Yay!

Please work on your IOPs and World Lits over break.

If you have not yet submitted your world lit to turnitin.com please do so ASAP (or you will receive a 0/10 for the rough draft score).

Also, your use of text must follow MLA exactly. You also need a works cited page for the world lit. Use the following link to guide you:

http://libguides.pstcc.edu/content.php?pid=24540&sid=1751573

Email me if you have questions.

HAVE A GREAT BREAK!

12/20

Today in class we worked on world lits.

Homework:
1. Bring a copy of your COMPLETE rough draft to class tomorrow, including your typed reflection.
2. UPLOAD YOUR WORLD LIT TO turnitin.com by tomorrow afternoon.

12/19

Today in class your worked on outlines for the world lit.
PLEASE SHOW THE SUB A COMPLETE OUTLINE BY THE END OF CLASS. The outline must include: your thesis, topic sentences, ALL quotations, some analysis and conclusion. Your outline MUST be organized by paragraph.
Make sure you are using perfect MLA formatting. Scroll down on the blog and look on the right for a link for how to use MLA formatting for plays. 
Homework:
1. Revise your outline/begin rough draft.
2. Complete rough drafts due at the END of class on Thursday.

12/18/12

Today in class we did the following:
1. World lit requirements
2. Thesis work



Homework:
1. Get quotations
2. Organize paragraphs

MAKE SURE YOU ARE PROVING EVERY PART OF YOUR THESIS. If you're talking about juxtaposition, first PROVE that juxtaposition exists in the text.

12/17

Today in class we did the following:
1. Discussed the end of Lorca :(
2. Supervised writing on Lorca
(we also turned in IOP outline draft 2).

Homework:
1. Complete the responding to prompts steps on the text of your choice. You MUST turn in the answer to each question on the hand out, following the model.
2. Then, write a rough draft thesis statement for your text. This statement should have a what-how-effect format. Remember: you can have two effets: a book effect and a theme statement.
3. Bring your world lit text to class tomorrow.

WORLD LIT ROUGH DRAFTS ARE DUE FRIDAY.

12/14

Yo. Sorry I wasn't there today. While I was home sick I was watching too much coverage of the awful shootings in Connecticut. I'm glad you were all safe at our school today.

Homework:
1. Finish Lorca
2. IOP Outlines Re-writes (these will be the score for outline on the IOP. Please make sure you have made noticeable changes to your draft).

Thursday 12/13

Yo yo yo.

Today in class we did the following:
1. Cultural presentations.
2. Began reading Act 3, scene i.

Homework:
1. Read Act 3, scene i.
2. Journal: How does Lorca juxtapose poetry and prose in this scene? Does he create a contradiction? What is the effect of this juxtaposition? Please make sure your effect pushes to a theme. Please use at least 3 quotations from the text in your analysis.
3. Revised IOP outlines are due on Monday.

12/12/12

Today in class we did the following:
1. Discuss Act 2
2. Prompt Practice (hand out)

Homework:
Cultural Connections tomorrow.
IOP Outlines due Monday.

12/11

Today in class we answered the Act 1 Questions in the computer lab.

Homework:
1. Read Act 2
2. Lorca Journal 3: There are a variety of young men/girls in the second act (do not include major characters, like the Bride). Why? How does Lorca use the youth to affect the themes of the play?

12/10/12 Monday! YIPS!

Today in class we did the following:
1. Began reading Lorca Act 1/Discussing patterns and style.
2. Worked on Lorca Cultural Connections

Homework:
1. Read Act 1, continue tabbing one of the following: (1) a set of contradictions/oppositions in the play, (2) elements of geography, OR (3) ancient vs. modern ideals/elements of culture
2. Journal: Choose ONE of the following prompts:

1A:  In 1939, Lorca remarked, “theater is poetry that rises from the book and becomes human enough to talk and shout, weep and despair”. Where do we see evidence of this statement in Act 1? What is the effect of his comparison of poetry and theater? What is the effect of poetry in the play?

2B: Our introduction states, “For Lorca, tragedy entails certain formal elements (the chorus, for example), but above all it involves creating an illusion of fate or destiny, of ‘necessariness’: the suggestion that men and women are at the mercy of elemental forces which shape their lives in ways they barely comprehend”. Where do we see aspects of Lorca’s understanding of tragedy in Act 1? What techniques does Lorca employ to demonstrate, from the outset, that this play is a tragedy? 

