English II Academic

2014-2015

Year Round Packet—DO NOT THROW AWAY!!

This packet contains handouts needed throughout the course of the year and needs to be kept in your binder/folders for the ENTIRE YEAR.

CONTENTS / PAGE #
Language Registers
LANGUAGE REGISTERS
Grammar, Usage, and Mechanics:
GRAMMAR/USAGE REFERENCE GUIDE
Writing:
PATTERN SENTENCES
BASICS FOR THE 8/11 SENTENCE PARAGRAPH
ESSAY ORGANIZATION
PERSUASIVE ESSAY
PERSUASIVE RUBRIC
TITLES
TRANSITIONS
ONLINE DATABASES ACCESS AND E-BOOKS
CITING SOURCES USING MLA FORMAT
PLAGIARISM
INTERNAL CITATIONS
WORKS CITED
Literature:
DIDLS—TONE
SOAPSTONE
TONE WORDS
ENGLISH TERMINOLOGY

Language Registers

Languages have five (5) language registers—five language styles. Both students and teachers need to know each of the five registers/styles because the appropriate use of language is a matter of situation. The use of the appropriate register depends on the audience, the topic, and the purpose for the communication (Joos 1967). Most students write as they speak because they are not familiar with these registers. Teachers must familiarize themselves with these and teach the registers as an addition to the state framework.

Frozen Register

(Language that remains fixed/unchanged)

Pledge of Allegiance, Lord’s Prayer, Preamble to the Constitution

Formal/Academic Register

Interviews, academic language in classroom (lectures,/instruction), public speaking

Consultative Register (Discussion)

(Asking for assistance)

Talking to a boss, supervisor, teacher, lawyer, doctor, Counselor

Casual (Informal) Register

(Writing drafts should allow casual before the formal draft because it

“gets the information out” on the paper)

Talking with friends, slang

Intimate Register

(NEVER USED IN CLASS!!!—leads to parent calls/referrals to principal/counselor)

Language of intimate relationships, sexual harassment (not for public information)

The Universal Rule: A person can go from one register to the next register without any conflicts whatsoever (casual or consultative); however, if a person goes from one register to another register, skipping a level or more, this is considered anti-social behavior (i.e. moving from frozen to intimate, etc. marks a difference between a public and a private voice.

Students must know how and when to move from one register to the next.

Grammar/Usage Reference Guide

This review guide contains information vital to your understanding of grammar and usage. Use this guide as a resource as you complete writing assignments.

Sentence Patterns--Review

Pattern 1

Description: 2 sentences separated by a semicolon, no conjunction

Pattern: S V; S V.

Example: Talent is only one side of the equation; hard work is the other.

Pattern 1A (Variation)

Description: 2 sentences separated by a semicolon, conjunctive adverb

Pattern: S V; conjunctive adverb, S V.

Example: Talent is only one side of the equation; however, hard work is essential.

Conjunctive Adverbs:

Accordingly / Finally / Indeed / Nevertheless / Then
Also / Furthermore / Instead / Next / Thereafter
Anyway / Further / Likewise / Nonetheless / Therefore
Besides / Hence / Meanwhile / Now / Thus
Certainly / However / Moreover / Otherwise / Undoubtedly
Consequently / Incidentally / Namely / Still

Pattern 1B (Variation)

Description: 3 sentences separated by a semicolon, comma coordinating conjunction

Pattern: S V, coordinating conjunction S V; S V. OR S V; S V, coordinating conjunction S V.

Example: Talent is very important, but hard work is essential; you must have both to be successful.

Example: You must have two things to be successful; talent is very important, but hard work is essential.

Coordinating Conjunctions:

For / And / Nor / But / Or / Yet / So

Pattern 1C (Variation)

Description: 3 sentences separated by semicolons, no conjunction

Pattern: S V; S V; S V.

Example: Talent is important; hard work is essential; together they make a winning combination.

Pattern 3

Description: 2 sentences separated by a colon

Pattern: General Statement: specific example or explanatory statement.

Example: Darwin’s Origin of the Species forcibly states a harsh truth: only the fittest survive.

Pattern 4

Description: A parallel series separated by commas, no conjunctions

Pattern: A, B, C

Example: When I grow up, I want to be a business woman, a wife, a mother.

