02 English II BLM - LPSS...Eats Shoots and Leaves: The Zero Tolerance Approach to Punctuation. New York, Gotham, 2004. “The English language first picked up the apostrophe in the

Unit 1, Activity 4, Sentence Variety Mini-Lesson

Blackline Masters, English II Page 1

Louisiana Comprehensive Curriculum, Revised 2008

English II

Unit 1, Activity 4, Sentence Variety Mini-Lesson



Unit 1, Activity 6, Flashback Demonstration Rubric



Flashback Demonstration Name Title of Work Date Score

Criteria Points

1 2 3 4 Content Knowledge

Student does not demonstrate a grasp of the meaning or purpose of flashback within a literary work.

Student indicates some understanding of the meaning of flashback within a literary work but makes little or no reference to its purpose.

Student demonstrates a clear understanding of the meaning of flashback within a literary work, but does not show full knowledge of its purpose

Student convincingly demonstrates an understanding of the meaning and purpose of flashback within a literary work.

Visuals/ Scene prep

Student made no effort to prepare film, cartoon, or play performance scenes.

Student made some effort to prepare film, cartoon, or play performance scenes.

Student's creation of film, cartoon, or play performance scenes were relevant to the content assignment.

Student's creation of film, cartoon, or play performance scenes were relevant, original, and entertaining.

Grammar/ Usage/ Mechanics

Grammar/ Usage/ Mechanical errors were in such number that it interfered with the message of the demonstration.

Demonstration has three or more grammar/usage/mechanical errors but did not distract from the message of the demonstration.

Demonstration has no more than two grammar/usage/mechanical errors.

Demonstration has no grammar/ usage/ mechanical errors.

Delivery Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of the class to hear.

Student incorrectly pronounces terms. Audience members have some difficulty hearing demonstration.

Student's voice is clear. Student pronounces most words correctly.

Student uses a clear voice and correct, precise pronunciation of terms.

Total ________ Teacher Comments: _______________________________________________ _______________________________________________________________

Unit 1, Activity 7, Criteria for Character Comparison Chart



Character Chart or Graphic

What do I do? For this pre-writing activity, you will select a character from one of the short stories

we’ve read and make a comparison to a real-life person you know. Here are the tasks

expected of you in order to make a parallel profile chart/graphic organizer.

1. Choose a character from a short story who interests you and makes you think of

someone that you actually know.

2. Analyze the character’s personality and how the author had the character’s

behavior and actions reflect that personality.

3. Create a graphic organizer that does the following on one half of the chart paper:

a) introduces the character and the story he/she is from

b) shows how the character’s traits were developed by the author with

specific examples of direct (physical descriptions) and indirect (actions,

speech, behavior) characterization

4. Think of the real-life person that the character you selected reminds you of.

5. Consider what specific traits and behaviors that person and the character share.

6. On the other half of the chart paper, create a parallel graphic organizer that does

the following:

a) introduces the person and his/her relationship to you

b) shows what similar traits and behaviors this person has to the character’s

How will it be graded? The completed comparison chart/graphic should clearly:

o identify the story character and the selected person

o indicate a parallel between the story character and the selected person

o illustrate specific examples of character traits and behaviors (refer again to 3b and

6b above)

Why am I doing this? You will find this completed graphic organizer useful in writing the comparison essay

that follows this activity. Also, it will earn you ¼ of the points for the essay, as it

satisfies the prewriting part of your writing process grade. ☺

Unit 1, Activity 8, Literary Analysis Peer Review Checklist



Peer Review Checklist Literary Analysis Essay

1st Draft Markers (In REVISION stage): Initial Here

Does this essay define irony and discuss its forms? Does this essay evaluate how the use of irony

contributed to the effectiveness of the story? Does this essay provide specific examples of irony

from the short story? Does this essay have a clear thesis statement in the

introduction that leaves no question what topic is being proposed or asserted?

Is this writing organized in a clear, logical order with paragraphing by relevant topic sentences?

No paper goes on to Editing Stage until all 1st Draft markers have been met. Final Draft Markers (In EDITING stage): Initial Here Is this essay free of grammar/usage/mechanical

errors? Does this essay use a variety of sentence structures

to develop its paragraphs? Is this essay in correct Final Copy format?

