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REVISION: Elevating your Style

REVISION: Elevating your Style. Directions. Friends don’t let friends hand in crappy papers. So….offer constructive feedback so your classmates may improve their work! If something is definitely incorrect, mark it in red pen.

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REVISION: Elevating your Style

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  1. REVISION: Elevating your Style

  2. Directions • Friends don’t let friends hand in crappy papers. • So….offer constructive feedback so your classmates may improve their work! • If something is definitely incorrect, mark it in red pen. • If something doesn’t seem quite right, but you have having trouble pinpointing the exact problem, highlight it in yellow. • When you hear the magic wand, rotate paper to the right. • Ultimately, everyone is responsible for his/her own work!! But, everyone appreciates help!

  3. Proper Heading and Headers PROPER FIRST PAGE HEADING: First Last Mrs. Holton English III-Period 20 October 2010 PROPER HEADER AFTER PAGE 1: Holton 2 If there is a header on the 1st page (Holton 1) cross it out

  4. OVERALL MLA FORMATTING • Title should be centered below the heading • Entire paper should be double-spaced with no extra spaces between lines. (If incorrect, SPACING) • Font should be Times New Roman 12 pt font (If incorrect, FONT) • All Paragraphs should be indented (If incorrect, INDENT)

  5. WORKS CITED • WORKS CITED should be centered at the top of the final page of the paper (ALL CAPS) • Minimum of 5 entries total • If either Whitman or Hughes is cited, the other must be there too. • Entries are alphabetized ( ALPHA) • Hanging Indent for all entries: Last, First. “Title of Poem.” The Language of Literature

  6. WORKS CITED • Double Spaced with no extra line spaces between entries • All titles are Capitalized • All poem titles are in “Title.” (Bradstreet/Longfellow/Whitman/Hughes) • All book titles are italicized (Equiano/Douglass/Thoreau/The Language of Literature: American Literature)

  7. WORKS CITED • There are PERIODS AFTER ALL SEPARATE PARTS OF THE ENTRIES. • Last, First. “Poem.” The Language of Literature: American Literature. (entry cont…)

  8. BRADSTREET Literature PARAGRAPH • Claim is arguable and addresses Bradsteet’s value(s) ( CLAIM) • Both of the titles of the poems are in “__” and are in the first sentences of the paragraph • Has textual support from both of the poems ( MISSING TEXT)

  9. BRADSTREET Literature PARAGRAPH • In-text citation gives the lines numbers from the poem • Period outside the citation • Example: (3-5). • ( Correct Citation).

  10. BRADSTREET Literature PARAGRAPH • The writer’s own words introduce the quotation • Example: Bradstreet writes, “___” (5-6). • ( QUOTE INTRO) • Quotation from the text is appropriate for the claim ( BETTER QUOTE) • Commentary dominates the paragraph • Commentary explains what is Bradstreet’s primary value AND why ( COMMENTARY)

  11. BRADSTREET Literature PARAGRAPH • Circle any of the following if they are not in a quotation from the text: • Contractions • (didn’t/won’t/it’s/can’t/etc) • Circle any first or second person • (I/me/my/myself you/your/yourself) • Vague words (bad/good/nice/blah/blah/blah)

  12. REFLECTION Value PARAGRAPH • Transition sentence helps move from Bradstreet to claim of this value in the real world today • Claim is arguable and addresses change/relevancy of value(s) ( CLAIM) • Has real life support with concrete descriptions and specific examples ( CONCRETE SUPPORT) • Has at least two examples for support ( ++)

  13. REFLECTION value PARAGRAPH • If any outside source is referenced, there needs to be a proper in-text citation AND an entry in the WORKS CITED page. (If either of these is missing, ( CITE!) • Commentary dominates the paragraph • Commentary explains WHY the claim about the value in today’s world is true ( COMMENTARY)

  14. REFLECTION value PARAGRAPH • Circle any of the following if they are not in a quotation from the text: • Contractions • (didn’t/won’t/it’s/can’t/etc) • Circle any first or second person • (I/me/my/myself you/your/yourself) • Vague words (bad/good/nice/blah/blah/blah)

  15. SLAVE NARRATIVE Literature PARAGRAPH • Claim is arguable and addresses HOW Equiano and Douglass convey their value of freedom ( CLAIM) • Both of the titles of the books are in Italics and are in the first sentences of the paragraph ( TITLES) • Has textual support from both of the poems ( MISSING TEXT)

  16. SLAVE NARRATIVE Literature PARAGRAPH • Addresses HOW (imagery, appeals to pathos, etc) Equiano and Douglass convey their value of freedom ( LITERARY TERM) • In-text citation gives the page numbers from the book • Period outside the citation • Example: (565). • ( Correct Citation).

