PRE-AP ENGLISH and ENGLISH HONORS III INFORMATION:
The following is a list of supplies you will need to have when school begins (both first and second term).
Term II Pre-AP Honors III & Honors III
HOW TO SEND ME AN ATTACHMENT:
RICH TEXT DIRECTIONS
Open your document, to FILE on the toolbar menu and to SAVE AS. Adjust the options by scrolling in the window at the bottom of the page to rich text (RTF) file.
DOUBLE CLICK, and it will give you options (window/box) as to what part ( FILE FOLDER) OF THE COMPUTER TO SAVE IT IN. You might want to keep a special folder for this class under My Documents in the C hard drive. When the window /box opens, you decide where to save.
Now SAVE IT to your computer where you can find it.
With you mail open, hit the ATTACH ICON OR BUTTON—IT DEPENDS ON YOUR PARTICULAR PROGRAM. For some mail systems, you will see a PAPER CLIP as a clue that you are getting ready to ATTACH a file to send to someone.
You should see your computer’s C drive. It will open in its own little box, right there in front of you. Find the document where you stored it (the document has to be closed—you can’t send it while it is open on your computer).
Click on it twice, and it will attach to your mail.
Finally, HIT SEND, and it should be on its way to the recipient of the mail.
Mon. 5/5 Grapes of Wrath analysis
Tues 5/6-5/9 While I am out for curriculum mapping, you will
work in class on your final Rhetorical Groups for the reading
and analysis of your last major assignments. You have all the handouts and deadlines.
Mon. 5/12 Turn in Final Draft of Research Paper
Tues 5/13 Starving Day for Grapes of Wrath
Vocabulary IV is in Flash Cards section
Sentences due 5/16; test is 5/19
Wed 5/14 Complete Grapes of Wrath
Thurs 5/15 Review Vocabulary usage, list IV
Fri 5/16 Vocabulary IV sentences graded
List V will be in the Flash Cards section today
Mon. 5/19 Vocabulary IV test: matching but cumulative
Tues.5/20 GRAPES OF WRATH final (quotations/recognition)
Wed. 5/21 Usage Unit begins in class
Outside class, you must be diligently at work
on your final Rhetorical Presentations
Thurs.5/22 Usage
Fri. 5/23 Vocabulary V sentences due
Mon. 5/26 School Holiday
Tues.5/27 Vocabulary V test: matching but cumulative
Usage
Wed. 5/28 Begin Final Rhetorical Presentation
Friday 5/16 Vocabualary IV sentences due
Literary group work
Monday 5/19 Vocabulary IV test (matching)
Tuesday 5/20 Work on usage in class
Group work: literary analysis
Wednesday 5/21 Usage
Thursday 5/22 Usage; literary analysis
1/22 Bring your GATSBY to class today and all week.
Have new notebook area set up.
1/23 Practice in "Five S" reading strategy for analysis
Grammar: clauses
1/24 Job letters due today!
GATSBY/Five S practice
1/25 Grammar: clauses
1/28 Vocabulary I sentences due
FLASH CARD CHECK
GATSBY
Remember to identify the type of phrase or clause that
introduces your vocabulary sentence.
1/29 GATSBY 5 S Strategies
1/30 GATSBY 5 S Strategies
1/31 Grammar quiz over phrase and clause identification
Vocabulary Review afterward
2/1 Gatsby
2/4 Vocabulary I test
2/5 FCAT prompt/rubriced during class
2/6 Grammar/usage
FCAT practice in writing the remainder of this time.
Complete GATSBY!
2/11 Final GATSBY prompt
2/12 FCAT Writes Remember: TES
2/13 Begin GRAPES OF WRATH
Need literary terms handout; color symbols
2/14 Vocablary card check for list II
GRAPES
2/15 GRAPES analysis questions due
READ THROUGH CH. 7 FOR TUESDAY (GRAPES HOMEWORK)
USING YOUR FLASHCARDS BUT A
ON A SEPARATE SHEET OF PAPER: HOMEWORK
1. Make a vertical list on your paper of all the nouns. Beside each noun, circle its suffix.
2. Write a sentence with each of the three nouns of your choice as follows: use one as the subject, another as a direct object, the third as a predicate nominative.
Identify your verbs in each sentence.
