Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
Extended Directions
Focus: The similarity in the motif of silence (particularly detongueings literal or metaphorical, and themes
of violation, trauma, recovery and personal voice from Speak, the Ellen James excerpt from The
World According to Garp, This House I Cannot Leave, and The Power of Naming Things,
supported and supplemented by findings from research on like topics.
Task: Discuss Melindas journey of trauma and recovery in relation to some or all of the texts we
have studied in connection to Speak: Ellen James story from The World According to Garp,
This House I Cannot Leave, Procne and Philomela, and The Power of Naming Things.
[You must use Speak, and at least two of the related texts, in addition to your
research pulling from at least two of your three sources.]
What is the role that speaking out and creating art play in these stories?
What can be learned or gained by recognizing and highlighting theses commonalities?
Drafting a Thesis: Identify what you will be comparing and contrasting, state a brief summary of the
similarities and differences, and assert the significance of noting them (the So What factor).
The following example thesis statements compare books to films with similar themes take note of the assertions of significance.
Example 1
Example 2
Common Theme: Personal ambition and the lack of conscience and selfrestraint (as seen in Macbeth and The Talented Mr. Ripley)
Assertion: While both protagonists pursue their ambitions through
violence, deceit, and cover-up, the audience roots for Tom Ripleys
escape because of his vulnerabilities.
Thesis: While Macbeth and Tom Ripley both pursue their ambitions
through violence, deceit, and cover-up, the audience finds itself favoring
Toms escape but not Macbeths because early in the play Macbeth
extinguishes all human vulnerabilities, leaving us nothing to connect with,
while Tom Ripley remains, however murderous, vulnerable, which,
despite ourselves, keeps us rooting for his success.
Gather and Organize Support: (See the textbook for further guidance and support)
Refer back to any notes that you took during our reading, & to the graphic organizers you completed as you compared and
contrasted the novel to the other four texts.
Draft a thesis.
Outline the assertions you will make to prove, support, and develop your thesis (Topic Sentences and Body Points)
Collect Lit. Concrete Details from the novel & from the selected Related Texts, to support your thesis (dont forget page #s!)
Collect Non.Fic./Expos. Concrete Details from the research you conducted using the schools electronic databases, and
resource/print materials (books). Create Source Cards and Fact Cards. [Utilize either the PowerPoint or handout in the MLA
Support folder on edline, or Noodle Tools (dont copy and paste).]
Use Commentary sentences to elaborate on your Concrete Details tying them back to your thesis and showing that you have an
understanding of the complexities and significance of the subject matter and ideas in these texts.
Be sure that your commentary sentences do not simply restate your CDs, but explain how they connect to and prove your
thesis statement.
Strong thesis that makes a clear analytical assertion regarding the differing natures of the play and the selected text
Effective use of the PVHS writing program; Minimum of five paragraphs (3 chunks per. paragraph)
MLA format (see Resource section in Grammar Handbook)
Works Cited Page (See class notes; Resource section in Grammar Handbook; library colored sheets)
Required graphic organizer(s) for your topic
All drafts and prewriting
Minimum of one completed Peer Edit sheet, with evidence of using it to make appropriate revisions
Standards
WS 1.1, LS
1.14LRA 3.0
LRA 3.0, 3.5
WS 2.2, 2.3
WS 1.4, 1.5,
2.2, 2.3
WS 1.3, 1.4,
1.5
LS 1.14
WS 1.4
LRA 3.10
WS 1.6, 1.7
WA 2.2
LRA 3.8
WS 1.1
WS 1.9
WS 1.1, 1.2,
1.4, 1.9
Introduction begins with an engaging opener / theme statement. The novels title & author are introduced, as well as the
other related texts (the research doe not have too be mentioned here). The introduction PP includes a hook, transition that
establishes the context of the essays assertion, & a clearly defined thesis.
Conclusion restates thesis & brings the essay to a logical close. The essay ends effectively with closing thought or
reflection speaks to the So What question and the bigger picture of the topic. [No In conclusion etc.]
Clever and effective title that prepares reader for the thesis [Does NOT use Essay Paper or steal the authors title]
Thesis statement is clear and focused, and identifies a clear and supportable assertion on the topic. The
___ /6
___ /1
___ /5
___ /10
___ /5
___ /5
___ /8
___ /2
___ /10
___ /5
___ /5
Language Conventions
WA 2.0,
LC 1.1, 1.4,
1.5
WA 2.0,
LC 1.1, 1.2,
1.3
WS 1.7
WS 1.7
Conventions & Mechanics: Standard English spelling, punctuation, capitalization, and manuscript form are used
appropriately for this grade level. (No contractions, no use of I or you, etc.)
