Language Arts 7

Grading Scale A+ 98.00-100% A 93.00-97.99% A- 90.00-92.99% B+ 88.00-89.99% B 83.00-87.99% B- 80.00-82.99% C+ 78.00-79.99% C 73.00-77.99% C- 70.00-72.99% D+ 68.00-69.99% D 63.00-67.99% D- 60.00-62.99% F 0-59.99%

Assignment Weighting per Unit Lessons: 10% Quizzes: 20% Projects: 40% Tests: 30%

What’s in This Syllabus:

1. Course Outline -- All the lessons and projects are listed in the order in which they appear in your coursework. You may want to begin planning how much time you will have to devote to each unit.

2. Course Expectations -- The course expectations are very important. You will be held responsible for all information located in the guidelines in the first section of this syllabus. You will be asked to fill out a form signifying your understanding and willingness to comply.

3. MLA Format -- An explanation of essay format. Make sure you follow the essay format requirements. Keep this syllabus handy in case you need to reference the essay format as you work on your projects.

4. Projects -- All of your projects for this course are contained in this syllabus. Each project is introduced with the unit number and project title, and each has its own instructions. You are not required to complete any of the projects right now; each project clearly indicates what unit it’s for and when it’s due. However, you may want to look at them now so you know what will be expected of you. PLEASE NOTE: This syllabus covers AOA’s Ignitia and Switched-On Schoolhouse curriculum formats, so the project submission process may differ according to which curriculum format you use.

5. Six Traits Rubric -- An explanation of the Six Traits rubric is located after the projects. Be sure to peruse the rubric. Make sure you understand the traits and are ready to implement them before writing your projects. Take any chance provided to attend classes or watch videos teaching the traits. Finally, keep this syllabus handy in case you need to reference the rubric again as you work on your projects across your subject areas.

Language Arts 7 continues to build on the sequential development and integration of communication skills in four major areas—reading, writing, speaking, and listening. You will complete several literacy logs your projects throughout this class. All projects must be completed.

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Available Resources Academy Support

If you need help, you may message or call your teacher, or call 1-877-543-0148 to speak to the first available teacher

Online Classrooms

An online classroom schedule is sent via email each week. This email contains information on the online classrooms offered, the date and time they are available, and how to connect. This information may also be found here: http://www.aoacademy.com/kb/?a=452

Student

Resource Page Contains many useful links and tips for completing your work. Can be found here: http://www.aoacademy.com/kb/?c=88

Course Outline

Unit 1: Nouns, Pronouns, Affixes, and Using Words Correctly Assignments

1. Student Orientation 13. Spelling Lesson 2: General/Easily Confused Words

2. Course Expectations 14. Quiz 2: Using Pronouns 3. Documentation 15. Spelling Quiz 2 4. Project: Paraphrasing/Works Cited 16. Using the Right Prefix 5. Nouns as Labels; Related Nouns; Categories 17. Suffixes Change Spelling/Part of Speech 6. Common and Proper Nouns 18. Using Mnemonic Devices for Homonyms 7. Spelling Lesson 1: Content Words; ei and ie 19. Spelling Lesson 3: Common Homonyms 8. Quiz 1: Using Nouns 20. Quiz 3: Cumulative 9. Spelling Quiz 1 21. Spelling Quiz 3 10. Personal Pronoun Case 22. Test 11. Reflexive Pronouns & Archaic Pronouns 23. Reference 12. Demonstratives; Pronoun-Antecedents Agreement

Unit 2: Usage; Speaking and Listening; Verb Tenses Assignments

1. Project: Listen to and Telling a Story 11. Verbs: Present Tense 2. Speaking Expressively 12. Past Tense: Regular and Irregular Verbs 3. Retelling a Story: Alfred the Great 13. Auxiliary Verbs/Future Tense 4. Spelling Lesson 1: Multi-Syllable Words 14. Verbs: Perfect Tenses and Conjugation 5. Quiz 1: Speaking Expressively 15. Spelling Lesson 3: General Words 6. Spelling Quiz 1 16. Quiz 3: Speaking/Listening; Verb Tenses 7. Adjusting Listening to Purpose 17. Spelling Quiz 3 8. Spelling Lesson 2: Frequently Misspelled Words 18. Test 9. Quiz 2: Speaking and Listening 19. Reference

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10. Spelling Quiz 2

Unit 3: Biographies and Grammar (Affixes) Assignments

1. Project: Biography 10. Suffixes: Finding 2. Biography: William Tyndale 11. Meaning of Suffixes/Parts of Speech 3. Sequence of Events 12. Prefixes and Suffixes 4. Flashback and Inferences in Biography 13. Spelling Lesson 2: Words with Affixes 5 .Spelling Lesson 1: General/-le and –el 14. Quiz 2: Affixes, Biography, Sequence 6. Quiz 1: Biographies/Sequence of Events 15. Spelling Quiz 2 7. Spelling Quiz 1 16. Test 8. Prefixes: Finding 17. Reference 9. Prefixes: Meanings

Unit 4: Structure of Written and Spoken Language Assignments

1. Structure: Subject and Predicate 11. Quiz 2: Sentence Structure and Variety 2. Patterns: Inverted, Compound Parts, S/V/DO 12. Spelling Quiz 2 3. Patterns: S/LV/PN, S/LV/PA, S/V/IO/DO 13. Pitch/Accent/Pause 4. Spelling Lesson 1: Content Area Words 14. Punctuating Pauses 5. Quiz 1: Sentence Structure and Patterns 15. Spelling Lesson 3: General 6. Spelling Quiz 1 16. Quiz 3: Cumulative 7. Writing Complete Sentences 17. Spelling Quiz 3 8. Structure; Word Choice; Ambiguity 18. Test 9. Effective Sentences: Vivid Modifiers 19. Reference 10. Spelling Lesson 2: General

Unit 5: The English Language Assignments

1. Project: Literacy Log: Dickens 14. Verb Tense: Past and Present 2. Words that Signal Types of Organization 15. Direct Object 3. Words That Express Feelings 16. Verbs Often Confused: Lie/Lay 4. Spelling Lesson 1: Using y and ou 17. Verbs Often Confused: Sit/Set 5. Quiz 1: Signal Words and Words for Feelings 18. Verbs Often Confused Rise/Raise 6. Spelling Quiz 1 19. Verbs Often Confused: Review 7. Formal, Informal, Nonstandard English 20. Pronouns Often Confused 8. Smooth and Clear Expression 21. Spelling Lesson 3: Past Tense Verbs 9. Spelling Lesson 2: Homonyms 22. Quiz 3: Cumulative 10. Quiz 2: Cumulative 23. Spelling Quiz 3 11. Spelling Quiz 2 24. Test 12. Subject-Verb Agreement in Number 25. Reference 13. Form of Action Verbs

