English 9

Homework assignments

English 9 – PERIOD A

Friday, Oct. 20 – SKIP CHAP 14-15.  Read Chap. 16-17.  Work on Walden projects, due Monday.


Monday, Oct. 23  – Read Chap. 18 + Epilogue.  Paper due Monday.

Tuesday, Oct. 24 – Test on Into the Wild tomorrow.  Paper due Monday.

Wednesday, Oct. 25 – Paper due Monday.

Thursday, Oct. 26 – Paper due Monday (you’ll have half the period tomorrow to work on it).

Friday, Oct. 27 – Paper due Monday.

 

Monday, Oct. 30  – Finish worksheets on commas.

Tuesday, Oct. 31 – Work on revisions (portfolio due Nov. 17).  Bring Catcher in the Rye tomorrow.

Wednesday, Nov. 1 – TEST Friday on commas and FR/ROS.  Read Chap. 2 in Catcher.

Thursday, Nov. 2 – TEST tomorrow on commas and FR/ROS.  Read Chap. 3 in Catcher.

Friday, Nov. 3 – Read Chap. 4-7 in Catcher.  Work on portfolio, due Friday, Nov. 17.


English 9 – PERIOD B

Friday, Oct. 20 – SKIP CHAP 14-15.  Read Chap. 16-17.  Work on Walden projects, due Monday. 

Monday, Oct. 23  – Read Chap. 18 + Epilogue.  Paper due Monday.

Tuesday, Oct. 24 – Test on Into the Wild Thursday.  Paper due Monday.

Wednesday, Oct. 25 – Test tomorrow.  Paper due Monday.

Thursday, Oct. 26 – Paper due Monday (you’ll have half the period tomorrow to work on it).

Friday, Oct. 27 – Paper due Monday.

 

Monday, Oct. 30  – Finish worksheets on commas.

Tuesday, Oct. 31 – Work on revisions (portfolio due Nov. 17).  Bring Catcher in the Rye tomorrow.

Wednesday, Nov. 1 – TEST Friday on commas and FR/ROS.  Read Chap. 2 in Catcher.

Thursday, Nov. 2 – TEST tomorrow on commas and FR/ROS.  Read Chap. 3 in Catcher.

Friday, Nov. 3 – Read Chap. 4-7 in Catcher.  Work on portfolio, due Friday, Nov. 17.



English 9 – PERIOD C

Friday, Oct. 20 – SKIP CHAP 14-15.  Read Chap. 16-17.  Work on Walden projects, due Monday.


Monday, Oct. 23  – Read Chap. 18 + Epilogue.  Paper due Monday.

Tuesday, Oct. 24 – Test on Into the Wild Thursday.  Paper due Monday.

Wednesday, Oct. 25 – Test tomorrow.  Paper due Monday.

Thursday, Oct. 26 – Paper due Monday (you’ll have half the period tomorrow to work on it).

Friday, Oct. 27 – Paper due Monday.

 

Monday, Oct. 30  – Finish worksheets on commas.

Tuesday, Oct. 31 – Work on revisions (portfolio due Nov. 17).  Bring Catcher in the Rye tomorrow.

Wednesday, Nov. 1 – TEST Friday on commas and FR/ROS.  Read Chap. 2 in Catcher.

Thursday, Nov. 2 – TEST tomorrow on commas and FR/ROS.  Read Chap. 3 in Catcher.

Friday, Nov. 3 – Read Chap. 4-7 in Catcher.  Work on portfolio, due Friday, Nov. 17.

    




 


 

 English 9 syllabus, 2017-2018

 

Books we will use

Fall Semester                                       Spring Semester

Life of Pi (summer)                             The Sherlock Holmes Mysteries        

75 Short Masterpieces                         Spoon River Anthology

Into the Wild and Walden                    Rebecca          

The Catcher in the Rye                        The Comedy of Errors

Mythology                                                      

                       

FOR DETAILS ON THE UNITS, SEE MYMV

                       

GOALS AND PURPOSE

            The goals and purpose of this course are to develop further your writing, reading, thinking, and speaking skills and to enhance your ability to appreciate, analyze, understand, and enjoy good writing. Here are some of the questions we will be exploring throughout the year:

 

How are the content and structure of my writing related?  We’ll be learning how to structure essays, opening paragraphs, paragraphs themselves, thesis statements, even sentences.  How do grammar, punctuation, vocabulary, and structure make the content of your writing better?