Example: My dog chased the squirrel down the street, through the yard, up a tree.

Pattern 4a

Description: A parallel series separated by conjunctions, no commas.

Pattern: A and B and C OR A or B or C OR A yet B yet C (etc….)

Example: Despite his handicaps, I have never seen Larry angry or cross or depressed.

Example: Mom is angry yet fair yet strict.

Pattern 5

Description: A parallel series of balanced pairs

Pattern: A and B, C and D, E and F

Example: My love for you is day and night, winter and summer, spring and fall.

Sentence Patterns—New!

Pattern 9

Description: Repetition of key term/word; you can use any form of the key term/word

Pattern: S V key term, repeated key term.

Example: He was a cruel brute of a man, brutal to his family and even more brutal to his friends.

Example: We live in an uncertain world—the inner world, the world of our mind.

Pattern 9A (Variation)

Description: Same word repeated in a parallel structure; repeated word does not change form in this pattern

Pattern: S V repeated key word in same position in the sentence

Example:His greatest discoveries, his greatest success, his greatest influence upon daily life came to Edison

only after repeated failure.

Example: He has known her for many years, before she went to college, before she was a star, before she won

the Oscar.

Example: The baseball game was very exciting, very enjoyable, but very long.

Pattern 11

Description: Interrupting modifier between subject and verb

Pattern: S, modifier, V.

S—modifier—V.

S (modifier that whispers—in other words, there is not as much emphasis as the dash or comma) V.

Example: Typewriters, once common in schools and offices, are rarely seen or used now.

Example:Wolves—once feared and killed—are being introduced into the environment.

Example: A small drop of ink, falling (as Byron said) like dew upon a thought, can make millions think.

Pattern 11A (Variation)

Description: A full sentence (a statement or question or exclamation) as interrupting modifier

**Punctuation—do not put a period before the second dash unless it is in a quotation; if it is a question or

exclamation, you will need punctuation.

Pattern: S (full sentence) V.

S—full sentence) V.

Example: Juliet’s famous question—early in the balcony scene she asks, “Wherefore art thou Romeo?”—is

often misunderstood; she meant not “where,” but “why.”

Example: The scary movie (I know that you thought so, too!) left both of us afraid to go down into the

basement.

Basics for the 8 or 11 Sentence Paragraph

Writing the Mini – Essay: A mini-essay is a simple body paragraph of 8 or 11 sentences composed and arranged in the following order:

  • Sentence 1 – Thesis (Topic) Sentence
  • Sentence 2 – Concrete detail (example to prove/support #1)
  • Sentence 3 – Commentary (explains or analyzes CD)
  • Sentence 4 – Commentary (explains why/how the detail proves or clarifies the thesis)
  • Sentence 5 – Concrete detail (gives a second example to prove/support #1)
  • Sentence 6 – Commentary (explains or analyzes CD)
  • Sentence 7 – Commentary (explains why/how #5 relates to #1)
  • Sentence 8 – Concrete detail (gives a third example to prove/support # 1)
  • Sentence 9 – Commentary (explains or analyzes CD)
  • Sentence 10 – Commentary (explains why/how #8 relates to #1)
  • Sentence 11 – Closing Commentary (summarizes paragraph, restates topic or thesis sentence, and does not introduce new information.)

Part Three: Converting to a Multi – Paragraph Essay

Keep in mind:

  • The thesis statement for a multi-paragraph essay is generally more complicated than for a mini – essay or a body paragraph.
  • It will have either a compound subject or predicate or be a compound or complex sentence.
  • It will need support from the two body paragraphs.

A multi-paragraph essay is constructed according to the following pattern:

  • Paragraph 1: Introduction: should consist of at least 40 words and 4 sentences, and move in a "funnel" progression from general to specific ideas. The first sentence arouses the reader’s attention and interest, while the fourth and final sentence is usually the thesis. The paragraph is entirely commentary.
  • Paragraphs 2 and 3:Body or Support paragraphs: should follow the 8 or 11 sentence, format and include transitions connecting the main ideas. The topic sentences should refer directly to the thesis. These paragraphs should have a minimum of 100 – 120 words.
  • Paragraph 4:Conclusion: should consist of at least 40 words and 3 or 4 sentences. The conclusion should rephrase the thesis and close the argument. The paragraph is entirely commentary.