2/18 HOLIDAY! You get to sleep late today.
2/19 Vocabulary II sentences due
2/20 Grammar test: remember to study, come in for tutoring
2/21 Vocabulary review
2/22 Grammar!
2/25 Vocabualry II test; grade grammar homework
2/26 GRAPES analysis; grammar review
2/27 PRIDE AND PREJUDICE performance in auditorium
2/28 Grammar review; GRAPES
2/29 Grammar mastery II test
3/3 GRAPES prompt; discussion afterward
Recall that you have homework, and there will be no class
time for working on it. Chapter 8 Questions due.
BOOKS FOR NAUGHTY CHILDREN'S FESTIVAL DUE THURDAY (3/6)
3/4 Have Ch. 9-10 read; answer and turn in Ch. 9 Questions
3/5 Come to class having read Ch. 12 and 13 of GRAPES
3/6 Individual lession on verbals (gerunds, participles, infin-
3/7 itives); adverb clauses and modification; adjective/noun Cl.
Present any grammar questions for these two days, as your
Grammary Mastery test approaches; hereafter, you must pre-
pare for the test at home or during tutoring.
3/10 Quiz, GRAPES OF WRATH
3/11 FCAT Reading
3/12 FCAT Math
3/13 In classes for sophomores
3/14 Vocabulary III posted today; your test will cover Lessons
1-3 when it occurs. Sentences due 3/19
VOC. III IS IN THE FLASHCARD SECTION
3/17 NRT test for sophomores; return to classes today AFTER SECOND PERIOD
3/18 MAJOR GRAPES writing assignment FLASH CARDS DUE
Review Vocabulary
3/19 Grammar Mastery Test (Final of three)
3/20 Vocabulary sentences due; Research topics discussed
3/21 Research topics due SEE BELOW
3/24 Grapes analysis
3/25 Vocabulary Review
3/26 Grapes analysis
3/27 Vocabulary III test (remember the test covers
all three lessons, and you PROMISED to study diligently.
3/28 Today is the Naughty Children's Festival
BEGIN READING YOUR RESEARCH NOVEL AT ONCE
4/7 Three SOURCE CARDS due; two INFORMATION BUNDLES due
A BUNDLE IS DEFINED AS INFORMATION PRINTOUTS, XEROXED PAGES FROM THE VARIOUS SOURCES YOU USE AS RESEARCH. TAKING NOTES
FROM A SOURCE ALSO COUNTS AS BUNDLE MATERIAL.PUT YOUR BUNDLES INTO A LARGE FOLDER THT CAN BE SEALED AND KEPT SAFELY FROM
BEING LOST.EACH BUNDLE MUST HAVE A CORRESPONDING SOURCE CARD.
4/8 PRELIMINARY OUTLINE DUE (see format below)
Do a topic outline that consists of words or phrases;
do NOT write a sentence outline. I only want the 3
MAJOR divisions of your paper. Write only Roman
Numerals I, II, III--no subtopics for now.
Guidance Counselors visit for registration purposes
4/9 One more SOURCE CARD due; bring your information bundles
and novel to class.
4/10 GRAPES; Research
4/11 GRAPES; Research
Research Paper Deadlines Pre-AP III
The following deadlines include specific dates on which items related to your research paper will be checked. Understand that you may always turn in a required assignment ahead of time, but I will not accept late cards and papers. WE ARE ON A SHORT TURN AROUND TIME SCHEDULE, AND I WILL NOT HAVE TIME TO RETEACH AND GRADE LATE ITEMS. READ THE SECTION ONLINE ENTITLED The Window of Opportunity. Like other windows, this window opens and closes, so you must be aware. It affects your grade.
Monday, 4/7 3 source card (your book serves as one source); 2 information bundles 10pts.
Tuesday, 4/8 Preliminary Outline: Roman Numerals I, II, III ONLY 15 pts.
Wednesday, 4/9 1 additional source card; 1 additional information bundle 10pts.
Thursday, 4/10 2 additional bundles; 2 additional sources 10 pts.
Friday, 4/11 Preliminary Thesis due 20 pts.
Monday, 4/14 3 additional bundles; 2 additional sources 10 pts.
Wednesday, 4/16 2 additional sources; 1 additional bundle 10pts.
