Thursday, November 6, 2014
MLA IN Text citation links
https://www.youtube.com/watch?v=HTaUHS1mnvw
https://owl.english.purdue.edu/owl/resource/747/01/
https://owl.english.purdue.edu/owl/resource/747/01/
MLA Practice
Name __________________________________
MLA Documentation Practice
Worksheet
Using the information below, write correct parenthetical
citations/documentations for each example in the parenthesis provided.
Example of a works cited page:
Donaldson, Sam. Bantering
on Watergate. New York: Penguin Books, 1985.
Jennings, Peter.
Pushing the Limits of Political Journalism. Washington: Greater Politics Press,
1994.
Smith, Charles. I
Love Politics: A Guide to Discerning Reality. Chicago: Penn Press, 2001.
Xavier, Jason
and Thomas Yater. Political Guide to the United States. New York: Ballantine, 2004.
Xavier, Jason. Somewhere
in the Political Realm. New York: Ballantine, 2002.
Questions:
1.) "He spoke to us in German and then left us behind" (Donaldson
45 ).
--from Donaldson's Bantering on
Watergate, page 45
2.) "I never thought of myself as proud", says Jennings in his
book Pushing the Limits of Political Journalism
(107).
--This source was located on page 107.
3.) "Politics is such an interesting field" ( Smith 451
).
--From Charles Smith's book, page 451.
4.) "Enraged is how he felt after the episode" ( Xavier, Somewhere in the Political Realm 223).
--From Jason Xavier's book Somewhere
in the Political Realm, page 233.
5.) In Political Guide to the
United States, Xavier and Yater explore the idea that the U.S. is changing politically
( Xavier and Yater 544 ).
--From page 544 of this book.
Plagiarism Worksheet
Plagiarism defined: any use of
someone else’s words or ideas without explicit and complete documentation and acknowledgement.
Deliberate Plagiarism:
1) Buying another person’s work or soliciting another to do work for
you.
2) Misrepresenting sources: concocting information or finding
information in one source and attributing it to another. Also, citing sources
which have not been consulted is considered deliberate plagiarism.
3) Passing off the work of other writers as your own—entire articles,
paragraphs, sentences, phrases, and even ideas.
An act of deliberate plagiarism for any work in this course will result
in a assignment grade of F and a zero will be recorded.
Incorrect Attribution of Sources (Non-deliberate plagiarism):
1) Distinctions between quoting and paraphrasing
2) Use appropriate citation marks (quotation marks surrounding directly
quoted materials, correct author’s name and page numbers for parenthetical
citation).
Other Forms of Plagiarism:
1) Submitting a paper written for another class or for another
assignment.
2) Allowing a friend or tutor to add text to your paper (Feedback from
colleagues
is encouraged, but all words in the paper should ultimately be your
own).
Non-deliberate acts of plagiarism may also result in receiving a grade
of “zero” for the particular assignment.
Distinctions between Quotation, Paraphrase, and Summary:
Quotation: an exact duplication of
the author’s words as they appear in original source.
Paraphrase: a restatement of the
author’s words in your own words.
Summary: a brief condensation of the
main point of the original source.
Quick Guidelines for Avoiding Plagiarism
ü Place all quoted material in quotation marks.
ü Identify sources from which you paraphrase or summarize.
ü Give credit for the creative ideas you borrow from a source, including
particular uses of anecdotes or examples.
ü When paraphrasing and summarizing, replace the structure of the
passage and the language with your own.
ü Acknowledge borrowed organization—use of same subtopics or same
point-by- point analysis.
Plagiarism Quiz
6) When you use the work of another writer, you must provide
documentation in all of the following cases EXCEPT when
a) You replicate the exact words
of the author, within quotation marks
b) You use the exact ideas of the
writer but change the wording
c) You write your thoughts or reflections after reading the author’s
text
d) You use the writer’s
organizational plan or examples
7) Circle the number for each of the following acts that do constitute
plagiarism.