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Unit 6: Mechanics and Structure of English Assignments

1. Course Expectations 15. Spelling Quiz 2 2. Capital Letters 1 16. Subjects and Predicates 3. Capital Letters 2 17. Complements 4. Spelling Lesson 1: Adjectives and Adverbs 18. Adjectives 5. Quiz 1: Capitalization 19. Adverbs 6. Spelling Quiz 1 20. Prepositional Phrases as Modifiers 7. Apostrophe 21. Quiz 3: Structure and Mechanics 8. Quotation Marks 22. Coordination 9. Parentheses/Hyphen 23. Spelling Lesson 3: General Words 10. Comma 24. Quiz 4: Cumulative 11. Punctuation Review 25. Spelling Quiz 3 12. Spelling Lesson 2: Special Types of Words 26. Test 13. Quiz 2: Capitals and Punctuation 27. Reference 14. Spelling Quiz 2

Unit 7: The Hiding Place: A Study Guide Assignments

1. Project: Hiding Place Book Report 13. Quiz 2: The Hiding Place, chapters 6-9 2. Project: Character 14. Spelling Quiz 2 3. Chapters 1-3: Flashback/Foreshadowing 15. Chapter 10: Sequence 4. Chapters 4-5: Reading for Details 16. Chapters 11-13: Reading for Details 5. Understanding Characters 17. Chapters 14-15: Understand Characters 6. Spelling Lesson 1: Noun Suffixes 18. Author’s Purpose/Modes of Writing 7. Quiz 1: The Hiding Place, chapters 1-5 19. Spelling Lesson 3: Noun Suffixes 8. Spelling Quiz 1 20. Quiz 3: The Hiding Place, chapters 10-15 9. Chapters 6-7: Comprehension 21. Spelling Quiz 3 10. Chapters 8-9: Suspense 22. Test 11. Interpretation and Communication 23. Reference 12. Spelling Lesson 2: Verb Suffixes

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Unit 9: Writing and Pronunciation Assignments

1. Project: Book Report 13. Spelling Lesson 2: Noun and Adjective Suffixes 2. Sentence Types: Introduction 14. Quiz 2: Writing Paragraphs and Mechanics 3. Sentence Types: Declarative/Interrogative 15. Spelling Quiz 2 4. Sentence Types: Imperative/Exclamatory 16. Pronunciation 5. Sentence Errors: Fragments 17. Regional Differences in Pronunciation 6. Sentence Errors: Comma Splice/Run-On 18. Words in Reading/Nonsense Words 7. Spelling Lesson 1: General and Content Area Words

19. Spelling Lesson 3: Words Often Mispronounced

8. Quiz 1: Correct Sentences 20. Quiz 3: Cumulative 9. Spelling Quiz 1 21. Spelling Quiz 3 10. Paragraph Format/Topic Sentence 22. Test 11. Paragraph Unity and Sequence 23. Reference 12. Deductive/Inductive/Transitional Paragraphs

Unit 10: Review Assignments

1. Verb Tense 14. Hyphens/Commas 2. Verb Agreement and Confusion 15. Mechanics: Cumulative Practice 3. Nouns and Pronouns 16. Spelling Review Lessons 3 and 4 4. Reflexive and Demonstrative Pronouns; Pronoun-Antecedent Agreement

17. Review Quiz 2

5. Adjectives/Adverbs 18. Spelling Quiz 2 6. Prepositional Phrases 19. Communication: Writing and Reading 7. Sentence Patterns and Types 20. Communication: Speaking and Listening 8. Spelling Review Lessons 1 and 2 21. Spelling Review Lessons 5 and 6 9. Review Quiz 1 22. Review Quiz 3 10. Spelling Quiz 1 23. Spelling Quiz 3 11. Capitalization 24. Test 12. Apostrophe 25. Reference

Unit 8: Nonfiction and Communication Assignments

1. Nonfiction Literature: Helen Keller 10. Quiz 2: Listening, Summarizing, and Nonfiction 2. Nonfiction Literature: The Apple Tree Switch 11. Spelling Quiz 2 3. Spelling Lesson 1: General 12. Communicating with Gestures 4. Quiz 1: Nonfiction 13. Spelling Lesson 3: General 5. Spelling Quiz 1 14. Quiz 3: Speaking with Gestures 6. Learning to Listen Review 15. Spelling Quiz 3 7. Note-taking and Summarizing 16. Test 8. Essay: Summary 17. Reference 9. Spelling Lesson 2: General

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13. Quotation Marks/Parentheses

Language Arts 7 Course Expectations

Please read this agreement with your supervising adult. Thank you! We’re looking forward to working with you this year!

Before you begin this course, make sure that you bookmark the student resources page, here: http://www.aoacademy.com/kb/?c=88. This will be a great reference source for you as you work, so make sure to refer back to it often.

The information in this agreement is for your student’s benefit and guidance as he/she works through his/her English class. Your student will be held accountable to remember and adhere to these policies; returning the completed form found in your coursework indicates that the information has been understood and that the supervising adult and student intend and agree to comply with the policies. Adhering to these policies will help the student be successful in his/her learning goals.

Daily Lessons • Please take a moment to read Studying Techniques on the AOA Resource Center.

As Studying Techniques indicates, it will be extremely beneficial for you to take notes as you read and study your daily lessons. Read your lessons carefully before attempting to answer the lesson questions. The lesson questions are for your benefit – so you can be sure you have understood the concepts and ideas in the lesson. If you find yourself “hunting” for too many answers you may not have comprehended the lesson sufficiently; go back and study the ideas and concepts in your lesson more before proceeding with the questions.

• Do EVERYTHING in the lesson. This includes playing games, watching videos, listening to the audio files, and, most importantly, clicking on the links provided. Several of your lessons cannot be completed if you do not click on these links.

• When you get a lesson question wrong, pay close attention to that question. Having the chance to answer it again gives you a chance to LEARN that concept more fully. Don’t just go searching for the right answer. It’s important to understand the concept behind the question. It’s not at all uncommon for quizzes and tests to contain material that is similar to daily lesson questions. By ignoring “missed questions” on lessons, you may be setting yourself up to miss any similar questions on quizzes and tests.

• Be aware that you may not always be able to find an answer word for word in the text. As you enter into higher level courses, it is expected that you will take your understanding and apply your knowledge to various situations. You will need to make connections based on what you have learned, not simply hunt for answers in the text.

