The following are various methods for writing topic sentences.
1. Occasion/Position Statements
An occasion/position statement is a complex (two-part) sentence that begins with one of these words or phrases:
After, Although, As, As if, As long as, As soon as, Because, Before, Even, Even if, Even though, If, In order that, In order to, Since, So that, Though, Unless, Until, When, Whenever, Where, Wherever, Whether, While.
The Occasion:
*Is the first part of the topic sentence
*Introduces you reason for writing
*Can be any event, problem, idea, solution, or circumstance that gives you a reason to write
*Is the dependent clause in the complex sentence
The Position:
*Is the second part of the topic sentence
*States what you plan to prove or explain in your paragraph
*Is the independent clause in the complex sentence
EXAMPLES:
Alhough my family and I have taken many wonderful vacations, none was more fun and exciting than our camping trip to the Grand Canyon.
Even though the experience of losing Rollie was very painful for Peg, it is clear in the story, "The Apprentice," that Peg matures through this incident.
2. Power (Number) Statements
A Power (Number) statement is a sentence that contains a number word. The number word is the focus of the sentence; it tells your reader that a list of information will follow. Helpful number words include:
a couple of, a few, a myriad, a number of, four, many, numerous, plenty of, several, some, three, two, variuos.
Examples:
Three cities have serious pollution problems.
The book Alice in Wonderland describes many strange adventures.
3. However Statements
However is one of several conjunctive adverbs that can help organize your thoughts into a topic sentence or a thesis statement. Use however in the middle of the sentence. Place a semicolon (;) before the word however and a comma (,) after the word however.
This method creates a compound sentence. Usually, the first part will be the occasion (reason for writing); the second part will state the position (what you plan to prove or explain).
Examples:
Most Americans want to eliminate crime; however, it will take a great deal of money, time, and effor to reach this goal.
Denver's new Light Rail has helped the parking and traffic congestion in downtown Denver; however, it has also cause problems for commuters.
Other conjunctive adverbs besides however that may be used:
as a result, consequently, furthermore, in fact, instead, likewise, meanwhile, nevertheless, next, otherwise, still, therefore.
4. And, But, and Or Statements
This method also creates a compound sentence. With coordinating conjunctions--and, but, or, nor, so, yet, and for--you can easily write a topic sentence. Remember to use a comma before the conjunction.
Examples:
Anne Frank, a Jewish girl, spent two years hiding from the Nazis during World War II, and her story of bravery and courage is retold in teh book Anne Frank: The Diary of a Young Girl.
Reptiles are all alike because they have backbones, breathe with lungs, and have scales, yet reptiles come in a variety of sizes and shapes.
5. A Few Good Prepositions
The following is a list of prepositions. Once you have learned to write Occasion/Position Statements, and However Statements, try this list. Like the Occasion/Position list, these words can jog your thinking and push you into a good topic sentence.
aboard, about, above, according to, across, after, against, along, along with, alongside, among, around, as for, away from, because of, before, behind, below, beneath, beside, besides, between, beyond, but, by, despite, down, due to, during, for, from, in, in addition to, in back of, in case of, in front of, in regard to, in spite of, inside, instead of, into, like, near, of, off, on, onto, out, out of, ouside, over, past, round, since, through, throughout, till, to, toward, under underneath, until, up, up to, upon, with, with the exception of, within, without.
Examples:
In spite of her handicap, Helen Keller did several amazing things that serve as inspiration to thousands of people.
Since the first Olympics, thousands of athletes have challenged themselves and set world records.
According to Current Events magazine, many high schools have banned pagers.
6. To, Plus a Verb
Try using an infinitive to start your paper. An infinitive is the main verb preceded by the word to. Some examples of infinitives are to succeed, to accomplish, to finish, to win, and to teach. Topic sentences with infinitives are clear and direct. They won't confuse your reader.
Examples:
To impress her guests at our New Year's dinner, my aunt created the most incredible culinary surprise.
To succeed takes more than just a good idea and a dream.
To prepare for college, high school students should take several math, science, and English classes.
7. The List Statements
A common method for writing a topic sentence is to list the categories that you will address in your paper. There are several types of lists you can use.
A list of words:
* All college students need money, friends, and encouragement.
* The corner cafe offers the best in service, food, and atmosphere.
A list of phrases:
* My grandparents prefer to vacation in Mexico, n the Northwest, and in the Bahamas.
* The Smiths love their new home but are having trouble with the garage door and with the new sprinkler system.
A list of dependent (cannot stand alone) clauses:
* When I found my lost puppy, when I won the trip to Florida, and when I met a group of teachers from Russia, I realized that life is great and full of surprises.
A list of independent (can stand alone) clauses:
* High school graduates can attend community college, they can enroll in state universities, or they can study at private schools throughout the United States.
8. Get Their Attention
A Declarative Statement uses a strong verb (action word)
Examples:
Clay's gas station offers the best service.
The restaurant on Main Street servest the best brunch in town.
9. A Rhetorical Question
A Rhetorical Question is the kind of question we ask when we want to get someone's attention, but we do not really expect an answer. Rhetorical questions are great, but thy are more difficult to write than they appear, especially for young writers. Rhetorical questions are usually followed by a statement that answers the question.
Examples:
What is your school doing to improve test scores? Our school has purchased an exciting new literacy program.
How are churches and synagogues meeting the needs of teenagers? In our city, they provide places to gather, help with homework, and scholarships for summer camp.
10. Side-by-side Statements
Sometimes using two simple sentences--one for the occasion and one for the position--is the right way to go. This technique is especially powerful if your goal is to put emphasis on your position.
Examples:
A little stress may be good. Too much is dangerous.
Finances cause stress for many people. Suze Orman's book Nine Steps to Financial Freedom offers practical, helpful advice.
11. Semicolon Topic Sentence
This kind of topic sentence is just like a Side-by-Side Statement. The main ideas, however, are connected by a semicolon (;). this method is another way to write a compound sentence.
Use this method when you want to emphasize the relationship between the occasion (your reason for writing) and the position (what you plan to prove or explain).
Examples:
The football team deserves the state championship; the players and the coach are talented and dedicated.
Test scores have fallen for the third straight year; administrators are scurrying to find solutions and reverse the trend.
12. Two Nouns and Two Commas
When we set off a noun or a noun phrase with commas, we call it an appositive. An appositive does not have a verb; it is simply a noun followed by a description that tells more about the noun.
These sentences are fun and easy to create. They also help writers put more important or interesting information into one sentence.
