Composition I

Click here for the Spring 2019 Syllabus.

Click here to download and print the 2018-2019 vocabulary list.

You will need a copy of the MLA Handbook (7th or 8th edition), which you can find inexpensively on Amazon or at McKays. If you’re unable to find a copy, click here for a PDF copy and download it your computer or device.

May 2

We survived! Woohoo! I will email final grades over the weekend. Have a wonderful summer!

April 25

Today I reviewed the last few things students need to correct on their Personal Reviews. Please make corrections and email final papers to me no later than Tuesday, April 30, by 5 p.m. We will have a quiz game on May 2 for extra credit, so review the short stories we read earlier in the semester in preparation!

April 18

Today we discussed students’ selections for the Personal Review, our LAST paper of the year! Here are a few things to keep in mind:

  • Keep the summary to one or two paragraphs.
  • By the third paragraph, you should be discussing the elements that make the film/book worthwhile. Be specific. (“It’s a good movie” tells me nothing.)
  • Make sure you’ve included the author/director, the year it was released, and a few of the key characters.
  • Do NOT give me a long list of the cast members.
  • Quote scenes or lines that stand out to you as crucial to the story or meaningful in some way.
  • Use your MLA Handbook to figure out how to properly cite a film.

Outlines aren’t required for this essay, but they may prove helpful when pulling your thoughts together. If you don’t think outlining is necessary, then get started on the rough draft.

If you have not turned in your literary analysis, please bring me a final paper copy next Thursday. I will not accept late papers after April 25.

Homework: Write the rough draft of your Personal Review and email it to me no later than Tuesday, April 23, by 5 p.m.

April 11

We are inching toward summer with one paper to go! Today I introduced the Personal Review, which is a mixture of summary-plus-opinion, so it’s important to select a film or book that you are passionate about. It can be one you love or hate, but you need enough emotion to support your claims. (I handed out an informational sheet about the paper, but feel free to email me with questions if necessary.)

I also reviewed a few common mistakes I saw in the Literary Analysis rough drafts. Once again – this is not a summary paper. If you aren’t including literary elements in your paper, you will fail the paper. For many weeks I stood at the board to wrote down literary elements connected to each story, so there was plenty of info to choose from. If aren’t talking about parable, conflict, genre, or some other element, you’re not completing the assignment properly.

Also, you must quote material directly from the stories to support your claims and then cite it. Your citation must match the Works Cited page. I keep saying this, but some of you continue to submit work with NO citations at all. I’m not sure what else I’m supposed to say here, but please – quote from the story you’ve chosen and cite it.

Homework for April 18:
1. Last vocabulary for the year: feign, commonplace, besmirch, desultory, paradox
2. Finalize your Literary Analysis and bring in a paper copy to turn in on Thursday.
3. Choose a film or book to review and make notes about it like we did today with Up! Come prepared to talk about your selection to the class. You will draft outlines in class and write the rough draft next week, so please come to class prepared.

April 4

We group-critiqued outlines for the literary analysis, and I reviewed some of the major issues I saw with the bulk of people’s work:

  • This is not a summary of a short story. Do not explain the story scene-by-scene. Instead, pull out significant scenes and tell me why they matter in regards to their literary elements.
  • Keep to the third person.
  • Titles are in quotes, not italicized.
  • Include the author’s name when you introduce the story in the intro.
  • Use quoted and cited passages to support your claims.
  • Aim for 650-700 words.
  • Don’t forget the Works Cited page!

1. vocabulary: consternation, squall, ensnare, obstinate, stature
2. Write the rough draft of your literary analysis and email to me no later than Tuesday, April 9, by 5 p.m.

March 28

We reviewed the last two short stories and went on to discuss expectations for the Literary Analysis. The analysis will be your ideas about one or more of the short stories we read, i.e., your interpretations with evidence to support them. The first step is making sure you understand what you’ve read and are able to answer basic questions about plot and characters. Pick the story (or stories) that you enjoyed the most and are most comfortable writing about.

The paper will be written in the third person, so be sure there are no references to yourself. Aim for 650-700 words, and your Works Cited page will include only the short story if you do no other research. If you Google anything for clarity, which is fine, be sure you cite your source.