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• All lesson questions must be completed. Lesson questions show your comprehension and understanding of the concepts in the lesson. This is especially true of questions which require a sentence or paragraph answer.

• Answer in complete sentences with proper punctuation, grammar, and spelling. Points will be deducted for spelling or grammatical mistakes.

• Copying material from the lessons into the lesson answer boxes is not appropriate. Students are required to phrase answers in their own words.

• Copying material from outside websites is a violation of AOA’s Academic Integrity policy, and doing so will result in serious consequences.

• A list of vocabulary terms and definitions will be available at the beginning of each lesson, so use it as a study tool.

Self tests/quizzes and tests: • Self tests/quizzes and tests are closed book; no study materials, notes, or any other information

are allowed during the assessment. • Think about a student taking a quiz or test in a brick and mortar school building. Once a student

sits down to take a quiz or test, he/she is not allowed to move until after handing in that quiz or test. In the same way, you need to be serious and conscientious about your time and surroundings when you take a quiz or test for your AOA schoolwork.

o Do not open tests until you are ready and have studied thoroughly. o Do not open a test if you do not have sufficient time to dedicate to finishing it. Tests

should be taken in one sitting; do not exit the test or leave it before finishing it. If you leave the test open for too long, it will automatically close, and it will be graded as is. You will not be able to finish your test or change any answers.

Self tests/quizzes - Self tests and quizzes are comprehensive; the student may be tested on any material

covered thus far in that unit.

Tests - Tests may cover everything in your unit. You will have only once chance to complete a test,

so be sure you are prepared before taking it. - Alternate tests may be taken if you desire. Please contact the Academy if you would like to

take an alternate test. (The two test scores will be averaged together.)

Projects: • Project expectations: Essays and assignments must be the student’s original creations,

generated single-handedly by the student. Work may not have been submitted previously for a grade at Alpha Omega Academy, or any other school. No plagiarized, incoherent, incomplete, or distasteful assignment will be accepted. Similarly, assignments may not mention, or refer to, any offensive, violent, illegal, disparaging or inappropriate language (including, but not limited to,

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words that are widely considered offensive to individuals of a certain race, ethnicity, or religion); promote the abuse of alcohol, illegal drugs, or tobacco ; or promote any activities that may appear unsafe or dangerous. Assignments that violate these expectations may be reassigned to the student with a 20% grade deduction. Plagiarized work will be handled according to the Alpha Omega Academy plagiarism policy. Projects may be reassigned to the student for any of the following reasons:

- The instructions were not followed completely. - MLA documentation is missing or incorrect. - The teacher requested changes be made to the project, and the student resubmitted

the work without making the requested changes. - Some projects will be part of a multi-step process (For example – writing a thesis

statement and an outline for a five paragraph essay, finding your sources for a research paper, etc.). Projects which are part of a multiple-step process should be submitted one at a time and in the given order. Not being submitted as such may result in a grade deduction.

If a project has been reassigned for any of the above reasons, it may receive a 20% grade deduction.

• Projects are 40% of your unit grade and are not optional. Every project must be completed to

the satisfaction of the teacher. • The formatting of your projects is important and it counts toward your grade. Projects must be

submitted with heading information – which includes your name, the date, your teacher’s name, and the class in the upper left corner of the first page of your assignment. See below for more information on how to format your projects.

• When you first start each unit, read through all the directions for any projects in that unit so that you will be prepared to complete them.

• Projects are not meant to be completed in a matter of minutes. Work on them as you work through your unit, being careful to follow all directions.

• Written projects may take longer to grade than lessons or tests. Be assured that your teachers will grade your work as soon as possible. Projects will be graded in the order in which they are received.

• After your project has been graded, go back to the file you uploaded to look for your teacher’s feedback. This feedback is very important for improving your writing skills and doing better on your next project. If you do not know how to access the graded file, please call the language arts department.

Academic Support: • You can find your teachers’ schedule, phone number and available for online office hours using

the Course Information tab on your Dashboard.

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• Students are encouraged to get academic support by contacting their teachers when they need assistance on their lessons. You may call your teacher’s direct extension or the general Academic Support line at any time throughout the day.

• Be specific in your correspondence and communication with your teacher. (“I need help” is not specific.) The better your teacher understands your problem, the quicker he or she will be able to help you.

• Be polite and scholarly in your correspondence and communication with your teacher. Use proper spelling, grammar, and punctuation in all of your academic dealings with your teachers. Texting abbreviations or spellings are not acceptable or appropriate.

• Any message or email that you send to your teacher is expected to have a greeting (“Dear Mr. or Ms. [Teacher’s last name]”) and signed with your name.

• Teachers cannot help students during tests and quizzes, although they can clarify what a question is asking if you are confused.

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MLA Format Requirements

As a reminder, all typed work at AOA must adhere to these format requirements as stated in the Language Arts Course Expectations agreement (unless specifically stated otherwise in a project’s directions or by your teacher):

Margins of the page should be one inch on all sides. Typed projects must be written using Times New Roman 12-point font or Arial 12-point font. Font must be black in color. Typed projects must be double-spaced, including the title. Header: Your name, the teacher’s name, the class and assignment, and the date should be the

first thing to appear on the page. These should be listed in that order in the upper left corner of the page.

Title: Title your paper appropriately and center the title in the middle of the page. Start your writing after the title. Writing should always be aligned with the left side of the page

(unless you are indenting the first line). Writing should never be centered like the title. All new paragraphs must be indented by hitting the “Tab” button on your keyboard, or by

pressing the spacebar five times. If outside sources were used in the writing of the project, then these sources must be

completely cited. Additionally, parenthetical citations must be used and written in the most current version of MLA format.

Any typed work that does not meet these requirements could be deducted points and could reduce your overall grade for that work.

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Language Arts 7 Projects

Unit 1 Project: Paraphrasing and Works Cited Project

This project is designed to give you the opportunity to practice paraphrasing information from a source as well as to create a works cited entry for your source.

Here are your goals for this project:

• Use the article and excerpts provided to create three paragraphs of paraphrased information

• Create a works cited entry for each reference Remember, paraphrased information is more detailed than a summary, but is not a direct quotation of the material. In a paraphrase, you still maintain the meaning of the original information, but retell the information entirely into your own words. However, “putting things in your own words” does not mean that you simply use a thesaurus to find synonyms to replace each word. Paraphrasing means you understand the material and can re-explain the content of the information in your own way while still maintaining the author’s important ideas and meaning. At the end of your paraphrase, you include an in-text citation.

