chicago academy high school’s student writing...

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Chicago Academy High School’s

Student Writing ManualNAME:

Chicago Academy High School3400 N. Austin Blvd., 3rd FloorChicago, IL 60634http://www.edline.net/pages/cah

2012-2013 Edition

AcknowledgementsThis manual was created by Chicago Academy teachers for Chicago Academy students. Thank you to all the teachers who brainstormed, edited, and otherwise contributed to this document. And a special thanks to Purdue Online Writing Lab (OWL) for the use and recreation of their material for parts of this manual.

Table of ContentsPreface.................................................................................................................1

Writing Conventions by Grade LevelCommunicating Clearly General Checklist.....................................................3

Grade Level Writing Conventions Rubrics.....................................................5

The Style Guides: MLA & APAMLA Formatting Guidelines.........................................................................11

APA Formatting Guidelines..........................................................................15

Business Writing: Cover Letters & Resumes...................................19

Content Area Writing: Labs, Essays, & DBQsScience Department.......................................................................................25

English Department.......................................................................................26

Math Department...........................................................................................30

Social Science Department............................................................................32

Glossary of Terms.........................................................................................34

Notes...................................................................................................................43

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PrefaceThe Chicago Academy High School Writing Manual is the result of a project led by the English Department with the collaboration of the Social Studies, Math, Science, Art, and Foreign Language departments. The purpose of this manual is to provide a resource for CAHS students, parents, and teachers to use as a reference on writing assignments and as a supplementary classroom resource.

Included in this manual are the most commonly used rubrics for major writing assignments, a glossary of commonly used writing terminology, and a proofreading guide. Close study of these documents will reveal the scope of writing skills students are expected to master from freshman to senior year as they prepare for college.

This document is not comprehensive, however. Individual teachers assign additional or modified requirements depending on the discipline, the course, and the specific assignment.

Writing Conventionsby Grade Level

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Communicating Clearly General Checklist

Language Elements Grammar Elements Sentence Elementso I used “spell check” on the

computer as my first test for spelling errors.

o I wrote in 3rd person point of view.

o The words are sophisticated and used correctly.

o It is evident that I am most precise in my choice of words in several instances in this paper.

o I often use language rules to draw the reader’s attention to my message, yet don’t distract thereader.

o All my sentences begin with a capital letter.

o All of my sentences follow the subject –verb – object format.

o All my sentences end with an appropriate end mark

o All my sentences have a verb and a subject.

o Verb and subject agree in number, tense and person

o I reread my sentences aloud to check that they say what I want them to say.

o I read my sentences to another to check for understanding.

o Several of my sentences are varied and don’t follow the subject – verb- object format.

o In each paragraph I varied the length and type of sentences.

o I employ elements of syntax throughout (Word Order, Sentence Length, Sentence Focus,Repetition, Punctuation) .

Students & Parents: Use the checklist below to help edit and revise a writing assignment BEFORE turning it in to the teacher. This checklist will help catch those general mistakes commonly made in a first draft, allowing the teacher to focus on refining an essay’s writing style and content.

TERMS TO REMEMBER:• Subject: the person, place, thing, or idea performing the action in a sen-

tence. The bold word in the sentence below is the subject.• Verb: the action or state of being in a sentence. The italicized word in the

sentence below is a verb.• Object: the person, place, thing, or idea receiving the action in a sentence.

The underlined word in the sentence below is an object.

My lab partner measured the liquid carefully.

Sentences that follow the pattern above (subject-verb-object) are the clearest and simplest sentences in the English language. To make writing more sophisticat-ed, a writer can rearrange the parts of the sentence, combine sentences, or add clauses to the sentence.

Grade Level Writing Conventions Rubrics

What follows are rubrics detailing how students are expected to write at each grade level. With the exception of 9th grade, these rubrics are indicative of the writing students will be able to do by the Spring of that school year. Therefore, expect that students may start at the lower end of the rubric in Fall, and steadily progress as the year continues.

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Chicago Academy High School Grade 9 Common Rubric (1st Semester)

Communicate Clearly

4Exceeding

The essay shows a good command of academic language: o Formal language is used.

Sentences are varied and word choice is varied and precise: o Written in complete sentences

There are few, if any, errors to distract the reader: o Sentences begin with capital letters and

end with appropriate punctuation. o Subjects and verbs agree

3Meeting

Command of academic language is competent: o Formal language is used with very few

lapses into casual diction. Sentences are somewhat varied and word

choice is sometimes varied and precise: o Written in complete sentences with few

lapses. There may be a few errors, but they are

rarely distracting: o Sentences begin with a capital letter and

end with appropriate punctuation.o Subjects and verbs agree, but there are 1 –

2 lapses in agreement.

2Meeting w/ Support

Command of academic language is adequate, with some sentence variety and appropriate word choice: o Portions of the text may be written in

casual language, but there is evidence of formal English usage.

There may be some distracting errors, but they do not impede understanding:o Essay contains 3-5 lapses proper

capitalization, punctuation, and subject-verb agreement.

1Not Yet Meeting

Command of academic language shows a basic control: o Essay is written in casual, texting

language. Errors may be distracting and may

occasionally impede understanding:o There is little evidence of sentence

structure. o There is little evidence of subject-verb

agreement.

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Chicago Academy High School Grade 9 Common Rubric (2nd Semester)

Communicate Clearly

4Exceeding

The essay shows a good command of academic language: o Formal English is used. o Written in 3rd person.

Sentences are varied and word choice is varied and precise: o word choice includes appropriate use of

content-specific vocabulary o Frequently confused words are used

correctly. There are few, if any, errors to distract the

reader: o irregular and linking verbs are used

correctly o possessive nouns are used correctly o comparative and superlative adjectives are

used correctly. o Subjects and verbs agree even when

separated by phrases. o Coordinating conjunctions and commas

are used to join independent clauses.

3Meeting

Command of academic language is competent: o There are 1 – 2 lapses in Formal English

and 3rd person. Sentences are somewhat varied and word

choice is sometimes varied and precise: o word choice includes appropriate use of

content-specific vocabularyo There are few errors regarding frequently

confused words. There may be a few errors, but they are

rarely distracting: o essay contains one or two lapses in either

spelling, syntax, or punctuation (see above)

2Meeting w/ Support

Command of academic language is adequate, with some sentence variety and appropriate word choice: o essay may lapse into 2nd person, but still

avoids 1st persono use of contractions or other casual dictiono word choice is simple, though accurate,

but avoids content-specific vocabulary There may be some distracting errors, but

they do not impede understanding:o essay contains 3-5 lapses in spelling,

syntax, and punctuation (see above)

1Not Yet Meeting

Command of academic language shows a basic control: o essay is written in the 1st persono use of contractions or other casual diction

Sentences show a little variety and word choice is appropriate: o word choice is simple, occasionally

inaccurate, and avoids content-specific vocabulary

o There may be very little sentence structure. Errors may be distracting and may

occasionally impede understanding:o essay contains multiple distracting lapses

in spelling, syntax, and punctuation (see above)

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Chicago Academy High School Grade 9 Common Rubric (2nd Semester)

Communicate Clearly

4Exceeding

The essay shows a good command of academic language: o Formal English is used. o Written in 3rd person.

Sentences are varied and word choice is varied and precise: o word choice includes appropriate use of

content-specific vocabulary o Frequently confused words are used

correctly. There are few, if any, errors to distract the

reader: o irregular and linking verbs are used

correctly o possessive nouns are used correctly o comparative and superlative adjectives are

used correctly. o Subjects and verbs agree even when

separated by phrases. o Coordinating conjunctions and commas

are used to join independent clauses.

3Meeting

Command of academic language is competent: o There are 1 – 2 lapses in Formal English

and 3rd person. Sentences are somewhat varied and word

choice is sometimes varied and precise: o word choice includes appropriate use of

content-specific vocabularyo There are few errors regarding frequently

confused words. There may be a few errors, but they are

rarely distracting: o essay contains one or two lapses in either


2Meeting w/ Support

Command of academic language is adequate, with some sentence variety and appropriate word choice: o essay may lapse into 2nd person, but still

avoids 1st persono use of contractions or other casual dictiono word choice is simple, though accurate,

but avoids content-specific vocabulary There may be some distracting errors, but



1Not Yet Meeting


Sentences show a little variety and word choice is appropriate: o word choice is simple, occasionally


o There may be very little sentence structure. Errors may be distracting and may

occasionally impede understanding:o essay contains multiple distracting lapses


Chicago Academy High School Grade 10 Common Rubric

Communicate Clearly

4Exceeding

The essay shows a good command of academic language:o essay is written in 3rd person o no use of contractions or casual diction

Sentences are varied and word choice is varied and precise: o word choice includes appropriate use of content-

specific vocabulary o length and composition of sentences is varied

(simple, compound, complex) o Punctuation is used to create effective sentences.

