Chicago Academy High School’s
Student Writing Manual
NAME:
1
Chicago Academy High School
3400 N. Austin Blvd., 3rd Floor
Chicago, IL 60634
http://www.edline.net/pages/cah
2012-2013 Edition
Acknowledgements
This 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 Contents
Preface.................................................................................................................1
Writing Conventions by Grade Level
Communicating Clearly General Checklist.....................................................3
Grade Level Writing Conventions Rubrics.....................................................5
The Style Guides: MLA & APA
MLA Formatting Guidelines.........................................................................11
APA Formatting Guidelines..........................................................................15
Business Writing: Cover Letters & Resumes...................................19
Content Area Writing: Labs, Essays, & DBQs
Science Department.......................................................................................25
English Department.......................................................................................26
Math Department...........................................................................................30
Social Science Department............................................................................32
Glossary of Terms.........................................................................................34
Notes...................................................................................................................43
Preface
The 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.
1
Writing Conventions
by Grade Level
Communicating Clearly
General Checklist
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.
Language Elements
o 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 the
reader.
Grammar Elements
Sentence Elements
o All my sentences begin
o I reread my sentences
with a capital letter.
aloud to check that they
o All of my sentences follow
say what I want them to
the subject –verb – object
say.
format.
o I read my sentences to
o All my sentences end with
another to check for
an appropriate end mark
understanding.
o All my sentences have a
o Several of my sentences
verb and a subject.
are varied and don’t follow
o Verb and subject agree in
the subject – verb- object
number, tense and person
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) .
TERMS TO REMEMBER:
• Subject: the person, place, thing, or idea performing the action in a sentence. 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 sophisticated, a writer can rearrange the parts of the sentence, combine sentences, or add
clauses to the sentence.
3
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.
Chicago Academy High School
Grade 9 Common Rubric (1st Semester)
Communicate Clearly
4
Exceeding
3
Meeting
2
Meeting w/ Support
1
Not Yet Meeting
 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
 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.
 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 subjectverb agreement.
 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.
5
Chicago Academy High School
Grade 9 Common Rubric (2nd Semester)
Communicate Clearly
4
Exceeding
3
Meeting
2
Meeting w/ Support
1
Not Yet Meeting
 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.
 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 vocabulary
o 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)
 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 person
o use of contractions or other casual diction
o 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)
 Command of academic language shows a
basic control:
o essay is written in the 1st person
o 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)
6
Chicago Academy High School
Grade 10 Common Rubric
Communicate Clearly
4
Exceeding
3
Meeting
2
Meeting w/ Support
1
Not Yet Meeting
 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 contentspecific 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.
 Command of academic language is competent:
o essay is written in the 3rd person
o 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 contentspecific vocabulary
o 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
spelling, syntax, or punctuation (see above)
 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 person
o use of contractions or other casual diction
o word choice is simple, though accurate, but
avoids content-specific vocabulary
o 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)
 Command of academic language shows a basic
control:
o essay is written in the 1st person
o 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 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)
7
Chicago Academy High School
Grade 11 Common Rubric
Communicate Clearly
4
Exceeding
3
Meeting
2
Meeting w/ Support
1
Not Yet Meeting
• 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)
• There are few, if any, errors to distract the
reader:
o accurate spelling (no confused
homonyms), syntax (no fragments or runons), and punctuation (no errant
apostrophes or misplaced commas)
• Command of academic language is
competent:
o essay is written in the 3rd person
o 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 vocabulary
o 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
spelling, syntax, or punctuation (see above)
• Command of academic language is
adequate:
o essay may lapse into 2nd person, but still
avoids 1st person
o 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 vocabulary
o 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)
• Command of academic language shows a
basic control:
o essay is written in the 1st person
o use of contractions or other casual diction
• Sentences show little variety and word
choice is occasionally inappropriate:
o word choice is simple, occasionally
inaccurate, and avoids content-specific
vocabulary
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
in spelling, syntax, and punctuation (see
above)
8
Chicago Academy High School
Grade 12 Common Rubric
4
Exceeding
3
Meeting
2
Meeting w/ Support
1
Not Yet Meeting
Communicate Clearly
The essay shows a good command of academic language:
o Essays about literature maintain the literary present tense
o 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 throughout
Sentences are varied and word choice is varied and precise:
o Word choice is specific and effective
o Word choice contributes to voice
o Sentence variety shows control and sophistication
o 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.