Part One: Paraphrasing

1. Read the article “Twin Twisters” from this site: http://www.timeforkids.com/news/twin-twisters/165776 and paraphrase the information from the article. Put your article paraphrase below. Remember to use an in-text citation.

2. Read the excerpt from The Hiding Place by Corrie Ten Boom with John and Elizabeth Sherrill pages 207-208 and paraphrase the information from the excerpt.

“In the next morning a cold wet mist hung over the Lagerstrasse. I was grateful that Betsie did not have to stand outside. All day the blanketing fog hung over Ravensbruck, an eerie day when sound was muffled and the sun never rose. I was on potato detail, one of a crew hauling baskets of potatoes to long trenches to be covered with dirt against the freezing weather ahead. I

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was glad of the hard physical work that drove some of the damp from my bones and for the occasional bit of raw potato when guards were not watching. Next day when the white pall still lay over the camp, my loneliness for Betsie became too much to bear. As soon as roll call was dismissed, I did a desperate thing. Mien had told me a way to get into the hospital without passing the guardpost inside the door. The latrine at the rear, she said, had a very large window too warped to close tight. Since no visiting was permitted in the hospital relatives of patients often took this way of getting inside. In the dense fog it was easy to get to the window unseen. I hoisted myself through it, then clapped my hand to my noise against the stinging odor. A row of lidless, doorless toilets stretched along one wall in the pool of their overflow. I dashed for the door, then stopped, my flesh crawling. Against this opposite wall a dozen naked corpses lay side by side on their backs. Some of the eyes were open and seemed to stare unblinkingly at the ceiling. I was standing there, lead-footed with horror, when two men pushed through the door carrying a sheet-wrapped bundle between them. They did not even glance at me and I realized they took me for a patient. I ducked round them into the hall and stood for a moment, stomach knotting with the sight I had seen. After a while I started aimlessly off to the left.”

Put your paraphrase of the The Hiding Place excerpt below. Remember to include an in-text citation.

Part Two: Creating Works Cited Entries

You are to imagine that you plan to use each of these sources (albeit unrelated in subject matter) in an upcoming essay. You will need to find the information necessary to create the web source works cited entry. Below you will be provided with information for the two print sources, but some of the information provided for the print sources is information that doesn’t need to be included in your Works Cited page—you will need to discern, using your knowledge from the lessons, what material is needed to create an entry for each source. Keep in mind, entries on a works cited page need to be listed in alphabetical order.

The Hiding Place Corrie Ten Boom with John and Elizabeth Sherrill Fleming H. Revell Company Old Tappan, New Jersey Published November 1972

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Unit 2 Project: Listening to and Telling a Story

What do you know about your heritage? In this project you will interview a parent, grandparent, or other significant adult in your life to learn more about that person. To do this you will employ the strategies taught throughout this unit. You will also begin to learn about the six traits of writing. Start this project right away, but don’t write your final paragraph until after the lesson “Past Tense: Regular and Irregular Verbs” as that lesson will help you to do a better job on your paragraph. Read through the entire project so that you know what each step involves. In the next unit you will use this material to write a brief biography of this person.

Here are your goals for this assignment:

• Use listening strategies successfully • Apply the principles of effective story-telling • Write a paragraph that employs strong voice and use of ideas

This project has several parts, so be careful to complete each one.

Part One: Effective Listening

You are going to exercise your listening skills by interviewing a parent or grandparent about a grandparent’s life story. If you are unable to do this, interview some other significant adult in your life. What follows are some things to help you get started creating interview questions. Remember that the quality of the questions you ask in your interview will determine how interesting the biography is. Try to discover some interesting life experiences of this person. Once you have created many questions, you will conduct the interview. While conducting it, try to find a story or memory of your grandparent that is especially important. Be sure to spend a little extra time asking about this story. Try to get a good story from a specific event in this person’s life. Some topics to ask about include:

• Early years, including birth information • Growing up, including earliest memory • Schooling, college, early jobs • Dating, marriage, children • What is… the best advice received from parents, the accomplishment you are most

proud of, the one thing you want people to remember about you?

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Conduct the interview. Type the questions and the responses from the interviewee below. Remember that this will demonstrate your ability to listen purposefully. Do not share every detail. Share only those that you believe will be useful in the biography.

Interview: (the interview transcript goes right under here)

Part Two: Effective Storytelling

Reflect on the event or special memory that the person you interviewed shared with you. Attempt to understand the story from the perspective of the person you are writing about. Try to understand the characters in the story and their actions and feelings. You will retell this story in your own words. Read over the following storytelling hints. You may find it necessary to go back to your interviewee to refresh your knowledge of the story.

1. Know the story well 2. Understand the character traits of the people involved 3. Use colorful words and expressions to reveal feelings and attitudes 4. Pause slightly to emphasize a word or phrase or for a special effect 5. Use pitch and stress to lend variety and meaning to your voice

Now ask a friend or parent to listen to you tell the story. Ask your listener to tell you if you remembered to use all the points above in telling your story. After you tell the story, it's time for you to write about the experience. Answer the following questions in complete sentences.

1. What did you find most challenging about telling a story?

2. What did you find most enjoyable about telling a story?

3. Write down two things you would do differently if you were to tell the story again.

4. Write down two suggestions that your listener(s) gave for improvement. If your listener(s) has not yet made suggestions, ask for some and write them below.

Step Three: Paragraph Writing

Watch the videos about the six traits of writing found on our Resource Center at http://www.aoacademy.com/kb/index.php?a=513 . Pay especially close attention to the information about the ideas and voice traits, as you will be focusing on making those strong in

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your paragraph. Naturally, you should always proofread carefully to make sure that the conventions are acceptable.

Now you are ready to write a paragraph that conveys the story that you chose for the storytelling segment. Carefully select the ideas and details that you will share. Make sure that you express the ideas with an exciting, lively voice. If you use dialogue, you will have to use more than one paragraph. Remember that you need to begin a new paragraph each time you change speaker. Because this event happened long ago, the entire paragraph should be written in past tense.

Event/special memory paragraph: (put your paragraph directly below)

Unit 5 Project: Literacy Log

Start this project at the beginning of your unit and work through it as you do your lessons. Literacy logs may require you to find a book or film, so read through the file to see what materials you may need and find them ahead of time.

Literacy logs are multi-step projects that will require you to read analytically, use and recognize language principles in your daily life, experience media as a form of literature, and increase your reading comprehension and writing skills through focused practice. Please complete each of the steps below thoroughly and thoughtfully. All steps are required for credit on this project.