There are few, if any, errors to distract the reader: o Pronouns and antecedents agree. o Conjunctive adverbs are used to join independent

clauses.o Comas, semicolons, and colons are used

correctly. o All pronouns are used correctly. o Correctly use the past and past participle forms of

irregular verbs. o Form past perfect verbs using have instead of of.

3Meeting

Command of academic language is competent: o essay is written in the 3rd persono use of contractions or other casual diction

Sentences are somewhat varied and word choice is sometimes varied and precise: o word choice includes appropriate use of content-

specific vocabularyo length and composition of sentences includes

effective simple or compound structure There may be a few errors, but they are rarely

distracting: o essay contains one or two lapses in either


2Meeting w/ Support

Command of academic language is adequate, with some sentence variety and appropriate word choice: o essay may lapse into 2nd person, but still avoids

1st persono use of contractions or other casual dictiono word choice is simple, though accurate, but

avoids content-specific vocabularyo length and composition of sentences are simple,

though accurate There may be some distracting errors, but they

do not impede understanding:o essay contains 3-5 lapses in spelling, syntax, and

punctuation (see above)

1Not Yet Meeting


Sentences show a little variety and word choice is appropriate: o word choice is simple, occasionally inaccurate,

and avoids content-specific vocabularyo length and composition of sentences are simple,

and occasionally inaccurate Errors may be distracting and may occasionally

impede understanding:o essay contains multiple distracting lapses in

spelling, syntax, and punctuation (see above)

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Chicago Academy High SchoolGrade 11 Common Rubric

Communicate Clearly

4Exceeding

• The essay shows a good command of academic language:o essay is written in 3rd persono no use of contractions or casual diction

• Sentences are varied and word choice is varied and precise:o word choice includes appropriate use of

content-specific vocabularyo length and composition of sentences is

varied (simple, compound, complex)• There are few, if any, errors to distract the

reader:o accurate spelling (no confused

homonyms), syntax (no fragments or run-ons), and punctuation (no errant apostrophes or misplaced commas)

3Meeting

• Command of academic language is competent:o essay is written in the 3rd persono use of contractions or other casual diction

• Sentences are somewhat varied and word choice is sometimes varied and precise:o word choice includes appropriate use of

content-specific vocabularyo length and composition of sentences

includes effective simple or compound structure

• There may be a few errors, but they are rarely distracting:o essay contains one or two lapses in either


2Meeting w/ Support

• Command of academic language is adequate:o essay may lapse into 2nd person, but still

avoids 1st persono use of contractions or other casual diction

• Sentences are simple and word choice is accurate, but not precise:o word choice is simple, though accurate,

but avoids content-specific vocabularyo length and composition of sentences are

simple, though accurate• There may be some distracting errors, but



1Not Yet Meeting

• Command of academic language shows a basic control:o essay is written in the 1st persono use of contractions or other casual diction

• Sentences show little variety and word choice is occasionally inappropriate:o word choice is simple, occasionally


o length and composition of sentences are simple, and occasionally inaccurate

• Errors may be distracting and may occasionally impede understanding:o essay contains multiple distracting lapses


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Chicago Academy High SchoolGrade 12 Common Rubric

Communicate Clearly

4Exceeding

The essay shows a good command of academic language:o Essays about literature maintain the literary present tenseo Quotations are set up and presented with smooth internal

attribution and seamless transitions. (The word “quote” is avoided; the “book” doesn’t “say,” etc.)

o Parallel structure is used throughoutSentences are varied and word choice is varied and precise:o Word choice is specific and effectiveo Word choice contributes to voiceo Sentence variety shows control and sophisticationo Transitions within and between sentences are varied and

precise• There are few, if any, errors to distract the reader:o Pronouns agree with antecedents in gender and number as well

as person vs. thing (avoiding confusion between who and which / that); there is no use of first-or second-person pronouns

o There are no run-on sentences or fragments.o Commas, apostrophes, semicolons, and colons are used

correctly and with purpose.

3Meeting

• Command of academic language is competent:o Essay mostly maintains the literary presento The student attempts to use proper presentation of quotes, but

may occasionally use awkward attribution, etc.o Parallel structure is used throughout

• Sentences are somewhat varied and word choice is sometimes varied and precise:o Word choice is mostly specific and effectiveo Sentences generally show varietyo Transitions are attempted and mostly reflect the logic of the

sentence/paragraph• There may be a few errors, but they are rarely distracting:o Pronouns mostly agree with antecedents; there is no use of

first-or second-person pronounso There are no run-on sentences or fragments.o Commas, apostrophes, semicolons, and colons are mostly used

correctly

2Meeting w/ Support

• Command of academic language is adequate, with some sentence variety and appropriate word choice:o essay sometimes lapses into past tenseo some attempt is made to present quotes properlyo there are some errors in parallel structure

• Sentences show a little variety and word choice is appropriate:o word choice is simple, occasionally inaccurate, and avoids

content-specific vocabularyo Sentences sometimes show varietyo Transitions are attempted and sometimes reflect the logic of

the writer• There may be some distracting errors, but they do not

impede understanding:o essay contains 3-5 lapses in pronoun use, complete sentences,

and punctuation (see above)

1Not Yet Meeting

• Command of academic language shows a basic control:o essay about literature is written in the past tenseo quotations are often punctuated wrong and presented

awkwardlyo Sentences frequently display non-parallel structure

• Sentences show little variety and word choice is simple:o word choice is simple, occasionally inaccurate, and avoids

content-specific vocabularyo Sentence structures are mostly repeated and basic.o Some transition words are used, but they are often misleading.

• Errors may be distracting and may occasionally impede understanding:o essay contains multiple distracting lapses in pronoun use,

complete sentences, and punctuation (see above)

The Style Guides:MLA & APA

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MLA Formatting Guidelines1

Summary: MLA (Modern Language Association) style is most commonly used to write papers and cite sources for English classes and most Social Studies classes. This resource, updated to reflect the MLA Handbook for Writers of Research Papers (7th ed.) and the MLA Style Manual and Guide to Scholarly Publishing (3rd ed.), offers examples for the general format of MLA research papers, in-text citations, endnotes/footnotes, and the Works Cited page.(Contributors:Tony Russell, Allen Brizee, Elizabeth Angeli, Russell Keck)

MLA style specifies guidelines for formatting manuscripts and using the English language in writing. MLA style also provides writers with a system for referencing their sources through parenthetical citation in their essays and Works Cited pages.

Writers who properly use MLA also build their credibility by demonstrating accountability to their source material. Most importantly, the use of MLA style can protect writers from accusations of plagiarism, which is the purposeful or accidental uncredited use of source material by other writers.

If you are asked to use MLA format, be sure to consult the MLA Handbook for Writers of Research Papers (7th edition). The MLA Handbook is available in most writing centers and reference libraries; it is also widely available in bookstores, libraries, and at the MLA web site.

1. Adapted from Purdue Online Writing Lab (OWL)

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Paper Format: The preparation of papers and manuscripts in MLA style is covered in chapter four of the MLA Handbook, and chapter four of the MLA Style Manual. Below are some basic guidelines for formatting a paper in MLA style.

General Guidelines:• Type your paper on a computer and print it out on standard, white 8.5 x 11-

inch paper.• Double-space the text of your paper by changing the paragraph spacing (not

by hitting Enter twice), and use a legible font (e.g. Times New Roman). Whatever font you choose, MLA recommends that the regular and italics type styles contrast enough that they are recognizable one from another. The font size should be 12 pt.

• Leave only one space after periods or other punctuation marks (unless otherwise instructed by your instructor).Set the margins of your document to 1 inch on all sides.