Unit 1, Activity 9, Vocabulary Card Example



Definition: Characteristics:

Comparative figure of speech The more unlikely (or

that implies a comparison between unusual) the comparison,

two things the more refreshing (and

less of a cliché)the

metaphor

Compares figuratively like a

simile, but doesn’t use

“like” or “as”

METAPHOR

Example: Illustration:

From Ray Bradbury’s “A Sound of Thunder”:

“Each lower leg was a piston…”

Unit 1, Activity 11, Comparison Essay Peer Review Checklist



Peer Review Checklist Comparison Essay


Does this essay identify and compare the effectiveness of a specific literary element within two short stories?

Does this essay provide specific examples of the author’s effective use of the literary element?

Does this essay have a clear thesis statement in the introduction that leaves no question what topic is being proposed or asserted?




to develop its paragraphs? Does this essay explore vocabulary and phrasing that

reflects the writer’s personality and voice? Is this essay in correct Final Copy format?

Unit 1, Activity 13, Expository Essay Peer Review Checklist



Peer Review Checklist Recurrent Theme Expository Essay


Does this essay clearly identify one specific recurring theme?

Does this essay explain with specific examples how the theme is developed by a short story author?

Does this essay have a clear thesis statement in the introduction that leaves no question what topic is being proposed or asserted?





Unit 1, Activity 14, Short Story Peer Review Checklist



Peer Review Checklist Short Story


Is this story told in a logical sequence of events? Does this writing include appropriate use of

transitional words and phrases? Does this writing include effective use of story

elements and literary devices (Look specifically for those we have studied and reviewed)?

Is this story interesting, surprising, original, frightening, funny and/or moving? (In other words, is it NOT boring?)

No paper goes on to Editing Stage until all 1st Draft markers have been met. Final Draft Markers (In EDITING stage): Initial Here Is this writing free of grammar/usage/mechanical

errors? Does this writing use a variety of sentence structures

and parallel construction to develop its paragraphs? Is this writing in correct Final Copy format?

Unit 2, Activity 4, History of the Apostrophe



excerpts from

Truss, Lynn. Eats Shoots and Leaves: The Zero Tolerance Approach to Punctuation. New York,

Gotham, 2004.

“The English language first picked up the apostrophe in the

16th century. The word in Greek means “turning away,”

hence “omission” or “elision.” In classical texts, it was

used to mark dropped letters, as in t’cius for “tertius,” and

when English printers adopted it, this was still its only

function.” (37)

“…in Shakespeare’s time, an apostrophe indicated omitted

letters, which meant Hamlet could say with supreme

apostrophic confidence: “Fie on’t! O fie!” (38)

“If only the apostrophe’s life had stayed that simple. At

some point in the 17th century, however, printers started to

intrude an apostrophe before the s in singular possessive

cases (“the girl’s dress”) and from then on, quite frankly,

the whole thing has spiraled into madness. In the 18th

century, printers started to put it after plural possessives as

well (“the girls’ dresses”). (38)

“Some historians of grammar claim, incidentally, that the

original possessive use of the apostrophe signified a

contraction of the historic “his”…There are other historians

of grammar who say this Love-His-Labour-Is-Lost

explanation is ignorant conjecture and should be forgotten

as soon as heard.” (39)

Unit 2, Activity 6, Persuasive Essay Peer Review



Peer Review Checklist Persuasive Essay


Does this essay provide a position statement with a current and compelling argument?

Does this essay provide relevant and convincing reasons to support the argument/claim?

Does this essay make effective use of persuasive writing techniques discussed in class?

Do the language choices of this author indicate an effort to create and maintain tone?





Unit 2, Activity 7, Characteristics of Effective Speeches



Evaluating Effective Speeches

1. Purpose and Audience Consider:

• Who is the speaker? Where and when is the speech delivered?

• How does the message connect to the audience and what the speaker is trying to accomplish?

2. Content and Tone Consider:

• What are the important points that must be made?

• What information must the audience be given?

• What attitude does the speech convey and how is it done?

• Is the use of humor (if any) consistent with that attitude?

3. Structure Consider:

• How effective is the speech’s beginning, middle, and end?