Step 1: Reading

Begin reading A Christmas Carol by Charles Dickens. You may purchase it, check it out from a library, or read it online from Project Gutenberg here: http://www.gutenberg.org/ebooks/46

As you read, keep in mind that Dickens is drawing attention to the plight of the poor through a Christmas story about generosity and greed.

Step 2: Language in Real Life

“Vocabulary” means the words that you understand and can use in communication. Building your vocabulary is important for two main reasons:

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• Your comprehension improves when you know what the words mean. Understanding what you read is a critical life skill, no matter what kind of person you are or what job you hope to have as an adult.

• A strong vocabulary improves your listening, speaking, reading, and writing skills.

Dickens uses many words associated with another culture and time period in A Christmas Carol. Because of this, you may be unfamiliar with them. He also uses many vibrant but less common words. Adding these words to your vocabulary will help you to understand the text.

The word list below comes from the first few pages of the story. Look up each of these words in the Merriam-Webster dictionary and write the definitions beside the word. For SOS students, you may use the dictionary found in your “Resource Center,” as well. Study the list until you can explain what the word means without looking at the definition.

1) Ironmongery: 2) Unhallowed: 3) Emphatically: 4) Shrewdly: 5) Withal: 6) Veneration: 7) Impropriety:

As you read the rest of the novella, find at least 5 more words that you don’t know, look them up in the dictionary, and write the term and the definition below.

1) 2) 3) 4) 5)

Step 3: Writing Exercise

One good way to strengthen your writing skills is to pay specific attention to how great writers use words. Dickens, along with Jane Austen, Vladimir Nabokov, and the Bronte sisters, is widely considered to be one of the greatest novelists of all time. Seeing another writer’s sentence structures, word patterns, and voice can expand your own techniques. For this exercise, find a passage that you like from A Christmas Carol that is between 150-200 words long. Type it below. Then, start a new paragraph. In that paragraph, explain anything you notice about how

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Dickens uses words. You may look at the kinds of words he chooses, how his dialogue is written, the sentence structures he uses, or any other technical element of his writing. Be sure to answer these questions: How is your writing different from his? Does he do something in his writing that you would like to do in yours? How did it feel to type another writer’s words? Your paragraph should be at least 150 words, though it may be longer.

Write these two paragraphs below:

Unit 7 Project: The Hiding Place: Book Report In this unit you will be reading Corrie ten Boom’s cherished novel, The Hiding Place. Ten Boom’s story has been an inspiration to many since it was published, and continues to stand as an amazing example of what faith in God can accomplish. As you read through the book, take notes on the story. Who are the key characters? What do we know about them? For example, what are some of their key traits (are they brave? Scared? Do they always try to do what’s right?), and how do you know this based on their actions? What are the key events in the plot? You will not turn your notes in, but they will be invaluable to you as you complete these two exercises. They may also come in handy for the other project in this unit. Here is your goal for this project:

• Thoughtfully evaluate and respond to the book The Hiding Place Exercise 1: Reading Comprehension Once you have read the book, read through the list below. These are 6 key areas of fiction. Taking note of each of them in a story is important to understanding literature. Write a short answer for each question; place it immediately after the question itself.

Perspective:

• From whose perspective did you see the story? • Did you have to follow many characters’ thoughts or just one? • Would you have preferred to see a different perspective, and why or why not?

Plot:

• What happened? • What is at stake? What are the characters risking? • What is the climax (point of highest intensity)? • How is the story resolved--does Corrie get what she wants?

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Organization/Pacing:

• Were there flashbacks or was the story mostly chronological? • Was the author’s pacing (the speed at which the action progresses) consistent (i.e. did

any areas move too fast or too slow)?

Character Development: • How did the author reveal the personalities of Corrie and Betsie? (Speech, actions,

thoughts, and other characters’ opinions are 4 main ways writers show personality. Look for these in the book.)

• What is the primary goal of the main characters? What do they hope to accomplish? • How was Corrie affected by the events around her, and how did she in turn affect the

stories’ events? • Does Corrie ultimately change at the end of the book? Was it a good change or a bad

change? Theme:

• Theme is the ideas about which the book challenges you to think. Topics like faith, love, forgiveness, bitterness, and racism are common foundations for themes in literature. Themes are expressed as complete ideas, never single words. A theme based on the topic of courage might be “courage is not the absence of fear, but the judgment that something else is more important than fear.” Which themes do you see in The Hiding Place?

• Which one of these themes were you challenged to think about most? • What did the story have to say about the theme? For instance, in A Christmas Carol, one

idea is greed. The theme about greed is that it can destroy your relationships and make you miserable. How is the theme demonstrated throughout The Hiding Place?

Diction/Writing Style:

• How did the author use words to form the story’s pictures in your head? • Were there any parts of the book that you had difficulties picturing, and why do you

think this was? • How would you describe the author’s writing style (flat, lively, powerful, timid, droning,

dark, energetic, etc.)?

Exercise 2: Written Report After you have completed Exercise 1, write your book report. Your report should be 500-600 words long. For your topic, choose “Others should read this book” or “Others should not read this book.” To support your opinion, you may discuss any question (or several questions) that you answered above. Support your point using those ideas. That does not mean that you will put all your answers from above into paragraphs and make an essay from them. It means that

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your answers above will be useful in formulating at least some of your report. The answers should help you to convince your reader either to read the book or not to read it. Make sure that your essay is titled and includes your name. Try to think of a creative title rather than just “Why You Should Read This Book.” Cite the pages of the book any time you refer to an event from the story. Use MLA format for the works cited page. Write your report below: Student Name Teacher Name Class Date

“Report Title”

Unit 7 Creative Writing Project: Character Sketch

(Complete this project after lesson “Author’s Purpose/Modes of Writing.” Read the instructions now so you can be preparing to do this project as you progress through your unit, and then come back to the project after you have completed the indicated assignment. Remember to turn in your project with enough time for it to be graded before you need to take your test.)

For this project, you will analyze a character from The Hiding Place, creating a character study of that character in the format of a poem or drawing. You may use any character from the book other than Willem, as he is used in the example.

Here are your goals for this assignment:

• Write a poem or draw a sketch to analyze and interpret a character. • Synthesize information and impressions about a character. • Write at least 100 words using examples from the book to support your impressions of

the character.

We’ve studied character sketches in this unit, but there are other kinds of character sketches that can be a great way for you to synthesize, or pull together, all your thoughts about a particular character.

Instructions: • You will use a character from The Hiding Place; either a positive or a negative character

may be used. • You may not use Willem; he is used in the example.

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• Your form must fit the instructions given below. • You will have two choices for this project: a poem or drawing. Complete only one. • Perhaps the book does not come right out and tell you everything about the character—

sometimes you have to infer it (draw your own conclusions) from what you read. For example, the book doesn’t state that Willem is generous, but the reader can conclude that he is from his actions.