Examples:
Dekcers, a small town nestled in the Colorado Rockies, is a fishing haven for many serious anglers.
Two rivers, the Missouri and the Mississippi, are important to the people in Iowa.
Ben Franklin, a colonist from Pennsylvania, helped Thomas Jefferson write the Declaration of Independence.
13. Using a Quotation
Using a quotation in the topic sentence is an easy, yet powerful, way to start a paper.
Using the words that ar on the Occasion/Position list might help you to integrate the quotation.
Examples:
Although I usually appreciate the advice I receive from my grandmother, I wish that she would follow the advice of Horace: "Whatever advice you give, be short."
After new teachers have spent only a short time in the classroom, they realize that H. L. Mencken was right on target when he said, "Youth, though it may lack knowledge, is certainly not devoid of intelligence; it sees through shams with sharp and terrible eyes."
Monday, March 31, 2008
Response To Literature--Schaffer Model
The following is an outline on how to organize your essay according to the Schaffer model.
INTRODUCTORY PARAGRAPH (1 paragraph)
1. Hook/Reader's Interest
2. Author
3. Title
4. Brief Summary/Background
5. Thesis Statement/Plan
BODY PARAGRAPHS (3+ paragraphs)
1. Topic Sentence
2. Introduction to Concrete Detail #1
3. Concrete Detail #1 (Quote/Paraphrase)
4. Commentary #2 (Insight or Opinion)
5. Transition
6. Introduction to Concrete Detail #2
7. Concrete Detail #2 (Quote/Paraphrase)
8. Commentary #2 (Insight or Opinion)
9. Concluding Sentence
CONCLUDING PARAGRAPH (1 paragraph)
1. Restate Thesis/Plan
2. Summary of Points Made
3. Application or Completion of Ideas
INTRODUCTORY PARAGRAPH (1 paragraph)
1. Hook/Reader's Interest
2. Author
3. Title
4. Brief Summary/Background
5. Thesis Statement/Plan
BODY PARAGRAPHS (3+ paragraphs)
1. Topic Sentence
2. Introduction to Concrete Detail #1
3. Concrete Detail #1 (Quote/Paraphrase)
4. Commentary #2 (Insight or Opinion)
5. Transition
6. Introduction to Concrete Detail #2
7. Concrete Detail #2 (Quote/Paraphrase)
8. Commentary #2 (Insight or Opinion)
9. Concluding Sentence
CONCLUDING PARAGRAPH (1 paragraph)
1. Restate Thesis/Plan
2. Summary of Points Made
3. Application or Completion of Ideas
Response To Literature Essay--Step Up To Writing Model
The following is a practice outline for a Response to Literature Essay based upon step up to writing.
1. Title
2. Introductory Paragraph (including Thesis and Projected Plan)
3. Body Paragraph #1
* Reason/Detail/Fact (with transition and topic sentence)
* Explain
* Reason/Detail/Fact
* Explain
4. Body Paragraph #2
* Reason/Detail Fact (with transition and topic sentence)
* Explain
* Reason/Detail/Fact
* Explain
5. Body Paragraph #3
* Reason/Detail/Fact (with transition and topic sentence)
* Explain
* Reason/Detail/Fact
* Explain
6. Conclusion Paragraph
1. Title
2. Introductory Paragraph (including Thesis and Projected Plan)
3. Body Paragraph #1
* Reason/Detail/Fact (with transition and topic sentence)
* Explain
* Reason/Detail/Fact
* Explain
4. Body Paragraph #2
* Reason/Detail Fact (with transition and topic sentence)
* Explain
* Reason/Detail/Fact
* Explain
5. Body Paragraph #3
* Reason/Detail/Fact (with transition and topic sentence)
* Explain
* Reason/Detail/Fact
* Explain
6. Conclusion Paragraph
Tuesday, March 25, 2008
I-Search/Autobiography Revision Due Date
Just a little reminder that your Autobiography of your Literacy Learning is due on Wednesday, March 26th. Be sure to have your revisions complete and turn in both the original copy and your revised copy.
p.s. Sorry to be posting this so late. I had actually posted it earlier only to realize just now that I posted it on my Sophomore's page. Chalk one up for the "brilliant" Mr. Hall!
p.s. Sorry to be posting this so late. I had actually posted it earlier only to realize just now that I posted it on my Sophomore's page. Chalk one up for the "brilliant" Mr. Hall!
Monday, March 24, 2008
Failure is always the best way to learn?
Education, like anything in life that is worth pursuing, is an exercise that requires sustained effort against a measure of resistance in order to grow. If one is not challenged, required to do something just beyond one's means, true education will never take place. If everything in a course were easy, one may like the course for its simplicity and lack of requirement, but one will not gain anything from it either. When we are asked to do something just beyond our capabilities and we apply ourselves in the task, we may fall short to a degree, but it is that very process that enables us to accomplish the task on a future day. Hence, failure (when one has sincerely made an attempt) is a great learning tool. I am not speaking of failing a class as being a great way to learn (though for some it may be), but taking on a specific task, stretching oneself, and coming up just a little short may both motivate us to improve and strengthen us in our ability to succeed.
Needless to say, this message is presented in a song (appropriately titled, "Failure") written and performed by one of my favorite bands, Kings of Convenience. Take a little break and listen to the message--it is a good one, if you understand it correctly. My favorite line: "Failure is always the best way to learn, retracing your steps until you know, have no fear your wounds will heal." In other words, don't be afraid to try something just because it may seem intimidating or beyond your capabilities. And anytime you fail, don't merely give up and walk away from it forever. Rather, ponder upon it--retrace your steps and try to figure out where it went wrong. Once you figure out what the missteps are, you may then effectively make a conscientious effort to correct the flaw and thus succeed at whatever it is that you are pursuing in life. You have the ability to become whatever you choose in life--it is simply a matter of dedication and application. Best wishes!
Needless to say, this message is presented in a song (appropriately titled, "Failure") written and performed by one of my favorite bands, Kings of Convenience. Take a little break and listen to the message--it is a good one, if you understand it correctly. My favorite line: "Failure is always the best way to learn, retracing your steps until you know, have no fear your wounds will heal." In other words, don't be afraid to try something just because it may seem intimidating or beyond your capabilities. And anytime you fail, don't merely give up and walk away from it forever. Rather, ponder upon it--retrace your steps and try to figure out where it went wrong. Once you figure out what the missteps are, you may then effectively make a conscientious effort to correct the flaw and thus succeed at whatever it is that you are pursuing in life. You have the ability to become whatever you choose in life--it is simply a matter of dedication and application. Best wishes!