 

How can I find my voice in different types of writing?  We will be working primarily in four modes of writing: expository, persuasive, creative, and analytical.

  • Expository writing is writing that informs, writing that explains. Job applications, company reports, notes on how to cook a meal – these are all expository pieces.  So are such prompts as, “Discuss why Holden Caulfield has trouble talking to girls in the novel.”

 

  • Persuasive writing is designed to take a position and move the reader to agree with the writer (and maybe take action). 

 

  • Creative writing is designed to express the feelings and beliefs of a writer through a narrative, which tells a story. 

 

  • Analytical writing looks at how writing does what it does, by looking at such things as word choice, sentence structure, or descriptions.  Analytical writing looks at the parts that make up writing and examines how these parts work to create an effect on the reader.

 

 

GRADING POLICY

Writing Portfolio = 35%

Tests and Projects = 25%

Reading quizzes = 20%

Vocabulary = 10%

Classwork (homework, discussion, effort) = 10%

 

  • Portfolio: You will have four major papers each semester.  After you hand in a first draft, I will return it to you with a grade on it.  That is not the final grade.  You have until later in the semester to turn in your all your final drafts.  Each final paper will then be re-graded. So each paper in the semester writing portfolio should represent your most polished version of that assignment.  We’ll go into more details of the portfolio later.

 

OTHER HOUSEKEEPING

  • Respect other people in the classroom

 

  • Do your homework every night.  Every two weeks I will give you an assignment sheet for the next two weeks.  They are also listed on my Web site at www.tcamb1.com.  Keep a planner! You are responsible for finding out and doing assignments when you are absent.  Homework not ready and printed out at the beginning of the class is graded a zero.

 

  • Written assignments must be turned in at the START of class.  Occasionally there is a valid reason for lateness.  “My printer isn’t working” is not a valid reason for lateness.  If your printer is not working, then you can bring in a jump drive or email yourself a copy of your paper and print it first thing in the library or ask a friend to print it at home.  You can, in addition, email a copy to me (tcambisios@mvcds.org) as either a Word attachment or as text in the body of the email to prove you did it – but YOU should still print out a copy in school.  A major paper is graded down one letter grade for every day that it is late.  If it is due at 10:00 a.m., telling me you will turn it in by 3:00 means that it is late.  If you have what you think is a valid excuse for a late assignment, talk to me AHEAD of time.

 

  • Pay attention to school rules, such as those relating to tardiness, the dress code, food in the Upper School, etc.  No food or drink (except water) in my room.  Please turn off your technology in the classroom.  Ask first before you use it.

 

  • Plagiarism means attempting to pass off another person’s words, ideas, or work as your own, either in whole or in part.  We take plagiarism seriously at Maumee Valley.  If you plagiarize, there may be serious consequences.  We will spend some time talking about proper citing of sources.  You will also have to submit your papers to the Internet plagiarism service we subscribe to (Turnitin.com).

 

 

 

 


 

Paper assignments

Paper #1 - Life of Pi  prompt Expository mode

This paper is due Monday, Sept. 18, at the beginning of class (3-4 pages). You must give me a printed copy by then.  You must also send me an electronic copy as a Word or PDF attachment, or in the body of the email.  The paper copy must be on time, or there will be a late penalty.  If you forget to send me the electronic copy that day, that’s okay.  I will continue to nag, hound, bother and generally annoy you for the electronic copy until I get it.  (The electronic copy is needed to check for plagiarism.)

 

The two halves of this book – the part set in India and the part set on the lifeboat – may seem unrelated, but they are strongly connected.  Pi has to confront many of his basic beliefs while he is on the lifeboat, but those beliefs were formed during his youth in India.