• No matter which assignment you choose, you must write a 100 word reflection. Option 1:

If you enjoy creative writing, this is the choice for you! Since this is a poem, you must choose your words carefully, specifically picking out descripive words that will allow your reader to understand your character on a deeper level. You must create a rough draft before submitting the final project. This isn’t something to complete quickly and immediately hand in. Read it to a parent, guardian, or friend to see their thoughts!

Here is the poetic format you must follow:

• Line 1: First name • Line 2: Physical description (3 things) • Line 3: Three traits that describe the character's personality • Line 4: Relative or friend of _____ • Line 5: Lover of _____ (list 3 things or people) • Line 6: Who feels _____ (1 item) • Line 7: Who fears _____ (1 or 2 items) • Line 8: Who gives _____ (1 item) • Line 9: Who would like to see _____ (2 items) • Line 10: Resident of _____ • Line 11: Last name.

Example:

Willem Tall, slender, with faded white beard Kind, generous, brave Brother of Nollie, Betsie, and Corrie Lover of God, family, and learning Who feels the Nazis were terribly wrong Who fears hurtful things being done to his family Who gives all he has to make a home for elderly Jews Who would like to see all people equal and the world without segregation Resident of Hilversum ten Boom.

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Finally, write a paragraph of at least 100 words and paste that below the rubric. Your paragraph should explain how you know the information you included in the poem, supporting this with evidence from the book. If you say that Willem loves God and his family, you would need to explain how the novel shows this. This is a chance for you to support your ideas and give evidence that you have read the book carefully. Be sure to proofread it carefully for words you may have left out, misplaced punctuation, or grammatical errors. Reading the paragraph out loud slowly is a good way to find these mistakes.

Option 2:

If you like to create a more tangible project, then this is the choice for you! You must draw a picture of your character – how you really see him/her. Complete this on a 8.5 x 11 piece of paper.

Components of drawing must include:

• Detailed picture of your character (no, stick figures do not count!) • Quote

o Find a quote that really captures the personality and/or action of the character; write this neatly below the drawing

Scan or take a picture of your completed drawing. Paste the image below the rubric on this project or attach it to an email and send to your teacher (all of your teachers’ contact information can be found under the “Course Information” tab on your Dashboard at sis.aoacademy.com).

Finally, write a paragraph of at least 100 words and paste that below the rubric. Your paragraph should explain how you know the information you included in the drawing. Also, tell more about your impressions of the character and support this with evidence from the book. If you say that Willem loves God and his family, you would need to explain how the novel shows this. This is a chance for you to tell what you think of the character and support your ideas. Be sure to proofread it carefully for words you may have left out, misplaced punctuation, or grammatical errors. Reading the paragraph out loud slowly is a good way to find these mistakes.

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Unit 9 Project: Book Report

This assignment will possibly help you to expand the range of book types that you read. As you read, you will learn to understand and enjoy this type of book.

Here are your goals for this assignment:

• Select and read a novel • Follow the directions to report on the book

Fiction is literature (stories) created in the imagination. The author "creates" a world in his mind by picturing certain events at certain times in certain places involving certain persons; he brings form to that world by putting it into words. Unlike God in Genesis 1:1, the author does not create his world out of nothing. Everything in the story has some basis in things that already exist. The elements of the story are rooted in the author's own life experiences. The characters may be modeled upon people he has met. The description of places might be shaped by the author's own travels, home life, or reading. The story will certainly be influenced by the author's view of God and the world. This basis in reality is part of what makes a story understandable, enjoyable, and even believable. An author usually tells a story for one of two reasons--to bring enjoyment or to teach; however, most stories are a mingling of both purposes. Jesus' parables and Aesop's Fables are stories designed to teach. They do so by using what we find most interesting and most understandable--familiar people (or animals who act like people), circumstances, and places--to introduce us to that which is unfamiliar. Even stories (such as fantasy or escape literature) written for sheer enjoyment still teach. In J.R.R.Tolkien's The Lord of the Rings, the most unlikely creatures, hobbits, play a most important role in bringing about the destruction of evil. This plot pattern, if nothing else, communicates and dramatizes a truth also found in St. Paul's statement: "God hath chosen the foolish things of the world to confound the wise; and God

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hath chosen the weak things of the world to confound the things which are mighty." (I Corinthians 1:27).

The events, times and places, people, and purposes that shape the story are all identified by literary terms. These include:

Plot: the interrelated events of the story (what happens). Setting: the time and place(s) in which the story happens. Character(s): the people who are involved in the events of the story. Conflict: the situation(s) or forces which create tension in the story and move the plot forward. Theme: the main idea or underlying meaning of the story. Theme controls all other elements of the story.

Though stories come in a variety of shapes and sizes, all of them make use of these elements in some way. The stories that are part of this book report project are long works as opposed to short stories. Many are novels.

What are novels? Whole works have been devoted to that question. For this project, a brief comparison of novels and short stories will suffice. Novels are stories that tie many episodes or events together, often covering large expanses of geography and time. Short stories typically focus on a single event in a single setting within a limited range of time. Novels often use a central plot and multiple subplots as opposed to the less complicated plot structure of a short story. Novels usually include many characters involved in a variety of situations and conflicts. Short stories limit both the number of characters and conflicts. Novels move more slowly than short stories, taking time for detailed description and character development. Short stories move quickly and can be read in a single sitting.

Keep these ideas in mind as you select and read a book for your book report project.

Choose one of the books below to read.

FICTION BOOK LIST: Adventures of Tom Sawyer , by Mark Twain, first published in 1876. Multiple editions available, including e-texts.

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Tom Sawyer is a Mississippi river boy with an adventurous, try-anything-once spirit. Tom, along with his trusted friends Huck Finn and Joe Harper, manages to get into a fair amount of trouble. This hilarious, fun-loving story is set in a small Southern Mississippi river town before the Civil War.

Black Pearl, by Scott O'Dell, Bantam Doubleday Dell, 1967. Newbery Honor Book.

When Ramon finds the Great Pearl of Heaven, he is sure good fortune awaits, but the Pearl may be the curse of the sea instead. Will Diablo, the monster devilfish, succeed in recapturing his treasure? And what of his fellow villagers' reaction to Ramon's "fantastic find"?

Call It Courage, by Armstrong Sperry, Scholastic, 1940.

Mafatu, the son of a Polynesian chief, must overcome his fear of the sea. Branded a coward by his people, he ventures out alone against the sea to prove his worth. His story of success became a legend sung by the people of Hikueru around their evening fires.