Friday, March 21, 2008
FInding Sources for Research
The key to writing an effective research paper is using the resources that are available to you in finding applicable research. The following is a list of resources that you may wish to use in assisting your research.
1. Use "Destiny" (Norco High School's catalog/database program for finding journals, books, etc.).
2. Use approapriate internet searches.
3. Talk with Mr. Hall or other Teachers in order to receive tips/suggestions.
4. Mr. Hall has a number of books that may apply to a student's research. You are free to borrow such books if they are applicable to your topic.
5. Talk with Mrs. Hall (Norco High School Librarian--FYI, no relation to Mr. Hall) to gain assistance in your research. Mrs. Hall is extremely knowledgeable and is a great asset to the students of Norco High School.
6. Talk with fellow students to see what they are doing, or what they have done, which is successful in their research.
7. Talk with parents/family members concerning tips that they have used in order to be successful with writing papers.
8. VISIT A UNIVERSITY LIBRARY. University libraries have access to more books and journals, which will assist you in gathering the information that you need. Furthermore, University librarians are extremely knowledgeable on how to find research for any given topic and are always willing to assist students in their quest for additional research and knowledge. THIS IS THE BEST RESOURCE FOR RESEARCH THAT YOU HAVE--TAKE ADVANTAGE OF IT!
*You may email Mr. Hall with any questions at:
fossgrimmen@yahoo.com
or
Ibsenpunk@gmail.com
1. Use "Destiny" (Norco High School's catalog/database program for finding journals, books, etc.).
2. Use approapriate internet searches.
3. Talk with Mr. Hall or other Teachers in order to receive tips/suggestions.
4. Mr. Hall has a number of books that may apply to a student's research. You are free to borrow such books if they are applicable to your topic.
5. Talk with Mrs. Hall (Norco High School Librarian--FYI, no relation to Mr. Hall) to gain assistance in your research. Mrs. Hall is extremely knowledgeable and is a great asset to the students of Norco High School.
6. Talk with fellow students to see what they are doing, or what they have done, which is successful in their research.
7. Talk with parents/family members concerning tips that they have used in order to be successful with writing papers.
8. VISIT A UNIVERSITY LIBRARY. University libraries have access to more books and journals, which will assist you in gathering the information that you need. Furthermore, University librarians are extremely knowledgeable on how to find research for any given topic and are always willing to assist students in their quest for additional research and knowledge. THIS IS THE BEST RESOURCE FOR RESEARCH THAT YOU HAVE--TAKE ADVANTAGE OF IT!
*You may email Mr. Hall with any questions at:
fossgrimmen@yahoo.com
or
Ibsenpunk@gmail.com
Tuesday, March 18, 2008
Suggested Timeline for Research Papers
The following is a suggested timeline for your research papers. It is recommended that you have the following steps completed by the date given. This suggested timeline will help you to complete the assignment with the least amount of stress possible, and to ensure completion by the due date. It will also guide you in seeking help from Mr. Hall as needed (for example, if you are not through the step by the suggested date, it may be because you are confused or having trouble with something. If such is the case, you need to see me as soon as possible so that I can help you to resolve the issue and perform well on the assignment).
1. Research Topic--Thursday, March 20th.
2. Preliminary Research--Friday, March 21st.
3. Revised Research Topic--Monday, March 24th.
4. Organizing Sources on Note Cards (or Computer Files)--Ongoing between Friday, March 21st and Wednesday, April 2nd (may continue after if need be, sometimes you find additional sources after your original finds that you may wish to use in your paper).
5. Reading Through Sources and Taking Notes--Ongoing between Friday, March 21st and Wednesday, April 9th (may continue after if need be, but the majority of your research should take place between these dates).
6. Complete Taking Notes from Sources--Wednesday, April 9th.
7. Complete Outline--Friday, April 11th.
8. Write First Draft of Paper--Wednesday, April 16th.
9. Revising Paper (and Works Cited)--Wednesday, April 23rd.
10. Editing Paper (and Works Cited)--Wednesday, April 30th.
11. Final Paper Submitted--Wednesday, May 7th.
*Note: The reason for allowing so much time between writing drafts, revising, editing, and submitting a final copy is two fold. First, it ensures that you have plenty of time to complete the writing (especially if other events are going on in your life or with other classes that require your time); second, by allowing your paper to sit for a couple of days and then returning to it, you are more likely to recognize errors in content, structure, and grammar. Just as in life, people are prone to not recognize mistakes immediately after they are made. It often takes a little time for people to be away from the situation (or in our case, the writing) to see it clearly, reflect upon it, and then recognize errors and the means by which to correct them.
1. Research Topic--Thursday, March 20th.
2. Preliminary Research--Friday, March 21st.
3. Revised Research Topic--Monday, March 24th.
4. Organizing Sources on Note Cards (or Computer Files)--Ongoing between Friday, March 21st and Wednesday, April 2nd (may continue after if need be, sometimes you find additional sources after your original finds that you may wish to use in your paper).
5. Reading Through Sources and Taking Notes--Ongoing between Friday, March 21st and Wednesday, April 9th (may continue after if need be, but the majority of your research should take place between these dates).
6. Complete Taking Notes from Sources--Wednesday, April 9th.
7. Complete Outline--Friday, April 11th.
8. Write First Draft of Paper--Wednesday, April 16th.
9. Revising Paper (and Works Cited)--Wednesday, April 23rd.
10. Editing Paper (and Works Cited)--Wednesday, April 30th.
11. Final Paper Submitted--Wednesday, May 7th.
*Note: The reason for allowing so much time between writing drafts, revising, editing, and submitting a final copy is two fold. First, it ensures that you have plenty of time to complete the writing (especially if other events are going on in your life or with other classes that require your time); second, by allowing your paper to sit for a couple of days and then returning to it, you are more likely to recognize errors in content, structure, and grammar. Just as in life, people are prone to not recognize mistakes immediately after they are made. It often takes a little time for people to be away from the situation (or in our case, the writing) to see it clearly, reflect upon it, and then recognize errors and the means by which to correct them.
Tips for Research Papers
In order to be successful in writing an effective research paper there are many steps or procedures that one should follow. The following offers an overview of the procedures that students should follow along with tips to assist students along the way.