• Does the speech use repetition and, if so, how effective is it?

• Does the speech contain parallel structure and, if so, how effective is it?

• Is the word choice and any specialized vocabulary appropriate for this speech? How so?

4. Delivery Consider:

• Volume

• Inflection

• Pace

• Articulation

• Body language How does the tone of the delivery match the tone of the written speech?

Is the speech long enough to accomplish its purpose but not so long that the audience’s attention is lost?

excerpt used with permission from:

Unit 2, Activity 11, Evaluating Advertisements Rubric



Reading - Analyzing Information : Evaluating Advertisements

CATEGORY 4 3 2 1

Identifies important language use

Student articulates specific examples of word choice and specialized language use that make the ad effective and is able to explain why.

Student articulates specific examples of word choice and specialized language use that make the ad effective.

Student provides some examples of word choice or specialized language but makes little connection to its function in the ad.

The student cannot or does not provide examples of word choice or specialized language.

Identifies details Student recalls several details for each main point without referring to the ad.

Student recalls several details for each main point, but needs to refer to the ad, occasionally.

Student is able to locate most of the details when looking at the ad.

Student cannot locate details with accuracy.

Identifies facts Student accurately locates at least 5 facts in the ad and gives a clear explanation of why these are facts, rather than opinions.

Student accurately locates 4 facts in the ad and gives a reasonable explanation of why they are facts, rather than opinions.

Student accurately locates 4 facts in the ad. Explanation is weak.

Student has difficulty locating facts in an ad.

Identifies opinions

Student accurately locates at least 5 opinions in the ad and gives a clear explanation of why these are opinions, rather than facts.

Student accurately locates at least 4 opinions in the ad and gives a reasonable explanation of why these are opinions, rather than facts.

Student accurately locates at least 4 opinions in the ad. Explanation is weak.

Student has difficulty locating opinions in an ad.

Relates Graphics to Text

Student accurately explains how each graphic/diagram is related to the ad, and accurately determines whether each graphic/ diagram agrees with the information in the ad.

Student accurately explains how each graphic/diagram is related to the purpose of the ad.

Student accurately explains how some of the diagrams are related to the purpose of the ad.

Student has difficulty relating graphics and diagrams to the ad.

Summarization Student uses only 1-3 sentences to describe clearly what the ad is about.

Student uses several sentences to accurately describe what the ad is about.

Student summarizes most of the ad accurately, but has some slight misunderstanding.

Student has great difficulty summarizing the ad.

Unit 2, General Assessments, State Writing Assessment Rubric



LA. STATE RUBRIC FOR COMPOSITION (12 Points) (Scoring for English language arts composition for 8

th and 10

th grades)

DIMENSIONS

Circle the number earned

Points

Earned I. Composing Dimension

- Central Idea (Focus)

- Support/Elaboration (Details)

- Unity/Organization

Not Yet — 1

The writer demonstrates

little or no control of

most of the dimension’s

features.

Almost — 2


enough inconsistent

control of several

features to show

significant weakness in

the dimension.

Good — 3

The writer

demonstrates

reasonable, but

not complete

control of most

features in this

dimension.

Wow! — 4

The writer

demonstrates

consistent, though

not necessarily

perfect control of

almost all of the

dimension’s

features.

II. Style/Audience Awareness

Dimension

- Good Diction/Word Choice

- No Unnecessary Information

- Sentence Diversity

- Consistent Tone

- Authentic/Natural Voice

Not Yet — 1




features.

Almost — 2


enough inconsistent

control of several

features to show


the dimension.

Good — 3

The writer

demonstrates

reasonable, but

not complete

control of most

features in this

dimension.

Wow! — 4

The writer

demonstrates

consistent, though

not necessarily

perfect control of

almost all of the

dimension’s

features.

III. Sentence Formation - Avoidance of Run-ons

and Fragments

- Varied Sentence Patterns

Not Yet — 0 Unacceptable control:

There are run-on

sentences, fragments,

and/or poorly

constructed sentences;

one type of sentence

pattern.

Good — 1 Acceptable control:

Few, if any, run-on

sentences or fragments;

various sentence

structures.