• Command of academic language is competent:
o Essay mostly maintains the literary present
o 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 effective
o Sentences generally show variety
o 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 pronouns
o There are no run-on sentences or fragments.
o Commas, apostrophes, semicolons, and colons are mostly used
correctly
• Command of academic language is adequate, with some
sentence variety and appropriate word choice:
o essay sometimes lapses into past tense
o some attempt is made to present quotes properly
o 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 vocabulary
o Sentences sometimes show variety
o 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)
• Command of academic language shows a basic control:
o essay about literature is written in the past tense
o quotations are often punctuated wrong and presented
awkwardly
o 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 vocabulary
o 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)
9
The Style Guides:
MLA & APA
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)
11
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 11inch 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 righthand 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 doublespaced 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.)
12
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
13
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.
14
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)
15
Sample APA Title Page
Running Head: PURDUE ONLINE WRITING LAB SAMPLE TITLE PAGE
The Purdue Online Writing Lab’s Sample Title Page:
Following the American Psychological Association’s Guidelines
Purdue Pete
Purdue University
16
1
Sample APA First Page
Running Head: VARYING DEFINITIONS OF ONLINE COMMUNICATION
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]
17
1
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.
18
Business Writing:
Cover Letters & Resumes
Sample Cover Letter & Tips
INTERNSHIP COVER LETTER SAMPLE
Month, Day, Year
Your Street Address
City, State, Zip
Mr. Percy Nell
Human Resources Manager
Most Desirable Organization
1500 Shangri La
Anytown, 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)
20
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.
21
Sample Resume & Rubric
CASSANDRA FORTE
[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.
22
23
The résumé lists and
describes several
relevant previous and
current non-school
experiences,
accomplishments, and
awards. Each item has at
least two bullet points of
description.
The résumé lists several
previous and current nonschool experiences,
accomplishments, and
awards. The relevance of
1
some items may be unclear,
DOES NOT MEET and descriptions may be
missing or vague.
STANDARDS
STANDARDS
3
MEETS
4
EXCEEDS
STANDARDS
The résumé lists and
describes several
relevant previous and
current non-school
experiences,
accomplishments, and
awards. Each item has at
least two bullet points of
description. A complete
picture of the student’s
activities is evident.
Experience and
accomplishments
outside of school (C2.1)
Chicago Academy High School
Senior Seminar
The résumé lists several
previous and current
strengths, interests,
accomplishments, and
awards in school. The
relevance of some
items may be unclear,
and descriptions may
be missing or vague.
The résumé lists and
describes several
relevant previous and
current strengths,
interests,
accomplishments, and
awards in school. Each
item has at least two
bullet points of
description. A complete
picture of the student’s
activities is evident.
The résumé lists and
describes several
relevant previous and
current strengths,
interests,
accomplishments, and
awards in school. Each
item has at least two bullet
points of description.
Experience and
accomplishments in
school (C2.2)
The résumé
inconsistently uses
spacing, bulleting, and
font styles to present
information in an
accessible, organized
fashion. The design of the
résumé may make it
difficult to read.
The résumé effectively uses
spacing, bulleting, and font
styles to present
information in an
accessible, organized
fashion.
The résumé effectively and
creatively uses spacing,
bulleting, and font styles to
present information in an
accessible, organized
fashion. The résumé is
inviting.