Procedures:
1. Choose a research topic
2. Begin preliminary research
3. Refine research topic
4. Begin researching sources
5. Evaluate sources
6. Compile source information (catalog sources on note cards)
7. Read through sources
8. Take notes from sources (quote or paraphrase from the source on note cards)
9. Create outline
10. Write the first draft of your research paper
11. Write "Works Cited" draft
12. Revise your research paper
13. Revise "Works Cited" page
14. Edit your research paper
15. Edit your "Works Cited" page
16. Submit final draft of research
CHOOSING A RESEARCH TOPIC
Choose an acceptable topic that interests you. This will make the assignment bearable. If your topic is chosen poorly it creates more work for you and is an unnecessary burden to you throughout the assignment. If you need help coming up with a topic, speak with your teacher.
PRELIMINARY RESEARCH
After choosing a topic you will want to begin your perliminary research. The purpose of this research is simply to discover if there is enough information that exists for your topic. If there is either too much or too little information, you will want to refine your research topic. As a rule of thumb, it is better to have too much information to choose from than to have too little.
REFINE RESEARCH TOPIC
After conducting your preliminary research, you should revisit your research topic and revise it according to your findings. You may need to either make your topic more general or more specific depending upon your findings.
BEGIN RESEARCHING SOURCES
Once you have refined your research topic you will want to begin researching in earnest. Research is a lengthy process. Not only must you find several sources, you need to find an actual hard-copy of the source, evaluate the source, read the source, and take notes from it. You may discover, after reading, that the information is useless to your purposes, which requires more research in return. This process will take several weeks worth of work, so do not delay.
EVALUATING SOURCES
As you begin collecting sources to advance your research, evaluate tem according to the following criteria:
1. A source should be relevant
2. A source should be authoritative
3. A source must be current
4. A source should be comprehensive
5. A source should be stable
6. A source should provide links
* If you would like more details for any of these steps, please speak with Mr. Hall.
COMPILE SOURCE INFORMATION
This is the step that we had reviewed and taken notes on in class dealing with the note cards. For each source create a note card with all of the citation information written in MLA style. For the first source, put #1 on the card. For the second source, put #2 on the card, and so on. . .
* Note: In the modern age of computers, you may wish to create specific computer files for each source along with the information from the source. If you are good at organizing things on your computer and are thoughtful enough to back-up all of your files, you may wish to create such files instead of using note cards. The choice is yours--just be sure that you are organized and responsible. If you would like further explanation on either note cards or computer files for organizational purposes, please see Mr. Hall.
READ THROUGH SOURCES
I believe that this is self-explanatory. It isn't really research if you do not read your sources. This is where you actually learn about the topic for which you are writing, gaining knowledge and insights as you explore the works that other researchers have already completed.
TAKE NOTES FROM SOURCES
Be sure to write down important information from your sources onto note cards (or on a computer file). This is information that you may use to support your position (or to refute if you happen to be arguing against a position). If you are writing notes from source card #1, be sure to write #1 on the note card on which you take the note. If it is from source #2, write #2 on your card, and etc. In this manner you do not have to keep repeating all of the citation information from the source on each card. If you are using computer files, keep all of the quotes in the same file that you have for the first source. Create additional files for each source and be sure to record your notes in the appropriate files.
CREATE AN OUTLINE
There are many ways of creating an outline (your Language Arts teachers have been going over the different approaches with you for years). There is not much difference in outlining for an essay and a research paper. The only real difference is the length of the outline (research will be much longer and more detailed). Be sure that your outline is detailed enough to actually organize your thoughts and assist you with the actual writing, but not so detailed that it becomes a draft of the paper.
*Please see Mr. Hall for ouline samples.
WRITING A FIRST DRAFT
Follow your outline to create the first draft of your paper. You will want to type your drafts as it will save you time in the long run. If your paper is saved to a computer, you may pin-point the exact locations in which revision and editing is necessary. If it is a hand-written draft it automatically forces you to re-write the entire paper. Just get your ideas down on paper to start with. Don't worry about how good or bad those ideas are. It is always easier to work with something that is either incomplete, inaccurate, or poorly written, than to work with nothing at all. We expect the first draft to contain errors both in ideas and grammar.
WRITE A "WORKS CITED" DRAFT
Create your works cited according to what you have used in your first draft. Remember, you only include sources on your works cited page that you have actually used in your paper. If you do not quote or paraphrase from a source, that source should not appear on the works cited.
REVISE YOUR RESEARCH PAPER
With your first revision, do not focus on grammatical errors. You should only look for organizational problems, structural problems, and the presentation of your ideas. If any modifications are necessary to increase clarity, understanding, or support, then make those modifications. Worry about grammar later.
REVISE YOUR "WORKS CITED"
If you have added or deleted sources from your paper during the revision stage of your paper, you will need to update your works cited page accordingly.
EDIT YOUR RESEARCH PAPER
Editing and revision are two separate things. While revision focuses on content, editing focuses on grammar, spelling, proper citation, and etc. You want to save this for last in order to save yourself some time. Imagine if you work on editing in the middle of your revision--you spend time correcting grammar on a particular sentence or paragraph only to discover later that you need to revise the sentence or paragraph (maybe even having to take it out of the paper entirely). If such is the case, you have spent precious time fixing grammatical structures that you are not even using in the end. Revise first, then when you are satisfied with the content of your paper, edit it.
EDIT YOUR "WORKS CITED" PAGE
After revising your works cited so that it contains all of the sources (and nothing more) that you have used in your paper, edit your works cited so that it reflects the requirements established by MLA standards.
SUBMIT THE FINAL DRAFT OF YOUR RESEARCH PAPER
Congratulations! You have successfully completed the most difficult assignment for your Language Arts course. It has been a long process, but you should feel satisfied in your accomplishment. If you have done it correctly, you should be prepared for anything that a college or university throws at you.
Procedures:
1. Choose a research topic
2. Begin preliminary research
3. Refine research topic
4. Begin researching sources
5. Evaluate sources
6. Compile source information (catalog sources on note cards)
7. Read through sources
8. Take notes from sources (quote or paraphrase from the source on note cards)
9. Create outline
10. Write the first draft of your research paper
11. Write "Works Cited" draft
12. Revise your research paper
13. Revise "Works Cited" page
14. Edit your research paper
15. Edit your "Works Cited" page
16. Submit final draft of research
CHOOSING A RESEARCH TOPIC
Choose an acceptable topic that interests you. This will make the assignment bearable. If your topic is chosen poorly it creates more work for you and is an unnecessary burden to you throughout the assignment. If you need help coming up with a topic, speak with your teacher.
PRELIMINARY RESEARCH
After choosing a topic you will want to begin your perliminary research. The purpose of this research is simply to discover if there is enough information that exists for your topic. If there is either too much or too little information, you will want to refine your research topic. As a rule of thumb, it is better to have too much information to choose from than to have too little.