IV. Usage

- Subject/Verb Agreement

- Verb Tenses

- Adverb/Adjective Forms

Not Yet — 0

Unacceptable control:

Subject-verb

agreement, verb tenses,

adj/adv. Forms and

word meaning are

generally correct; no

pattern of errors.

Good — 1

Acceptable control: If

any errors are present,

they do not appear to be

a part of a pattern of

usage errors.

V. Mechanics - Punctuation

- Capitalization

- Formatting


Patterns of errors in

punctuation,

capitalization, and/or

formatting.

Good — 1 Acceptable control: If



a part of a pattern.

VI. Spelling

Not Yet — 0


There is a pattern of

misspelled words;

indicates a weakness in

spelling.

Good — 1

Acceptable control:

May be occasional

misspelling; no pattern

of spelling errors.

TOTAL POINTS EARNED

GRADE CONVERSION

Unit 2, General Assessments, State Writing Assessment Rubric (cont’d)



GRADE CONVERSION Comments Pts. Grade

Pts. Grade

Pts. Grade

12 100%

11 96%

10 92%

9 88%

8 86%

7 82%

6 78%

5 74%

4 70%

3 66%

2 62%

1 58%

formatted by Lanell S. Marks, Northside High School, Fall 2000

Unit 3, Activity 6, Evaluating Self-Metaphor Presentation



Oral Presentation Rubric : Evaluating Student Presentations of “Self Metaphor”

CATEGORY 4 3 2 1

Poetic Form Student uses an original and engaging poetry, art, or music form to present self-metaphor.

Student presentation shows effort to create a poetic, artistic, or musical form to present self-metaphor.

Student makes an attempt to create a poetic, artistic, or musical form to present self-metaphor.

Student does not present self-metaphor using a poetry, art, or music form.

Use of figurative language

Student uses fresh and innovative examples of figurative language.

Student uses examples of figurative language that are not cliché.

Student uses some examples of figurative language but they are few and not original.

Student provides no examples of figurative language

Delivery Student uses clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

Student's voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.

Student's voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.

Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.

Unit 3, Activity 7, Imagery Critique



IMAGERY Critique

As you listen to your classmate’s poem, list the words you hear that are examples of

imagery. Put a check by which of the 5 senses the word evokes and then after the

reading, come back and write a note that explains why that particular word is so effective

or suggests why another word would be more effective.

WORD See Hear Feel Smell Taste Critique

Unit 3, Activity 10, Universal Theme Peer Review



Peer Review Checklist Universal Theme Essay


Does this writing have a thesis statement with the word theme in it?

Does this writing discuss the common theme in both poems, providing textual evidence from both poems?

Does this writing compare the styles and tones of both poets?

Does this writing acknowledge the influence of cultural differences on the poems?

Does this writing include a contemporary example to examine?

Does this essay include sufficient supporting evidence from the poems?



to develop its paragraphs? Is the language of this writing clear and concise, and

is the structure correct? Is this essay in correct Final Copy format?

Unit 3, Activity 11, Evaluation Checklist



Evaluation Checklist for Symbolism Presentations √ 1. Does the presenter include examples of color symbolism from another

piece of literature in addition to the poems read in class?

2. Is the selected literature an effective example? 3. Does the presenter lead a discussion about the significance of color as

symbolism using his/her selected literature example(s)? 4. Is the presenter able to answer questions about the literature

example(s) he/she has chosen? 5. Does the presenter keep the classroom discussion going for the

designated time? 6. Is the presenter easy to understand and hear throughout the whole

classroom? 7. What specific suggestions do you have for the presenter about his/her

subject matter, as well as his/her presentation?

Unit 3, Activity 13, Evaluating Literary Device Presentations



Oral Presentation Rubric : Evaluating Student Presentations of Literary Devices

CATEGORY 4 3 2 1

Presentation Form

Student prepares an original and engaging format for presentation.

Student makes an effort to create an engaging format for presentation.

Student format choice is acceptable for the presentation.

Student does not make any effort to prepare an engaging format for presentation.

Subject Knowledge

Student demonstrates full knowledge (more than required) of the chosen literary device and its interpretation in the selected works.