Do not mark those items that are legal acts.
a) Meeting with another English
teacher for a consultation
b) Using the exact words of
another writer, within quotation marks and with
a parenthetical citation
c) Submitting a paper turned in for
another class
d) Allowing classmates in your
peer review group to comment on your paper
e) Allowing a tutor or friend to
edit your paper
Identify the forms of
citation used for the following passage:
Passage:
Man is born free, and everywhere he is in chains. Many a man believes
himself to be the master of others who is no less than they, a slave. How did
this change take place? I do not know. What can make it legitimate? To this
question I hope to be able to furnish an answer.
8. In an essay examining the relationship of humanity and society,
Rousseau asserts that “man is born free, and everywhere he is in chains”
(Rousseau 57).
a) Paraphrase b) Quotation c) Summary
9. Rousseau suggests that, although they come into the world
uninhibited, human beings find themselves universally oppressed. (Rousseau 57)
a) Paraphrase b) Quotation c) Summary
10. In his essay, “The Origin of Civil Society,” Rousseau questions his observations
of humanity, which indicate that a person’s free nature and his or her actual
social status are in conflict.
a) Paraphrase b) Quotation c)
Summary
Use the following excerpt of a
paper to answer the questions below:
According
to Edna Flatbush’s study (125) Sally Embelism was a famous tongue surgeon of
the Oompa Loompa tribe of Central Snozangle. She is often compared with the
famous tooth extractor, Barry Yeek, and the famous nose hair specialist, Robby
Greenly (128). Dr. William Sneezer, however, concludes that, “This is an unjust
comparison” (126) and defends Embelism’s right to be evaluated separately (176).
Sneezer argues, “We have only just begun to understand (Embelism’s) effect on
the science of tooth pain and the causal effect of the gum’s recession on the
tongue” (125).
Embelism
began her illustrious career as a dental hygienist under Barry Yeek in her mid
twenties (Barton 87). She, “…detested
working under the filthy conditions of his office…and eventually left his
employment” (Carter 28). From there, Embelism wandered searching for a new purpose
in her life until she met Tongue Barb Pete on the Board Walk at Atlantic City
where the two met and fell in love (Boom 30). Their “…love was short lived,
however, due to Pete’s habit drinking two bottles of whiskey right before the
show then gulping fireballs for the crowds” (37). “It was an accident waiting
to happen according to all of the couples’ friends” (Flatbush 56).
11. Why does the parenthetical reference
in line 1 include only the page number?
12. Why is there a parenthetical reference
with a page number in the middle of the material in line 5?
13. Why are there brackets ( ) in the
quotation in line 6?
14. Why are there ellipses “…” in line 12?
15. Who wrote the words, "…love was short lived, however, due to Pete’s habit drinking two bottles
of whiskey right before the show then swallowing fire in his show”?
16. Rewrite the last sentence to make the
citation of (56) appropriate.
17. List all of the author’s used as
references in this paper.
18. Why is Sneezer a good source to quote?
19. Which if the following can
not be listed as a source on the works cited page for this paper?
A.
Flatbush, Edna. The Tantalizing
Tongue. New York: Brewster and Company, 1987
B.
Barton, Charles. Tongue Doctors of the West. Brooklyn: Compton and Jones, 1992
C.
Craig, Samuel. Lipstick, Lollipops, and Death. England: Beckins, 1995
D.
Boom, Humphrey. Where the Tastebuds Grow: a Look at Amazing Surgeons. New
Zealand, 1979
20. For the following bibliography
create a parenthetical reference from a quote on page 16
Rugged,
Bart, and Alex, Ralph, eds. Tongue Diseases and other Wild Stories from
the Doctor’s Office. Georgia: University Press, 1988
( )
Tuesday, October 14, 2014
Dual enrollment links
http://www.manor.edu/admissions/types/dual.php
http://www.temple.edu/vpus/transfer/agreements/ccp.html
http://drexel.edu/pennoni/visitingScholars/
Tuesday, September 23, 2014
Scholarship Links
Here are links to some useful scholarship search engines:
www.fastweb.com
https://bigfuture.collegeboard.org/scholarship-search
https://www.scholarships.com/
www.fastweb.com
https://bigfuture.collegeboard.org/scholarship-search
https://www.scholarships.com/
Thursday, September 18, 2014
college reference worksheet
Complete this and give it to the teachers/ mentors when you ask for a recommendation.