Friday, 4/18 3 additional bundles Monday,4/21 1 more bundle; 1 so.
ANSWER CH. 26 QUESTIONS, all 20
Tues., 4/22 Prenthetical Documentation
Wed., 4/23 Works Cited entries
Bring your sorce cards today
Thursday, 4/24 AP Prompt
Friday, 4/25 Working with the Works Cited
How to organize the rough draft
BEGIN YOUR ROUGH DRAFTS AT HOME
MONDAY 5/5 Rough Draft Due Bring all source cards and all bundles. The RD must include all documentation: text of RD, Final Outline, all Parenthetical Documentation, and corresponding Works Cited. You lose points from the 100 points for those parts you leave out. You will receive a Peer Editing page that must be returned with the final draft.
Between Wed., May 7 and Monday, May 11, the WINDOW OF OPPORTUNITY opens and closes. The window closes on Monday, May 11. I will accept no papers after the window closes on May 11. Put your final paper typed and paper clipped into a new folder with pockets. Place the Source Cards, in alphabetical order with the paper. In the other pocket, place your bundles.
FINAL REMINDERS FOR THE RESEARCH PAPER: No late papers.
ORDER OF THE FINAL PAPER
Cover page You have the format.
Text of Paper Begin numbering on page 2
Words Cited page Also number
Blank sheet of paper For my comments
Rough Draft Have editing page attached
Paper clip your pages together and place inside a new folder that has pockets. Place your paper in one pocket of the folder; place your rough draft with the editing sheet atop in the other pocket. The folder will be returned to you. Do not give me an old, worn out folder.
I. Topic one
A. Subtopic Steps I, II, III must be
B. Subtopic parallel grammatically for
II. Topic two the final outline. Each
A. Subtopic subtopic must be parallel
B. Subtopic to the other subtopics
III. Topic three within that Roman Numeral.
A. Subtopic The preliminary outline has
A. Subtopic only I,II,III (no subtopics).
Keep a copy of your final paper if you wish; while I will return papers for your viewing, they will not be given to you, as they are to remain in your folder. Proofread carefully!
3/21 Vocabulary III is up; sentences are due
Tuesday, 3/25 TEST IS THIS WEEK
3/24 Grades close out; Scarlet Letter
3/25 Vocabulary sentences due today, typed: No late
sentences! Scarlet Letter
3/26 Grammar; Vocabulary Review
3/27 Vocabulary III TEST; Research Paper topics
3/28 Scarlet Letter First turn-in for Research Topics
4/7 Research Topics due no later than today
Begin Research directions
4/8 One source card due; Scarlet Letter Hmwk.
4/9 Three bundles due; 2 MORE source cards
4/10 Scarlet Letter Hmwk.; 1 more bundle
4/11 Three more source cards due; 1 additional bundle
PRELIMINARY OUTLINE DUE TODAY USING ROMAN
NUMERALS I, II, III ONLY. DO NOT INCLUDE SUBTOPICS.
Scarlet Letter Hmwk.
4/14 3 more bundles due; 1 more source card
4/15 How to: Parenthetical documentation
4/16 1 additonal source; 2 more bundles
4/17 Preliminary Thesis due
4/18 1 additional source; 2 more bundles
Discussion questions: THE SCARLET LETTER
4/21 Works Cited lesson
Setting up the bundles for Rough Draft
4/22 More about Rough Drafting
4/23 Scarlet Letter discussion
4/24 Grade Rough Draft
4/25 Scarlet Letter
WINDOW OF OPPORTUNITY: APRIL 28-MAY 1
The WINDOW closes Thursday, May 1
English Honors III Vocabulary I
1. abash V to make uneasy or ashamed; to embarrass
2. abate V to reduce in amount, degree; to lessen; to decrease
3. abominable ADJ detestable; horrid; vile
4. abridge V to shorten the number of words; to condense
5. abstain V to choose to do without; refrain
6. abut V to touch at one edge; join as in a boundary
7. accentuate V to emphasize; to stress
8. accost V to approach someone and speak first
9. acquiesce V give in; consent without protest or enthusiasm
10. acquisition N the act of obtaining something, especially to a larger collection of
11. adamant ADJ unrelenting; unyielding
12. affinity N a natural attraction or liking for a person or thing
13. affluent ADJ wealthy; abundant; plentiful
14. allegory N symbolic story in which people, settings, or actions represent moral qualities
15. alleviate V to clam; ease suffering
16. altercation N an angry argument
17. ambiguous ADJ not clear, obscure; having more than one meaning
18. ambivalent ADJ having mixed or conflicting emotions concerning another
19. anagram N a word or phrase formed from another by changing the order of letters
20. anecdote N a brief and entertaining account of an interesting incident
21. antagonize V to make an enemy of; oppose or counteract