In this paper, you will explore three beliefs that Pi reveals during his time on the lifeboat.  As you discuss each belief separately, talk about how that belief originated in India, and then how that belief revealed itself on the lifeboat.

 

 

If you’re confused, here are three examples that I’m making up because they do NOT really apply to Pi:

            “Pi’s belief that he is better than others in this novel, which he first learned in school in India, sets him up for a great fall that shows how evil he actually is.”

 

            “The holy men in India all taught Pi to believe that living creatures are wicked, and this belief caused him to isolate himself from Richard Parker on the lifeboat.”

 

            “Pi believes that God tries to make life difficult (something his parents taught him), and his actions and thoughts on the lifeboat reflect this belief.”

 

Here is the suggested structure for this essay:

Paragraph 1: Introduction

Paragraph 2: Discuss one belief or idea Pi learned in India (with evidence)

Paragraph 3: Discuss how this belief revealed itself on the lifeboat and why it is important (with evidence)

Paragraph 4: Discuss a second belief or idea Pi learned in India (with evidence)

Paragraph 5: Discuss how this belief revealed itself on the lifeboat and why it is important (with evidence)

Paragraph 6: Discuss a third belief or idea Pi learned in India (with evidence)

Paragraph 7: Discuss how this belief revealed itself on the lifeboat and why it is important (with evidence)

Paragraph 8: Conclusion

Some things to remember:

1.    Paragraphs 2-7 (the body of the paper) should each have a topic sentence, which sets up the paragraph.  Here are examples of topic sentences:

·      Paragraph 2: “In India Pi learned that humans exist in order to make animals laugh.’

·      Paragraph 3: “On the lifeboat, Pi’s belief that people exist to amuse animals explains how he learned to get along with Richard Parker.”

 

2.    The last sentence of the introduction should be your thesis statement.  A thesis statement presents your argument for the essay.  A typical thesis for this essay would be this: “Pi’s ability to survive on the lifeboat was because of three beliefs he acquired in India: X, Y, and Z.”  Notice it is NARROW (it presents three specific moments) and ARGUABLE (it represents your opinion).

 

3.    A common mistake freshmen make in papers is using too many quotes.  Yes, you must prove your arguments, but it is better to use examples from the book that are paraphrased (in your own words).  Limit yourself to one or two BRIEF quotations per page.  Instead, PARAPHRASE examples.

 

4.    When you use a quotation, use the author’s last name and the page number right after the quote (no comma between them).  Quotes must also have a lead-in; they cannot be the entire sentence.  For example:

 

WRONG        “My memories come in a jumble” (Martel 192). [There’s no lead-in here.]

 

CORRECT     As Pi says in the book, “My memories come in a jumble” (Martel 192).

 

CORRECT   Pi says this about his trip: “My memories come in a jumble” (Martel 192).

 

5.    One key to a strong paper is lots of good evidence (examples, details, quotations).  You must PROVE your argument.  Prove that THAT episode is important.  So after you give an example, offer a few sentences of discussion and analysis (this is where you explain the importance and meaning of your evidence).  Find examples (paraphrased) from the book.

 

6.    Avoid such phrases as these.   They don’t add anything to the paper:

·      "I will now tell you…"

·      "The purpose of this essay is to…"

·      "In conclusion…"

·      "I have now shown you…"

Rubric for Life of Pi essay (expository)

9-8       These well-written essays present a strong discussion of Pi’s three beliefs, centered around an interesting thesis.  The writer clearly explores three interesting values or beliefs specific to Pi’s life and discusses how those beliefs have a purpose in second half of the book.  Details and examples are not just added on, but integrated into the total understanding of how Pi thinks about his life. The writer offers mature insights and backs them up with examples from throughout the book.  The structure of and grammar in the essay are strong.