Here are a few ideas for your literary essay (though you are welcome do choose another topic with my approval):

  • Speculative fiction and “There Will Come Soft Rains”
  • Symbolism in “The Moustache” or “The Lottery”
  • Short stories as parables, as seen in “The Bet”, “The Interlopers” and “The Necklace”
  • Conflict in “The Secret Life of Walter Mitty” and “To Build a Fire”
  • Literary elements in “The Landlady” (foreshadowing, dramatic irony, and tragic flaw)

Homework for April 4:
1. vocabulary: adjacent, dubious, bravado, beacon, parsimonious
2. Outline your literary essay with a working thesis statement and at least three topic sentences. Bring THREE copies to class for group critique. (Use the example I handed out in class if you need help, or email me.)

March 14

Today we discussed three short stories to improve understanding. There are two more stories to read, and then we’ll move on with the Literary Essay. For homework, please read “The Interlopers” and “The Necklace” in preparation for a reading quiz. (No vocabulary!)

Have a wonderful spring break!

March 7

Today we talked about three short stories and the literary elements found in them. These elements will resurface when we start talking about the literary essay after spring break.

Homework for March 14:
1. vocab: contingent, sinew, provision, armament, insouciance
2. Read “They’re Made Out of Meat,” “The Lottery,” and “There Will Come Soft Rains” preparation for a quiz.
3. If you haven’t turned in a final copy of your Future Career paper, please do so by next week.

February 28

Today we discussed the three short stories and various literary elements in them – foreshadowing, juxtaposition, point of view, etc. These elements, and those represented in future stories, will come into play when it’s time to write the literary essay after spring break.

If you are still working on the Future Career paper, please let me know when I can expect it!

Homework for March 7:
1. vocab: precedent, subterfuge, proclivity, berate, adamant
2. Read “To Build a Fire,” “The Landlady,” and “The Bet” in preparation for a quiz.

February 21

Today I introduced short stories and a smattering of literary devices, including Freytag’s Pyramid. These are elements to keep in mind while we read the short stories because your literary analysis will be based the story (or stories) you enjoy most.

Many of you are still working on your Future Career paper, and that’s completely fine. Take your time and do it correctly. I’d rather you take more time and do it correctly than rush and make a poor grade. (Don’t forget: You need at least three sources and approximately 850 words with cited material in body paragraphs.)

Homework for February 28:
1. Vocab: dray, impervious, compulsory, tumultuous, obfuscate
2. Read the following stories in preparation for a quiz and class discussion: “A Sound of Thunder,” “The Secret Life of Walter Mitty,” and “The Moustache

February 14

I reviewed everyone’s outlines and gave almost the same feedback for everyone – the first paragraph of the Future Career paper needs to address WHY you selected this specific career. To help flesh out those ideas, they wrote a loose first paragraph in class. Use these paragraphs to help get started on rough drafts!

*If you need more time to secure a personal interview, please tell me as soon as possible, not on Thursday.*

1. vocab: vigilant, peremptory, capricious, supercilious, pungent
2. Write the rough draft of your Future Career paper and turn in via email no later than Tuesday, February 19, by 5 p.m. Remember, the first and last paragraphs should be in the first person, while the body paragraphs are written in the third person and address the various aspects of the career that you’ve learned from your research (education and/or experience required, daily tasks and schedule, the pros and cons you learned from the interview, etc.)

February 7

We are moving right along to our next paper about students’ future careers. Today we talked about each person’s top choices, and I handed out an example of an outline. The example is more detailed than necessary, but an outline needs to be more than short bullet points. Last week we made a list on the board of topics to discuss/research regarding their chosen careers, and this week we practiced interviewing one another. Now it’s time to start researching and finding a professional to interview. Everyone should work actively to secure an interview this week. Don’t wait. Rough drafts are due Tuesday, February 19.

*If you need help finding someone to interview, contact me right away and I’ll help you.*

Homework for February 14:
1. vocabulary: exploit, auspice, formidable, vertiginous, insolence
2. Draft an outline that includes a working thesis statement and three or four topic sentences. Flesh out the outline so it isn’t bare bones! Bring it to class for group critique.

January 31

Today I covered a few consistent issues I’ve seen in the Formal Argument rough drafts. A few of them include a lack of a title, incorrect quotation marks, writing in first person instead of third, and double citing in the text. A good number of students haven’t gotten close to the word minimum, so we did a short mathematical equation as a guideline: approximately 550 words need to be original thought by the student while 300 words can serve as cited evidence to support the student’s position. This isn’t a lot! Please check your word count before turning in a final draft.