Student demonstrates enough (adequate) knowledge of the chosen literary device and its interpretation in the selected works as prompted by questioning.

Student demonstrates knowledge of the chosen literary device but is not completely comfortable with explaining its interpretation in the selected works.

Student does not have grasp of required information; student cannot answer questions about it nor when prompted.

Choice of materials

Student uses relevant and creative examples of chosen literary device.

Student uses relevant examples of chosen literary device.

Student uses some examples of chosen literary device, but some may not be convincingly relevant.

Student provides no examples of chosen literary device or examples that are neither relevant nor clear.





Unit 4, Activity 6, Character Analysis Essay Peer Review



Peer Review Checklist Character Analysis Essay


Does this writing have a thesis statement? Does this writing analyze the development of a

favorite character? Does the writing justify the character’s behavior

with textual evidence arranged in ascending order?

Does the writing make a judgment of the playwright’s skill in developing that character?




is the structure correct? Is this essay in correct Final Copy format?

Unit 4, Activity 9, Figurative Language/Literary Device Presentation



Oral Presentation Rubric : Evaluating Student Presentations of Literary Devices

CATEGORY 4 3 2 1

Presentation Form

Student prepares an original and engaging format for presentation.

Student makes an effort to create an engaging format for presentation.

Student format choice is acceptable for the presentation.

Student does not make any effort to prepare an engaging format for presentation.

Subject Knowledge

Student demonstrates full knowledge (more than required) of the chosen literary device and its interpretation in the selected works.

Student demonstrates enough (adequate) knowledge of the chosen literary device and its interpretation in the selected works as prompted by questioning.

Student demonstrates knowledge of the chosen literary device but is not completely comfortable with explaining its interpretation in the selected works.

Student does not have grasp of required information; student cannot answer questions about it nor when prompted.

Choice of materials

Student uses relevant and creative examples of chosen literary device.

Student uses relevant examples of chosen literary device.

Student uses some examples of chosen literary device, but some may not be convincingly relevant.

Student provides no examples of chosen literary device or examples that are neither relevant nor clear.





Unit 4, Activity 10, State Writing Assessment Rubric




th and 10

th grades)

DIMENSIONS


Points





Not Yet — 1




features.

Almost — 2


enough inconsistent

control of several

features to show


the dimension.

Good — 3

The writer

demonstrates

reasonable, but

not complete

control of most

features in this

dimension.

Wow! — 4

The writer

demonstrates

consistent, though

not necessarily

perfect, control of

almost all of the

dimension’s

features.


Dimension




- Consistent Tone


Not Yet — 1




features.

Almost — 2


enough inconsistent

control of several

features to show


the dimension.

Good — 3

The writer

demonstrates

reasonable, but

not complete

control of most

features in this

dimension.

Wow! — 4

The writer

demonstrates

consistent, though

not necessarily

perfect, control of

almost all of the

dimension’s

features.

III. Sentence Formation

- Avoidance of Run-ons

and Fragments


Not Yet — 0


There are run-on


and/or poorly



pattern.

Good — 1

Acceptable control:

Few, if any, run-on


various sentence

structures.

IV. Usage


- Verb Tenses


Not Yet — 0


Subject-verb


adj/adv. Forms and

word meaning are


pattern of errors.

Good — 1




part of a pattern of

usage errors.

V. Mechanics

- Punctuation

- Capitalization

- Formatting

Not Yet — 0



punctuation,


formatting.

Good — 1




part of a pattern.

VI. Spelling



misspelled words;


spelling.


May be occasional


of spelling errors.

TOTAL POINTS EARNED

GRADE CONVERSION

Unit 4, Activity 10, State Writing Assessment Rubric (cont’d)




Pts. Grade

Pts. Grade

12 100%

11 96%

10 92%

9 88%

8 86%

7 82%

6 78%

5 74%

4 70%

3 66%

2 62%

1 58%


Unit 4, Activity 12, Research Essay Peer Review



Peer Review Checklist Research Essay


Does this writing integrate at least two direct quotations from the play?

Does this writing summarize without plagiarizing the opinion of the scholarly essay?

Does this writing provide an explanation of the writer’s agreement or disagreement with the opinions of the scholarly essay?