• Indent the first line of paragraphs one half-inch from the left margin. MLA recommends that you use the Tab key as opposed to pushing the Space Bar five times.

• Create a header that numbers all pages consecutively in the upper right-hand corner, one-half inch from the top and flush with the right margin. (Note: Your instructor may ask that you omit the number on your first page. Always follow your instructor’s guidelines.)

• Use italics throughout your essay for the titles of longer works and, only when absolutely necessary, providing emphasis.

• If you have any endnotes, include them on a separate page before your Works Cited page. Entitle the section Notes (centered, unformatted).

Formatting the First Page of Your Paper:• Do not make a title page for your paper unless specifically requested.• In the upper left-hand corner of the first page, list your name, your

instructor’s name, the course, and the date. Again, be sure to use double-spaced text.

• Double space again and center the title. Do not underline, italicize, or place your title in quotation marks; write the title in Title Case (standard capitalization), not in all capital letters.

• Use quotation marks and/or italics when referring to other works in your title, just as you would in your text: Fear and Loathing in Las Vegas as Morality Play; Human Weariness in “After Apple Picking”

• Double space between the title and the first line of the text.• Create a header (Insert: Header) in the upper right-hand corner that includes

your last name, followed by a space with a page number; number all pages consecutively with Arabic numerals (1, 2, 3, 4, etc.), one-half inch from the top and flush with the right margin. (Note: Your instructor or other readers may ask that you omit last name/page number header on your first page. Always follow instructor guidelines.)

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Sample MLA First Page

Catlin 1

Beth Catlin

Professor Elaine Bassett

English 106

3 August 2009

Andrew Carnegie: The Father of Middle-Class America

For decades Americans couldn’t help but love the red-headed, fun-loving Little Orphan

Annie. The image of the little girl moving so quickly from poverty to wealth provided hope for

the poor in the 1930s, and her story continues to be a dream of what the future just might hold.

The rags-to-riches phenomenon is the heart of the American Dream. And few other people have

embodied this phenomenon as much as Andrew Carnegie did in the late 1800s and early 1900s.

His example and industry caused him to become the father of middle-class America.

Andrew Carnegie can be looked to as an ideal example of a poor immigrant making his

way up to become leader of the capitalist world. Carnegie was born into a poor working-class

family in Scotland. According to the PBS documentary “The Richest Man in the World: Andrew

Carnegie,” the Industrial Revolution was difficult on Carnegie’s father, causing him to lose his

weaving business. The Carnegie family was much opposed to the idea of a privileged class, who

gained their wealth simply by inheritance (“Richest”). This type of upbringing played a large

factor in Andrew Carnegie’s destiny. In order to appease his mother’s desire for material

benefits, and perhaps in an effort to heal his father’s wounds, Carnegie rejected poverty and

cleaved into prosperity.

Carnegie’s character was ideal for gaining wealth. His mother taught him to “look after

the pennies, and the pounds will take care of themselves;” he later turned this proverb into

“watch the costs, and the profits take care of themselves” (“Richest”). Such thrift was integral to

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Sample MLA Works Cited

Works Cited

"Blueprint Lays Out Clear Path for Climate Action." Environmental Defense Fund.

Environmental Defense Fund, 8 May 2007. Web. 24 May 2009.

Clinton, Bill. Interview by Andrew C. Revkin. “Clinton on Climate Change.” New York Times.

New York Times, May 2007. Web. 25 May 2009.

Dean, Cornelia. "Executive on a Mission: Saving the Planet." New York Times. New York Times,

22 May 2007. Web. 25 May 2009.

Ebert, Roger. "An Inconvenient Truth." Rev. of An Inconvenient Truth, dir. Davis

Guggenheim. rogerebert.com. Sun-Times News Group, 2 June 2006. Web. 24 May 2009.

GlobalWarming.org. Cooler Heads Coalition, 2007. Web. 24 May 2009.

Gowdy, John. "Avoiding Self-organized Extinction: Toward a Co-evolutionary Economics of

Sustainability." International Journal of Sustainable Development and World Ecology 14.1

(2007): 27-36. Print.

An Inconvenient Truth. Dir. Davis Guggenheim. Perf. Al Gore, Billy West. Paramount, 2006.

DVD.

Leroux, Marcel. Global Warming: Myth Or Reality?: The Erring Ways of Climatology. New

York: Springer, 2005. Print.

Milken, Michael, Gary Becker, Myron Scholes, and Daniel Kahneman. "On Global Warming

and Financial Imbalances." New Perspectives Quarterly 23.4 (2006): 63. Print.

Nordhaus, William D. "After Kyoto: Alternative Mechanisms to Control Global

Warming." American Economic Review 96.2 (2006): 31-34. Print.

"Global Warming Economics." Science 9 Nov. 2001: 1283-84.Science Online. Web. 24 May

2009.

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APA Formatting Guidelines1

Summary: APA (American Psychological Association) is most commonly used to cite sources within the social sciences. This resource, revised according to the 6th edition, second printing of the APA manual, offers examples for the general format of APA research papers, in-text citations, endnotes/footnotes, and the reference page. For more information, please consult the Publication Manual of the American Psychological Association, 6th edition, second printing.Contributors: Joshua M. Paiz, Elizabeth Angeli, Jodi Wagner, Elena Lawrick, Kristen Moore, Michael Anderson, Lars Soderlund, Allen Brizee, Russell Keck

General APA Guidelines:• Your essay should be typed, double-spaced on standard-sized paper (8.5” x

11”) with 1” margins on all sides. You should use a clear font that is highly readable. APA recommends using 12 pt. Times New Roman font.

• Include a page header (also known as the “running head”) at the top of every page. To create a page header/running head, insert page numbers flush right. Then type “TITLE OF YOUR PAPER” in the header flush left using all capital letters. The running head is a shortened version of your paper’s title and cannot exceed 50 characters including spacing and punctuation.

Major Paper Sections:Your essay should include four major sections: the Title Page, Abstract, Main Body, and References.

Title Page:• The title page should contain the title of the paper, the author’s name, and

the institutional affiliation. Include the page header (described above) flush left with the page number flush right at the top of the page.

• Type your title in upper and lowercase letters centered in the upper half of the page. APA recommends that your title be no more than 12 words in length and that it should not contain abbreviations or words that serve no purpose. Your title may take up one or two lines. All text on the title page, and throughout your paper, should be double-spaced.

• Beneath the title, type the author’s name: first name, middle initial(s), and last name. Do not use titles (Dr.) or degrees (Ph.D.).

• Beneath the author’s name, type the institutional affiliation, which should indicate the location where the author(s) conducted the research.

1. Adapted from Purdue Online Writing Lab (OWL)

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Sample APA Title Page

Running Head: PURDUE ONLINE WRITING LAB SAMPLE TITLE PAGE 1

The Purdue Online Writing Lab’s Sample Title Page:

Following the American Psychological Association’s Guidelines

Purdue Pete

Purdue University

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Sample APA First Page

Running Head: VARYING DEFINITIONS OF ONLINE COMMUNICATION 1

Varying Definitions of Online Communication and

Their Effects on Relationship Research

Elizabeth L. Angeli

State University

Author Note

Elizabeth L. Angeli, Department of Psychology, State University

Elizabeth L. Angeli is now at Department of English, Purdue University

This research was supported in part by a grant from the Sample Grant Program

Correspondence concerning this article should be addressed to Elizabeth L. Angeli,

Department of English, Purdue University, West Lafayette, IN 55555.

Contact: [email protected]

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Sample APA Reference Page

VARYING DEFINITIONS OF ONLINE COMMUNICATION 8

References

Cummings, J.N., Butler, B., & Kraut, R. (2002). The quality of online social relationships.

Communications of the ACM, 45(7). 103-108.

Hu, Y., Wood, J.F., Smith, V., & Westbrook, N. (2004). Friendships through IM: Examining the

relationship between instant messaging and intimacy. Journal of Computer-Mediated

Communication, 10(1). 38-48.

Tidwell, L.C., & Walther, J.B. (2002). Computer-mediated communication effects on disclosure,

impressions, and interpersonal evaluations: Getting to know one another a bit at a time.

Human Communication Research, 38(3). 317-348.

Underwood, H., & Findlay, B. (2004). Internet relationships and their impact on primary

relationships. Behavior Change, 21(3). 127-140.