 

7-6       These essays present a fine discussion of the role that three distinct beliefs play in Pi’s life.  There is a strong connection made between what Pi comes to believe in Part I and how he uses this belief in Part II of the book.  A good thesis unifies these papers, and statements have some relevant examples and quotes (though not as strongly as in papers in the 9-8 range). The purpose of each belief is identified well.  These essays are well-written, but with less maturity than the top papers. The writing is generally quite effective.

 

5          These essays attempt to discuss the role that three beliefs play in Pi’s life, although the beliefs may not be as strong as other possible ones, or the purposes are not explored in detail. Often the connection between Pi learning the belief in Part I is not made with how he uses this belief in Part II of the book.   Some examples from the text are given, although they are not discussed in sufficient depth.  Organization is evident, but it may not be fully realized.  The thesis may be merely okay.  These papers need to offer more analysis.

 

4-3       Papers in this range mention three beliefs that are important to Pi, but insufficient discussion is given for each belief.   The role beliefs play in his life and how he learns each belief are only approached in general terms.  These essays simply list examples or offer only a few examples without enough explanation. It’s often not clear how he uses each belief on the lifeboat.  The discussion of each belief doesn’t follow the prompt enough; there may be a number of unsupported general statements. These papers tend to lack sufficient depth or analysis. The writing needs work in organization and/or content.

 

2-1       These essays may attempt to mention some beliefs of Pi, but the follow-through is poor.  The choice of beliefs is weak, and little real discussion regarding how the beliefs work is given.  The writer needs to select clearer values that Pi learns in India and then connect them better to Pi’s actions on the lifeboat.  Examples are lacking or vague.  Sometimes there is too much reliance on quotes from the book.  Essays that are unacceptably brief or poorly written also fall in this range. The writing usually reveals consistent weaknesses in grammar or other elements of composition.



Persuasive research paper – Paper #2

This paper is due Wednesday, Oct. 4, at the beginning of class. Think about how you are going to organize your paper to develop your main points. Include examples and details to support your points.  The length should be around 4 pages, double-spaced, 12 pt. font.

 

Prompt:

Quite simply, you are going to write a persuasive essay that includes research for your position. Your goal is to convince readers that your position is the most logical or strongest one. 

 

Here are the topics you can choose from:

 

  • Sixteen- and seventeen-year-olds should be allowed to vote.
  • Four years of foreign language study in high school should be required.
  • All professional athletes should be required to submit to regular mandatory drug testing.
  • The Electoral College for presidential elections should be abolished.
  • Television reality shows, despite their high ratings, should be canceled.
  • All able-bodied people should be required to do one year of community service or military service before the age of 25.
  • Grades in high school should (or should not) be eliminated.
  • Maumee Valley should require students to take a course in …. before graduation.
  • The city of Toledo should build a new downtown … (fill in the blank).
  • Maumee Valley should (or should not) require its students to wear school uniforms.
  • Southwyck Shopping Center should be converted into ….
  • Genetic testing for diseases should (or should not) be done on all infants.
  • Talent shows on television, like "American Idol," are (or are not) unhealthy obsessions for many Americans.
  • All cell phone use should (or should not) be banned in cars except for 911 emergencies.
  • College athletes should (or should not) be required to complete their college education before becoming professional athletes.
  • Schools should (or should not) be allowed to sell carbonated soft drinks.
  • Any citizen who does not have a criminal record should be able to carry a concealed weapon wherever he or she wishes.
  • High school athletes should have at least an overall C average to play sports.
  • Everyone 17 and under should have a 9:00 p.m. curfew on Sunday through Thursday nights (with exceptions for jobs and school activities).
  • Gambling casinos should be illegal in Ohio.

 

However, you must also include some research here.  Your paper must have a minimum of FIVE sources used including at least one book, one Web site, and one magazine or newspaper article.  Your paper must also have at least 12 total citations (using all your sources).  You must then also have a Works Cited page.  We will go over citation and bibliography form in class.   You may NOT cite any Wikipedia articles.


Suggested structure of this essay:


Paragraph 1: An interesting opening paragraph, leading up to a thesis. 