Writing Style: Standard English sentence and paragraph structure, grammar, usage, and diction are used appropriately for
this grade level. Sentences are complex, and vary in structure. Sentences are written for CLARITY.
Document is TYPED and formatted in correct MLA style (see the Resource section in your grammar book and edline folder
MLA Support for support) Heading, Header, Title, Text, 1 Margins, Spacing, In-text Citations, Works Cited
Works Cited pg is properly formatted & contains all required information (see grammar book and edlines MLA Support )
___ /5
___ /5
___ /5
___ /5
Other Requirements
Related Texts Graphic Organizer ___ /13
Rough drafts with authentic revisions and editing evident ___ /5
3 min. Source Cards, properly cited & formatted ___ /5
Total Points:
/127
Synthesis Outline
I. Introduction Paragraph
Theme Statement:
Transition
Thesis
II. First Body Paragraph
Topic Sentence:
A. Body Point
a. Concrete Detail (citation)
i. Commentary
ii. Commentary
B. Body Point
a.
Concrete Detail (citation)
i. Commentary
ii. Commentary
C. Body Point
a.
Concrete Detail (citation)
i. Commentary
ii. Commentary
[Conclusion Sentence]
III. Second Body Paragraph
Topic Sentence:
A. Body Point
a. Concrete Detail (citation)
i. Commentary
ii. Commentary
B. Body Point
a.
Concrete Detail (citation)
i. Commentary
ii. Commentary
C. Body Point
a.
Concrete Detail (citation)
i. Commentary
ii. Commentary
[Conclusion Sentence]
Format:
As always, this essay is to follow the writing format (Topic sentences, Body Points, Concrete
Details, Commentary, etc.)
This essay must also strictly follow the MLA format!!! (See pages 490-500 in your Grammar
Handbook, as well as the MLA Support folder posted on edline.)
This essay must be a minimum of FIVE Paragraphs: 1.) Introduction 2.) Body 3.) Body 4.)
Body 5.) Conclusion.
This essay must be a minimum of NINE chunks (three per paragraph).
Remember, a
Chunk is _____ a paragraph; a chunk is a ________ of a paragraph!
Requirements:
1.) FOLLOW DIRECTIONS!!!
2.) Do NOT stray from the PVHS Writing Program you must strictly follow the writing format.
3.) Your essay must be at least five paragraphs (nine chunks) long.
4.) Have a clear thesis before you do anything else. * This is the hardest part, but it makes or breaks
your essay. [Do NOT dedicate your time and effort to an essay with a weak or incoherent thesis; all
your writing counts for next to nothing if solid ideas are not behind it.]
5.) First Draft MUST be written in a shaping sheet [print from the edline folder Blank Handouts &
Graphic Organizers in the Class Handouts folder.] Shaping sheets still require actual written
sentences; I do not want to see bullet points and fragments (this is not an Ill fill in the rest later
assignment!
6.) Quotations must be effectively BLENDED.
7.) ALL CDs, whether quotations or other wise, MUST be cited properly. [Use parenthesis at the end of
the sentence, inside the period, but outside the quotes, remember to space!] Ex: Melinda feels very
isolated at the start of her ninth grade year; her first day of school she says, I am outcast (5).
8.) Type, use Times New Roman font 12. Double-space. Do NOT skip an extra line between
paragraphs.
9.) Create a Works Cited page, including all the texts you actually use in you paper. (This should be
the last page of your essay document.)
10.) POST your final draft to TURNITIN.COM
Reminders for STRONG Writing:
Use strong transitions (for example, also, therefore, thereby, furthermore, first, second, )
Eliminate weak transitions (I think that, this shows that, this is because,)
Do not speak for the writers (dont assume you know why they made the choices they made)
Use strong vocabulary words. Do NOT overuse key words.
Cite your concrete details (write the authors last name and the page number next to your concrete
details in parenthesis).
Each body paragraph should have exactly 14 sentences (unless you add an additional chunk).
Do not use any form of the word you; Use PRESENT TENSE to talk about the events of the book.
THINK!!!
____ 2. Conduct your research and create a minimum of three source cards and twelve facts cards only using
content relevant to our topics of study. Ex: Post Traumatic Stress (avoid references to soldiers etc.); Depression after being the
victim of violence or violation; flashbacks (to violent or traumatizing events); 'cutting'; 'bearing witness' or speaking about traumatic events, etc.
Did you indent each paragraph? / Do all sentences begin with a capital letter and finish with an end mark?
Did you include in-text citations and the page numbers for ALL your concrete details?
Are all the verbs (when talking about the text) in the present tense?
Did you look up all the words that you were not sure how to spell?
Did you eliminate all the use of the word you or I?
Did you correct all contractions (cannot instead of cant)
Did you italicize novel titles, and put short works in quotes?