I also introduced the Future Career paper, which is also a research paper with a minimum word count of 850 words. A personal interview is a requirement, and, as a journalist, I’m uniquely positioned to help connect every student to a professional to interview. Family members and close friends are not allowed! This assignment requires stepping out of comfort zones. 🙂

Homework for February 7:
1. Define and study vocab: exultation, indomitable, confluence, abdicate, superfluous
2. Finalize your Formal Argument. Make SURE you have a separate Works Cited page, quoted and cited evidence IN the paper, and at or close to 850 words.
3. Create a list of future careers you’re interested in researching. Be prepared to talk about them in class.

January 24

I reviewed everyone’s outlines in class. A few students are well-positioned to write the rough draft of their formal argument, while others are practically starting from scratch. We’ve deliberately moved slowly on this topic so everyone had a chance to read the research and form a solid, defensible position with supporting evidence. Those who’ve gone through the process properly should have no problem pulling together a rough draft. Those who’ve drug their feet will have to work a little harder this weekend!

The word count needs to be a minimum of 850 words, and the bulk of the text needs to be YOUR words, not quotes. Remember that every claim you make needs to be backed by evidence quoted from the research. If you state opinions but don’t have evidence to support it, the argument won’t stand. If you don’t find what you want in the research I gave you, feel free to do your own. You aren’t limited by what I gave you.

Email me if you need help!

1. Define and study vocab: espionage, palliative, pantomime, arbitrate, apothecary
2. Write the rough draft of your formal argument and email it to me no later than Tuesday, January 29, at 5 p.m. Be sure that you have a completed Works Cited page and that every page is properly formatted.

January 17

I was absent today but had a wonderful substitute in my place! (Special thanks to Mrs. Vaughn for filling in for me.)

Today students should’ve worked on their thesis statements and topic sentences in class with help from Mrs. Vaughn and other classmates. Here are a few key things to remember:

  • Thesis statements must be declarative sentences.
  • They should be complex sentences that clearly state a defendable position with several key points made WITHIN the sentence.
  • Those key points directly correlate to the topic sentences and subsequent paragraphs.

Homework for Jan. 24:
1. Define and study vocab: ingratiate, garish, vivacity, pseudonym, indignant
2. Type a proper outline that includes a polished thesis statement followed by three or four body paragraphs that include excerpts from research. This is not a rough outline but rather a fully fleshed out outline that will kickstart your rough draft.
3. Draft a Works Cited page with the sources properly cited. You must have a minimum of three sources.  Do the hard work now so writing the rough draft will be easier for you. We’ll double-check MLA format in class next week during group critique.

January 10

Today we discussed participation trophies in preparation for writing the Formal Argument paper. We listed claims and counterclaims, as well as reviewed the format for the paper. Students should have already read the articles linked in the Dec. 6 entry below, but if they haven’t, now is the time!

As you read, highlight or mark information you think will help support your position. You’ll need to cite them in the paper as evidence.

Homework for Jan. 17:
1. Define and study vocab: rapscallion, frenetic, nomadic, havoc, obsequious
2. Write down your official position on participation trophies, along with at least three reasons to support it. Bring this information with you to class next week and we’ll work on thesis statements and topic sentences in class.

December 13

We enjoyed a vigorous quiz game for extra credit on Thursday, and I handed back Descriptive papers. I also showed everyone his/her grade before class was over. I’m extremely proud of everyone for working hard on their papers, and I look forward to a new semester in January. 

Homework for January 10: Read all of the articles I posted below (on Dec. 6) in preparation for discussion when we return.

December 6

Today I reviewed a few common issues I’m seeing in about half of the Descriptive papers, namely the lack of sensory details and figurative language, as well as trouble keeping it in the third person. Keep toiling away! You can do it! 

Then I went on to introduce the Formal Argument, which students won’t write until January. However, I wanted to kick-start their brains now so they have plenty of time to read and think while on break. We did a couple of exercises on making claims and counterclaims on two debatable topics: 1) The moon should be colonized, and 2) Smoking should be illegal. Neither of these topics are the focus of the Formal Argument, but it was a way to model the process they will go through in January.

The topic of focus is the distribution of participation trophies. Students will need to choose a position and defend it – for, against, or some other option. (Click here for more information about the Formal Argument.) 

BY JANUARY 10, the first Thursday of the spring semester, students need to have read the following articles and have a loose idea of a formal position. Take notes as you read and come prepared to debate.