REFINE RESEARCH TOPIC
After conducting your preliminary research, you should revisit your research topic and revise it according to your findings. You may need to either make your topic more general or more specific depending upon your findings.
BEGIN RESEARCHING SOURCES
Once you have refined your research topic you will want to begin researching in earnest. Research is a lengthy process. Not only must you find several sources, you need to find an actual hard-copy of the source, evaluate the source, read the source, and take notes from it. You may discover, after reading, that the information is useless to your purposes, which requires more research in return. This process will take several weeks worth of work, so do not delay.
EVALUATING SOURCES
As you begin collecting sources to advance your research, evaluate tem according to the following criteria:
1. A source should be relevant
2. A source should be authoritative
3. A source must be current
4. A source should be comprehensive
5. A source should be stable
6. A source should provide links
* If you would like more details for any of these steps, please speak with Mr. Hall.
COMPILE SOURCE INFORMATION
This is the step that we had reviewed and taken notes on in class dealing with the note cards. For each source create a note card with all of the citation information written in MLA style. For the first source, put #1 on the card. For the second source, put #2 on the card, and so on. . .
* Note: In the modern age of computers, you may wish to create specific computer files for each source along with the information from the source. If you are good at organizing things on your computer and are thoughtful enough to back-up all of your files, you may wish to create such files instead of using note cards. The choice is yours--just be sure that you are organized and responsible. If you would like further explanation on either note cards or computer files for organizational purposes, please see Mr. Hall.
READ THROUGH SOURCES
I believe that this is self-explanatory. It isn't really research if you do not read your sources. This is where you actually learn about the topic for which you are writing, gaining knowledge and insights as you explore the works that other researchers have already completed.
TAKE NOTES FROM SOURCES
Be sure to write down important information from your sources onto note cards (or on a computer file). This is information that you may use to support your position (or to refute if you happen to be arguing against a position). If you are writing notes from source card #1, be sure to write #1 on the note card on which you take the note. If it is from source #2, write #2 on your card, and etc. In this manner you do not have to keep repeating all of the citation information from the source on each card. If you are using computer files, keep all of the quotes in the same file that you have for the first source. Create additional files for each source and be sure to record your notes in the appropriate files.
CREATE AN OUTLINE
There are many ways of creating an outline (your Language Arts teachers have been going over the different approaches with you for years). There is not much difference in outlining for an essay and a research paper. The only real difference is the length of the outline (research will be much longer and more detailed). Be sure that your outline is detailed enough to actually organize your thoughts and assist you with the actual writing, but not so detailed that it becomes a draft of the paper.
*Please see Mr. Hall for ouline samples.
WRITING A FIRST DRAFT
Follow your outline to create the first draft of your paper. You will want to type your drafts as it will save you time in the long run. If your paper is saved to a computer, you may pin-point the exact locations in which revision and editing is necessary. If it is a hand-written draft it automatically forces you to re-write the entire paper. Just get your ideas down on paper to start with. Don't worry about how good or bad those ideas are. It is always easier to work with something that is either incomplete, inaccurate, or poorly written, than to work with nothing at all. We expect the first draft to contain errors both in ideas and grammar.
WRITE A "WORKS CITED" DRAFT
Create your works cited according to what you have used in your first draft. Remember, you only include sources on your works cited page that you have actually used in your paper. If you do not quote or paraphrase from a source, that source should not appear on the works cited.
REVISE YOUR RESEARCH PAPER
With your first revision, do not focus on grammatical errors. You should only look for organizational problems, structural problems, and the presentation of your ideas. If any modifications are necessary to increase clarity, understanding, or support, then make those modifications. Worry about grammar later.
REVISE YOUR "WORKS CITED"
If you have added or deleted sources from your paper during the revision stage of your paper, you will need to update your works cited page accordingly.
EDIT YOUR RESEARCH PAPER
Editing and revision are two separate things. While revision focuses on content, editing focuses on grammar, spelling, proper citation, and etc. You want to save this for last in order to save yourself some time. Imagine if you work on editing in the middle of your revision--you spend time correcting grammar on a particular sentence or paragraph only to discover later that you need to revise the sentence or paragraph (maybe even having to take it out of the paper entirely). If such is the case, you have spent precious time fixing grammatical structures that you are not even using in the end. Revise first, then when you are satisfied with the content of your paper, edit it.
EDIT YOUR "WORKS CITED" PAGE
After revising your works cited so that it contains all of the sources (and nothing more) that you have used in your paper, edit your works cited so that it reflects the requirements established by MLA standards.
SUBMIT THE FINAL DRAFT OF YOUR RESEARCH PAPER
Congratulations! You have successfully completed the most difficult assignment for your Language Arts course. It has been a long process, but you should feel satisfied in your accomplishment. If you have done it correctly, you should be prepared for anything that a college or university throws at you.
Monday, March 17, 2008
Midterm Exam
Midterm Examinations are this coming Wednesday (March 19th). For the exam students will be writing two short essays in class. The following are the different essay options that you may choose from. Pick two of the options, re-read the literature, and plan your essay before arriving to class. You may NOT write your essay beforehand, but you may mark passages and create an outline for your essays. The exam will be open book and you may use one page of notes. Remember, that all essays should be well-written and need to have specific support from the text (quotes, paraphrasing, etc.) along with appropriate citation.
1. In Thomas Gray’s “Elegy Written in a Country Churchyard” we are introduced to new and interesting insights to the common man. What is Gray’s purpose in writing this work? Do you think that the author’s point is true only for people at that time or is it still relevant today?
2. Satire is often used to ridicule or mock a person or idea in order to bring about social change. What are some of the targets in Swift’s “Gulliver’s Travels”? How is his satire employed? How effective is the use of Swift’s satire?
3. In Alexander Pope’s “An Essay on Man” we are introduced to many of Pope’s ideas and theories concerning mankind. What does Pope have to say about mankind? Do you agree or disagree with his assessment?
4. A mock epic is a long, humorous narrative poem that treats a trivial subject in the grand style of a true epic. In Alexander Pope’s “The Rape of the Lock” we receive many elements of a mock epic. Explain how the ending battle between Belinda and the Baron employs the conventions of a mock epic.
5. John Donne’s poetry is full of figurative language, including paradoxes and conceits. In a well-written essay, explain how Donne uses figurative language to advance the meaning of his poems.