3. Cultural Connections presentations will be Thursday. 
4. Revised IOP outlines due MONDAY.

12/7/12

Today in class we did the following:
1. Discussed Act 5
2. Ibsen Supervised Writing
3. Checked out Lorca :D :D


Homework:
1. Quick-Read Lorca
2. Fill out QR Hand-Out (Lorca Journal 1)
3. Work on your IOP outlines.

12/6/12

Yay yay yay! Happy Thursday!


Today in class we did the following:
1. Reflective Statement In-Class Writing. Yippy skippy.
2. Ibsen debates. Word.

Homework:
1. Finish the play.
2. Journal: Analyze the debate between Gregers and Relling. What is each man's position on idealism? How does each man further his argument (consider use of rhetoric or techniques)? What do you think Ibsen's central point is? Which argument do you agree with? Please use at least 4 examples from the text in your journal entry.

12/5/12

Today in class we did the following:
1. Act 2 and 3 Discussion
2. Baby Commie

Homework:
1. Read Act 4
2. Choose two cultural connections you discussed on Tuesday. For each, compose a paragraph in which you discuss the relationship between the connection and the text (meaning you will write TWO paragraphs). Both paragraphs should have a topic sentence (with a what, how and effect) and at least 2 quotations from the text.

12/4/12

Today in class we did the following:
1. Cultural connections presentations
2. Act 2 Questions
(during: IOP meetings)

Homework:
1. Read Act 3
2. Journal: Choose one of the questions from the Act 2 handout and turn it in to a journal using at least quotations from the novel. Remember to push to effect.

12/3 (Monday)

Today in class we did the following:

1. Discussed Act 1

2. Coded Page 1, Act 1

3. Read beginning of Act 2

Homework:

1. Read Act 2

2. Journal: How does Ibsen treat etiquette? Which characters follow rules of etiquette? Which characters break rules of etiquette? Which characters condemn etiquette? Give specific examples. Then, come to a conclusion about Ibsen’s argument regarding etiquette; be sure your examples justify this argument.
3. Please bring a new copy of your IOP outline to class tomorrow.

11/30/12

Today in class we did the following:
1. Discussed patterns in Ibsen and turned in forms
2. QR Quiz
3. Cultural Connections, yo.

Homework:
1. Read Act 1 of Ibsen, tab and underline examples of characters displaying or breaking etiquette.
2. Finish cultural connections hand-outs (make sure you have a works cited).

11/29/12

Today in class we did the following:
1. Antigone Quick-Write


Homework:
1. Quick read Ibsen (http://www.sparknotes.com/drama/wildduck/)
2. Fill out first read form (this will be recorded as the first Ibsen journal)
THERE WILL BE AN IBSEN QUIZ TOMORROW.

November 28th

Today in class we did the following:
1. Discussed the end of Antigone (with a handy hand-out!)
2. Worked on IOP outlines
***BRING YOUR IDs TOMORROW!

Homework:
A COMPLETE draft of your IOP outline is due tomorrow!!!!!
Please do your outline or I might cryyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyyy

In case you forgot the paper about the outline, here it is:

IOP Outlines

You may structure your outline however you’d like but you must include the following:

o   Introduction should include:

§  Engaging start –remember this is a presentation

§  A brief statement of what you are going to discuss: author(s), titles(s), focus. THIS SHOULD BE A THESIS STATEMENT. IT SHOULD INCLUDE A WHAT, HOW, AND EFFECT.

§  A brief explanation of your format

o   Main body should:

§  Reveal insights into the work(s). THIS MEANS YOU WILL PROVE YOUR THESIS STATEMENT. YOU NEED TO DISCUSS THE QUOTATIONS YOU’LL BE USING.

§  Carefully organized for a coherent argument by using topic sentences, transitions and supporting evidence.

§  This should be a minute by minute break down of WHAT you’re doing in your IOP; make the connection between your format and the novel clear.

o   Conclusion should include

§  A culminating idea/ point; A so what?

***REMEMBER, YOU WANT TO FIND A WAY TO ENGAGE THE AUDIENCE AT SOME POINT IN YOUR PRESENTATION.

***FAILURE TO TURN IN A COMPLETE OUTLINE ROUGH DRAFT ON THURSDAY WILL RESULT IN A CALL HOME AND AN AFTER SCHOOL DETENTION.

***A COMPLETE OUTLINE WILL BE LONG. LONG. LONG.

11.27.12

Today in class we did the following:
1. Cultural Connections Presentations Part 2
2. Reflections!