22. appraisal N expert valuation; an assessment
23. apprise V to inform or notify
24. arable ADJ fit for plowing and planting; suitable for cultivation; tillable
25. arbitrary ADJ based only on one’s own wishes or whims; not guided by rules
26. archives N a place to store public records or historical documents
27. arduous ADJ difficult; requiring much effort; laborious
28. array N an orderly arrangement of persons or objects V to set in proper order; to dress or to adorn
29. askew ADJ lopsided; awry; not in line
30. assail V attack violently; attack with words, arguments
English Honors III Vocabulary II
1. assay N. an analysis to determine composition VT to assess or test (2 sentences
2. assertion N the act of declaring something; a claim or declaration stated positively
3. attrition N the act of wearing down or weakening due to constant pressure; gradual reduction in personnel due to retirement and death
4. audacious ADJ fearlessly daring; bold; insolent; contemptuous of appropriate behavior (decorum)
5. augment VT to increase or make greater
6. auspicious ADJ marked by signs of success or good fortune (event, occasions are auspicious—people are NOT)
7. austere ADJ stern; strict; severe in appearance or manner
8. autocrat N dictator, ruler with unlimited power; domineering person
9. baleful ADJ ominous; dire; sinister
10. bandy VT to toss back and forth; to exchange or discuss lightly
11. beleaguer VT to surround, as with troops; to harass
12. beneficent ADJ kind, charitable
13. bestow VI to confer or present as a gift or honor; to dedicate for a purpose
14. betrothed ADJ engaged to be married N a person engaged to be married (2 sentences)
15. bilateral ADJ undertaken by and affecting two sides equally (NOT THE MATH TERM)
16. blithe ADJ happy, carefree
17. bolster VT to prop up; support N a long, narrow pillow
18. brevity N of brief duration
19. browbeat VT to frighten with harsh words; a bully
20. brunt N the main shock or force of a blow or attack; the greatest part of an accusation
21. brusque ADJ abrupt in manner or speech
22. bulwark N a wall of earth or stone used as defense; a person who gives strong support
23. bumptious ADJ pushy; crudely forward
24. bureaucracy N the department through which a government is run; complicated administrative procedures that block effective action
25. camaraderie N a spirit of good will, loyalty among friends
26. carnage N slaughter, as in war; the death of many
27. catharsis N a purifying or ridding of emotions, especially through the experience of an artistic association (remember the Greek plays here)
28. cede VT to yield or give up; transfer a title
29. chagrin N a feeling of disappointment or embarrassment; distress
30. circumspect N careful; cautious; discreet, especially with regard to behavior
Vocabulary III, English III Honors
1. cite VT to quote as an authority; to mention or commend for bravery in a report
2. climatic ADJ pertaining the culminating event in a series
3. coalition N an alliance, usually of nations; a temporary union
4. coherent N logically connected; consistent
5. comely ADV a pleasant appearance; attractive
6. comprehensive ADJ of wide scope; inclusive
7. concerted ADJ mutually agreed upon; combined
8. congenital ADJ present at birth, but not hereditary; inborn
9. conjecture N an opinion without proof V to guess; to speculate
10. connotation N the suggested or implied meaning, not its literal meaning
11. consensus N a general agreement or opinion; majority opinion
12. consonant ADJ in agreement or in accord; harmonious
(you already know the noun that relates to the alphabet)
13. contraband N smuggled goods
14. contrition N remorse for wrongdoing; repentance
15. convivial ADJ festive and social
16. correlate N a natural consequence; a result V to relate to
17. credence N belief; acceptance as valid or true
18. debacle N a sudden collapse or overthrow; overwhelming defeat
19. debonair ADJ graceful, charming, carefree
20. decadence N a process or period of decline or decay; moral decay
21. deference N a yielding in judgment or wishes to another; courteous respect
22. defile VT to spoil; to make disgusting
23. degenerate VT to decline in physical or moral quality ADJ deteriorated
24. deign VI to think it befitting of one’s dignity ; to grant with condescension
25. deluge N a great flood; overwhelming amount of something; VT to flood; to overwhelm
26. demeanor N outward behavior; manner of conduct
27. deprecate VT to belittle
28. derogatory ADJ disparaging; showing unfavorable opinion