You need to know the following terms:

  1. Thesis Statement (TS) – a statement having a subject and an opinion. The possibility of disagreement is always present. Possible synonyms include argument, claim, assertion or main idea. The thesis must be proved by reasons, not by emotions, in order to be proved valid. The thesis statement is the first statement (sometimes called a topic sentence) in a mini – essay, and usually the fourth statement in the introductory paragraph of the multi-paragraph essays.

Example:

In Sophocles’ Antigone, the main character (Antigone) shows defiance of King Creon’s order in the beginning of the play, but when faced with death, she accepts her fate.

  1. Concrete Detail (CD) – facts and examples that support the thesis or topic sentence. They include direct quotations from and summaries or paraphrases of literary texts. These must be documented unless they are in the public domain or are common knowledge. They are another author’s thoughts and words, not the student essayist’s.

Example:

In the Prologue, Antigone clearly plans on “burying the brother I [Antigone] love” even though it means “doing what he [King Creon] has forbidden.”

  1. Commentary (CM) – the student essayist’s opinions and insights, not concrete detail. Other synonyms include development, elaboration and explication of the concrete detail.

Example:

King Creon’s law is secondary to Antigone’s loyalty to family and to religion. She defies the royal edict because her loyalty is not for King Creon but for her brother, Polyneices, and the gods.

  1. Closing Commentary (C) – the "clincher" at the close of a paragraph or mini essay. It also rephrases the thesis statement and provides a sense of completion to the paragraph.

Example:

Antigone’s early defiance leads to her death sentence, but she recognizes that her actions have consequences so she willingly accepts her fate even though she knows in her heart that she has done the right thing.

  1. Chunk – a cluster of CD/CM/CM sentences in a paragraph.

Example:

In Sophocles’ Antigone, the main character (Antigone) shows defiance of King Creon’s order in the beginning of the play, but when faced with death, she accepts her fate. In the Prologue, Antigone clearly plans on “burying the brother I [Antigone] love” even though it means “doing what he [King Creon] has forbidden.”King Creon’s law is secondary to Antigone’s loyalty to family and to religion. She defies the royal edict because her loyalty is not for King Creon but for her brother, Polyneices, and the gods. Antigone’s early defiance leads to her death sentence, but she recognizes that her actions have consequences so she willingly accepts her fate even though she knows in her heart that she has done the right thing.

Essay Organization

Essays can explain how something works, how to do something, the steps in a procedure, or why something is the way it is. There are various ways essays can be organized depending on the parameters of the assignment or task at hand. Ultimately, the reader should have a better understanding of the subject after reading your paper.

Cause and Effect
Explains and gives reasons. Informs the reader about results.
Transitions: Since, Because, As a result, Therefore, So, So that, If, Assuming
Sentence Frames: One of the reasons for…Equally important…Most significant…
Rhetorical Choices: Rhetorical Question, Repetition, Chronological Order, Emphatic Order*
*most important last / Problem/Solution
States the details of a problem with facts from experts and/or personal experience. Offers possible solutions to the problem and presents a judgment of which has the best chance of succeeding.
Transitions: Until, Ultimately, Finally, In addition, Consequently, Next, Soon, In this situation
Sentence Frames: Some might object to…Nevertheless…Research shows…However, it is not true that…Many might argue that…
Rhetorical Choices: Rhetorical Question, Allusion, Analogy, Emphatic Order
Compare and/or Contrast
Explains and presents similarities and differences centered on a few key points.
Transitions:
Same— Different—
Similarly, Likewise, In On the other hand,
the same way, Compared However, Despite,
to, so, too, In like Unlike, Conversely, but
matter, Just as
Rhetorical Choices: Similes, Metaphors, Emphatic Order, Parallelism
Block Method: One-side-at-a-time---all about A, then all about B
Point by Point: Alternate between subjects—statement about A & B, second statement about A & B / Examples Use with all Patterns
To give writing more credibility and depth—Examples include facts, anecdotes, statistics, details, opinions, observations.
Personal: happened to you
Typical: happened to someone else or you read, saw, or heard about it
Hypothetical: made up (no oddball ones)
Generalization: generally accepted by many
Transitions: For example, Suppose that, Let’s assume, First, Next, Finally, At first, In the beginning
Rhetorical Choices: Chronological Order, Sensory Imagery, Concrete Details, 1st person pronoun
Divide/Classify
Explains how items or ideas might be organized. Places them in specific classes based on specific points of comparison.
Transitions: For example, One such, Another, Particularly, Especially, To name a few, To name one
Rhetorical Choices: Rhetorical Questions, Emphatic Order, Parallelism
**Use with other patterns to help organize information. / Definition
More than a “dictionary” definition, but you can begin there. Extend the definition to analyze a topic that may be vague or controversial.
Use Examples to present a personal analysis of the term or topic.
Rhetorical Choices: Show, don’t tell; Sensory Details, Examples
**Consult a dictionary to deepen responses.