Homework:
1. Finish the play.
2. Journal: Choose two themes and discuss how each theme is similar or different to a theme in Oedipus.
3. BRING THE TEXT YOU'RE DOING YOUR IOP ON TO CLASS TOMORROW. 

11.26.12

Today in class we did the following:
1. First cultural presentations
2. Discussed pp. 33-44 of Antigone
Homework:
1. Read 44-50
2. Journal 3 *due tomorrow*: Choose 2 characters from the play and compare and contrast *how they are characterized by Anouilh. Consider: the way the character speaks (does he/she use figurative language? what is his/her diction like?), how the character moves, what motivates the character, the level of control the character has, etc. Does Anouilh use direct or indirect characterization? Finally, explain the EFFECTS of your comparison. How do the similarities and differences effect our understanding of the play? Please use at least 4 quotations from the text.
3. Remember IOP outlines are due Thursday.

11/16/12

1. QUIZ :D
2. Antigone discussion time.
3. Cultural connections. Precious.

Homework:
1. Read 33-44. Journal: Choose one set of 15 lines, identify two important techniques in the lines and write a baby (2 paragraph) commentary on the passage. You will need: A: a thesis (explain what, how, effect) and then one paragraph for each technique (giving an example and explaining the effect).
2. CULTURAL CONNECTIONS PRESENTATIONS DUE MONDAY.
REMEMBER: IOP OUTLINES ARE DUE ON THURSDAY 11/29. This will be a FULL outline that includes: your thesis, quotations from the text, your analysis and the order/manner this will be included in your presentations.

Thursday

Read 19-33 tonight. There is no journal so you need to start researching your cultural connections assignment.

11/14

1. Sign up for cultural connections.
2. Introduce dramatic terms.
3. Code page 1: Anouilh
4. Discuss Anouilh's style.
5. Read: Anouilh

Homework:
1. Read pp. 3-19. Tab a pattern of your choice.
2. Antigone Journal 1:

In Greek tragedies, the parados explains the back story of the play.  How does Anouilh explain the previous days events?  How does Anouilh’s structure effect the reader’s interpretation of characters, motivations or events?  (you might need to create a timeline of the events to help you with the subtleties). Make sure you quote at least three parts of the text.

11/13

Today in class we did the following:
1. What is tragedy?
2. Oedipus quiz
3. Oedipus questions
4.

Homework:
Quick Read: Antigone, complete hand-out

http://www.sparknotes.com/drama/antigone/section1.rhtml

Thursday 11/8

Today in class we presented our museum projects.

PEACE OUT, QUARTER 1 OF IB JUNIOR ENGLISH!!

Homework:
1. IOP Proposals due Tuesday (example follows)
2. Quick Read: Sophocles' "Oedipus the King" for Tuesday. There will be a surprise not-surprise quizzy! <3 **EXTRA CREDIT FOR ANNOTATING FIRST 20 PAGES!!
Hint: use http://www.sparknotes.com/drama/oedipus/ (be sure to scroll to "Oedipus").

IOP Topic Proposal 10 pts

1.  Work (s) and author

 

Medea Euripides

2.  What do I find interesting about the work (stylistically, author, time period…)?

Medea is a strong, logical female character, especially in comparison to the princess who appears petty.  I’m interested in what roles were available to women while Euripides was writing.  I know that women were not allowed to watch the Greek plays, so I’m curious how Medea would have been accepted during the time period.

3.  What will I reveal about the work(s) through the presentation?

I will research the political, intellectual, and social options women had available to them.  Along with this, I will research any women of the time period who offered similar traits to Medea.  With understanding of the context, I will present how it isn’t Jason’s abandonment that causes the emotional break in Medea, but the limited options available to her that make her take such extreme actions.

4.  How will I structure the presentation?

I will hold a women’s crisis workshop.  I will create a panel of women who represent different roles women should uphold in the Greek society.  I will have Medea in the audience –using language from the play- to draw attention to the many constraints females faced.  The other characters will use the language of Creon and the King to establish the male dominated social pressure women were confined.  Most of the presentation will discuss the options women had; however, I will also look at the larger problem of what happens when a society limits part of its community.

11/6/12

DYSTOPIAN WORK DAY

Translations

Lorca: Dewell, Zapata
Anouilh: Galantiere
Ibsen: Fjelde

11/5

Today in class we did the following:
1. Shared baby commentaries.
2. Final group discussions.