29. despicable ADJ contemptible; vile
30. dissipate VT to spread in every direction; to scatter
Vocabulary IV, English Honors III
1. dissolute ADJ lacking moral restraint; wicked
2. diverge VT to move or extend in different directions ; to differ in opinion
3. effete ADJ lacking vigor or moral courage; decadent
4. efficacious ADJ producing the desired effect; effective
5. elation N high spirits; a feeling exaltation due to triumph or relief
6. embellish VT to decorate or adorn; to add to a story with details, even false; to elaborate
7. emendation N a correction’ a change in a written text
8. encroach VT to intrude gradually upon the property or rights of another; to trespass
9. enormity N extreme wickedness; outrageousness; vastness
10. enthrall VT to captivate; to charm; to keep spellbound
11. entity N a being; something with independent existence, either in actuality or in one’s mind
12. entomology N the branch of zoology that deals with insects
13. entourage N the attendants, followers, associates of a person
14. epicure N a person who has refined tastes in eating and drinking
15. epithet N a word or phrase that describes or characterizes a person or thing; descriptive name
16. equestrian N a horseback rider ADJ pertaining to horses or the riding of horses
17. erroneous ADJ false; incorrect; mistaken
18. evasive ADJ misleading; trying to avoid directness in speech or action
19. evoke VT to call forth; elicit; produce a reaction
20. epilogue N a short concluding section at the end of a literary work; an actor’s speech to the audience at the end of a play
21. exacting ADJ hard to please; requiring hard work and close attention; demanding
22. exhaustive ADJ leaving out nothing; thorough; comprehensive
23. exodus N a departure, usually of a great number of people
24.exonerate VT to excuse or clear completely of a charge or accusation; to prove blameless
25. expedite VT to make easier or quicker; to hasten
26. expletive ADJ an oath or exclamation, usually profane; a word with no meaning of its own, used to complete the pattern of a phrase or sentence
27. extemporaneous ADJ done, said, or performed with little or no preparation; unrehearsed; improvised
28. faction N a group of people within a larger group; usually causing conflict or disagreement; a selfish or quarrelsome group
29. factious ADJ causing disunity; dissension or disputes; quarrelsome
30. fallible ADJ capable or erring or making a mistake
Sentences due: 5/16
General Resources That May be Useful for RESEARCH
www.npr.org/takingissue Presents original essays with varying viewpoints on newsworthy topics
www.blueagle.com Archives of over 700 columnists, political cartoonists, other media
http://artsandlettersdaily.com Excellent source for newspaper articles, columnists, essays, books, etc.
http://www.gallup.com The Gallup Organization: Latest public opinion polls on politics and elections, business and the economy, social issues and policy, managing and lifestyle
http://www.fedstats.gov Fedstats: The gateway to statistics from over 100 federal agencies
http://www.whitehouse.gov/fsbr/ssbr.html The Social Statistics Briefing Room provides easy access to current Federal social statistics. It provides links to information produced by a number of Federal agencies and contains information in these four areas: crime, demography, education, and health.
http://www.census.gov U.S. Census Bureau—Used to find statistical information for states or municipalities, use the American FactFinder option.
http://www.heritage.org The Heritage Foundation’s mission: “…to formulate and promote conservative public policies based on the principles of free enterprise, limited government, individual freedom, traditional American values, and a strong national defense.”
NOTE: If you need to evaluate a website, one of the methods listed on the Evaluating Internet Resources page may provide you with useful guidance in determining the source, scope, currency, accuracy, and bias of a site: http://library.uww.edu/GUIDES/controversy.html
http://www.rlc.dccd.edu/lrc/current.htm: Current events and controversial issues
http://www.nytimes.com/learning/general/specials/index.html Issues in depth from NYT
ttph://cagle.com and http://www.cartoonstock.com sources for political cartoons
http://www.infomindsolutions.com/photogallery1natphoto/index.html a Map of Links to our Nation’s photo galleries
****************************************************************
REMEMBER TO SAVE A COPY OF YOUR FINAL DRAFT IN YOUR COMPUTER!!!