Business Writing: Cover Letters & Resumes

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Sample Cover Letter & TipsINTERNSHIP COVER LETTER SAMPLE

Month, Day, YearYour Street AddressCity, State, Zip

Mr. Percy NellHuman Resources ManagerMost Desirable Organization1500 Shangri LaAnytown, IL 88888

Dear Mr. Nell:

I am interested in a summer internship with Most Desirable Organization. Currently I am a junior at Chicago Academy, and I would very much appreciate an opportunity to further my skills in (your area of interest). Most Desirable Organization has an excellent reputation for its work in (area of specialization), and I am confident that my academic background and personal experience could be beneficial to your work environment.

As a member of the Student Council at Chicago Academy High School, I gained valuable experience working with people from diverse backgrounds. I also learned to think on my feet. These skills will help me work with others in Most Desirable Organization, as well as provide excellent service for your customers. In addition, from being involved with many extracurricular groups through my high school years, and maintaining solid grades at the same time, I know that I can handle multiple responsibilities and successfully meet deadlines.

My background and experience, combined with my eagerness to learn more about (area of interest), will allow me to contribute to Most Desirable Organization. I would greatly appreciate an opportunity to meet you in person to discuss internship opportunities. Please feel free to call me at (your phone number) or email me at (your email address).

Thank you very much for your time and consideration. I look forward to hearing from you soon.

Sincerely,

(sign your name here in blue ink)

(type your name here)

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Cover letters accompany your resume as you apply for jobs in the future. You will get specific practice writing cover letters and resumes during your senior year as you apply for internships in Senior Seminar.

General Guidelines:1. Brush up your business writing skills. A cover letter should be formatted

like a professional business letter with your full address on the top right, unless you are using letterhead with your address pre-printed.

2. Address the cover letter to the human resource manager, head of the department or the person hiring. Many templates use a generic “Dear Sir/Madam” or “To Whom It May Concern,” but you should exchange the broad phrases for the name of a specific contact person.

3. Check out the company’s website before you write your letter. Get a feel for the company and why you would fit in there. You want the reader to get the impression that you took the time to find out as much as you could about the company and position before applying.

4. Write about why you want the position. Since you do not have years of experience to pull facts and figures from, just show your enthusiasm for the industry and the company. This is when all that research you did on the company will come in handy.

5. Point out any special achievements that relate to the position, without repeating your resume. Awards and scholarships may help show you are a viable candidate.

6. Proof your cover letter, perhaps even letting someone else take a look at it before you submit it. Most positions are highly competitive, and your letter should be as perfect as you can make it.

7. Create an individual cover letter for each position you apply for, especially if they are in different industries. You don’t want your cover letter to come across as a form letter. Each letter should be custom tailored to the company you’re applying with.

Tips & Warnings:• Don’t fret about including experience from college or high school in your

cover letter. It is expected. The employer knows that most applicants for an entry level position or internship do not have any direct work experience.

• Keep copies of each form letter you send. Besides being a great record of which positions you already applied for, the letters can be adapted to apply for future job opportunities.

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Sample Resume & Rubric

C A S S A N D R A F O R T E [email protected]

4842 WEST WOLFRAM ST. • CHICAGO, IL 60641 • (773) 226 - 1291

OBJECTIVE

To gain experience and knowledge in the writing/journalism career in order to prepare myself for college in a similar major.

EXPERIENCE

2008-2010 Chicago, IL Freshman Connection

Tutored and mentored incoming freshman Participated in conflict/resolution exercises Helped organize and design a play for freshmen to participate in

2009-present Chicago, IL National Honor Society

Elected Treasurer of NHS chapter (2010-2011) Participated and helped organized several fund raising events and food drives Helped supervise and organize several Blood Drives Designed posters and fliers for several NHS events and activities Tutored elementary students with math and history fair projects

Summer of 2010 New York City, NY Outdoor Nation Youth Summit

Traveled to NYC to participate in a youth summit Submitted information by answering surveys about the environment Participated in team building exercises with people from all around the country

EDUCATION

2007-2011 Chicago Academy High School Chicago, IL

Achieved a class rank of 2/98 Achieved weighted GPA of 4.5 Achieved ACT score of 32/36, with hightest subscore in English: 35/36 Excelled at AP Language & Composition and scored 4/5 on the AP test Excelled at AP U.S. History and scored a 3/5 on the AP exam Currently taking AP Studio Art and AP Literature and Composition Participated and excelled in multiple Honors classes.

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esum

e A

sses

smen

t Rub

ric

E

xper

ienc

e an

d ac

com

plis

hmen

ts

outs

ide

of s

choo

l (C

2.1)

Exp

erie

nce

and

acco

mpl

ishm

ents

in

scho

ol (C

2.2)

Form

attin

g (C

2.3)

U

se o

f effe

ctiv

e la

ngua

ge (C

2.4)

Sp

ecifi

city

(C2.

5)

4 E

XC

EE

DS

STA

ND

AR

DS

The

résu

mé

lists

and

de

scrib

es se

vera

l re

leva

nt p

revi

ous a

nd

curr

ent n

on-s

choo

l ex

perie

nces

, ac

com

plish

men

ts, a

nd

awar

ds. E

ach

item

has

at

leas

t tw

o bu

llet p

oint

s of

desc

riptio

n. A

com

plet

e pi

ctur

e of

the

stud

ent’s

ac

tiviti

es is

evi

dent

.

The

résu

mé

lists

and

de

scrib

es se

vera

l re

leva

nt p

revi

ous a

nd

curr

ent s

treng

ths,

inte

rest

s, ac

com

plish

men

ts, a

nd

awar

ds in

scho

ol. E

ach

item

has

at l

east

two

bulle

t poi

nts o

f de

scrip

tion.

A c

ompl

ete

pict

ure

of th

e st

uden

t’s

activ

ities

is e

vide

nt.

The

résu

mé

effe

ctiv

ely

and

crea

tivel

y us

es sp

acin

g,

bulle

ting,

and

font

styl

es to

pr

esen

t inf

orm

atio

n in

an

acce

ssib

le, o

rgan

ized

fa

shio

n. T

he ré

sum

é is

invi

ting.

The

résu

mé

uses

lang

uage

ef

fect

ivel

y by

em

ploy

ing

stro

ng a

ctio

n ve

rbs t

o co

ncise

ly d

escr

ibe

each

ré

sum

é ite

m a

nd b

y av

oidi

ng a

ll sp

ellin

g an

d gr

amm

ar e

rror

s.

The

résu

mé

incl

udes

ac

cura

te, c

ompl

ete,

and

prof

essio

nally

ap

prop

riate

con

tact

in

form

atio

n fo

r the

st

uden

t and

his

or h

er

refe

renc

es, a

s wel

l as d

ates

an

d lo

catio

ns o

f eac

h lis

ted

activ

ity o

r ac

com

plish

men

t.

3 M

EE

TS

STA

ND

AR

DS

The

résu

mé

lists

and

de

scrib

es se

vera

l re

leva

nt p

revi

ous a

nd

curr

ent n

on-s

choo

l ex

perie

nces

, ac

com

plish

men

ts, a

nd

awar

ds. E

ach

item

has

at

leas

t tw

o bu

llet p

oint

s of

desc

riptio

n.

The

résu

mé

lists

and

de

scrib

es se

vera

l re

leva

nt p

revi

ous a

nd

curr

ent s

treng

ths,

inte

rest

s, ac

com

plish

men

ts, a

nd

awar

ds in

scho

ol. E

ach

item

has

at l

east

two

bulle

t po

ints

of d

escr

iptio

n.

The

résu

mé

effe

ctiv

ely

uses

sp

acin

g, b

ulle

ting,

and

font

st

yles

to p

rese

nt

info

rmat

ion

in a

n ac

cess

ible

, org

aniz

ed

fash

ion.

The

résu

mé

uses

lang

uage

ef

fect

ivel

y by

em

ploy

ing

an

actio

n ve

rb to

des

crib

e ea

ch

résu

mé

item

and

by

avoi

ding

all

spel

ling

and

gram

mar

err

ors.