Are correct citations (MLA format) provided within the text and in the bibliographic information?




is the structure correct? Is this essay in correct MLA Final Copy format with all

citations properly documented?

Unit 5, Activity 5, Setting Graphic Organizer



example from Cormac McCarthy’s The Road

TONE: Father & son’s

journey across

savage, dead lands

sets a grim &

poignant tone to

their conversations

& relationship

CONFLICT: Internal--The

father’s fear of not

being able to

provide for his son

(gray, ashy

environment,

nothing living)

MOOD: Desolate

landscapes and

isolation set a

fearful and

hopeless mood

SETTING:

post-

apocalyptic

America

Unit 5, Activities 6, 9, and 10, State Writing Assessment Rubric




th and 10

th grades)

DIMENSIONS


Points





Not Yet — 1




features.

Almost — 2


enough inconsistent

control of several

features to show


the dimension.

Good — 3

The writer

demonstrates

reasonable, but

not complete

control of most

features in this

dimension.

Wow! — 4

The writer

demonstrates

consistent, though

not necessarily

perfect, control of

almost all of the

dimension’s

features.


Dimension




- Consistent Tone


Not Yet — 1




features.

Almost — 2


enough inconsistent

control of several

features to show


the dimension.

Good — 3

The writer

demonstrates

reasonable, but

not complete

control of most

features in this

dimension.

Wow! — 4

The writer

demonstrates

consistent, though

not necessarily

perfect, control of

almost all of the

dimension’s

features.

III. Sentence Formation

- Avoidance of Run-ons

and Fragments


Not Yet — 0


There are run-on


and/or poorly



pattern.

Good — 1

Acceptable control:

Few, if any, run-on


various sentence

structures.

IV. Usage


- Verb Tenses


Not Yet — 0


Subject-verb


adj/adv. Forms and

word meaning are


pattern of errors.

Good — 1




part of a pattern of

usage errors.

V. Mechanics

- Punctuation

- Capitalization

- Formatting

Not Yet — 0



punctuation,


formatting.

Good — 1




part of a pattern.

VI. Spelling



misspelled words;


spelling.


May be occasional


of spelling errors.

TOTAL POINTS EARNED

GRADE CONVERSION

Unit 5, Activities 6, 9, and 10, State Writing Assessment Rubric (cont’d)




Pts. Grade

Pts. Grade

12 100%

11 96%

10 92%

9 88%

8 86%

7 82%

6 78%

5 74%

4 70%

3 66%

2 62%

1 58%


Unit 5, Activity 8, Research Essay Peer Review



Peer Review Checklist Research Essay


Does this writing integrate at least two direct quotations from the play?

Does this writing summarize without plagiarizing the opinion of the scholarly essay?

Does this writing provide an explanation of the writer’s agreement or disagreement with the opinions of the scholarly essay?

Are correct citations (MLA format) provided within the text and in the bibliographic information?




is the structure correct? Is this essay in correct MLA Final Copy format with all

citations properly documented?

Unit 5, Activity 10, Persuasive Essay Peer Review



Peer Review Checklist Persuasive Essay


Does this essay have a thesis statement that makes a claim as to the effectiveness of the movie version?

Does this essay provide relevant and convincing reasons to support the argument/claim?

Does this essay’s evidence include specific references to both the novel and the film?

Do the language choices of this author indicate an effort to create and maintain tone?




to develop its paragraphs? Does this essay exemplify effective use of

comparative forms of adjectives? Is this essay in correct Final Copy format?

Unit 6, Activity 5, Who am I? Prewriting List



Who am I? What Has Made Me Who I Am? People_______________________________________________ Relatives Friends Teachers Other

Places_______________________________________________ Homes Special Places Vacations Other

Stories_______________________________________________ Books Television Movies Family Stories

Sensations___________________________________________ Food Smells Music Other

Unit 6, Activity 5, Who am I? Prewriting List



Who am I? What Has Made Me Who I Am? Diversions___________________________________________ Games Special Toys Sports Other

Animals______________________________________________ Pets Animals you feared Insects Other

Nature_______________________________________________ Trees/Plants Weather Other

Unit 6, Activity 5, Memoir Writing Peer Review Checklist



Memoir Writing Peer Review Checklist

Writer's Name ______________Reviewer's Name __________________________

Questions Yes No.