Formatting (C2.3)
Resume Assessment Rubric
Name
The résumé uses language
effectively by employing a
verb to describe most
résumé items and by
avoiding most spelling and
grammar errors.
The résumé uses language
effectively by employing an
action verb to describe each
résumé item and by
avoiding all spelling and
grammar errors.
The résumé uses language
effectively by employing
strong action verbs to
concisely describe each
résumé item and by
avoiding all spelling and
grammar errors.
Use of effective
language (C2.4)
The résumé includes
accurate contact
information for the student,
as well as dates and
locations for some activities
or accomplishments.
The résumé includes
accurate and professionally
appropriate contact
information for the student,
as well as dates and
locations for almost all
activities or
accomplishments.
The résumé includes
accurate, complete,
and professionally
appropriate contact
information for the
student and his or her
references, as well as dates
and locations of each
listed activity or
accomplishment.
Specificity (C2.5)
Content Area Writing:
Labs, Essays, & DBQs
4
3
1
Grade 10
3
1
25
Grade 9
EXPERIMENT
Hypothesis
directly relates to
the problem and is
explained.
Data is missing,
disorganized, or
incomplete.
All data is clearly
recorded. Any
processed data
includes
calculations.
Explanation shows Variables are
a deep
correctly
understanding of
identified.
the content.
HYPOTHESIS
Problem stated but Hypothesis stated
not as a question
but does not
or is incomplete.
directly relate to
the problem or is
not explained.
The problem is
clearly stated as a
question.
The problem is
clearly stated as a
question.
PROBLEM
Lab Report Rubric
Section titles are
included in the
proper order and
handwriting is
easy to read.
Section titles are
included in the
proper order and
handwriting is
easy to read.
FORMATTING
Data is not
Sections are out of
summarized or the order or without
hypothesis is not
titles.
evaluated.
Data is
summarized. The
hypothesis is
evaluated for
validity.
Procedures are
evaluated and
modifications are
suggested.
CONCLUSION
Science Department Rubric
English Department Rubrics
ACT Expository Writing Rubric
26
27
ACT Persuasive Writing Rubric
28
29
Math Department Rubric
Math Department Rubric
Assignment name: ___________________________
Language
All Grade Levels
4
Exceeding
Standard
3
Meeting
Standard
1
Not Yet
Meeting
Standard
Student employs
conventions of
standard English
grammar, usage,
and mechanics
with few, if any,
errors.
Student employs
conventions of
standard English
grammar, usage,
and mechanics
with some
errors.
Student employs
conventions of
standard English
grammar, usage,
and mechanics
with frequent
errors.
30
Vocabulary
Student
consistently
demonstrates
excellent ability
to use precise
technical
vocabulary and
notation.
Student
demonstrates
some ability to
use precise
technical
vocabulary and
notation.
Student does not
demonstrate
ability to use
precise technical
vocabulary and
notation.
Reasoning
Student displays
excellent
reasoning in
employing an
efficient and
effective strategy.
Student displays
solid reasoning
with few errors
in employing an
effective
strategy.
Student displays
deeply flawed
reasoning or
shows little
evidence of
mathematical
reasoning.
c for Writing Assignments
Final grade:____________ / 4
Communication
Multiple
Representations
Mathematical
Work
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 their
mathematical
work
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.
Student’s
explanations are
very difficult to
understand or
are missing
critical
components.
Student makes
frequent errors
when converting
between multiple
representations of
data.
Student makes
frequent errors
in their
mathematical
work.
31
Assignment
Specific
Social Science DBQ Rubric
THESIS
(C1)
USE OF DOCUMENTS
(C2)
• 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 makes explicit use of between 60% and 70% of
the documents provided.
• 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.
•
4
4
4
8-9
* DBQ refers to a Document Based Question, a form of writing and instruction
Highcurricula.
School Social Science Department
which Chicago
is integral toAcademy
our Social Science
•
•
•
3-4
• The thesis addresses the prompt
and suggests or names general
categories of analysis (arguments,
or “buckets”).