Paragraphs 2-3: ONE major argument supporting your position. Support this argument with facts, statistics, logic, and analysis.  Discuss each argument in some detail. Devote two paragraphs to this argument.

Paragraphs 4-5: ONE major argument supporting your position. Support this argument with facts, statistics, logic, and analysis.  Discuss each argument in some detail. Devote two paragraphs to this argument.

Paragraphs 6-7: ONE major argument supporting your position. Support this argument with facts, statistics, logic, and analysis.  Discuss each argument in some detail. Devote two paragraphs to this argument.

Paragraph 8: Strong and interesting conclusion, beginning with a restatement of your thesis.

 

You are also going to put your research on notecards, which will help you organize yourself when it comes to writing the paper.   I will show you in class how to do notecards and bibliography cards.    You have two notecard deadlines and here they are:

 

1.    On Thursday, Sept. 21, you will give me FIVE bibliography cards representing your five sources and also at least SIX total notecards (representing at least TWO of your sources).  I will look over your cards that night, give you a small quiz grade on them, and return them to you the next day.   

 

2.    On Wednesday, Sept. 27, you will give me at least 25 total notecards (representing all FIVE of your sources).  This can include the 6 from the previous deadline. I will look over your cards that night, give you a quiz grade on them, and return them to you the next day.  

 

3.    On Wednesday, Oct. 4, the first draft of the paper is due.

9-8        These well-written papers present a series of compelling, well-written arguments for a position. The opening grabs the reader's attention, and the counter-arguments are dealt with so effectively as to seem unimportant.  The body of this persuasive essay offers three strong major points in favor of the writer's position, and each point is backed up with an impressive combination of facts, emotional appeals, and logic.  Facts are properly documented.  The writer's own voice is clearly evident in this assignment, and the writer's tone may change to suit the argument being given.  These essays show a stylistic maturity by an effective command of sentence structure, diction, and organization.  The writing need not be without flaws, but it reveals the writer’s ability to choose from and control a wide range of the elements of effective writing.

7-6        These fine papers line up a series of sound arguments supporting the writer's position on a topic.  The opening is fairly straightforward and effective, although it could be more interesting.  The counter-arguments are mentioned and generally dealt with in a meaningful way, although one or two arguments might be better.   The body of the essay selects three good reasons for supporting the writer's position, and, in general, the arguments made are well done.  However, the writer might have either offered other arguments or provided a little more support on the given arguments.  Footnote or bibliography form may not be exactly correct.   The conclusion is satisfactory.   These essays are well-written in an appropriate style, but with less maturity than the top papers.  Some lapses in grammar or organization may appear, but the writing demonstrates sufficient control over the elements of composition to present the writer’s ideas clearly. 

5          These persuasive essays provide an acceptable structure and series of arguments on a given position.  The opening is satisfactory, although the writer needs to find a better way of grabbing the reader's attention.  The thesis might need to be more strongly worded.  Counter-arguments are mentioned, but the analysis of them needs more consideration.  The body of the paper includes three arguments for the writer's position.  Each argument is presented clearly, but the given arguments might need to be more strongly worded, reconsidered (a different argument might replace one given in the paper), or better supported.  The reader is left only partially convinced.  These papers are adequately written, but may demonstrate inconsistent control over the elements of composition.  Organization is evident, but it may not be fully realized or effective.

4-3        These persuasive essays generally offer an adequate overview of an argument, but there are problems in the arguments given or the support for the arguments.  The topics for the arguments themselves may not be the best ones to use to convince the reader, and the support and discussion for each argument is not fully convincing.  More facts, logic, or weighty emotional appeals are called for.  The paper (including the opening) may be too bland, leaving the voice of the writer out.  Proper documentation of facts may not be given.   The writing is sufficient to convey the writer’s ideas, but it suggests weak control over diction, syntax, grammar, or organization. 