Has the writer narrowed the topic to one item and focused on the purpose? . .

Is there evidence of an individual voice? Can you "hear" the

writer? . .

Does the piece begin in an interesting way? . .

Does the piece develop ideas by using interesting or

important experiences of the writer? . .

Does the piece include sensory details (things for the reader to

hear, see, smell, feel, and taste)? . .

Can you "see" the location? . .

Can you tell the time period of the experience? Is it framed? . .

Does the writer place ideas and details in meaningful order? . .

Does the writer provide the reader with a natural flow and

sequence to the story? . .

Does the writer use imagination and creativity? . .

Can the reader understand the purpose of writing about the

incident in the writer's life? . .

Can the reader understand the importance of the relationship

between the writer and the subject of the writing? . .

Does the ending leave the reader wondering? Does the ending

go on and on? . .

Respond in writing:

What is your favorite part of the story?

What is the weakest part of the story?

Questions?

Comments?

_____________________________________________________________________________

Unit 6, Activity 6, Characteristics of Creative Nonfiction Handout



CREATIVE NONFICTION

“Creative nonfiction is a way of capturing a real subject…in a literary way. It is a way of allowing a writer not to change the truth but to use literary techniques, such as storytelling, scene setting, dialogue, and description to elevate the quality of nonfiction.” Lee Gutkind, C-SPAN interview

Non-fiction elements Literary elements

essay form literary voice/feel

explanation/exposition story/narration

standard rhetorical patterns characterization

focuses on ideas, facts (not

language) place/scene/setting

researched facts author personally engaged

artistic, instinctual

polished language

Creative Nonfiction presents:

• documentable subject matter—grounded in real-world facts and issues

• useful, interesting facts that come alive through narration, dialogue & well-developed setting/scenes (sense of place)

• concrete examples

• unique and authentic voice

Creative Nonfiction shows rather than tells.

Unit 6, Activity 7, Creative Nonfiction Essay Peer Review Checklist



.

Peer Review Checklist Creative Nonfiction Essay


Is this story told in a logical sequence of events? Is there evidence of an individual voice? Can you

"hear" the writer and know something about him/her as a real person?

Can you "see" the location? Is it presented factually, but descriptively?

Is there an attempt to teach something new about a region, a culture, or a group of people in this piece?

Are the facts of the piece presented as dialogue or narrative, rather than just exposition? (Does the writer “show” you the event rather than just “tell” you about it?)

No paper goes on to Editing Stage until all 1st Draft markers have been met. Final Draft Markers (In EDITING stage): Initial Here Is this writing free of grammar/usage/mechanical

errors? Is this writing composed clearly and concisely in no

more than two pages? Is this writing in correct Final Copy format?

Unit 6, Activity 9, Graphic Organizer Example



Writing for Social Action (Prewriting)

1. Fill in the diagram:

2. Choose the three issues you are most interested in. a. _________________________________________ b. _________________________________________ c. _________________________________________ 3. Use the Internet to research the three issues and write down two helpful website addresses (URLs).

a. i. ________________________________________ ii. ________________________________________ b. i._________________________________________ ii._________________________________________ c. i._________________________________________ ii._________________________________________

4. Write down the issue you want to research further. _____________________________________________ 5. Write why you are choosing this particular topic. ______________________________________________ ______________________________________________

2.

4.

5.

3.

1.

Social Issues

Unit 6, Activity 10, Project Report Peer Review Checklist



Peer Review Checklist Project Report


Does this report clearly state the social issue or problem being addressed?

Does this report clearly state possible reasons for why the problem exists?

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Does this report include a variety of sources in its cited research?

Is this report organized in a logical and unified manner?

No paper goes on to Editing Stage until all 1st Draft markers have been met. Final Draft Markers (In EDITING stage): Initial Here Is this report free of grammar/usage/mechanical

errors? Are the citations in this report correctly documented in

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Documents

02 English II BLM - LPSS...Eats Shoots and Leaves: The Zero Tolerance Approach to Punctuation. New York, Gotham, 2004. “The English language first picked up the apostrophe in the