HOMEWORK:
1. Last journal due tonight by 11:59.
2. Any late work, including journals, due BY CLASS tomorrow.
3. Museum projects due Thursday.
4. IOP proposals due 11/13
 

11/2

Today in class we...
had a work day for museum projects.


YOUR BOOKS NEED TO BE FINISHED FOR MONDAY!

November 1

Today in class we did the following:
1. Returned re-writes
2. Baby commentaries <3
3. FINISHED HUNGER GAMES. DON'T KILL ME KELSI.
4. Group work time

REMINDERS:
1. Tomorrow is a group work day. Be productive, por favor.
2. YOUR JOURNAL 2 IS DUE BY 11:59 P.M.

Wednesday 10/31

HAPPY HALLOWEEN!!!!!!!!!

Today in class we did the following:
GROUP DISCUSSION 2!!!!!!


Homework:
1. Journal 2 due by 11:59 p.m. TONIGHT.
2. Read "Prufrock".

Aldous Huxley Interview

http://www.youtube.com/watch?v=3TQZ-2iMUR0

Tuesday!!! :D

Today in class we did the following:
1. Dystopian maps (while Manning checked annotations *fingers crossed*).
2. Finish Hunger Games (I promise promise promise, Kelsi!).

Homework:
1. Part 2 reading and journal due tomorrow (you may turn in your journal tomorrow night).
2. IOP proposals due 11/13
3. Museum projects due a week from Thursday. :D

NO NO NO!

I FORGOT TO CHECK ANNOTATIONS. THE FIRST PERSON WHO REMINDS ME TO DO IT TOMORROW GETS CANDY. YAY!

Research

http://www.loc.gov/index.html

http://www.besthistorysites.net/index.php/american-history

10/29

Today in class we did the following:
1. Discussed research assignment and museum assignment.
2. Introduce the IOP
3. IOP work time
4. Reading time

Homework:
1. Next group discussion, journal on Wednesday.
2. RE-WRITES DUE TOMORROW!!!

A Few Things

1. Here are the journal prompts, for those of you who don't have them at home.

Journals:

To prepare for your dystopian group discussions, I’m asking you to write three journals.   The journals will cover the same four ideas: motifs, setting, language, and cultural connections.  As you read the first 1/3^rd of the novel, keep track of motifs, descriptions of the setting, patterns in language and any references you don’t understand.  Choose a couple of quotations for each category and discuss how the author uses the stylistic device.  Repeat for the remaining 2/3rds of the novel, but consider how the ideas have changed or evolved.  Each journal will be worth 10 points for a total of 30 points available.

2. YOU MUST TURN YOUR PAPER IN TO TURNITIN.COM OR EMAIL IT TO ME. If your paper has not been turned in to turnitin.com, I will not accept your re-write. Please take care of this by Monday.

10/24

Today in class we did the following:
1. Generated group questions.
2. Group Discussion #1 (with a facilitator and a recorder).
3. H.G.

Homework: REMEMBER: JOURNAL 1 IS DUE TONIGHT BY 11:59 PM
1. Stranger re-writes due Tuesday. Note: this is a change from the calendar; late re-writes will not be accepted.
2. Next journal, reading for next Wednesday.
3. Annotation of Chapter 1 (or Records 1-10) for Monday.

10/23

Today in class we did the following:
1. Annotate Ch. 1 and Ch. 2
2. Annotation Work
3. Hunger Games

Homework:
1. Read assignment by tomorrow.
2. Journals by tomorrow night.
3. Annotations due Monday.


turnitin.com
User ID: 5599395
PW: honeybooboo

10/22/12

Today in class we did the following:
1. Turned in Stranger essays! <3
2. Intro to Annotation; Intro to Dystopian Novels (handouts)
3. Looked at journal assignments.
4. Web Search
5. HG :D

Homework:
1. First reading assignment due Wednesday (We Records 1-10, BNW Chapters 1-3). As you read, begin tabbing motifs. You'll clarify motifs with your group on Wednesday.
2. First journal assignment due Wednesday. NOTE: late Dystopian journals will be accepted for 1/2 credit only.
3. Annotation of first chapter due Monday.


Web Search: Read both of the following articles and take notes on each.

http://www.spartacus.schoolnet.co.uk/RUSzamyatin.htm

http://www.spartacus.schoolnet.co.uk/Jhuxley.htm

We!

I know some of you are having trouble finding the right edition of We. It is available on Amazon, so if you want to buy it there and use a school copy for now, you can. Otherwise, you can get a copy from school.