The

résu

mé

incl

udes

ac

cura

te a

nd p

rofe

ssio

nally

ap

prop

riate

con

tact

in

form

atio

n fo

r the

stud

ent ,

as w

ell a

s dat

es a

nd

loca

tions

for a

lmos

t all

activ

ities

or

acco

mpl

ishm

ents

.

1 D

OE

S N

OT

ME

ET

ST

AN

DA

RD

S

The

résu

mé

lists

seve

ral

prev

ious

and

cur

rent

non

-sc

hool

exp

erie

nces

, ac

com

plish

men

ts, a

nd

awar

ds. T

he re

leva

nce

of

som

e ite

ms m

ay b

e un

clea

r , an

d de

scrip

tions

may

be

miss

ing

or v

ague

.

The

résu

mé

lists

seve

ral

prev

ious

and

cur

rent

st

reng

ths,

inte

rest

s, ac

com

plish

men

ts, a

nd

awar

ds in

scho

ol. T

he

rele

vanc

e of

som

e ite

ms m

ay b

e un

clea

r, an

d de

scrip

tions

may

be

miss

ing

or v

ague

.

The

résu

mé

inco

nsist

ently

use

s sp

acin

g, b

ulle

ting,

and

fo

nt st

yles

to p

rese

nt

info

rmat

ion

in a

n ac

cess

ible

, org

aniz

ed

fash

ion.

The

des

ign

of th

e ré

sum

é m

ay m

ake

it di

ffic

ult t

o re

ad.

The

résu

mé

uses

lang

uage

ef

fect

ivel

y by

em

ploy

ing

a ve

rb to

des

crib

e m

ost

résu

mé

item

s and

by

avoi

ding

mos

t spe

lling

and

gr

amm

ar e

rror

s.

The

résu

mé

incl

udes

ac

cura

te c

onta

ct

info

rmat

ion

for t

he st

uden

t, as

wel

l as d

ates

and

lo

catio

ns fo

r som

e ac

tiviti

es

or a

ccom

plish

men

ts.

Content Area Writing: Labs, Essays, & DBQs

25

Science Department RubricL

ab R

epor

t Rub

ric

PRO

BL

EM

H

YPO

TH

ESI

S E

XPE

RIM

EN

T

CO

NC

LU

SIO

N

FOR

MA

TT

ING

3

4

Th

e pr

oble

m is

cl

early

stat

ed a

s a

ques

tion.

Expl

anat

ion

show

s a

deep

un

ders

tand

ing

of

the

cont

ent.

Var

iabl

es a

re

corr

ectly

id

entif

ied.

Proc

edur

es a

re

eval

uate

d an

d m

odifi

catio

ns a

re

sugg

este

d.

Sect

ion

title

s are

in

clud

ed in

the

prop

er o

rder

and

ha

ndw

ritin

g is

ea

sy to

read

.

3

Th

e pr

oble

m is

cl

early

stat

ed a

s a

ques

tion.

Hyp

othe

sis

dire

ctly

rela

tes t

o th

e pr

oble

m a

nd is

ex

plai

ned.

All

data

is c

lear

ly

reco

rded

. Any

pr

oces

sed

data

in

clud

es

calc

ulat

ions

.

Dat

a is

su

mm

ariz

ed. T

he

hypo

thes

is is

ev

alua

ted

for

valid

ity.

Sect

ion

title

s are

in

clud

ed in

the

prop

er o

rder

and

ha

ndw

ritin

g is

ea

sy to

read

.

Grade 10 1

Grade 9 1

Pr

oble

m st

ated

but

no

t as a

que

stio

n or

is in

com

plet

e.

Hyp

othe

sis s

tate

d bu

t doe

s not

di

rect

ly re

late

to

the

prob

lem

or i

s no

t exp

lain

ed.

Dat

a is

mis

sing

, di

sorg

aniz

ed, o

r in

com

plet

e.

Dat

a is

not

su

mm

ariz

ed o

r the

hy

poth

esis

is n

ot

eval

uate

d.

Sect

ions

are

out

of

orde

r or w

ithou

t tit

les.

26

English Department Rubrics

ACT Expository Writing Rubric

28

ACT Persuasive Writing Rubric

30

Math Department RubricMath Department Rubric for Writing Assignments

Assignment name: ___________________________ Final grade:____________ / 4

Language Vocabulary Reasoning CommunicationMultiple

RepresentationsMathematical

WorkAssignment

Specific

All

Gra

de L

evel

s

4Exceeding Standard

Student employs conventions of standard English grammar, usage, and mechanics with few, if any, errors.

Student consistently demonstrates excellent abilityto use precise technical vocabulary and notation.

Student displays excellent reasoning in employing an efficient and effective strategy.

Student’s explanations are communicated clearly and in excellent detail.

Student makes no errors when converting between multiple representations of data.

Student makes no errors in theirmathematical work

3Meeting

Standard

Student employs conventions of standard English grammar, usage, and mechanics with some errors.

Student demonstrates some ability to use precise technical vocabulary and notation.

Student displays solid reasoning with few errorsin employing an effective strategy.

Student’s explanations are mostly clear and include all critical components.

Student makes few errors when converting between multiple representations of data.

Student makes few errors in their mathematical work.

1Not Yet Meeting

Standard

Student employs conventions of standard English grammar, usage, and mechanics with frequent errors.

Student does not demonstrate ability to use precise technical vocabulary and notation.

Student displays deeply flawedreasoning or shows little evidence of mathematical reasoning.

Student’s explanations are very difficult to understand or are missing critical components.

Student makes frequent errorswhen converting between multiple representations of data.

Student makes frequent errorsin their mathematical work.

31

Math Department Rubric for Writing Assignments

Assignment name: ___________________________ Final grade:____________ / 4

Language Vocabulary Reasoning CommunicationMultiple

RepresentationsMathematical

WorkAssignment

Specific

All

Gra

de L

evel

s

4Exceeding Standard

Student employs conventions of standard English grammar, usage, and mechanics with few, if any, errors.

Student consistently demonstrates excellent abilityto use precise technical vocabulary and notation.

Student displays excellent reasoning in employing an efficient and effective strategy.

Student’s explanations are communicated clearly and in excellent detail.

Student makes no errors when converting between multiple representations of data.

Student makes no errors in theirmathematical work

3Meeting

Standard

Student employs conventions of standard English grammar, usage, and mechanics with some errors.

Student demonstrates some ability to use precise technical vocabulary and notation.

Student displays solid reasoning with few errorsin employing an effective strategy.

Student’s explanations are mostly clear and include all critical components.

Student makes few errors when converting between multiple representations of data.

Student makes few errors in their mathematical work.

1Not Yet Meeting

Standard

Student employs conventions of standard English grammar, usage, and mechanics with frequent errors.

Student does not demonstrate ability to use precise technical vocabulary and notation.

Student displays deeply flawedreasoning or shows little evidence of mathematical reasoning.

Student’s explanations are very difficult to understand or are missing critical components.

Student makes frequent errorswhen converting between multiple representations of data.

Student makes frequent errorsin their mathematical work.

32

Social Science DBQ Rubric

Chicago Academy High School Social Science Department Document Based Question (DBQ) Rubric

* A score of ‘2’ may only be earned after earning a ‘3’ on a subsequent attempt. A score of ‘3’ may also be earned by achieving a ‘4’ on a subsequent attempt.

THESIS (C1)

USE OF DOCUMENTS (C2)

OUTSIDE INFORMATION (C3)

ORGANIZATION OF EVIDENCE AND SEQUENCING OF IDEAS (C4)

MECHANICS (C5)

4 4

4 8-

9

• A clear, well-developed thesis responds directly to the prompt and explains detailed and original categories of analysis (arguments, or “buckets”).

• The essay makes explicit use of between 70% and 80% of the documents provided.

• Evidence is accurately described, insightfully analyzed, and effectively evaluated to connect to the thesis statement.

• Consideration of the documents includes source line, factual accuracy, analysis of main ideas and inferences, as well as a clear awareness of frame of reference.

• The essay examines the complexities of historical interpretations by fully responding to counterarguments to the writer’s position.

• The essay supports the thesis with substantial and relevant outside information (6 to 7 pieces).


• Consideration of the evidence includes source line, factual accuracy, analysis of main ideas and inferences, as well as a clear awareness of frame of reference.

• The organization of the essay is clear. • Categories of analysis (arguments, or

“buckets”) define the paragraph structure of the essay and directly and effectively support the thesis.