6. The theme "Carpe Diem" is latin, meaning "Sieze the Day." Many poets throughout time have employed this theme in their poetry. Choosing one or more of the following poems (Andrew Marvell's, "To His Coy Mistress"; Robert Herrick's, "To the Virgins, to Make Much of Time"; and John Suckling's, "Song"), write about how the author or authors uses the Carpe Diem theme. Explain the particular theme for the poem, how it is being supported, what it is asking others to do, and how effective the argument is in connection to the theme.
7. In "Paradise Lost," John Milton attempts to "Justify the ways of God to men." In so doing, Milton supports the character of God in his work, yet he makes the character of Satan both persuasive and sympathetic in his rebellion. Explain Satan's thesis and the arguments that he uses to support it. Are Satan's arguments convincing? What does he have to say concerning good and evil? What of the power of the mind? Be sure to explain why we as readers should accept or reject Satan's reasons for continued rebellion.
8. Amelia Lanier is one of the few women writers of her time. In her work, "Eve's Apology in Defense of Women" Lanier presents an argument that defends the status and rights of women through exploring carefully the story of Adam and Eve. What reasons does Lanier present to support a woman's cause in a society that is dominated by male perspectives and opinions? Is Lanier's defense a reasonable one? How effective are her arguments in advancing the cause of women?
1. In Thomas Gray’s “Elegy Written in a Country Churchyard” we are introduced to new and interesting insights to the common man. What is Gray’s purpose in writing this work? Do you think that the author’s point is true only for people at that time or is it still relevant today?
2. Satire is often used to ridicule or mock a person or idea in order to bring about social change. What are some of the targets in Swift’s “Gulliver’s Travels”? How is his satire employed? How effective is the use of Swift’s satire?
3. In Alexander Pope’s “An Essay on Man” we are introduced to many of Pope’s ideas and theories concerning mankind. What does Pope have to say about mankind? Do you agree or disagree with his assessment?
4. A mock epic is a long, humorous narrative poem that treats a trivial subject in the grand style of a true epic. In Alexander Pope’s “The Rape of the Lock” we receive many elements of a mock epic. Explain how the ending battle between Belinda and the Baron employs the conventions of a mock epic.
5. John Donne’s poetry is full of figurative language, including paradoxes and conceits. In a well-written essay, explain how Donne uses figurative language to advance the meaning of his poems.
6. The theme "Carpe Diem" is latin, meaning "Sieze the Day." Many poets throughout time have employed this theme in their poetry. Choosing one or more of the following poems (Andrew Marvell's, "To His Coy Mistress"; Robert Herrick's, "To the Virgins, to Make Much of Time"; and John Suckling's, "Song"), write about how the author or authors uses the Carpe Diem theme. Explain the particular theme for the poem, how it is being supported, what it is asking others to do, and how effective the argument is in connection to the theme.
7. In "Paradise Lost," John Milton attempts to "Justify the ways of God to men." In so doing, Milton supports the character of God in his work, yet he makes the character of Satan both persuasive and sympathetic in his rebellion. Explain Satan's thesis and the arguments that he uses to support it. Are Satan's arguments convincing? What does he have to say concerning good and evil? What of the power of the mind? Be sure to explain why we as readers should accept or reject Satan's reasons for continued rebellion.
8. Amelia Lanier is one of the few women writers of her time. In her work, "Eve's Apology in Defense of Women" Lanier presents an argument that defends the status and rights of women through exploring carefully the story of Adam and Eve. What reasons does Lanier present to support a woman's cause in a society that is dominated by male perspectives and opinions? Is Lanier's defense a reasonable one? How effective are her arguments in advancing the cause of women?
Saturday, March 8, 2008
Tuesday, March 4, 2008
Spring Semester Assignments/Due Dates/Grading Scale
GRADES
I-Search (Autobiography on Literacy Learning) Paper 5% (Due 2-27-08)
Poster Project 5% (Due 3-12-08)
Midterm Examination 10% (Administered on 3-19-08)
Student Presentation/Report 10% (Due on Date of Sign-Up)
Response to Literature Essay 10% (Due 4-9-08)
Precis (4) 5% (Due 4-16-08)
Research Paper 20% (Due 5-7-08)
Creative Writing 5% (Due 5-21-08)
Final Examination 10% (Administered on 5-28-08)
Participation 20% (Ongoing)
I-Search (Autobiography on Literacy Learning)--Due 2-27-08
Directions: You will write an autobiography of your own literacy learning, which must be between 4-10 pages in length. You are free to be creative in the means by which you write this paper. There are a number of sources that you may use to gather information about your life. You may wish to focus on the influence of family, school, media, church, friends, peers, government, yourself, clubs, sports, extra-curricular activities, travels, hobbies, etc.
Poster Project (Due 3-12-08)
Directions: Using poster-board or similar materials, you will create a poster focusing on one of the British Literary periods (you must sign up in advance for the Literary Period of your choice). Your poster should be aesthetically pleasing and should include the following: 1. A clear title of the Literary period along with the general dates of the period, 2. Historical information concerning Great Britain during the time period (which Kings and Queens were in power, what politics dominated the age, what major events occured at this time, and etc., 3. Major authors of the time (at least 5--exception for Old English as authors are typcially "anonymous" in which case you should include 5 major works of the period) along with their most famous works, 4. Influences on the literature and the age.
Response to Literature Essay (Due 4-9-08)
Directions: You will choose any of the literary works that we have read, or will read, in the second semester (see reading schedule) and will write a 3-5 page essay on the work itself. You may choose the specific topic to focus on within the work (though you may wish to discuss your ideas with me beforehand to ensure that it is a topic that you can write in-depth upon). This paper does not require any outside sources, though you are welcome to use them (be sure to cite your sources if you do use such sources).
Precis (Due 4-16-08)
Directions: You will write four (4) short (one page) critiques of the articles or chapters you read for your research, one of which must relate to your report topic and three of which must relate to your research paper topic (you will submit the one for your report topic on the day of the report). Each of these must contain a full MLA style reference and an analysis of the strengths and weaknesses of the piece you read. You may include enough summary for readers to understand the main thrust of the article, but keep summary to a minimum and focus on your analysis. No more than a third of the page should be summary.
Research Paper (Due 5-7-08)
Directions: You will choose a specific topic in relation to a Literary Period, an Author, a Literary Movement, or a specific work or works that we have covered, or will cover, within the second semester (see reading schedule). You will write an 8-12 page paper, typed, double-spaced, Times-New Roman 12 point font, and written in MLA format. Be sure to include at least six sources: one from the internet, one from a book, one from a journal, and the remainder may be from any academic source of your choosing. Your final paper must have a cover page (including name, date, and title of your paper), page numbers, and a works cited page. You must also submit an outline with your final draft.