• The essay makes explicit use of between 50% and 60% of
the documents provided.
• 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.
•
•
•
• A thesis/claim restates the prompt
and suggests a position.
AP
9th Grade
1
1-2
1
10th Grade
11th Grade
1
3
3
3
5-7
• The thesis addresses the prompt
and introduces detailed/specific
categories of analysis (arguments,
or “buckets”).
•
32
• 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.
•
•
•
Document Based Question (DBQ) Rubric
OUTSIDE INFORMATION
(C3)
ORGANIZATION OF EVIDENCE AND
SEQUENCING OF IDEAS (C4)
MECHANICS
(C5)
The essay supports the thesis with
substantial and relevant outside information
(6 to 7 pieces).
Evidence is accurately described,
insightfully analyzed, and effectively
evaluated to connect to the thesis statement.
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.
The essay supports the thesis with some
substantial and relevant outside information
(4 to 5 pieces).
Evidence is accurately described and well
analyzed. Evaluation of most evidence
connects it to the thesis.
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.
The essay supports the thesis with a few
pieces of outside information (3 to 4), or
evidence that is of questionable relevance.
Evidence is accurately described; some is
analyzed or evaluated.
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.
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.
* 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.
33
Glossary of Terms
* SST denotes terms specific to Social Studies curricula.
WORD
Agreement
Analyze (SST)
APA Formatting
Argument (SST)
Atmosphere
Attention Grabber
Attribution
Audience
Awkward
Baby Thesis (SST)
Balance
Bias
Body (P-E-E)
Bucket (SST)
Category of Analysis
(SST)
Claim
DEFINITION
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.
To interpret
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/
Reason or category analysis that helps prove your claim/thesis
See mood
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).
In journalism, the process of crediting sources within the text of a
story.
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.
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 in
Standard English.
See English Topic Sentence
A topic sentence introducing the category of analysis/bucket/
reason, as it relates to the overall claim/thesis
In journalism, the goal of covering all sides of a story as fairly as
possible.
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/
(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.
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.
See bucket
A positive statement or assertion that requires support. Claims
are the backbone of any argument (same as Thesis).
35
WORD
Commentary
Compare/Contrast (SST)
Conclusion
Connotation
Counter Argument
Creative Writing
Dangling Modifier
Deductive Reasoning
Denotation
DEFINITION
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, see
http://owl.english.purdue.edu/owl/owlprint/722/
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.
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.
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. See
also denotation.
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. Common
sentence stems to introduce a counter argument:
“Some may argue…” “While it is possible…” “Although it has
been asserted…”
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.
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.
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.
The main or dictionary definition of a word. Also known as the
literal definition of a word.
36
WORD
Describe (SST)
Discuss (SST)
Draft (1st, 2nd, final)
Editorial
Elaborate
Essay
Evaluate (SST)
Evidence (SST)
Expository
Flow
Font
Formal Writing
Fragment
Hook
Identify (SST)
Inductive Reasoning
Informal Writing
DEFINITION
Explain the document/evidence in your own words (displaying
understanding and comprehension)
To make an argument or prove a point, in an effort to make a
claim
Writing is a process, not a one-time event. Essays must
go through revisions for grammar and content.
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.
Add details, as to an account or idea; clarify the meaning of and
discourse in a learned way
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.
To judge the quality, value, currency, bias, or other aspects of a
work.
The facts, examples, expert opinions, and other information that
support the claims in an argument.
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 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.
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.”
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.
An incomplete sentence.
See attention-grabber
To list, underline, define and/or describe in your own words
Inferring a generalization from specific evidence.
Writing in which the rules of Standard English are not expected to
be adhered to. A personal journal is one such example.
37
WORD
Introduction (A-B-C)
Irrelevant Detail
Lead
Logical Fallacy
MLA Formatting
Mood
Narrative
Objectivity
Op-Ed
Paragraph
Parallelism
WORD
Parenthetical Citation
(SST)
Participle
Past Participle
DEFINITION
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).
