writing Folder Response (Descriptive Writing Prompts)
Passed back "Senses" poems
Passed out Descriptive Dictionary rubrics (due tomorrow)
Assigned "Word of the Day" assignment (assigned students to a day to present)
Corrected Similes overhead exercise together
Did an exercise on metaphors (as a class)
Block D: corrected Grammar Sheet -- Review One
Block C: Passed out Grammar sheet -- Review One (worked on it)

Wed. Feb.24, 2010

Silent Reading 20 min.
Reading Response #3 (in Writing Folders)
Finished copying Personal Pronouns notes (Class D Block)
Worked on Types of Nouns sheet (LCD -- Class C Block)
Passed out Parts of Speech grammar sheet (C&D)
Please finish grammar sheets for homework.
Descriptive Dictionary due FRIDAY!!!!!

Tue, Feb. 23

Blocks C & D :

Worked on Descriptive Dictionary and/or Alphabetical Autobiography for the first 20 minutes of class.

Reviewed "Types of Nouns" notes on overhead

Class completed Nouns Worksheet from the LCD

Passed out grammar sheet on the Parts of Sheet

Copied "Pronouns Notes" from overhead

Descriptive Dictionary is now due on Friday!

Monday, Feb. 22

Blocks C & D:

Silent Reading 20 min
Did homework check for 78 topics for A.A
Reviewed expectations for upcoming assignment "Descriptive Dictionary"
Corrected Personification worksheet
Worked on two overheads relating to figurative language: Similes -- Metaphors
Homework: You should be working on your Alphabetical Autobiography (due day before March Break) and Descriptive Dictionary (due: Thursday).

Thursday, Feb. 18

Blocks C & D:
Corrected Grammar Parts of Speech sheets aloud
Mad Libs Activity
Passed out Personification worksheet (homework)
Worked on Alphabetical Autobiography (78 topics are due tomorrow!!)

Class Senses Poems

Block D:
The dusty chalkboard, a caged zebra held hostage unwillingly by a class of hungry learners.
The superstitious students pausing momentarily to watch the clicking clock strike 11:12am.
Obnoxious talking like an epic episode of Judge Judy, filled with boisterous banter and deadly debate.
Loud gum chewing, the crack of each bubble, a gunshot throughout the classroom.
Fresh pencil shavings, taunting the cranky custodian to get out his wooden broom.
Poisonous perfume, infecting the air like a deadly virus.
The dirty, dry air, grasping violently at my throat like a crazed criminal.
The bitter cold; the class a lone igloo on a desolate northern beach.
The smooth paper between my fat fingers, calling me to tell it a secret.
I am as welcome as a newborn puppy to its mother.

Block C:




Shiny, silver screen like a blank canvas waiting patiently to be painted.
Skyline of people’s heads, a distraction from the story waiting anxiously to be told.
Pesty people talking; rudely ruining the cinematic adventure.
Rumbling sound effects, shaking my seat like an earthquake.
Mouth-watering butter, tempting my taste buds to take another bite.
Sweaty people; the theatre is a zoo of different species competing for the prime seat.
Tangy Skittles; a rainbow explosion in my mouth.
Salty popcorn, the kernels jump playfully on my tongue.
Gooey gum on my seat, a restraining order from the other movie-goers.
Someone’s stinky feet on the back of my confining chair; aggravating acupuncture to the soul.
I am as content as a child with a new toy.

Alphabetical Autobiography

Alphabetical Autobiography

Task:

You will write a 26-page alphabetical autobiography, in the format of an elementary school alphabet book. For example, AA is for Alberton. I was born in Alberton in 1989 and...@

You must write vivid descriptions of events, places, and people of importance in your life.

Each page of your book must contain the following:

$ The letter displayed prominently.
$ A paragraph describing what the letter represents (a word beginning with that letter), and its significance to you.
$ Pictures, images, or decorations to attract the reader=s attention.

Your book should be very visually appealing. Reinforcing your pages with construction paper or other materials works well. You can also use a scrapbook as the base of your book; be sure to decorate the front cover appropriately. You must bind your book; be creative B yarn, brass tacks, and ribbon are some good options.

To get things started, please brainstorm 78 possible topics B 3 for each letter of the alphabet. A list of the 78 possible topics is to be passed in to me by Friday.

Tuesday, Feb. 16

Blocks C& D:
Reading 20 minutes
Did a Senses Poem as a class
Assigned project "Alphabetical Autobiography" due the day before the March Break.
78 topics (3 for each letter) are due this Friday!