Creative Writing (Due 5-21-08)
Directions: You will submit some form of creative writing of your choosing (short story, novella, poem, satire, fairy-tale, etc.). Please see me for specifications for each type of writing.
Literary Presentations/Reports (Due on the Date for which you have Signed-up)
Directions: Each student will sign up for a topic and date to give a presentation (10-15 minutes in length) and lead the class in a discussion of the assigned reading for that day. You will be required to submit two papers on the day of your presentation--the first being the report itself and the second being one of the four precis you will be writing. You will receive bonus points if you bring copies for the entire class to read over during your presentation (there are 28 students enrolled in the course, plus the instructor). Guidelines for the report are as follows:
1. Brief description of the Literary Period of the author and work.
2. Brief biography of the author.
3. Historical context of the work.
4. Literary Analysis, including but not limited to: theme, style, figurative language, key terms, etc.
5. Textual evidence.
6. Discussion questions.
*Any written work with multiple errors in grammar, spelling, punctuation, or structure will be returned without a grade. Such papers may be re-written and resubmitted for a grade. If errors are still persistent it will be returned again for revision and may be resubmitted for a grade. Each time a paper is returned for revision it will result in a 5% reduction in the grade on the paper. Your papers should be of the highest quality (I will not accept anything less than your best). In other words, proofread your papers before submitting them--papers written the night before the due date are almost certain to be returned for revision. If you need assistance with any of the assignments, please see me and I will be happy to work with you in order to achieve success.
I-Search (Autobiography on Literacy Learning) Paper 5% (Due 2-27-08)
Poster Project 5% (Due 3-12-08)
Midterm Examination 10% (Administered on 3-19-08)
Student Presentation/Report 10% (Due on Date of Sign-Up)
Response to Literature Essay 10% (Due 4-9-08)
Precis (4) 5% (Due 4-16-08)
Research Paper 20% (Due 5-7-08)
Creative Writing 5% (Due 5-21-08)
Final Examination 10% (Administered on 5-28-08)
Participation 20% (Ongoing)
I-Search (Autobiography on Literacy Learning)--Due 2-27-08
Directions: You will write an autobiography of your own literacy learning, which must be between 4-10 pages in length. You are free to be creative in the means by which you write this paper. There are a number of sources that you may use to gather information about your life. You may wish to focus on the influence of family, school, media, church, friends, peers, government, yourself, clubs, sports, extra-curricular activities, travels, hobbies, etc.
Poster Project (Due 3-12-08)
Directions: Using poster-board or similar materials, you will create a poster focusing on one of the British Literary periods (you must sign up in advance for the Literary Period of your choice). Your poster should be aesthetically pleasing and should include the following: 1. A clear title of the Literary period along with the general dates of the period, 2. Historical information concerning Great Britain during the time period (which Kings and Queens were in power, what politics dominated the age, what major events occured at this time, and etc., 3. Major authors of the time (at least 5--exception for Old English as authors are typcially "anonymous" in which case you should include 5 major works of the period) along with their most famous works, 4. Influences on the literature and the age.
Response to Literature Essay (Due 4-9-08)
Directions: You will choose any of the literary works that we have read, or will read, in the second semester (see reading schedule) and will write a 3-5 page essay on the work itself. You may choose the specific topic to focus on within the work (though you may wish to discuss your ideas with me beforehand to ensure that it is a topic that you can write in-depth upon). This paper does not require any outside sources, though you are welcome to use them (be sure to cite your sources if you do use such sources).
Precis (Due 4-16-08)
Directions: You will write four (4) short (one page) critiques of the articles or chapters you read for your research, one of which must relate to your report topic and three of which must relate to your research paper topic (you will submit the one for your report topic on the day of the report). Each of these must contain a full MLA style reference and an analysis of the strengths and weaknesses of the piece you read. You may include enough summary for readers to understand the main thrust of the article, but keep summary to a minimum and focus on your analysis. No more than a third of the page should be summary.
Research Paper (Due 5-7-08)
Directions: You will choose a specific topic in relation to a Literary Period, an Author, a Literary Movement, or a specific work or works that we have covered, or will cover, within the second semester (see reading schedule). You will write an 8-12 page paper, typed, double-spaced, Times-New Roman 12 point font, and written in MLA format. Be sure to include at least six sources: one from the internet, one from a book, one from a journal, and the remainder may be from any academic source of your choosing. Your final paper must have a cover page (including name, date, and title of your paper), page numbers, and a works cited page. You must also submit an outline with your final draft.
Creative Writing (Due 5-21-08)
Directions: You will submit some form of creative writing of your choosing (short story, novella, poem, satire, fairy-tale, etc.). Please see me for specifications for each type of writing.
Literary Presentations/Reports (Due on the Date for which you have Signed-up)
Directions: Each student will sign up for a topic and date to give a presentation (10-15 minutes in length) and lead the class in a discussion of the assigned reading for that day. You will be required to submit two papers on the day of your presentation--the first being the report itself and the second being one of the four precis you will be writing. You will receive bonus points if you bring copies for the entire class to read over during your presentation (there are 28 students enrolled in the course, plus the instructor). Guidelines for the report are as follows:
1. Brief description of the Literary Period of the author and work.
2. Brief biography of the author.
3. Historical context of the work.
4. Literary Analysis, including but not limited to: theme, style, figurative language, key terms, etc.
5. Textual evidence.
6. Discussion questions.
*Any written work with multiple errors in grammar, spelling, punctuation, or structure will be returned without a grade. Such papers may be re-written and resubmitted for a grade. If errors are still persistent it will be returned again for revision and may be resubmitted for a grade. Each time a paper is returned for revision it will result in a 5% reduction in the grade on the paper. Your papers should be of the highest quality (I will not accept anything less than your best). In other words, proofread your papers before submitting them--papers written the night before the due date are almost certain to be returned for revision. If you need assistance with any of the assignments, please see me and I will be happy to work with you in order to achieve success.