PARENTHETICAL DOCUMENTATION
A source by more than one author or editor: If a source has more than one author or editor, include all the names in the documentation.
The imagery of a poem does more than provide a setting or furnish a pleasing picture; it is important to interpretation (Brooks and Warren 271).
Shakespeare’s vocabulary of thirty thousand words was the largest of any English writer
(McCrum, Cran, and MacNeil 102).
Although more than fifty thousand Japanese-American evacuees returned from the relocation centers, their lives had been profoundly changed (Spicer et al 294-95).
A source by an author listed more than once in the Works Cited: These citations must include a shortened version of the title and author’s name.
Public language usually conceals more than it reveals (Newman, Civil Tongue 6).
Language changes, but we should preserve the value of our language (Newman, Strictly Speaking 18).
For quoted material: When quoting from or paraphrasing an indirect source, give both the original and the secondary source.
The Henry IV series was “unplayable” (Chute, qtd. in Schoenbaum 161).
Marchette Chute claimed the Henry IV series was “unplayable” (qtd. in Schoenbaum 161).
For a novel: Chapter, part, and section numbers, in addition to page numbers. Give the page number, followed by a semi-colon, and the number of the part.
Atticus told Jem that “it’s a sin to kill a mockingbird” (Lee 94; ch. 10).
Lee’s title To Kill a Mockingbird comes from Atticus’ admonition to Jem that “it’s a sin to kill a mockingbird” (94; ch. 10).
When quoting from a source that uses offensive language, the following type of documentation will occur:
a. put the word/lines into the context of a sentence--quoting
b. put the quotation into italics
c. beside the offensive line, write as follows: [sic] This is a Latin word meaning “so, thus, this is so.”
Sic is used after a misspelling, some other error that is intentional on the author’s part, a questionable statement,
or a surprising detail to show that is was so in the original. Always use brackets.
The quotation of four or more lines will be set up as follows: You MUST have two of these in your paper:
Although many feel the confusion surrounding controversial language in these lines is questionable, others are not phased by them. Certainly, individual reaction must be taken into account by any group that sits in judgment of such formal challenges.
Owen states in Dim Morning:
Mark’s sword dripped blood as he replaced it within
the confines of its sheath while the small group of
children huddled in terror against the molding, bug-
infested cement wall. Despite whimpers and sobs for
release from the children, Mark grinned in-
wardly,walked in a determined path toward the smallest
girl and dragged her by her bony elbow into the next
room.(16;ch.12)
THE INFORMATION YOU SEE BELOW WILL BE USED LATER IN THE COURSE FOR BOTH FIRST AND SECOND SEMESTER PRE-APES.
A "Bundle" is defined as printouts, handwritten notes, xeroxed series of pages that reflect your work on one aspect of your topic. Keep these together so you can make reference and quote in the final writing of your paper. These will become the text of your paper and must be PARENTHETICALLY DOCUMENTED. Be
certain to highlight information you will use.
Source Cards must be correct per WRITERS' INC./MODERN LANGUAGE ASSOCIATION Style, and you will need to keep those rubber banded in the envelope with your bundles of informtion. DO NOT LOSE. If I instruct you to revise a note card, do so and return it for grading. Source Cards will become the WORKS CITED PAGE.
UPDATE:
DO NOT USE THE FOLLOWING WEB SOURCES:
wikipedia
encyclopedia online
novel guide
e-notes
book rags.com
sparknotes
pink monkey
free research papers online
classic notes
barron.com
cliffnotes.com
Be certain to avoid .com and .net web sites;
Instead use .edu sites.
BELOW ARE ITEMS RELATING TO RESEARCH FOR FUTURE REFERENCE:
Thesis Statement
A thesis statement has as its intention to control your paper. A thesis results from a question that you may ask yourself, such as “Why is this issue important”? “Why is this issue controversial”? However, the thesis itself is not a question; rather, it is a declarative statement. Remember that whatever you say in your thesis must be supported and developed in the body of your essay. That is the only way the thesis will be able to control the essay.