A detail that does not support the writer’s claim. It distracts the
reader and should be eliminated.
Opening of any piece of journalistic writing. Traditionally
addresses the questions of who, what, when, why, and where.
A fallacy is an error in an argument. There are many specific
types of fallacies, all of which fall into two groups: some avoid
the 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 see
http://owl.english.purdue.edu/owl/resource/659/03/
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/
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.
A story
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.
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.
A paragraph is a group of sentences set off by a beginning
indentation and developing a SINGLE idea.
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 recipients
wanted to work rather than handouts.
 Parallel (revised): The study found that most welfare
recipients wanted DEFINITION
to work rather than to accept handouts.
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.
A verbal showing continuing or completed action, used as an
adjective or part38
of a verb phrase but NEVER as the main verb of
a sentence or clause.
See participle. A past participle most commonly ends in –d, -ed,
-n, or –en (wished, shown, given) but sometimes changes the
WORD
Participle
Past Participle
Persuasive
Point of View (POV)
Position (SST)
Present Participle
Prewriting
Primary Source
Pronoun, Ambiguous
Pronouns-Antecedent
Agreement
Pronouns
Personal
Proof (SST)
DEFINITION
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.
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).
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
1st, 2nd, 3rd person, etc.
A perspective, frame of reference, or stance on a particular
writing prompt, and/or topic of discussion
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)
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/
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.
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)
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.
Do not use personal pronouns in persuasive essays.
Examples: I, you, me.
 Incorrect: I think the author was incorrect in his
assumption.
 Correct: The author was incorrect in his assumption.
Supporting evidence that may originate from primary or
secondary source documents and/ or outside information
39
WORD
Punctuation
Quote Set-Up
Rebuttal
Redundant
Relevant Detail
Revising
Roadmap (SST)
Sentence Types
Sequence (SST)
Show, Don't Tell
Standard American
English
DEFINITION
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/
Presenting a quote beforehand by explaining the context in which
it appears and, when applicable, the speaker and audience
(listener).
An argument made to refute a counter argument.
Writing is redundant when words or ideas are repeated
unnecessarily. Redundant writing is considered weak.
A detail that supports your claim or topic sentence. The
connection is obvious to your argument.
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.
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)
A complete unit of thought, consisting of at least a subject and
a predicate (verb or verb phrase)
Simple Sentence
Compound Sentence
Complex Sentence
Compound-Complex Sentence
The order of events in which they occurred or following of one
thing after another in succession; chronological order.
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.”
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.
40
WORD
Support (SST)
Syntax
Tense (Verb Tense)
Thesis
Thesis Sentence
Tone
DEFINITION
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.
In sentences, the grammatical relations among words and the
ways those relations are indicated.
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), the
past (I raced, you went), and the future, formed with the
helping verb will (I will race, you will go)
 The perfect tenses, formed with the helping verbs have
and had, indicate completed action. They are the present
perfect (I have raced, you have gone), the past perfect (I
had raced, you had gone), and the future perfect (I will
have raced, you will have gone).
 The progressive tenses, formed with the helping verb be
plus the present participle, indicate continuing action.
They include the present progressive (I am racing, you
are going), the past progressive (I was racing, you were
going), and the future progressive (I will be racing, you
will 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 unnecessarily
switching or using multiple verbs tenses.
http://owl.english.purdue.edu/owl/resource/601/01/
See Claim
Thesis=Main Point=Central Idea
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 readers
to 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 will
arrange your ideas in the essay
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.
41
Topic
WORD
Topic sentence
Transitional Words
Wordiness
DEFINITION
The subject of an essay, narrowed so that it is appropriately
specific for the prescribed purpose, length and deadline.
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.
A word or phrase, such as thus or for example, that links
sentences 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/
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.
42
Notes
44