There’s wrong with encouraging participation trophies
The “Participation Trophy” Generation
The “everyone is a winner” era has ushered in increased sales for local trophy shops
Science says participation trophies are a big win for little ones
Participation trophies send a dangerous message
Losing is good for you
In youth sports, participation trophies send a powerful message
In defense of participation trophies
57 percent of Americans say only kids who win should get trophies

*You are welcome and encouraged to do your own research as your parent(s) allow.

Homework for TUESDAY, DEC. 11:
Email me the final copy of your Descriptive paper no later than 5 p.m. on Tuesday. If you still owe me a Biography paper, email it as soon as possible. 

November 29

This morning we went around the room and discussed each person’s chosen event/scene for the Descriptive paper. Most chose sporting events, a couple of students picked Thanksgiving Day, and the rest picked something related to travel or an amusement park. These are all great options! As they begin the rough draft, which is due Tuesday, keep these things in mind: 

  • Avoid vague language. Be as specific and detailed as possible. For example, both the winning and losing teams are emotional after a game, but those emotions are not the same. The winning team is elated, boisterous, and relieved, while the losing team is deflated, discouraged, and frustrated.
  • Be specific in your time frame and position in the space. Is the football game at night in October or August? Is the drag race in the afternoon or at night? Did you enjoy Thanksgiving dinner up north where it’s cold or down south where it’s warm? Time and place help determine sensory details.   
  • The structure of the paper is up to you. Remember, they can be written chronologically, spatially, or topically (as discussed in class).
  • Aim for 650 words

Homework for Dec. 6
1. Define and study vocab: furtive, grueling, diminish, deft, restitution
2. Write the rough draft of your Descriptive paper and email to me no later than 5 p.m. on Tuesday, Dec. 4

November 15

Greetings from a restored website! Thank you for patience regarding my little corner of the internet. 

On Thursday I collected final Biography papers, minus a few who’ve requested more time. Then we went on to discuss figurative language – simile, metaphor, hyberbole, allusion, personification, and the terrible cliche – in preparation for writing a Descriptive paper. For the right-brain, creative mind, this will be an enjoyable process. For the left-brain, analytical mind, hold on tight! We’ll muscle through. 

Homework for Nov. 29:
1. Draft an outline for your Descriptive paper and print out a copy for group critique in class. Jot down as many sensory details as you can so classmates can offer feedback.
2. Finish the worksheet we started in class.
3. If you still owe me a Biography paper, bring in your final copy.

November 8

Information about the class on November 8 and homework due for November 15 was emailed. If you have any questions, let me know.

November 1

Yesterday we reviewed the differences between quoting a source, paraphrasing a source’s information, and summarizing a source’s work in your own words. Quoting and paraphrasing must be cited in the text, however, the rules are little looser when it comes to summarizing because the writer is essentially relaying information he or she has learned but putting the info in his/her own language. To be safe and avoid the look of plagiarism, pop in a citation at the end of a summarized paragraph, particularly if you can pinpoint the summarized info to a specific chapter or section of a book.

Remember, information that is common knowledge does not need to be cited. What’s common knowledge? It’s the info that we all learn in early elementary school – that July 4th is America’s birthday, that Earth orbits the sun, that the White House is where the president lives, etc.

We went on to group critique of biography outlines, which gave me an opportunity to review everyone’s progress. Based on what I saw yesterday, here are a few reminders: 

  • DO NOT write a timeline of someone’s life WITHOUT explaining why those events were significant. Only mention things that were pivotal or influential. Remember my example about Steve Jobs having a dog? Unless that dog served a greater purpose other than a faithful companion, it doesn’t belong in a biography paper. If Steve Jobs had been blind and the dog was his service dog, well then – that’s another story!
  • Group your facts into topics – early life, inventions, relationships, religion, professional life, legacy, etc. These become the foundations of your body paragraphs. Grouping facts together like this will produce a natural timeline of relevant information. 
  • Write ONE concise, informative thesis that tells the reader the main topics you’ll cover in the paper. Avoid vague language, please. Do not tell me so-and-so had a wonderful life and did interesting things. That tells me nothing about the person. Consider this: If I was writing a paper about Steve Jobs, I might write a thesis statement like – Steve Jobs was an American businessman and inventor whose instincts, creativity and work ethic led to the creation of Apple Inc.  This thesis tells the reader a little about Steve Jobs without being overtly specific – he was American, he was an inventor of things, he was creative and hard-working, and ultimately, he is credited with creating a well-known, billion-dollar company. It also tells the reader that I’m going to address why I called him creative and hard-working in my body paragraphs. The thesis also indicates that I may spend less time writing about his upbringing and his religious convictions. Those topics may get a passing sentence, but they will not be the bulk of my work. 
  • You must have three sources, and one of those three must be a book. This is just a friendly reminder 🙂 

Homework for November 6 and 8:
1. Define and study vocab: scurry, vigilant, translucent, swarm, repugnant
2. Write the rough draft of your biography paper – including the Works Cited page on its own sheet – and email to me no later than Tuesday, November 6, at 5 p.m. 