The Cay, by Theodore Taylor, Avon Books, 1969. On the Accelerated Reader list of recommended books.

Young Phillip finds himself shipwrecked and blind on an island, depending for survival upon its lone inhabitant, a Black man named Timothy. A gripping story of an uncommon friendship in an unlikely place.

Eight Cousins, by Louisa May Alcott, originally published in England in 1875. Multiple editions available, including e-texts.

Rose Campbell is an orphan whose fussy aunts have accustomed her to a genteel life. Things change when her Uncle Alec becomes her guardian. Life with her six aunts and seven 'rowdy' boy cousins transforms this artificial 'lady' into a healthy young girl.

Gentle Ben, by Walt Moray, Puffin Books, 1992.

Mark Anderson is lonely after the tragic death of his brother. When he makes friends with an unlikely pet, an Alaskan brown bear whom he nicknames Gentle Ben, Mark discovers that not everyone is as happy about his new friend as he is.

The Hobbit, by J.R.R. Tolkien, Houghton Mifflin, 1938.

Bilbo Baggins very reluctantly partners with thirteen dwarves and a wizard in an expedition that takes them to the heart of Lonely Mountain and the treasure hoard of the dreadful dragon Smaug. The author, J.R.R. Tolkien, was a good friend of C.S. Lewis, the author of the Narnia Chronicles.

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The Narnia Chronicles, by C.S. Lewis, Harper Collins, 1994.

C.S. Lewis's fantasy series leads readers from the creation of Narnia in The Magician's Nephew to its final destruction in The Last Battle. Everything takes place under the control of the all-wise, all-powerful lion-king, Aslan, son of the Emperor beyond the Sea. The stories are a beautiful picture of what it means to enter the Kingdom of God as a little child (Matthew 18:2-5; Mark 10:15; Luke18:17). The seven books in the Chronicles are listed in order.

The Magician's Nephew The Lion, the Witch and the Wardrobe Prince Caspian Voyage of the Dawn Treader Silver Chair The Horse and His Boy The Last Battle

The Twenty-One Balloons, written and illustrated by William Pene du Bois, Viking Press, 1947. Newbery Medal Winner.

Professor William Waterman Sherman is determined to fly across the Pacific Ocean in a hot-air balloon in 1883. An accident lands him on the Pacific island of Krakatoa where his adventures are only beginning. Will the Professor be able to leave the island before the volcano erupts?

Where the Lilies Bloom, by Vera & Bill Cleaver, Scholastic, 1969. A Newbery Award Honor Book.

Fourteen-year-old Mary Call is determined to keep the promise she made to her father on his deathbed to care for her orphaned brother and sisters, regardless of the cost. Surviving the cruel winter calls for all the ingenuity she can muster.

Where the Red Fern Grows, by Wilson Rawls, Doubleday, 1961. Available through the AOP Home School Catalog.

Set in the Ozarks, Where the Red Fern Grows is a heartwarming story of a boy who trains his two coonhounds to become champion hunters. A good companion volume to Sounder, by William Armstrong.

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You will complete your book report on this template. Your fiction book report will have three sections. Use the ideas and questions below to help you think and write. Do not compile your answers and put them together to create your paragraphs. The paragraphs must flow smoothly and coherently. Section 1: This section (about one paragraph) will give basic information about the book you read. Use the questions below as a guide. Title: How is the title a description of the story?

Author: When did the author write the book? What major historical events marked the time?

Setting: If the setting is real, in what period in history is the story placed? Main Characters: Are the characters real or imagined? Why is the story an example of fiction? Section 2: Use these questions to help you retell briefly the most important parts of the story in your own words. Summarize. Do not include the supporting details. (This part should be only one or two paragraphs.) What is the situation as it stands at beginning of story? What happens to get the story moving? What situation creates the conflict? What problems need to be solved? What things happen to lead you up to the most exciting part of the story? What is the most exciting or tense part of the story? How does the story end? (What is the situation as it stands at the end of the story?) How are the problems or conflicts resolved? Who is the main character, and how does he or she change throughout the story? Section 3: The third part of your report allows you to tell what you thought about the book. Imagine that your friends have asked you if they should read the book. What will you tell them? Why? Give good reasons for your choice. What makes the story believable? (Consider conflict, character, setting, plot, and theme.) What makes the story enjoyable? What point does the story seem to be making? (story's theme; author's purpose)

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What is the author's view of God and reality, as communicated in the story? What actions or events in the story strongly connect to situations in your own life? What really caught your attention or surprised you in reading the story? What do you wish were different about the story? Why is this a story you would or would not reread/retell/or recommend? Use your answers to the questions to help you write a fiction book report. Remember to write your paragraphs in complete sentences. Your report should be between 300 and 600 words long. Use capital letters and punctuation correctly. Remember to make sure that each paragraph flows smoothly. Do not merely string together sentences that answer the questions and assume that it is a coherent paragraph. Write your three paragraph report below the rubric.

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Six+1 Traits Rubric

Some of your projects in English I will be graded according to the Six+1 Traits Rubric. If a certain trait is not applicable to the project type, the teacher will not provide a grade for that trait and it will not be factored into your final grade.

Trait Strong Developing Weak

Ideas: The main message of the piece, the theme,

with supporting details that enrich and

develop that theme.

This paper is clear and focused. It holds the reader’s attention. Relevant anecdotes and details enrich the central theme. 1. The topic is narrow and manageable. 2. Relevant, telling, quality details go beyond the obvious. 3. Ideas are crystal clear and supported with details. 4. Writing from knowledge or experience; ideas are fresh and original. 5. Reader’s questions are anticipated and answered. 6. Insightful topic.

The writer is beginning to define the topic, even though development is still basic or general. 1. The topic is broad. 2. Support is attempted. 3. Ideas are reasonably clear. 4. Writer has difficulty going from general observations about topic to specifics. 5. The reader is left with questions. 6. The writer generally stays on topic.

The paper has no clear sense of purpose or central theme. The reader must make inferences based on sketchy or missing details. 1. The writer is still in search of a topic. 2. Information is limited or unclear or the length is not adequate for development. 3. The idea is a simple restatement or a simple answer to the question. 4. The writer has not begun to define the topic. 5. Everything seems as important as everything else. 6. The topic may be repetitious, disconnected, and containing too many random thoughts.

Organization: The internal

structure, thread of

central meaning,

logical, and sometimes intriguing pattern or

sequence of ideas.