The thesis must fit the following specifications:
1. Must show clear focus
2. Must show that you find the subject matter significant enough to develop an opinion about the topic
3. Must show a reason to be developed
A mere statement of fact is not a thesis. For instance, do not say AIDS is a deadly disease and expect that you have created a thesis.
Instead, you have written a statement of fact that does not show a reason to be developed. You might say: The broad-ranging effects of AIDS are profound, and their impact upon society and the medical community are yet to be determined. By looking at the three requirements for the thesis, you will see that this particular thesis will work, and it will control your paper.
LITERATURE THESIS: Joe Smith's nineteenth century novel BAD
TIMES has been widely challenged for its lack of socially redeeming qualities.
AN EXAMPLE OF A PARALLEL OUTLINE FOR RESEARCH:
DO NOT REPEAT THE TITLE--IT IS ON THE TITLE PAGE
I. Violent behaviors adj./noun
A. Attacks on children noun/prep. phrase
B. Abuse of elderly noun/prep. phrase
II. Inappropriate language adj./noun
A. Cursing noun
B. Degradation noun
III. Attacked values adj./noun
A. Of parents prep. phrase
B. Of religion prep. phrase
NOTICE THAT STEPS I, II, II ARE PARALLEL IN GRAMMATICAL WORDING. THEN, EACH A AND B IS PARALLEL WITHIN THE ROMAN NUMERAL STEP. YOU MAY CHANGE THE GRAMMATICAL CONSTRUCTION OF THE A AND B ONLY FROM ONE ROMAN NUMERAL TO ANOTHER, BUT THE A AND B MUST REMAIN PARALLEL TO EACH OTHER.
ALSO NOTICE THE PATTERN OF CAPITAL LETTERS, INDENTING/SPACING, AND PUNCTUTION.
DOCUMENTATION GUIDELINES for RESEARCH PAPER:
Format your paper in 12 font, Times New Roman
Double space the entire paper from the outline/thesis page to the Works Cited page
Check your documentation in both parenthetical and WC to be certain of the correct capital letters, spacing, and punctuation
Check the use of abbreviated Latin phrases in your paper: i.e.; passim, etc.
SAVE A COPY OF YOUR FINAL DRAFT IN YOUR COMPUTER!!!
BE RESPONSIBLE! KNOW ABOUT THE WINDOW OF OPPORTUNITY.
Order of Final Paper:
1. Blank white page
2. Title page
3. Thesis and Outline page
4. Text page begins on p. 1; DO NOT begin numbering until page #2
5. Number all pages consecutively from 2 through the end of the Works Cited page
6. Place your paper into a NEW FOLDER WITH POCKETS, YOUR NAME ON THE OUTSIDE
7. In one flap will be the rough draft, peer editing page, bundles; in the other is the final draft of your research paper; Paper clip, do not staple.
AN IMPORTANT NOTE ABOUT DRAFTS OF THE RESEARCH
PAPER: CEASE AT ONCE ANY OUTSIDE EDITING OF YOUR PAPER BY AN ADULT. THAT AMOUNTS TO INTELLECTUAL DISHONEST, DEFINED SPECIFICALLY AS PLAGIARISM. REMEMBER THE PENALTY OF THIS TO YOUR GRADE. ALSO, KEEP IN MIND THAT YOU ARE A 10TH or 11TH GRADER AND NOT EXPECTED TO BE ON A DEGREED LEVEL IN YOUR RESEARCH PAPER. KNOW THAT I AM FULLY COGNIZANT OF YOUR WRITING STYLE AND CAPABILITIES.
“
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THE FOLLOWING IS FOR PARENTS OF ENGLISH HONORS II STUDENTS:
The purpose of this is to advise you that your children are beginning the first of two units intended to teach allusions for literature, a skill necessary for both advanced high school and college students. First, we will work with the mythology unit using as our text Edith Hamilton's MYTHOLOGY. Afterward, our allusion unit will turn to stories from the Old and New Testament, using the Elements of Literature text as well as selected stories from the Old and New Testaments, King James version. This particular unit will in no way deal with personal religious beliefs; our intended outcome for both these units is to create a foundation of knowledge
applicable for a better understanding of world literature.
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