• Ideas are coherently and logically sequenced.

• The introduction and conclusion are effective, clear, and well developed.

• The essay shows a good command of language.

• Sentences are varied and word choice is varied and precise.

• There are few, if any, errors to distract the reader.

5-7

3

• The thesis addresses the prompt and introduces detailed/specific categories of analysis (arguments, or “buckets”).


• Evidence is accurately described and well analyzed. Evaluation of most evidence connects it to the thesis.

• Consideration of the documents includes source line and factual accuracy, as well as analysis of main ideas and inferences.

• The essay recognizes the complexity of historical interpretations by responding to a counterargument.

• The essay supports the thesis with some substantial and relevant outside information (4 to 5 pieces).


• Consideration of the evidence includes source line and factual accuracy, as well as analysis of main ideas and inferences.

• The organization of the essay is clear, although it may be predictable.

• Categories of analysis (arguments, or “buckets”) effectively define the paragraph structure of the essay and support the thesis.

• Ideas are often coherently and logically sequenced.

• The introduction and conclusion are clear and generally well developed.

• Language is competent. • Sentences are somewhat varied and word

choice is sometimes varied and precise. • There may be a few errors, but they are

rarely distracting.

3

11th

Gra

de

1 3 3-4

• The thesis addresses the prompt

and suggests or names general categories of analysis (arguments, or “buckets”).


• Evidence is accurately described; some is analyzed or evaluated.

• Consideration of the documents primarily relies on source line, factual accuracy, and some analysis of main ideas.

• The essay may provide some response to counterarguments to the writer’s position.

• The essay supports the thesis with a few pieces of outside information (3 to 4), or evidence that is of questionable relevance.


• Consideration of the evidence primarily relies on source line, factual accuracy, and some analysis of main ideas.

• The organization of the essay is apparent but predictable.

• Categories of analysis (arguments, or “buckets”) clearly define the paragraph structure of the essay, though they may be addressed in an imbalanced way.

• Evidence of coherent sequencing of ideas is apparent.

• The introduction and conclusion are clear and somewhat developed.

• Language is adequate. • Some sentence variety and appropriate

word choice. • There may be some distracting errors, but

they do not impede understanding.

10th

Gra

de

1

9th G

rade

1

AP 1

-2

• A thesis/claim restates the prompt

and suggests a position. • The essay makes explicit use of up to 50% of the documents

provided. • Evidence is described with general accuracy, but not

analyzed or evaluated. • Consideration of the documents primarily relies on source

line and factual accuracy. • There is little or no recognition of a counterargument to the

writer’s position.

• The essay attempts to support the thesis with a little outside information (1 to 2 pieces), or evidence that contains substantial factual errors.

• Evidence is described with general accuracy, but not analyzed or evaluated.

• Consideration of the evidence primarily relies on source line and factual accuracy.

• The organization of the essay is simple. • Categories of analysis (arguments, or

“buckets”) do not consistently define the paragraph structure of the essay, or one may be missing or may not be relevant.

• An introduction and conclusion are clearly discernible but underdeveloped.

• Language shows a basic control. • Sentences show a little variety and word

choice is appropriate. • Errors may be distracting and may

occasionally impede understanding.

* DBQ refers to a Document Based Question, a form of writing and instruction which is integral to our Social Science curricula.

33

Chicago Academy High School Social Science Department Document Based Question (DBQ) Rubric

* A score of ‘2’ may only be earned after earning a ‘3’ on a subsequent attempt. A score of ‘3’ may also be earned by achieving a ‘4’ on a subsequent attempt.

THESIS (C1)

USE OF DOCUMENTS (C2)

OUTSIDE INFORMATION (C3)

ORGANIZATION OF EVIDENCE AND SEQUENCING OF IDEAS (C4)

MECHANICS (C5)

4 4

4 8-

9

• A clear, well-developed thesis responds directly to the prompt and explains detailed and original categories of analysis (arguments, or “buckets”).



• Consideration of the documents includes source line, factual accuracy, analysis of main ideas and inferences, as well as a clear awareness of frame of reference.

• The essay examines the complexities of historical interpretations by fully responding to counterarguments to the writer’s position.

• The essay supports the thesis with substantial and relevant outside information (6 to 7 pieces).


• Consideration of the evidence includes source line, factual accuracy, analysis of main ideas and inferences, as well as a clear awareness of frame of reference.

• The organization of the essay is clear. • Categories of analysis (arguments, or

“buckets”) define the paragraph structure of the essay and directly and effectively support the thesis.

• Ideas are coherently and logically sequenced.

• The introduction and conclusion are effective, clear, and well developed.

• The essay shows a good command of language.

• Sentences are varied and word choice is varied and precise.

• There are few, if any, errors to distract the reader.

5-7

3

• The thesis addresses the prompt and introduces detailed/specific categories of analysis (arguments, or “buckets”).



• Consideration of the documents includes source line and factual accuracy, as well as analysis of main ideas and inferences.

• The essay recognizes the complexity of historical interpretations by responding to a counterargument.

• The essay supports the thesis with some substantial and relevant outside information (4 to 5 pieces).


• Consideration of the evidence includes source line and factual accuracy, as well as analysis of main ideas and inferences.

• The organization of the essay is clear, although it may be predictable.

• Categories of analysis (arguments, or “buckets”) effectively define the paragraph structure of the essay and support the thesis.

• Ideas are often coherently and logically sequenced.

• The introduction and conclusion are clear and generally well developed.

• Language is competent. • Sentences are somewhat varied and word

choice is sometimes varied and precise. • There may be a few errors, but they are

rarely distracting.

3

11th

Gra

de

1 3 3-4

• The thesis addresses the prompt

and suggests or names general categories of analysis (arguments, or “buckets”).



• Consideration of the documents primarily relies on source line, factual accuracy, and some analysis of main ideas.

• The essay may provide some response to counterarguments to the writer’s position.

• The essay supports the thesis with a few pieces of outside information (3 to 4), or evidence that is of questionable relevance.


• Consideration of the evidence primarily relies on source line, factual accuracy, and some analysis of main ideas.

• The organization of the essay is apparent but predictable.

• Categories of analysis (arguments, or “buckets”) clearly define the paragraph structure of the essay, though they may be addressed in an imbalanced way.

• Evidence of coherent sequencing of ideas is apparent.

• The introduction and conclusion are clear and somewhat developed.

• Language is adequate. • Some sentence variety and appropriate

word choice. • There may be some distracting errors, but

they do not impede understanding.

10th

Gra

de

1

9th G

rade

1

AP 1

-2

• A thesis/claim restates the prompt

and suggests a position. • The essay makes explicit use of up to 50% of the documents

provided. • Evidence is described with general accuracy, but not

analyzed or evaluated. • Consideration of the documents primarily relies on source

line and factual accuracy. • There is little or no recognition of a counterargument to the

writer’s position.

• The essay attempts to support the thesis with a little outside information (1 to 2 pieces), or evidence that contains substantial factual errors.

• Evidence is described with general accuracy, but not analyzed or evaluated.

• Consideration of the evidence primarily relies on source line and factual accuracy.

• The organization of the essay is simple. • Categories of analysis (arguments, or

“buckets”) do not consistently define the paragraph structure of the essay, or one may be missing or may not be relevant.

• An introduction and conclusion are clearly discernible but underdeveloped.

• Language shows a basic control. • Sentences show a little variety and word

choice is appropriate. • Errors may be distracting and may

occasionally impede understanding.

Glossary of Terms* SST denotes terms specific to Social Studies curricula.

35

WORD DEFINITION Agreement The subject and the verb of a sentence must agree in number.

Incorrect: She run a race every day. Correct: She runs a race every day.

Analyze (SST) To interpret APA Formatting APA stands for the American Psychological Association. Use

APA guidelines when writing in the social sciences. Consult an APA style manual for specific details. http://owl.english.purdue.edu/owl/resource/560/01/

Argument (SST) Reason or category analysis that helps prove your claim/thesis Atmosphere See mood Attention Grabber The first sentences of your introduction, which grabs the reader’s

attention. Consider using an interesting fact, a relevant quote, or a short anecdote (a brief narrative of a situation).

Attribution In journalism, the process of crediting sources within the text of a story.