http://www.walthampublicschools.org/WHS/guidance/TEACHER%20RECOMMENDATION%20WORKSHEET.pdf
http://www.walthampublicschools.org/WHS/guidance/TEACHER%20RECOMMENDATION%20WORKSHEET.pdf
Tuesday, September 16, 2014
Monday, September 15, 2014
College Essay Tips
Top Five Most important Points
1) The essay can make the difference in whether you are accepted, waitlisted/deferred or rejected.
2) Start early; have essays drafts ready before the senior year starts
3) The essay is error-free; ask two or three grammarians to proofread
4) Yawn. The essay must be interesting to read. Admissions officers read hundreds, perhaps
thousands of essays you need to stand out for the right reasons. Be memorable, but not shocking
or outlandish.
5) Optional essays are mandatory if you want to be accepted.
Topics/Styles to Avoid
• Trips or vacations
• Adversity (many times these essays give reasons for colleges to reject an applicant); if you select
the adversity essay, be very careful
• Essays that match the applicant to the college because of climate, prestige/reputation, friends,
parents, fun or some other shallow reason.
• Influential books, people, or events that are nothing more than a report from Wikipedia.
• Major catastrophes (unless you have firsthand experience)
• Humor that isn’t funny or is offensive to a subgroup
• Going over the word limit
• Essays written by parents or a college counselor
• Essays published in books and merely copied or paraphrased
• Avoid gimmicks
• Do not exaggerate
• Avoid getting too personal; highly personal information used for shock value seldom works
• Avoid bragging or an arrogant tone
• Rehashing activities or something else in the application which could be inferred
• Making excuses (e.g., I have a low GPA because my parents watch reality TV every night)
• Avoid telling your life story in 500 words; go for the slice of life
• Overused topics or topics from books of essays
• Melodrama (“It was a dark, stormy night . . .”) or overuse of adjectives to the point that the nouns
are an afterthought
Good Topics/Styles
• Essays that explain why you want to attend a particular school; matching the applicant to the
school with good reasons why the applicant needs the school (carefully avoiding essays that could
be constructed from just looking at brochures); the essay will most likely mention specific courses,
programs or professors; lots of specifics needed for this essay
• Essays that demonstrate the applicant’s stated passions or goals
• Influential books, people, or events: focus on how you were influenced
• Humor that is really funny.
• When approaching the “what do you do for fun” essay, consider constructive activities; avoid
“hanging out” or video game playing.• “Show, don’t tell” – describe sensations, actions and dialogue
• Telling a story tends to work
• Work for a strong opening; otherwise the admission’s officer may not read the entire essay
• Be yourself, use natural language (yes, use big words, but not words you have to look up to use)
• Write a fresh topic for every question
• Some of the best essays are about nothing; in other words, they are about small incidents or
experiences because your effort to describe them actually reveals more about you
Essays that Admissions Officers Hate (courtesy of Elizabeth Wissner-Gross):
• Luxury tours
• Itinerary essays (places I have visited)
• Luxury Resort essays
• Travel Wish List
• Adversity Essay
Best Essays (courtesy of Elizabeth Wissner-Gross):
• “Why Do You Want to Come Here” essay
• “Make Your Mark” essay (demonstrating a deliberate track record to prove that your goals or
ambitions are not just pipe dreams)
• “Most Meaningful Activity” (essay supports other statements made in the application
• The “Describe a Person, Book, or Event That Influenced You Most” Essay
• The Humorous Essay
• “Describe Your Ideal Roommate Essay”
• Think metaphorically; demonstrate the ability to be a big-picture thinker
Different Types of Essays & Tips
The “Why Do You Want To Come Here” Essay
Explain why you are a good match for the school
The school is looking for your educational direction and career goals
Share how much you know about the school, using specifics from a tour or sitting in on a
class (names, courses/programs, facilities)
Demonstrate a concrete knowledge of the school
If possible, demonstrate why you need this school (e.g. it has a program that only this
particular school offers or a professor who is a leading expert in something about which
you are passionate)
Avoid clichés that could come from campus brochures or websites
Do not try to flatter the school, that often backfires
When visiting campuses, take notes for essay material for the schools to which you believe
you will eventually apply
1) The essay can make the difference in whether you are accepted, waitlisted/deferred or rejected.