The organizational structure of this paper enhances and showcases the central idea or theme of the paper; includes a catchy introduction and a satisfying conclusion. 1. An inviting introduction draws the reader in; a satisfying conclusion leaves the reader with a sense of closure and resolution. 2. Thoughtful transitions connect ideas. 3. Sequencing is logical and effective. 4. Pacing is well-controlled. 5. The title, if desired, is original. 6. Organizational structure is appropriate for purpose/audience; paragraphing is effective.

The organizational structure is strong enough to move the reader through the text without too much confusion. 1. The paper has a recognizable introduction and conclusion. 2. Transitions sometimes work. 3. Sequencing shows some logic, yet structure takes attention away from the content. 4. Pacing is fairly well-controlled. 5. A title, if desired, is present. 6. Organizational structure sometimes supports the main point or story line, with an attempt at paragraphing.

The writing lacks a clear sense of direction 1. No real lead or conclusion present. 2. Connections between ideas, if present, are confusing. 3. Sequencing needs work. 4. Pacing feels awkward. 5. No title is present (if requested). 6. Problems with organizational structure make it hard for the reader to get a grip on the main point or story line. Little or no evidence of paragraphing present.

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Voice: The unique

perspective of the writer

evident in the piece through

the use of compelling

ideas, engaging

language, and revealing details.

The writer of this paper speaks directly to the reader in a manner that is individual, compelling, engaging, and respectful for the audience. 1. Uses topic, details, and language to strongly connect with the audience. 2. Purpose is reflected by content and arrangement of ideas. 3. The writer takes a risk with revealing details. 4. Expository or persuasive writing reflects understanding and commitment to topic. 5. Narrative writing is honest, personal, and engaging.

The writer seems sincere, but not fully engaged or involved. The result is pleasant or even personable, but not compelling. 1. Attempt to connect with audience is earnest but impersonal. 2. Attempts to include content and arrangement of ideas to reflect purpose. 3. Occasionally reveals personal details, but avoids risk. 4. Expository or persuasive writing lacks consistent engagement with topic. 5. Narrative writing reflects limited individual perspective.

The writer seems uninvolved with the topic and the audience. 1. Fails to connect with the audience. 2. Purpose is unclear. 3. Writing is risk-free, with no sense of the writer. 4. Expository or persuasive writing is mechanical, showing no engagement with the topic. 5. Narrative writing lacks development of a point of view.

Word Choice: The use of

rich, colorful, and precise

language that moves and

enlightens the reader.

Words convey the intended message in a precise, interesting, and natural way. 1. Words are specific and accurate. 2. Striking words and phrases create imagery. 3. Natural, effective, and appropriate language. 4. Lively verbs, specific nouns, and modifiers. 5. Language enhances and clarifies meaning. 6. Precision is obvious by choice of words and phrases.

The language is functional, even if it lacks much energy. 1. Words are adequate and correct in a general sense. 2. Familiar words and phrases communicate. 3. Attempts at colorful language. 4. Passive verbs, everyday nouns, mundane modifiers. 5. Language functions, with one or two fine moments. 6. Occasionally, the words and phrases show refinement and precision.

The writer struggles with a limited vocabulary. 1. Words are nonspecific or distracting. 2. Many of the words don’t work. 3. Language is used incorrectly. 4. Limited vocabulary, misuse of parts of speech. 5. Language is unimaginative and lifeless. 6. Jargon or clichés, persistent redundancy.

Sentence Fluency: The rhythm and flow of the

language, the sound of word patterns, the way in which the writing plays to the ear, not just

the eye.

The writing has an easy flow, rhythm, and cadence. Sentences are well-constructed. 1. Sentences enhance the meaning. 2. Sentences vary in length as well as structure. 3. Purposeful and varied sentence beginnings. 4. Creative and appropriate connectives. 5. The writing has cadence.

The text hums along with a steady beat, but tends to be more pleasant or businesslike than musical. 1. Sentences get the job done in a routine fashion. 2. Sentences are usually of similar length, yet constructed correctly. 3. Sentence beginnings are somewhat varied. 4. The reader sometimes has to hunt for connective clues. 5. Parts of the text invite expressive oral reading; other parts may be stiff, awkward, choppy, or gangly.

The reader has to practice quite a bit in order to give this paper a fair interpretive reading. 1. Sentences are choppy, incomplete, rambling, or awkward. Phrasing does not sound natural. 2. No “sentence sense” is present. 3. Sentences begin the same way. 4. Endless connectives, if any present. 5. Writing does not invite expressive oral reading.

Conventions: The

mechanical correctness of

the piece;

The writer demonstrates a good grasp of standard writing conventions (e.g., spelling, punctuation, capitalization, grammar usage, paragraphing).

The writer shows reasonable control over a limited range of standard writing conventions. 1. Spelling is usually correct or reasonably phonetic on common

Errors in spelling, punctuation, capitalization, usage, and grammar and/or paragraphing repeatedly distract the reader and make text difficult to read.

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spelling, punctuation,

capitalization, grammar

usage, and paragraphing.

1. Spelling is generally correct. 2. Punctuation is accurate. 3. Capitalization skills are present. 4. Grammar and usage are correct. 5. Paragraphing tends to be sound. 6. The writer may manipulate and/or edit for stylistic effect; and it works!

words. 2. End punctuation is usually correct. 3. Most capitalized words are correct. 4. Problems with grammar and usage are not serious. 5. Paragraphing is attempted. 6. Moderate, inconsistent editing (a little of this, a little of that).

1. Spelling errors are frequent. 2. Punctuation is missing or incorrect. 3. Capitalization is random. 4. Obvious grammar or usage errors. 5. Paragraphing is missing. 6. Little, if any, editing; the reader must read once to decode, then again for meaning.

Presentation: The look of the paper, proper

use of MLA formatting

when necessary,

correct titling and inclusion

of project instructions

The project is clean, has all directions included, and MLA format was used correctly if needed. 1. Project directions precede the project. 2. Spacing is uniform and font is Times New Roman or Arial 12 point. 3. In a multimedia project, use of visuals is integrated without distraction. 4. Correctly formatted citations and works cited if outside sources were used.

May be some problems in the formatting. 1. Project directions are included, but not placed correctly. 2. There are some problems with font or spacing. 3. For multimedia, the visuals are somewhat unclear or distracting. 4. In those projects for which outside sources were used, MLA formatting is mostly correct. There may be some components missing or improperly formatted.

Errors in formatting create a confusing paper that distracts the reader. 1. Project directions are missing or incomplete. 2. Spacing and font are not standard. 3. Visuals in a multimedia project are confusing and substandard. 4. Works cited page and/or parenthetical citations for those projects where necessary are missing or incorrect.

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