10/19

Remember:
1. Final drafts due Monday.
2. Read We Records 1-10 or BNW Ch. 1-3 by Wednesday.


Reflections:
1. Original interpretation
2. What you learned from the fishbowl
3. How your interpretation changed
*****FOCUS ON YOUR CULTURAL CONNECTIONS*****

10/18

Today in class we did the following:
1. Self revision of Stranger essay
2. Peer revisions x2
3. Dystopian calendar
4. MAY THE ODDS BE EVER IN YOUR FAVOR :D

Homework:
STRANGER ESSAYS DUE MONDAY!!!
Also, please have your dystopian texts on Monday in class. Yay!

10/17

Today in class we did the following:
1. Grammar: Sentence Combos (pp. 443)
2. Review body paragraphs
3. Discuss reflections:
-Expectations
-Examples
4. Write reflections

Homework:
ROUGH DRAFTS DUE TOMORROW!

10/16

Happy, happy, happy Tuesday!

Today in class we did the following:

1. Semi-colons and colons (in the grammar book)

2. Revised introductory paragraph

3. Body paragraph example (hand out)

4. Dystopian book talk, chose novel

Homework:

-Have at least one body paragraph for class tomorrow.

ROUGH DRAFTS DUE THURSDAY!
P.S. I have a surprise for you on Thursday too. YAY!

10/15

Today in class we did the following:

1. Outline Check

2. Revisions X2

3. Handout: example introductions

Homework:

-Rough drafts DUE THURSDAY.

-Intro paragraph due tomorrow.

Friday! :D

Today in class we did the following:
1. Finished last strikes
2. Handout: thesis statement problems/solutions
3. Re-wrote thesis statements
4. Thesis workshop X2
5. Started outlines


Homework:
A typed outline for your essay is due on Monday.
Your outline should include:

-Thesis
-Topic sentence for EVERY paragraph
-Quotations
-Brief analysis of each quotation
-Restatement of thesis.

Please note: the more detailed your outline is, the more help you'll be able to get from your classmates before you start your rough draft.

10/12

Today we debated. Yippy. Skippy. Hooray.


Homework:
Thesis, quotes for tomorrow. :)

10/10

1. Supervised Writing: Stranger essay
2. Work on debates


Homework:
THESIS STATEMENTS!

Tuesday!

Today in class we did the following:
1. Stranger vocab test!
2. Prep debates

RE-WRITES ARE DUE TOMORROW. I WILL NOT ACCEPT THEM AFTER TOMORROW.

Monday, Monday

1. Fishbowl
2. Fishbowl
3. Journal Prep (you're welcome)

Homework:
Journal:
Answer the following in 2 or more paragraphs.
What is Meursault's final epiphany? What is the effect of this final epiphany? Connect it, in some way, to one of the cultural connections topics we discussed in class (and that you researched). Your journal should use at least 4 quotations from the text.

Vocab

First, thank you all very much for showing much more class than students from Tualatin High School.

Second, here are some sentences for your vocab, yo.

1. There is a large refectory offering a wide selection of dishes from around the world.

2. Dandling the baby makes her laugh.

3. The pendulous beam caused me to think the ceiling would collapse.

4. The factotum was responsible for preparing, serving and clearing the dishes.

5. It was obvious the sprucely furnished dining room had just been redecorated.

6. After missing curfew, the girl shilly-shallied in the door, hoping to delay seeing her parents.

7. After spending the day digging holes for fence palings, all I wanted to do was watch Gossip Girl.

8. The woman's muzzy directions caused us to get lost several times.

9. The solicitous librarian spent over an hour helping me find books.

10. The drunken babel made no sense.

11. The girl's bilious vomiting concerned her parents.

12. The family's extreme privation forced them to eat dead baby raccoons.

13. The incrustation of grime was impossible to clean up.

14. The audience's palavering stopped when the president took the stage.

15. The students' odious behavior after the game deserved reprimand.

16. The students expostulated against the teacher's decision, forcing her to move the test to Tuesday.

17. The vehemence of her argument forced me to reconsider. 

18. The councilman was widely believed to be in collusion with members of organized crime.

19. After running over my neighbor's cat, I showed contrition in my apology.

20. The woman didn't like to wait in line so she tried circumventing the entire process.

21. Many consider the owners and players to be implacable enemies.

22. Despite my pleas, the woman remained inexorable in her decision to cancel Here Comes Honey Boo Boo.

23. We quickly became acclimatized and were soon able to go outside without jackets.

24. Though the monster seemed threatening, he was really quite benign.

25. Voldemort's execration scared everyone, even Harry.

10/5

2 Fishbowls!
Essays!


Homework:
1. Finish The Stranger
2. Re-writes due Wednesday
3. Vocab test Monday!