2) Start early; have essays drafts ready before the senior year starts
3) The essay is error-free; ask two or three grammarians to proofread
4) Yawn. The essay must be interesting to read. Admissions officers read hundreds, perhaps
thousands of essays you need to stand out for the right reasons. Be memorable, but not shocking
or outlandish.
5) Optional essays are mandatory if you want to be accepted.
Topics/Styles to Avoid
• Trips or vacations
• Adversity (many times these essays give reasons for colleges to reject an applicant); if you select
the adversity essay, be very careful
• Essays that match the applicant to the college because of climate, prestige/reputation, friends,
parents, fun or some other shallow reason.
• Influential books, people, or events that are nothing more than a report from Wikipedia.
• Major catastrophes (unless you have firsthand experience)
• Humor that isn’t funny or is offensive to a subgroup
• Going over the word limit
• Essays written by parents or a college counselor
• Essays published in books and merely copied or paraphrased
• Avoid gimmicks
• Do not exaggerate
• Avoid getting too personal; highly personal information used for shock value seldom works
• Avoid bragging or an arrogant tone
• Rehashing activities or something else in the application which could be inferred
• Making excuses (e.g., I have a low GPA because my parents watch reality TV every night)
• Avoid telling your life story in 500 words; go for the slice of life
• Overused topics or topics from books of essays
• Melodrama (“It was a dark, stormy night . . .”) or overuse of adjectives to the point that the nouns
are an afterthought
Good Topics/Styles
• Essays that explain why you want to attend a particular school; matching the applicant to the
school with good reasons why the applicant needs the school (carefully avoiding essays that could
be constructed from just looking at brochures); the essay will most likely mention specific courses,
programs or professors; lots of specifics needed for this essay
• Essays that demonstrate the applicant’s stated passions or goals
• Influential books, people, or events: focus on how you were influenced
• Humor that is really funny.
• When approaching the “what do you do for fun” essay, consider constructive activities; avoid
“hanging out” or video game playing.• “Show, don’t tell” – describe sensations, actions and dialogue
• Telling a story tends to work
• Work for a strong opening; otherwise the admission’s officer may not read the entire essay
• Be yourself, use natural language (yes, use big words, but not words you have to look up to use)
• Write a fresh topic for every question
• Some of the best essays are about nothing; in other words, they are about small incidents or
experiences because your effort to describe them actually reveals more about you
Essays that Admissions Officers Hate (courtesy of Elizabeth Wissner-Gross):
• Luxury tours
• Itinerary essays (places I have visited)
• Luxury Resort essays
• Travel Wish List
• Adversity Essay
Best Essays (courtesy of Elizabeth Wissner-Gross):
• “Why Do You Want to Come Here” essay
• “Make Your Mark” essay (demonstrating a deliberate track record to prove that your goals or
ambitions are not just pipe dreams)
• “Most Meaningful Activity” (essay supports other statements made in the application
• The “Describe a Person, Book, or Event That Influenced You Most” Essay
• The Humorous Essay
• “Describe Your Ideal Roommate Essay”
• Think metaphorically; demonstrate the ability to be a big-picture thinker
Different Types of Essays & Tips
The “Why Do You Want To Come Here” Essay
Explain why you are a good match for the school
The school is looking for your educational direction and career goals
Share how much you know about the school, using specifics from a tour or sitting in on a
class (names, courses/programs, facilities)
Demonstrate a concrete knowledge of the school
If possible, demonstrate why you need this school (e.g. it has a program that only this
particular school offers or a professor who is a leading expert in something about which
you are passionate)
Avoid clichés that could come from campus brochures or websites
Do not try to flatter the school, that often backfires
When visiting campuses, take notes for essay material for the schools to which you believe
you will eventually apply
Wednesday, September 10, 2014
Homework 9/10
Resume Draft Due 9/11/2014
For hints and tips:
https://bigfuture.collegeboard.org/explore-careers/careers/how-to-create-your-resume
For hints and tips:
https://bigfuture.collegeboard.org/explore-careers/careers/how-to-create-your-resume
Monday, September 8, 2014
Syllabus
The School District of Philadelphia
Learning Network #01
MOTIVATION
HIGH SCHOOL
5900 Baltimore Ave
Philadelphia, PA 19143
“SUCCESS
THROUGH ACCEPTING RESPONSIBILITY!”