Audience The intended readers of a piece or writing. Knowledge of the audience’s needs and expectations helps a writer shape writing so that it is clear, interesting and convincing.

Awkward A sentence can be considered awkward for many reasons. Common causes of awkward sentences include wordiness, unusual word order, and overuse of the passive voice. Fix awkward sentences by writing precise, concise sentences that follow the typical subject—verb--object pattern usually found inStandard English.

Baby Thesis (SST) See English Topic Sentence A topic sentence introducing the category of analysis/bucket/ reason, as it relates to the overall claim/thesis

Balance In journalism, the goal of covering all sides of a story as fairly as possible.

Bias Biased writing unfairly disparages or characterizes individuals based on disability, gender, race, ethnicity, or sexuality. Bias is usually unintentional but should be avoided.http://owl.english.purdue.edu/owl/resource/560/14/

Body (P-E-E) (mnemonic device)In the body of your essay, each paragraph may follow the P-E-E format. P = point, E = Evidence/Example, E= explanation. Your point is your topic sentence or claim. You then support your claim with evidence or examples, and then explain how your evidence or example supports your claim.

Bucket (SST) A group of facts, statistics, or reasons which all support the same overarching idea. You sort the facts in a DBQ into buckets,similar to how you group ideas in English class into paragraphs.

Category of Analysis (SST)

See bucket

Claim A positive statement or assertion that requires support. Claimsare the backbone of any argument (same as Thesis).

36

WORD DEFINITION Commentary A specific type of paper in which you comment on other piece of

writing—usually a piece of literature. Avoid summarizing when writing a commentary. Rather, use a literary lens to guide your analysis and commentary. Common lenses include historical, feminist, or new critical. For a complete list of lenses through which to focus your commentary, including sets of guiding questions, seehttp://owl.english.purdue.edu/owl/owlprint/722/

Compare/Contrast (SST) To compare is to use examples to show how things are similar and different, with a greater emphasis on similarities. To contrast is to use examples to show how things are different in one or more ways.

Conclusion The closing of an essay. Your readers should be left with an understanding of your claim or thesis, and feel as if what they read was meaningful.

Connotation A feeling or association called up by a word, beyond its dictionary definition. Certain words often have a negative or positive connotation. Example: “bossy” has a negative connotation while “confident” has a positive connotation. Seealso denotation.

Counter Argument A persuasive essay should contain a counter argument. Present a hypothetical argument (counter argument) that contradicts your thesis. Next give an example why someone might articulate that argument. Then provide a rebuttal, in which you refute the hypothetical argument and provide explanation. Commonsentence stems to introduce a counter argument:“Some may argue…” “While it is possible…” “Although it hasbeen asserted…”

Creative Writing Creative writing is writing that expresses the writer's thoughts and feelings in an imaginative, often unique, and poetic way. Creative writing is guided more by the writer's need to express feelings and ideas than by restrictive demands of factual and logical progression of expository writing.

Dangling Modifier A modifier that does not sensibly describe anything in its sentence.Dangling: Having arrived late, the concert had already begun. Revised: Having arrived late, we found that the concert had already begun.

Deductive Reasoning Applying a generalization to specific circumstances in order to reach a conclusion. (also syllogism) Premise: All human beings are mortal. Premise: I am a human being. Conclusions: Therefore, I am mortal.

Denotation The main or dictionary definition of a word. Also known as the literal definition of a word.

37

WORD DEFINITION Describe (SST) Explain the document/evidence in your own words (displaying

understanding and comprehension) Discuss (SST) To make an argument or prove a point, in an effort to make a

claim Draft (1st, 2nd, final) Writing is a process, not a one-time event. Essays must

go through revisions for grammar and content.Editorial A type of writing found in journalism. An editorial represents the

opinion of an editorial board, or group of people that represent a journalistic entity as a whole—such as a newspaper. Editorials are usually written about current, relevant topics that affect a community or society as a whole.

Elaborate Add details, as to an account or idea; clarify the meaning of and discourse in a learned way

Essay Formal writing focused on supporting a thesis statement. An essay is organized by paragraphs with a clear introduction; body paragraphs wherein supporting evidence is provided; and a concluding paragraph. Persuasive essays should also contain a counter argument.

Evaluate (SST) To judge the quality, value, currency, bias, or other aspects of a work.

Evidence (SST) The facts, examples, expert opinions, and other information that support the claims in an argument.

Expository Writing that explains, examines, discusses, or illustrates is generally considered expository. Successful expository writing includes a clear thesis statement with effective supporting ideas (facts, details, examples, and so on).

Flow Flow basically refers to how easy to read a piece of writing is.An essay that is well organized with transitional words or sentences is usually said to “flow”. Reading your paper out loud will help you determine if your paper flows smoothly from one idea to the next.

Font The typeface used in your essays. Standard fonts for formal essays are Calibri or Times New Roman 12 point font. For formal essays never use larger than 12 point font and make sure your font is “sans serif.”

Formal Writing Writing in which the rules of Standard English must be adhered to. Almost all writing and communication in academia and the business/professional world fall in this category.

Fragment An incomplete sentence. Hook See attention-grabber Identify (SST) To list, underline, define and/or describe in your own words Inductive Reasoning Inferring a generalization from specific evidence. Informal Writing Writing in which the rules of Standard English are not expected to

be adhered to. A personal journal is one such example.

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WORD DEFINITION Introduction (A-B-C) The opening of an essay, a transition for readers between their

world and the writer’s. The format of the introduction should follow: Attention grabber (A), Background (B), Claim (C).

Irrelevant Detail A detail that does not support the writer’s claim. It distracts the reader and should be eliminated.

Lead Opening of any piece of journalistic writing. Traditionally addresses the questions of who, what, when, why, and where.

Logical Fallacy A fallacy is an error in an argument. There are many specifictypes of fallacies, all of which fall into two groups: some avoidthe issue of the argument while others treat the argument as much simpler than it is. Avoid logical fallacies when writing a persuasive essay or presenting an argument. For a complete list of fallacies seehttp://owl.english.purdue.edu/owl/resource/659/03/

MLA Formatting MLA stands for the Modern Language Association. Except for scientific papers, use MLA guidelines for formatting your papers. Consult an MLA guidebook for specific details. http://owl.english.purdue.edu/owl/resource/747/01/

Mood The feeling created for the reader by a piece of literature.Diction, style, subject matter, and setting may all contribute to the creation of mood.

Narrative A story Objectivity In journalism, a writer should strive for objectivity. This means

avoiding the presentation of personal opinion or bias. Pay careful attention to word choice, especially adjectives that may contain hidden bias.

Op-Ed The Op-Ed (opinion-editorial) page is the one page in a newspaper where one can expect to read personal opinion. An “Op-Ed” piece presents a strong opinion about a relevant, current topic.

Paragraph A paragraph is a group of sentences set off by a beginning indentation and developing a SINGLE idea.

Parallelism Parallelism is a similarity of grammatical form between two or more elements. The elements might be words, phrases, or clauses. Parallelism helps highlight relationships in your sentences and makes your writing more fluid. Normally you will want to use parallel structure when it’s an option.

Nonparallel: The study found that most welfare recipientswanted to work rather than handouts.

Parallel (revised): The study found that most welfarerecipients wanted to work rather than to accept handouts.WORD DEFINITION

Parenthetical Citation (SST)

In the text of a paper, a brief reference, enclosed in parentheses, indicating the material is borrowed and directing the reader to the source of the material. For classes in the humanities, including English, use MLA (Modern Language Association) guidelines.For classes in the social sciences, use APA (American Psychological Association) guidelines. Consult a MLA or APA manual for specific rules.

Participle A verbal showing continuing or completed action, used as an adjective or part of a verb phrase but NEVER as the main verb of a sentence or clause.

Past Participle See participle. A past participle most commonly ends in –d, -ed, -n, or –en (wished, shown, given) but sometimes changes the spelling of the verb (sung, done, slept): Jeff has broken his own record (participle as a verb phrase). The meeting occurred behind a closed door (participle as adjective).