2-1        These essays are lacking in development.  The writer has not spent enough time on the arguments; it seems more like a series of half-hearted or underdeveloped arguments.   The opening is either disjointed or uninteresting.  The counter-arguments are not the ones the opposition would make, and they are handled poorly.  The body of the essay just isn't convincing; poor arguments are chosen, and the arguments made are not supported convincingly.   Documentation is handled improperly. The writing is sufficient to convey the writer’s ideas, but it suggests weak control over diction, syntax, grammar, or organization.


Paper #3 - Into the Wild  prompt – Comparison and Contrast

This paper is due Monday, Oct. 30, at the beginning of class (4-5  pages). Have a good thesis statement.  Include examples and details from the books to support your points.

Discuss three ways that Chris McCandless’s trek into nature was similar to or different from Henry Thoreau’s.

 

Do NOT focus as much on what happens to each as much as on their ideas, beliefs, and motivations for, and approaches to their experiences.  For example, don’t say, “One survives his journey into nature, and one dies” as one of the ways their treks differed.  Or don’t say “Thoreau built a house made of wood, while Chris built one out of gingerbread.”   But you might say (and I’m making this up) that “McCandless was partly motivated to move to the wilderness by his hatred of political parties, whereas Thoreau showed no interest in politics” or “Thoreau believed that contact with any other humans would ruin his experiment in nature, and McCandless agreed that even talking to other people during his time in the Yukon was harmful.”   (You would then use details and examples to support both of these contentions.)

 

Make sure you state the basis of comparison in the TS (topic sentence).

 

Suggested structure:

Paragraph 1 = Introduction

Paragraphs 2-3 = Compare or contrast a motivation; devote one paragraph with details and analysis to Thoreau and one to McCandless.

Paragraph 4-5 = Same as above

Paragraph 6-7 = Same as above

Paragraph 8 = Conclusion

 

Rubric for Into the Wild essay

9-8       These well-written essays offer a strong set of three motivations or approaches to the Thoreau’s and Chris’s reasons for going into the wilderness.  Each motivation is developed as a well-worded comparison or contrast between the two, in which it’s very clear what connects or separates the two for each motivation.  Details are not just added on, but integrated into the total understanding of how the approaches of two people differed regarding their treks into the wilderness.   These papers possess a stylistic maturity with a strong thesis and an effective command of sentence structure and word choice.  They are well organized, and the writer’s thoughts have great depth to them.

 

7-6       These essays present a fine discussion and comparison of three well-chosen motivations these two people had for going into the wilderness.   A good thesis unifies these papers, and statements have some relevant textual evidence (though not as strongly as in papers in the 9-8 range). Details about their treks are offered, but they may seem added on, rather than offering enough analysis or comparison. These essays are well-written in an appropriate style, but with less maturity than the top papers. Some lapses in grammar or organization may appear, but the writing demonstrates good control over the elements of composition to present the writer's ideas clearly.

 

5          These essays attempt to discuss and compare three motivations for going into the wilderness, although the reasons or aspects given may not be as strong as other possible ones, or the motivations given are not explored in detail. Some examples from the text are given, although they are not discussed much after being cited or they may not reveal a wide range of events from the book.  Instead of comparing motivations, the approaches of the two might just be placed side by side.  These essays are satisfactorily written, but they may demonstrate inconsistent control over the elements of composition. Organization could be stronger, and the thesis is merely okay.

 

4-3       Papers in this range mention three motivations for the two people’s trek to the wilderness, but the chosen motivations may not be meaningful enough in the context of the books; the student should review his or her reasons given.     The actual comparison of motives is done only in general terms.  Essays that simply list examples or offer only a few examples without explanation fall into this range. The writer ignores key events in the book as support for his or her ideas; there may be a number of unsupported general statements. These papers tend to lack sufficient depth or analysis. The writing needs more work on grammar and organization.

 

2-1       These essays may attempt to mention several similarities or differences between Thoreau and Chris, but the follow-through is poor.  The chosen similarities may not be based on larger motives or approaches.  Unsubstantiated statements are often made in such essays, as are essays that do not address the prompt given here. A range of examples is lacking. Essays that are unacceptably brief or poorly written also fall in this range. The writing usually reveals consistent weaknesses in grammar and organization.