Persuasive Essay

Definition: A persuasive essay allows the writer to take a position FOR or AGAINST an issue and write to convince the reader/audience to BELIEVE or DO something in response.

Persuasive writing, also known as the argument essay, uses logic and reason to show that one idea is more legitimate than another idea. It attempts to persuade a reader to adopt a certain point of view or to take a particular action. The argument must always use sound reasoning and solid evidence by stating facts, giving logical reasons, using examples, and quoting experts.

When planning a persuasive essay, follow these steps:

  1. Choose your position. Which side of the issue or problem are you going to write about, and what solution will you offer? Know the purpose of your essay.
  2. Analyze your audience. Decide if your audience agrees with you, is neutral or disagrees with your position. Remember, your audience can be response to an exam, response to a teacher, or response to peers.
  3. Research your topic. A persuasive essay must provide specific and convincing evidence. Often it is necessary to go beyond your own knowledge and experience. When time allows, you might need to go to the library or interview people who are experts on your topic. Another way to be prepared to write on a topic is be well-informed on current events and issues. Pay attention in your other classes and pay attention to news, especially world and current events, because what you learn there is also relevant to various topics in English class.
  4. Structure your essay. Figure out what evidence you will include and in what order you will present the evidence. Remember to consider your purpose, your audience, and your topic.

The following criteria are essential to produce an effective argument:

  • Be well informed about your topic. To add to your knowledge of a topic, read thoroughly about it, using legitimate sources. Take notes.
  • Test your thesis. Your thesis, i.e., argument, must have two sides. It must be debatable. If you can write down a thesis statement directly opposing your own, you will ensure that your own argument is debatable.
  • Disprove the opposing argument. Understand the opposite viewpoint of your position; conceding a legitimate point the other side as is seen as ethical, but one must then counter it, showing that although it has some merit, it isn’t sufficient to support the other sides’ position.Counter it by providing contrasting evidence or by finding mistakes and inconsistencies in the logic of the opposing argument; this strategy is often called concession and counterargument.
  • Support your position with evidence. Remember that your evidence must appeal to reason, appeal to ethics/morals, and appeal to the emotions of the audience.

Rhetorical Strategies of Persuasion

Rhetoric is language that effectively accomplishes its purpose. In persuasion, that purpose is to convince the audience that the writer’s opinion/position is the correct one.

The best arguments rely on using three rhetorical strategies: logical, ethical, and emotional appeal. *Do not rely too heavily on one appeal over another. Strive for a balance of all three.

Logical Appeal – Logos

Logical appeal uses reasoning and evidence to appeal to an audience or a listener, and is often more intellectual than emotional. It uses inductive (specific to general) and deductive (general to specific) reasoning.

Some indicators of Logical Appeal

  • It uses concessions which express concern for the feelings of those who may disagree, such as phrases: admittedly, even though, you have a good point…but, perhaps, yes…but
  • Facts as evidence
  • Research
  • Tradition
  • Authorities
  • Cause/effect
  • Analogies
  • Metaphors

Emotional Appeal – Pathos

Passion, not logic, stirs most people into taking a stance. When writers and speakers attempt to evoke the audience’s emotions, they use pathos, which in Greek, loosely translates to “pain.”