Poster Project--British Literary Periods (Student Assignments)
LITERARY PERIOD + STUDENT ASSIGNED
450-1066 Old English (Anglo-Saxon) (Tommy Lamb)
1066-1500 Middle English (Matt English)
1500-1660 Renaissance (Michael Pannone; Jordan Delgado)
1558-1603 Elizabethan (Megan Green; Natalie Lester)
1603-1625 Jacobean (Anthony Sanchez)
1625-1649 Caroline
1649-1660 Commonwealth (Erick Hustad)
1660-1785 Neo-Classical (Karen Campos; Ed Fuentes)
1660-1700 Restoration (Jennifer Adams; Bo Biggs)
1700-1745 Augustan Age (Cory Caruso)
1745-1785 Age of Sensibility (Jordan Judd)
1785-1830 Romantic (Cori Banks; Cynthia Aguilera)
1832-1901 Victorian (Danyell Allen; Kristina King)
1848-1860 Pre-Raphaelites (Joel Norberg)
1880-1901 Aestheticism and Decadence (Cecilia Duran)
1901-1914 Edwardian (Amanda Moore; Sully Aguilar)
1910-1914 Georgian (Lia-Kate Mcnaughton; Ean Francoeur)
1914-1945 Modern (Marco Koke; Alan Valencia)
1945-Present Postmodern (Roberto Quintero; A. J. Almeida)
450-1066 Old English (Anglo-Saxon) (Tommy Lamb)
1066-1500 Middle English (Matt English)
1500-1660 Renaissance (Michael Pannone; Jordan Delgado)
1558-1603 Elizabethan (Megan Green; Natalie Lester)
1603-1625 Jacobean (Anthony Sanchez)
1625-1649 Caroline
1649-1660 Commonwealth (Erick Hustad)
1660-1785 Neo-Classical (Karen Campos; Ed Fuentes)
1660-1700 Restoration (Jennifer Adams; Bo Biggs)
1700-1745 Augustan Age (Cory Caruso)
1745-1785 Age of Sensibility (Jordan Judd)
1785-1830 Romantic (Cori Banks; Cynthia Aguilera)
1832-1901 Victorian (Danyell Allen; Kristina King)
1848-1860 Pre-Raphaelites (Joel Norberg)
1880-1901 Aestheticism and Decadence (Cecilia Duran)
1901-1914 Edwardian (Amanda Moore; Sully Aguilar)
1910-1914 Georgian (Lia-Kate Mcnaughton; Ean Francoeur)
1914-1945 Modern (Marco Koke; Alan Valencia)
1945-Present Postmodern (Roberto Quintero; A. J. Almeida)
Monday, March 3, 2008
Reading Schedule
The following is a list of dates by which you should have completed the reading for the following works within our textbooks (keep in mind, most of the works listed are lengthy; the textbook offers only brief excerpts from the larger works--if you are presenting on a work of literature, you should find the work in its entirety and read it before presenting. All other students only need to read the excerpts from the textbook for the given date).
2-5-08 John Milton/Sonnets
2-7-08 John Milton/Paradise Lost
2-12-08 Amelia Lanier/Eve's Apology
2-14-08 Richard Lovelace/To Lucasta
2-19-08 Samuel Pepys/The Diary
2-21-08 Danile Dafoe/Journal of Plague Year
2-26-08 Jonathan Swift/Gulliver's Travels (Tommy Lamb Presenting)
2-28-08 Jonathan Swift/A Modest Proposal
3-4-08 Alexander Pope/Essay on Man (Karen Campos Presenting)
3-6-08 Alexander Pope/The Rape of the Lock (Joel Norberg Presenting)
3-11-08 Samuel Johnson/Dictionary of English Language
3-13-08 Thomas Gray/Elgy Written in a County Churchyard (Cecilia Duran Presenting)
3-18-08 Robert Burns/To a Mouse/To a Louse (Eddy Fuentes Presenting)
3-20-08 William Blake/The Lamb/Chimney Sweep (Jordan Delgado Presenting)
3-25-08 Mary Shelley/Frankenstein (Ean Francoeur Presenting)
3-27-08 William Wordsworth/London (Bo Biggs Presenting)
4-1-08 William Wordsworth/The World is Too Much with Us (Erick Hustad Presenting)
4-3-08 Samuel Taylor Coleridge/Rime of the Ancient Mariner (Jordan Judd Presenting)
4-8-08 George Gordon, Lord Byron/She Walks in Beauty (Cori Banks Presenting)
4-10-08 Percy Byshee Shelley/Ozymandius (Cory Caruso Presenting)
4-15-08 John Keats/Ode to a Grecian Urn (Matt English Presenting)
4-17-08 John Keats/When I Have Fears That I May Cease to Be (Sully Aguilar Presenting)
4-22-08 Alfred, Lord Tennyson/the Lady of Shalott (Danyell Allen Presenting)
4-24-08 Robert Browning/My Last Duchess (Roberto Quintero Presenting)
4-29-08 Elizabeth Barret Browning/Sonnet 43 (Megan Green Presenting)
5-1-08 Charles Dickens/Hard Times (Jennifer Adams Presenting)
5-6-08 Charlotte Brontë/Jane Eyre (Amanda Moore Presenting)
5-8-08 Emily Brontë/Rememberance (Kristina King Presenting)
5-13-08 Thomas Hardy/Ah, You are Digging on My Grave (Marco Koke Presenting)
5-15-08 A.E. Houseman/To an Athlete Dying Young (Lia Kate Mcnaughton Presenting)
5-20-08 William Butler Yates/Sailing to Byzantium (Alan Valencia Presenting)
5-22-08 T.S. Eliot/The Hollow Men (Michael Pannone Presenting)
5-27-08 W.H. Auden/Musee des Beaux Arts (Anthony Sanchez Presenting)
5-29-08 Virginia Woolf/The Lady in the Looking Glass (Cynthia Aguilera Presenting)
6-3-08 D.H. Lawrence/The Rocking Horse Winner (Natalie Lester Presenting)
6-5-08 George Orwell/Animal Farm (A. J. Almeida Presenting)
*Dates of presentations are subject to change.
Welcome
"That which we persist in doing becomes easy to do; not that the nature of the thing has changed, but our ability to do has increased." --Ralph Waldo Emerson
Emerson's quote is the key to success in any pursuit in life. As such, it is important that as we prepare ourselves for continued education at a College, University, or Trade School, or for entering the work-force, that we learn to be persistent in order to be successful. Life is not always easy, but those who keep at it, keep learning, keep applying, keep trying, become successful and feel a measure of gratitude and gratification. I see in each of you (my students) a great potential and a wonderful future if you will simply apply yourselves and reach for your dreams. Education will give you the boost that you need to reach a little higher and extend a little further. Take advantage of it. You are at a wonderful and exciting time in your lives--you have the whole world at your feet. Don't sell yourselves short; be the best that you can make for yourselves. Always keep in mind, a poor effort produces a poor mind; an average effort produces an average mind; and a superior effort produces a superior mind. Best wishes to you!
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