October 25

Yesterday I reviewed each student’s notes to check progress on biography papers. Some are doing well and nearly ready to start writing, while others haven’t nailed down all three sources yet and are still forming early notes. Both stages, and the mixture between, are fine. However, outlines are due next week for group critique, so everyone needs to be thinking about the three to four areas of focus regarding he/her person. This paper is not one long timeline of a life. Instead, the challenge is to select three to four umbrella topics, such as childhood, early career, relationships (marital or familial), biggest impact on society, religion, legacy, etc.

There are countless areas of interest, so please – do not start this paper with when the person was born and end with when the person died with a string of dates between. 

We spent the remaining class time fussing with MLA format. Some enjoy the tedium of MLA format, while others find it boring and pointless. I empathize, but it’s better to wrestle with MLA now so they are in better shape for high school English.

Homework for Nov. 1:
1. Define and study vocabulary: concoction, bluff, hasten, outlandish, recuperate
2. Decide the three or four topics you want to focus on for the biography paper. Draft an outline that includes a stab at a thesis statement and subsequent topic sentences addressing those areas of focus. I don’t expect perfection, but I DO EXPECT EFFORT.
3. Print and complete this MLA worksheet

October 18

We started yesterday’s class with a discussion about the biography paper. Everyone has chosen person to research, and a few have already started reading books and searching online sources. It’s required that at least one source is a book, but the options are open for the rest. Just make sure the source is credible (not Wikipedia). 

Then we got down to business with MLA format – a tedious and taxing process every student must endure. As a group, we reviewed the homework and make corrections as necessary. We’ll keep working on MLA format for the next few weeks. I reassured the class that I don’t expect them to memorize format rules. Instead, I want them to learn how to use the handbook. That only happens with practice. 

Homework for Oct. 25
1. Define and study vocab: ominous, monotonous, emerge, dismal, eavesdrop
2. Keep researching and bring your notes to class next week. Be in touch if you’re having trouble finding sources.
3. Complete this MLA assignment on a separate sheet of paper and bring to class for us to review together. 

October 4

Today I reviewed a couple of issues I saw in the Compare/Contrast rough drafts. First, this is not a advantages/disadvantages paper. Those ideas are rooted in opinion, but the Compare/Contrast paper needs to stick to facts. Second, it’s hard to think of various ways to say the same thing, but that’s a common challenge in academic writing. Some students are struggling to use a variety of words and phrases, but keep working through it! Be careful not to repeat yourself. Finally, if you looked up information about your topic and then used that information in your paper, you must cite your sources. All of these topics can be written without external research, but some students wanted to go to the next level! That’s all fine and good, but please cite your work. Refer to the MLA Handbook so you know how to cite properly. 

We moved on to the Biography paper today! I reviewed the following expectations:
800-1000 words, written in the third person
– must have three credible sources, and one of them must be a book 
– these online resources are credible:,,, and, among others. Wikipedia (or any Wiki site) is not credible. Check with me if you’re not sure!
– note-taking is required throughout the research process and students must bring in their notes each week for me to see 
– Use one of these four note-taking methods: notecards, idea webs, tree diagrams, or list making (typed or freehand). The method doesn’t matter to me as much as the thoroughness of the notes. Keep track of important information and always write down the source details.

Homework for October 18: 
1. Finalize C/C paper and bring in a copy to be graded.
2. Complete MLA assignment (follow the directions, please)
3. Decide who you want to research and bring back the worksheet I gave in class with the first two numbers completed

September 27

Today we reviewed the basic structure of a five-paragraph essay since enough students in the class are still struggling with it. (Thanks to those who were patient.) Each sentence in each paragraph plays a role and understanding those roles help writers draft a better paper.