  17. SLAVE NARRATIVE Literature PARAGRAPH • The writer’s own words introduce the quotation • Example: Douglass writes, “___” (565). • ( QUOTE INTRO) • Quotation from the text is appropriate for the claim ( BETTER QUOTE) • Commentary dominates the paragraph • Commentary explains HOW Equiano and Douglass convey their value of freedom( COMMENTARY) • Paragraph is Organized with all of Equiano together and all of Douglass together ( ORGANIZE)

  18. SLAVE NARRATIVE Literature PARAGRAPH • Circle any of the following if they are not in a quotation from the text: • Contractions • (didn’t/won’t/it’s/can’t/etc) • Circle any first or second person • (I/me/my/myself you/your/yourself) • Vague words (bad/good/nice/blah/blah/blah)

  19. REFLECTION Value PARAGRAPH • Transition sentence helps move from Equiano/Douglass to claim of the value of freedom in the real world today • Claim is arguable and addresses change/relevancy of freedom ( CLAIM) • Has real life support with concrete descriptions and specific examples ( CONCRETE SUPPORT) • Has at least two examples for support ( ++)

  20. REFLECTION value PARAGRAPH • If any outside source is references, there needs to be a proper in-text citation AND an entry in the WORKS CITED page. (If either of these is missing, ( CITE!) • Commentary dominates the paragraph • Commentary explains WHY the claim about freedom in today’s world is true ( COMMENTARY)

  21. REFLECTION value PARAGRAPH • Circle any of the following if they are not in a quotation from the text: • Contractions • (didn’t/won’t/it’s/can’t/etc) • Circle any first or second person • (I/me/my/myself you/your/yourself) • Vague words (bad/good/nice/blah/blah/blah)

  22. CHOICE Literature PARAGRAPH • Claim is arguable and addresses the value of ( CLAIM) • Books and “Poems” are in the first sentences of the paragraph ( TITLES) • Has textual support from any of the works ( MISSING TEXT)

  23. CHOICE Literature PARAGRAPH • In-text citation gives the page numbers from the book or line numbers from the poem • Period outside the citation • Example: (388). (41-44). • ( Correct Citation).

  24. CHOICE Literature PARAGRAPH • The writer’s own words introduce the quotation • Example: Author writes, “___” (380). • ( QUOTE INTRO) • Quotation from the text is appropriate for the claim ( BETTER QUOTE) • Commentary dominates the paragraph • Commentary clearly supports the claim about the value ( COMMENTARY) • If did Whitman/Hughes, organized by author ( ORGANIZE)

  25. CHOICE Literature PARAGRAPH • Circle any of the following if they are not in a quotation from the text: • Contractions • (didn’t/won’t/it’s/can’t/etc) • Circle any first or second person • (I/me/my/myself you/your/yourself) • Vague words (bad/good/nice/blah/blah/blah)

  26. REFLECTION Value PARAGRAPH • Transition sentence helps move from literature to claim of the value in the real world today • Claim is arguable and addresses change/relevancy of the value ( CLAIM) • Has real life support with concrete descriptions and specific examples ( CONCRETE SUPPORT) • Has at least two examples for support ( ++)

  27. REFLECTION value PARAGRAPH • If any outside source is references, there needs to be a proper in-text citation AND an entry in the WORKS CITED page. (If either of these is missing, ( CITE!) • Commentary dominates the paragraph • Commentary explains WHY the claim about value in today’s world is true ( COMMENTARY)

  28. REFLECTION value PARAGRAPH • Circle any of the following if they are not in a quotation from the text: • Contractions • (didn’t/won’t/it’s/can’t/etc) • Circle any first or second person • (I/me/my/myself you/your/yourself) • Vague words (bad/good/nice/blah/blah/blah)

  29. Read the whole darn thing • List an areas where you are having trouble understanding or you find confusing

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