EXPECTING STAR PERFORMANCE from STAR STUDENTS
COURSE
SYLLABUS
2014-2015
COURSE TITLE: Senior Seminar
COURSE NUMBER:
COURSE CREDIT: 1
TEACHER: Mr. Young ROOM
#: 316
E-MAIL ADDRESS:
jyoung2@philasd.org
Course Description
Senior
Seminar is designed to assist Seniors in dealing with the challenges and
activities associated with the transition from high school to post-secondary
school and adult life. Students will research and write about a global issue
for their Senior project. In addition, Seniors will receive instruction and
assistance in the transition to college, including how to select schools,
complete applications, write college admittance essays, prepare for SAT/ ACT
entrance exams, apply for financial aid and scholarships, and seeking
dual-enrollment courses or apprenticing in internships. Students will also
undertake a community service project to leave a lasting legacy on the
Motivation High School learning environment.
Course Objectives
1) Research and write critically about a global issue to
complete the requirements of the Senior Project.
2) Plan for the transition to life after high school
3) Complete the college selection and application process
4) Prepare for college entrance exams (ACT/SAT)
5) Seek and apply for financial aid and scholarships
6) Complete a community service project to improve the
learning environment at Motivation High School
7) Research, apply, and participate in dual-enrollment or
internship opportunities
Supplies and Materials Needed for Course
- Composition notebook (Do Now/ Exit Ticket Journal)
- Spiral Notebook or Binder for Notes and Class-work
- Folder for Handouts and Homework Assignments
- Internet Access
- Dictionary/ Thesaurus
- Pens and pencils
Course Textbook, Technology Resources and Other
Relevant Materials
Collegeboard.org
Teacher Expectations
- Student needs to be in school every day, on time with the right attitude and the necessary tools for learning
- Student needs to put forth tremendous effort to complete all assignments in a timely manner and submit them on time
- Students needs to demonstrate appropriate behavior at all times and show respect and responsibility for self, teacher, other students and school property
- Students must turn in homework prior to the start of school to obtain full credit
- When the bell rings, students should be in their seats quietly, with their materials on their desk and the book bag and excess materials under the desk desk.
- When the bell rings, students should be working on the “Do Now”. Unless otherwise directed, it should be completed without talking. When finished with the “Do Now”, students should wait patiently and quietly for further instruction. This is not an opportunity to chat with neighbors, as it will distract others from finishing their Do Nows.
- Students should always remain quiet and respectful when ANYONE else is speaking, presenting or sharing.
**
Choosing not to follow classroom expectations and procedures will result in
consequences, such as: warnings, detentions, pink slips, and parent calls and
conferences.
Grading Policy
The school follows the grading policy provided by the
district to determine the letter and numerical value of work produced by
students. Modifications are made
as needed. Listed below are the
major components for grades in each class with the associated value.