I passed out a sample Compare/Contrast paper on the topic we’ve been discussing the last few weeks – a wedding versus a funeral. However, I omitted the conclusion so we could draft a conclusion together. We talked about using transitional words and phrases when moving from one topic to another. (Click here to print out an extensive list of words and phrases that will be helpful throughout the year.)

1. Define and study vocabulary: jabber, adversary, banish, plenteous, vulnerable
2. Write the Compare/Contrast rough draft. Follow either the subject-by-subject or point-by-point structure, and be sure to write it in proper format Email it to me no later than Tuesday, October 2, by 5 p.m. (Remember, all rough drafts are emailed this way, but all final papers are submitted in class.) If you’re lost, please use the sample paper as a guide to help you

September 20

After the vocabulary quiz and collecting final Process Papers, I taught a quick lesson on how to write concisely. In academic writing, it is more effective to write in direct, concise language than to fill the page with redundancies and empty words. Some students already understand this, but there are enough in the class who have a hard time constructing sentences that get to the point quickly. I also reviewed types of sentences – simple, complex, compound, and complex-compound. Every academic paper should have a good collection of all four types of sentences. 

Then we discussed each student’s chosen topic for Compare/Contrast and reviewed notes on lists and Venn Diagrams. Not everyone came prepared, so for those who didn’t complete the homework, please contact me if you have trouble throughout the week. My goal is to work on these pre-writing exercises together, but I can’t help students who don’t complete the work. Trust me when I say that pre-writing exercises help in the long run.

Also, a few students didn’t turn in their final Process Paper this morning, despite knowing it was due. This is the only time I’ll give grace on the due date and not count off points. From now on, if something is going to be late, tell me ahead of time. Telling me on Thursday at the start of class will result in a lower grade.

1. Vocabulary – illuminate, exasperation, cunning, dispel, malleable
2. Complete the outline for the Compare/Contrast paper. Write the thesis statement and related topic sentences. At this point, you should decide whether you’ll write the paper Point by Point or Subject by Subject. Bring your outline to class for group critique. Please come to class prepared. 
3. Complete this MLA worksheet.

September 13

I handed back everyone’s rough draft and gave a fair warning about my edits. For some, it will look and feel like a lot of corrections. It’s not my intention to overwhelm students, but I understand it may feel that way at first. I reviewed what my editing marks mean in an effort to be as clear as possible, but it might be necessary for some parents to help their students work through the corrections. Just do your best! I don’t expect perfection, but I do expect a solid effort. 

We moved on to the second paper of the year – Compare & Contrast. I handed out an information sheet explaining the two ways to format it, along with the list of topics to choose from at the bottom. 

To help explain the brainstorming process, we went through an exercise using a wedding and a funeral as the topic. I drew a Venn Diagram on the board and we filled in the gaps. Students will do the same (or similar) exercise for homework on their chosen topic. (Attached is a Venn Diagram, if anyone wants to use it.

Homework for September 20:
1. Define and study vocab: sabotage, waft, zeal, muster, meticulous
2. Finalize Process Paper and turn in a paper copy to me on Thursday.
3. Choose a topic for the Compare & Contrast paper and begin making lists or sketching out a Venn Diagram. (Bring it to me next week.)
4. Read Ch. 5.1-5.3.3 in the MLA Handbook (7th Ed) and complete this worksheet. (If you have an 8th edition of the handbook, use the PDF above to read what’s assigned. We are almost finished reading the material in the handbook, so those with 8th editions will be able to use their handbooks more easily.) 

September 6

This morning we reviewed one another’s introductory paragraphs, thesis statements, and topic sentences. Some students are definitely ready to draft the first version of their Process Paper, but others have more work to do.

Here are a few things to keep in mind when tackling the first draft:

1. Write the paper in the third person. Nowhere in the paper should there be I, me, we, us, our, etc. This isn’t a paper about your personal experiences. Rather, you’re giving instructions to the reader (me) on how to do something, make something, take care of something, etc. Occasionally, you may switch to second person (Giving a direct instruction by saying “you”), but overall, the paper should be written in the third person.

2. Elevate your language. If you’re writing fun, great, good, fine, etc., grab a thesaurus and find another word. 

3. Use proper format (Times New Roman, 12 pt., double-spaced), and get help with your grammar or punctuation if you need it. Grammarly is an excellent and FREE online app that works wonders. 

4. Please contact me throughout the week if you need help. I am available! 

We also talked about writing conclusions, which can be tricky. I handed out an informational sheet about it, so please refer to it when you get to the end of your paper and aren’t sure how to wrap it up.