Persuasive A persuasive essay is one in which you write to convince your reader that your claim or thesis is correct. This type of essay makes a claim, supports the claim with evidence, explanation, and elaboration, and comes to a clear conclusion. A strong persuasive essay also contains a counter argument. See counter argument. http://owl.english.purdue.edu/owl/resource/696/1

Point of View (POV) 1st, 2nd, 3rd person, etc.Position (SST) A perspective, frame of reference, or stance on a particular

writing prompt, and/or topic of discussion Present Participle See participle. A present participle ends in –ing: My heart is

breaking (participle as a verb phrase). I like to watch the rolling waves (participle as adjective)

Prewriting Writing is a process that contains steps. The first step is known as prewriting. It is what you do before you begin writing your paper or essay. Prewriting, depending upon the type of writing you are about to do, may include brainstorming ideas, researching, and organizing your thoughts. Completing outlines or graphic organizers are two formal methods of prewriting. http://owl.english.purdue.edu/owl/resource/673/01/

Primary Source First hand information, such as an eyewitness account of events; a diary, speech or other historical document; a work of literature or art; a report of a survey or experiment; and one’s own interview, observation or correspondence.

Pronoun, Ambiguous Who or what your pronoun refers to must be absolutely clear. An ambiguous pronoun leaves your reader confused.

Ambiguous: Bob and John went to the restaurant; he was hungry. (reader can’t tell who “he” refers to)

Pronoun-AntecedentAgreement

A pronoun takes the place of a specific person, place, thing, or idea (noun). The pronoun must be the same in number and gender as the noun it is replacing.

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WORD DEFINITION Participle A verbal showing continuing or completed action, used as an

adjective or part of a verb phrase but NEVER as the main verb of a sentence or clause.

Past Participle See participle. A past participle most commonly ends in –d, -ed, -n, or –en (wished, shown, given) but sometimes changes the spelling of the verb (sung, done, slept): Jeff has broken his own record (participle as a verb phrase). The meeting occurred behind a closed door (participle as adjective).

Persuasive A persuasive essay is one in which you write to convince your reader that your claim or thesis is correct. This type of essay makes a claim, supports the claim with evidence, explanation, and elaboration, and comes to a clear conclusion. A strong persuasive essay also contains a counter argument. See counter argument. http://owl.english.purdue.edu/owl/resource/696/1

Point of View (POV) 1st, 2nd, 3rd person, etc.Position (SST) A perspective, frame of reference, or stance on a particular

writing prompt, and/or topic of discussion Present Participle See participle. A present participle ends in –ing: My heart is

breaking (participle as a verb phrase). I like to watch the rolling waves (participle as adjective)

Prewriting Writing is a process that contains steps. The first step is known as prewriting. It is what you do before you begin writing your paper or essay. Prewriting, depending upon the type of writing you are about to do, may include brainstorming ideas, researching, and organizing your thoughts. Completing outlines or graphic organizers are two formal methods of prewriting. http://owl.english.purdue.edu/owl/resource/673/01/

Primary Source First hand information, such as an eyewitness account of events; a diary, speech or other historical document; a work of literature or art; a report of a survey or experiment; and one’s own interview, observation or correspondence.

Pronoun, Ambiguous Who or what your pronoun refers to must be absolutely clear. An ambiguous pronoun leaves your reader confused.

Ambiguous: Bob and John went to the restaurant; he was hungry. (reader can’t tell who “he” refers to)

Pronouns-AntecedentAgreement

A pronoun takes the place of a specific person, place, thing, or idea (noun). The pronoun must be the same in number and gender as the noun it is replacing.

PronounsPersonal

Do not use personal pronouns in persuasive essays.Examples: I, you, me.

Incorrect: I think the author was incorrect in hisassumption.

Correct: The author was incorrect in his assumption.Proof (SST) Supporting evidence that may originate from primary or

secondary source documents and/ or outside information

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WORD DEFINITION Punctuation When and how to use punctuation marks are governed by the

rules of Standard English. Punctuation exists for many reasons, but most importantly to make your writing clear and understandable.http://owl.english.purdue.edu/owl/section/1/6/

Quote Set-Up Presenting a quote beforehand by explaining the context in which it appears and, when applicable, the speaker and audience (listener).

Rebuttal An argument made to refute a counter argument.Redundant Writing is redundant when words or ideas are repeated

unnecessarily. Redundant writing is considered weak.Relevant Detail A detail that supports your claim or topic sentence. The

connection is obvious to your argument. Revising An essential part of the writing process in which the writer

improves features of his or her writing. Revision includes fixing grammar problems; reorganizing and refocusing ideas; providing additional evidence, explanation, or elaboration; and ensuring the validity and strength of your claim.

Roadmap (SST) A detailed and organized presentation of the claim, including buckets of analysis/reasons/argument in the order that will be presented in writing. (located in the introductory paragraph)

Sentence Types A complete unit of thought, consisting of at least a subject and a predicate (verb or verb phrase) Simple SentenceCompound SentenceComplex SentenceCompound-Complex Sentence

Sequence (SST) The order of events in which they occurred or following of one thing after another in succession; chronological order.

Show, Don't Tell In narrative and/or descriptive writing, it is considered more powerful to describe rather than simply “tell” the reader directly. Telling: “The boy was nervous.” Showing: “The boy’s hands shook, his palms sweated, and his voice quaked. His turn on stage was next.”

Standard American English

The dialect of English used and expected by educated writers and readers in colleges and universities, businesses, and professions.For the majority of your writing assignments in school you should use standard American English as opposed to colloquial, everyday spoken language. Colloquial language is also known as informal English. Standard American English is also known as formal English. Colloquial: Many students start out pretty together but then get weird.Standard American English: Many students start out with clear goals but then lose their direction.

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WORD DEFINITION Support (SST) To state an opinion and try to influence the reader's way of

thinking with supporting evidence from primary and secondary documents and/or outside information.

Syntax In sentences, the grammatical relations among words and the ways those relations are indicated.

Tense (Verb Tense) The form of a verb that expresses the time of its action, usually indicated by the verb’s inflection and by helping verbs.

The simple tenses are the present (I race, you go), thepast (I raced, you went), and the future, formed with thehelping verb will (I will race, you will go)

The perfect tenses, formed with the helping verbs haveand had, indicate completed action. They are the presentperfect (I have raced, you have gone), the past perfect (Ihad raced, you had gone), and the future perfect (I willhave raced, you will have gone).

The progressive tenses, formed with the helping verb beplus the present participle, indicate continuing action.They include the present progressive (I am racing, youare going), the past progressive (I was racing, you weregoing), and the future progressive (I will be racing, youwill be going).

Tip: When writing papers about literature, the simple present tense is usually used. You should also usually maintain consistency of verb tense in your papers. Avoid unnecessarilyswitching or using multiple verbs tenses.http://owl.english.purdue.edu/owl/resource/601/01/

Thesis See Claim Thesis=Main Point=Central Idea

Thesis Sentence A sentence that asserts the central, controlling idea of an essay, conveying the writer’s purpose and attitude and perhaps previewing the essay’s organization. Functions of the thesis sentence:

It narrows the topic to a single idea that you want readersto gain from your essay

It names the topic and asserts something about it,conveying your purpose, your opinion and your attitude

It often provides a concise preview of how you willarrange your ideas in the essay

Tone Tone in writing is like tone of voice in speaking: words and sentence structures on the page convey some of the same information as pitch and volume in the voice. Your tone will say a lot about your attitude, whether forceful, calm, irritated, warm or bored. OR, The sense of a writer’s attitudes toward self, subject and readers revealed by words and sentence structures as well as by content.

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WORD DEFINITION Topic The subject of an essay, narrowed so that it is appropriately

specific for the prescribed purpose, length and deadline. Topic sentence The main idea of a paragraph. All others sentences in the

paragraph should support, give evidence, explain, elaborate, or otherwise relate to the topic sentence in some way.

Transitional Words A word or phrase, such as thus or for example, that linkssentences and shows relations between them. Transitional words help make your writing flow which in turns allows your reader to understand your thoughts more clearly. A good writer has a pocket full of transitional words that he or she uses to connect ideas.http://owl.english.purdue.edu/owl/resource/574/02/

Wordiness In general, the writing you do academically should be concise. Use the least amount of words to explain your thoughts. Extra words or phrases are often called “deadwood.” Repetitive words or phrases that repeat ideas unnecessarily (redundancy) will also create wordiness. Avoid wordiness.

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