Friday, Feb. 12, 2010

Blocks C & D:
Silent Reading (Ind novels) 20 minutes
Copied "Figurative Language" notes from overhead
Reviewed notes
Went over Senses poem assignment
Put up example of Senses poem on the overhead
Senses poem is due Wednesday, Feb. 17th
See other side of Senses poem criteria sheet for rubric which you will be marked with. Important: You will lose one mark off your assignment if you do not include the rubric with your final draft.

Thursday, Feb.11, 2010

Review of elements of descriptive writing
Blocks C& D:

Descriptive Writing Activity: Sense of Sight
Reviewed the importance of using specific words to qualify or describe a color.
Broke into groups to brainstorm different shades of each of the assigned 9 colors (each color had its own bristol board). Exchanged after 3 minutes until each group had an opportunity to think of specific shades for each color.
Group with most shades will win a "candy" prize on Monday:)

Block D: Assigned "Senses Poem" -- passed out criteria sheet and rubric. (due next Wednesday)
Block C: Will assign "Senses Poem" tomorrow!
Homework: Be sure to have your grammar sheets completed for tomorrow.

Wed, Feb. 10

Blocks C&D:
Silent Reading -- 20 minutes
Notes on Description (see below)
Homework: Finish descriptive paragraph and grammar sheets from Monday!
Sense of Sight Activity

Shoe
Leaf
Bread
Sidewalk

These are all things that you might see everyday.
Please choose one of the above objects .
 Close your eyes.
 Visualize a specific picture in your minds.
 Now write several sentences, using the sense of sight to create a picture which will be seen by the reader.
Example: A gold bar of DIAL, oval and cracked. The letters look like an old tombstone and inscription. It has fallen from the sink and rests in the cobwebs and sand behind the waste basket.

Please use original detail . For example, the description of the bar of soap is so particular that it could have existed only in that exact moment in that very place.

Notes: (cut and paste and print!)

Descriptive Writing

When writing descriptively, an important rule of thumb is Ashow, don=t tell@.

Writing that tells merely summarizes an event or impression, whereas writing that shows actually paints a picture of that impression or event in the reader's mind. Writing that shows makes the experience come alive, and makes it real for the reader.

Writing that Ashows@:

 uses the active rather than the passive voice

 lets the character=s words, appearance, and actions speak for themselves

 is economical (uses specific nouns and verbs rather than relying on modifiers)

 includes reactions (thoughts and feelings) of the people involved wherever possible.

 includes dialogue rather than summarized talk

 includes details of time and place

 makes use of comparisons and contrasts

 is filled with figurative language

Examples:

Writing that tells: Sara was a bit of a dreamer, but she had a certain something that drew my attention right away. When I first saw her, she was sweeping.

Writing that shows: The first time I saw Sara she was holding a large broom, sweeping, her body twisting around the object as if she were dancing with it.

How to Write a Description

When writing an informative description, use clear, specific sensory details. To identify the details to include, you might ask yourself these questions about your subject.


 What is its size? Shape? Weight?

 What color is it?

 Of what material is it made?

 What is its texture?

 For what is it used?

 How is it made?

 How does it taste? Smell?

 What does it sound like if it is hit?


When writing imaginative description:

$ use figurative language and imaginative comparisons to evoke an image in the reader=s mind and create an emotional response.

$ concentrate on creating an overall mood or atmosphere and choose images that will contribute to it.

$ Organize your description to help your reader navigate through it.

 Use chronological order when the sequence in which things happened is most important (e.g. when you are describing an even or process).

 Use spatial order when the position of things is most important (e.g. when you are describing a place).

 Use order of importance when a certain aspect deserves the most attention (e.g., when you are describing a series of steps, but one step has to occur or the others won=t matter).

Monday, Feb.8

Blocks D & C:

Silent Reading (Independent novel)
Notes on Parts of Speech (reviewed on overhead -- did not copy)
Passed out 2 double-sided grammar sheets to be completed for homework.

Friday, Feb. 5

Silent Reading 20 minutes
Went over Reading Response criteria
Passed out Writing Logs (to be kept in writing portfolios)
Copied notes on the different genres of writing (went over notes)

Thursday, Feb.4

C & D Blocks:
Went to library to select independant novels (read novels and completed our first Reading Response)
Passed out Reading Response criteria sheets (to be put in writing portfolios)

Wed. Feb. 3, 2010

Block C&D:

Passed out student info. sheets
Passed out course syllabus (reviewed with class)
Course Expectations
Adjective Name game