Homework for Sept. 13:
1. Define and study vocab: defiance, egregious, jostle, pertinent, recluse
2. Write the rough draft of your Process Paper and email to me no later than Tuesday, Sept. 11, at 5 p.m. (You are welcome to email it sooner!) 
3. There is no MLA worksheet to complete. However, please keep your handbook nearby as you write! You never know when you may need to look up something. 🙂 

August 30

Today we started with a recap of common mistakes I saw in the “about me” paper students wrote. There were run-on sentences, fragments, uncapitalized proper nouns, and other basic grammatical mistakes that can easily be fixed with careful reading and editing. If allowed, I suggested students create a free Grammarly account to help catch simple mistakes. Not only that, I’ve said several times (and will continue to say) that students need to rise above basic vocabulary. Simple words (like fun) are fine in elementary school, but now, as middle schoolers, it’s time to use the thesauras and find bigger, better words to use!

We moved on to group critique, during which students shared their Process Paper Outlines for peers to offer advice and ideas. I, too, looked at everyone’s papers and made suggestions. Students, please make sure you’ve chosen a process that encompasses enough details and steps to warrant 500 words. Don’t fill the paper with meaningless steps and commentary to reach 500. Instead, select another topic.

Homework for Sept. 6:
1. Define and study vocabulary words: materialize, quell, scarcity, terse, aptitude
2. Read the following sections in your MLA Handbook (or from the PDF linked above) and complete this worksheet: 1.9 (Writing Drafts), 2.1-2.8 (Plagiarism), and 4.1-4.4 (Format of a Research Paper: Margins, Text Format, Heading, Page Numbers). *The numbers correlate with the 7th Ed. of the MLA Handbook, but not with the 8th Ed. Hopefully, the titles help you. The content is still the same. 
3. Write the first paragraph of your Process Paper, complete with a thesis statement. Then write three topic sentences that point back to the thesis. We’ll review them together in class. 

August 23

Today we reviewed the basics of the Process Paper, as well as how to construct an outline. (If you were absent, here are the papers I handed out: Basic Outline for a Process Paper and Example of a completed Process Paper) While it’s tempting to write in First Person Point of View (I, we, us, me), please write the Process Paper in either Third Person (she, him, they, one) or in Second (you).

Topic-wise, make sure it’s something you’re familiar with. Possible topics include how to play a game, such as chess, a sport, or card game, or how to bake or cook something specific. Whatever you choose, be sure to put the process in your own words and not pull directly from printed recipes or given instructions. Pretend as if you’re explaining something to me as if I have no prior knowledge – which, depending on what you choose, could be the case! If you write about how to change a tire or build a circuit or perform a science experiment, use the correct terminology and present it on a basic level.

Note: Some students did not print and complete last week’s MLA Handbook worksheet. Please check the homework from August 16 below and turn it in next time so students can get credit. 

Homework due August 30:
1. Define and study vocabulary: jargon, headway, foresight, aplomb, engross
2. Read 3.4.1-3.7.7 in your MLA Handbook. Then print and complete this worksheet
3. Draft an outline for your Process Paper and bring it to class next week for group critique.

August 16

Today we made introductions and discussed expectations for the class. For the record, all submitted work needs to be typed in Times New Roman, 12 pt, and double-spaced.

One expectation I have is for students to take notes. To sit and listen is only half of the effort. Writing something down helps solidify the information in the brain, so please – take notes. 

We jumped right in to covering the elements of a basic five-paragraph essay. (Click here to download and print a copy if needed.) This is the skeleton of an essay, so it’s reasonable to presume students may write more than five sentences per paragraph and more than five paragraphs per essay, if they feel the topic requires more information.

Students need access to a copy of the MLA Handbook. I understand some of you purchased the Little, Brown Handbook, which is what we’ve used in previous years. If you can return it and purchase the MLA Handbook (7th Edition or higher), that would be fantastic. If you aren’t interested or able to switch books, I’ve linked a PDF copy of the MLA Handbook HERE. Feel free to download it.

Homework for August 23:
1. Define and study vocabulary words: apprehensive, conspicuous, momentum, precipice, kindle) 
2. Read Ch. 3.1.1-3.3.3 in the MLA Handbook and complete the worksheet (download and print here
3. Write a 500-word (approximate) essay about yourself. Do your best to follow the format and guidelines provided today. This will help me know where everyone stands writing-wise.

error: Please, no copying.