Do
Now 10%
Class Participation 15
%
Homework 15
%
Tests
25%
Projects 20%
Group Work 5%
Quizzes 10
%
Missed Work:
It is the policy of this school
that students have one week from the
return of school, regardless of the circumstances, to make-up any test, quiz, classwork (as it is available based upon
teacher direction) or homework that is missing due to excused absences. Do Now work cannot be made up. Students must present an absence note
to the principal in the main office upon returning to school. If the absences are excused students
will be given this one week opportunity.
Any student who fails to make-up work in the stipulated manner will
receive an “F” for missing items.
It is the student’s responsibility to interact with the teachers to
obtain missing work and to submit it within the given time period.
Impact of Attendance and Punctuality:
Attendance in class on a daily
basis is necessary to obtain and maintain a successful academic
experience. Arriving to class on
time is also critical. Please
schedule dental, doctor and other appointments so that they do not interfere
with the normal school day. Those
appointments take students from the daily routine and cause them to miss
valuable information and class participation. Class participation is a tremendous factor in determining
the progress of students. Students
do not fail due to a lack of attendance or tardiness. They fail due to a lack of progress, which is hindered by
absences and tardiness. Students
are required to submit excuses for their absences. An excused absence does not excuse the students from missed
work.
Cheating and Copying:
There have been some examples or
incidences of cheating and copying homework from other students at our
school. Students who are caught
copying, cheating or submitting the work of other students will fail that
assignment. No other opportunities
will be given to the student to make that work up. In preparation for college, students need to understand the
severity of this problem and respond accordingly.
Major Projects/Action Research:
Senior Project, College Essay
and Applications, FAFSA, Scholarship applications, School Improvement Community
Service Project
Homework:
Each student has homework on a regular basis. Homework will be sent to students
via Google Drive.
Homework consists of:
Review of previous work to extend
learning
Introduction
of new information to spark interest
Test
preparation and embedded Keystone preparation
Remediation
and Enrichment assignments to differentiate learning
Reading
and Writing Assignments to focus on school-wide areas of concern
Homework must be submitted prior
to the start of the school day.
Students who fail to do so must submit homework in the main office upon
arrival to school. Teachers will
not accept it and it cannot be submitted later in the day. Each youth has this responsibility. Late homework is only given half
credit.
Assessments per Marking Period
In addition to teacher made test,
students will take formative and predictive exams that will be factored into
the grade for the course. These assessments
will be administered based upon the schedule determined by the district if
funding is available. If it is
not, the school will provide standardized test opportunities for students
within each marking period.
Monitoring Student Grades
Parents can view student progress
in certain areas on FamilyNet.
Contact the counselor, Timothy Schrodel if assistance is required to
access the information. Teacher will contact the parents on a regular basis via
telephone calls or emails to share and discuss individual student progress.
Course Topics:
College
Application Process, Senior Project, Financial Aid and Scholarship, Dual
Enrollment, Internships, School Improvement Community Service Project
Other Relevant Information:
POLICY ON
PREPARATION: Part of homework and
class is coming to class prepared.
Leaving your assignment, materials, or texts on the table at home or in
your locker does not help you when we review it in class. Grades will suffer for lack of
preparedness.
ABSENSES: If
you are absent, you are expected to call a classmate or find out in the morning what materials you need for
class. You are still expected to
be prepared for class. It is your
responsibility to find out what assignments, tests, or quizzes you
missed. I will not chase you to
turn in assignments. The school
policy on grace periods will be applied.
Of course, if you have special health circumstances causing frequent absences,
see me, and we will work out a plan to best
suit your needs. If you are absent
for an extended period of time and want to know what you can do to stay ahead,
email me, and I will respond as soon as I can.
BEHAVIOR: Be
respectful and kind to your peers and your teachers. Follow the guidelines
of Motivation High’s policies.
COMMUNICATION: Come
get help, or question a grade that you don't understand. If you or a parent has a question or a
concern, feel free to send me an email. If you don't understand something, please feel
comfortable and ask.
A SPECIAL NOTE: Be supportive, offer only constructive
criticism, and always have a positive attitude!
Have a great year!
Signatures:
Student:____________________
Parent:_____________________
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