10/4

Today in class we did the following:
1. Review passive voice.
2. Present analysis of Meurault's guilt.
3. Fishbowl #2, yo.

Homework:
1. Read
2. Journal: Reflection Time, Yo. Reflect on Meurault's trial and treatment by the justice system. Is his treatment fair? How do you feel about the participants in the trial (don't forget Meursault)? Do you think his treatment is realistic?
This reflection should be at least 2, well-developed 11 sentence paragraphs and should include 4 quotations from the text.
3. Vocab test Monday!

10/3

I'm sorry I didn't post!
Today we did the following:
1. Discussion of using quotations (re: essays)
2. Fishbowl #1
3. Meursault's Guilt: decide, find 6 quotations

Homework:
1. Read Part 2, 1-2
2. Study Vocab. Quiz Monday.

10/2

Today in class we did the following:
1. Found quotes for themes/concepts
2. Did character analysis
3. Discussed Ch. 1-3

Homework:
1. Finish Part 1
2. Journal: Analyze the effect of elements of the natural world in chapter 6. How does nature effect Meursalt? What physical and psychological responses does Meursalt have to nature? Does nature alleviate Meursalt's guilt? Please use at least 5 quotations from the text.

10/1

Today we did the following:
1. Checked group assignment
2. Turned in commies :)
3. Absurdin'
4. Page 1 Review
5. Comparisons


Homework:
1. Read Chapters 1-3; tab alliteration, imagery (choose a type) and a pattern of your choice.
2. AFTER CHAPTER 1 DO THE FOLLOWING ON YOUR BLOG:
Identify four important stylistic patterns in Camus writing. They can be things you've tabbed or other patterns you see emerging in the text. For each pattern, give me two examples and explain the effect of EACH example in a paragraph. That means you should have FOUR paragraphs, each paragraph containing TWO parts of the text.
-As you continue reading, tab one of the new patterns you've found.

A few reminders...

1. Your papers are due tomorrow in class. Any late papers will be excepted but will not be eligible for a re-write. 

2. You may use your late pass on this paper, if you wish. If you choose to do that, you'll turn in your paper by Wednesday.

3. Essays MUST be turned in to turnitin.com by Tuesday at 12:00 a.m. (so that means Monday night).

4. Please bring your IDs tomorrow.

Finally, you may only complete a rewrite if you've been participating (in class and group discussions and through journals). ANY late journals must be completed TONIGHT to receive credit for participation. I will not give you credit for Eyes Journals after tomorrow (not even late credit).

9/27

Author____________________

Editor____________________
Date_________ Per._________

Commentary Editing

MLA Quick Check – you want yes in every category                      Yes              No

Does the paper have a heading in the upper left corner?
Does the paper have a title?
Is the title below the heading and centered on the page?
Does the author indent each new paragraph?
Is the entire paper double-spaced? – no extra spaces
Does each page have a page number in the upper right corner?
Does the author maintain a 12pt font in Times New Roman?
Does the author correctly punctuation each quotation
Does the author correctly cite each quotation?

Read the paper through once without marking it.

On the second reading do the following:

1.  Does the introduction provide context for the passage?  Does the context provide enough  

     information to understand the passage and what is happening around it?

2.  Does the introduction contain a purpose for the passage that covers all aspects of the  

     argument put for in the body paragraphs?  If not, make suggestions to the purpose.

3.  Does the author create topic sentences that incorporate the argument of the paragraph?

4.  Examine the quotations –  underline any place where the author summarizes the quotation   

     instead of analyzing the technique.  Identify any place where the author could enhance the  

     the argument and provide suggestions.

5.  Identify places where the author could remove unessential parts of a quotation.

6.  Identify places where the author needs to develop the transitions between points and provide   

     suggestions.

7.  Examine the organization.  Does the author create a clear progression for the argument? 

     Does the author consistently remain on topic?  Should the author include anything,  

     rearrange, or exclude information?

6.  Does the author cover the entire passage?  If not, where should the author add the information?

7.  Read the paper aloud and mark any awkward sentences or awkward jumps in the  

     progression of the argument.  This includes incomplete and run- on sentences or general

     disorganization. 

8.  Score the paper using the rubric on the back and offer suggestions for any category that   

    didn’t receive a strong score.