LAKE PLACID HIGH SCHOOL
WRITING PLAN
CREATED 2009 BY
Jennifer Gough, Social Studies Department
Mariposa Rinald, Science Department
Melissa Sohn, English Department
Bruce Wyse, English Department
LAKE PLACID HIGH SCHOOL SCHOOL WIDE WRITING PLAN
LANGUAGE ARTS
12th grade writing requirements – college dual enrollment
4 research papers – topics assigned per syllabus
1500 words
3 source minimum
MLA / APA
8 other writings – topics assigned per syllabus
750 words
if applicable
MLA if applicable
12th grade writing requirements
1 research paper – broad topic
1st nine wks
1500 words
5 source minimum – 1 book required
MLA
1 literature based paper
2nd nine wks
1500 words
5 source minimum – 1 book required
MLA
1 research paper: cross curricular
3rd / 4th nine wks
1500 words
5 source minimum – 1 book required
MLA
1 SAT prompt
1st semester
11th grade writing requirements – honors
1 research paper – broad topic
1st nine wks
1500 words
5 source minimum – 1 book required
MLA
1 literature based paper
2nd nine wks
1500 words
5 source minimum – 1 book required
MLA
1 research paper: cross curricular
3rd / 4th nine wks
1500 words
5 source minimum – 1 book required
MLA
2 SAT prompts
1 per semester
LANGUAGE ARTS (continued)
11th grade writing requirements – regular
1 literature based paper
2nd nine wks
1300 words
4 source minimum – 1 book required
MLA
1 research paper : cross curricular
3rd / 4th nine wks
1300 words
4 source minimum – 1 book required
MLA
2 SAT prompts
1 per semester
10th grade writing requirements – honors
1 literature based paper
1st nine wks
1300 words
4 source minimum – 1 book required
MLA
1 research paper: cross curricular
3rd nine wks
1300 words
4 source minimum – 1 book required
MLA
2 FCAT practice prompts
1 per semester
1 SAT practice prompts
4th nine wks
1200 words
4 source minimum – 1 book required
MLA
10th grade writing requirements – regular
1 research paper: cross curricular
3rd nine wks
2 FCAT practice prompts
1 per semester
LANGUAGE ARTS (continued)
9th grade writing requirements – honors
1 literature based paper
3rd nine wks
2 FCAT practice prompts
1 per semester
1200 words 4 source minimum – 1 book required
MLA
1000 words 3 source minimum – 1 book required
MLA
9th grade writing requirements - regular
1 research paper : cross curricular
3rd nine wks
2 FCAT practice prompts
1 per semester
SCIENCE
A minimum of 1 research paper per year per science class : second semester
Paper may be cross curricular but must use same grade level requirements as Language Arts including word count, sources, and style.
A minimum of 2 – 500 word writings : 1 per semester
These writings must be from the following modes: division / classification, definition, process analysis, or cause / effect
These writings must be a one source paper following proper MLA format
SOCIAL SCIENCES
A minimum of 1 research paper per year per social science class : second semester
Paper may be cross curricular but must use same grade level requirements as Language Arts including word count, sources, and style.
A minimum of 2 – 500 word writings : 1 per semester
These writings must be from the following modes: descriptive , illustration / exemplification, definition, process analysis, cause / effect,
or compare / contrast
These writings must be a one source paper following proper MLA format
MATHEMATICS
A minimum of 2 – 500 word writings: 1 per semester
These writings must be from the following modes: descriptive , illustration / exemplification, definition, process analysis, cause / effect,
or compare / contrast
These writings must be a one source paper following proper MLA format
VOCATIONAL / ELECTIVE
A minimum of 2 – 500 word writings: 1 per semester
These writings must be from the following modes: descriptive , definition, illustration / exemplification, process analysis, cause / effect,
or compare / contrast
These writings must be a one source paper following proper MLA format
RESEARCH PAPER GRADING EXPECTATIONS
FORMAT
followed MLA format
(1” margins, proper heading, title, page numbers, 12 font, word count, outline, works cited page, etc.)
PURPOSE
thesis statement
(thesis statement clearly and concisely stated within introduction)
STRUCTURE
body of paper
(logical in organization, concise, writing relevant to and focused on the topic, and appropriate transitions)
TOPIC DEVELOPMENT
quality / quantity of details
(evidence showing deep understanding of topic and strongly supporting thesis and accuracy of content information)
MECHANICS
grammar and usage
(acceptable English grammar, spelling, usage, punctuation, and agreement, etc.)
CITATIONS
inclusion of parenthetical citations
(proper usage of citations within text with a minimum of 1 per body paragraph of paper and proper format of citations)
MODE (500 word) WRITING GRADING EXPECTATIONS
FORMAT
followed MLA format
(1” margins, proper heading, title, page numbers, 12 font, word count, outline, works cited page, etc.)
PURPOSE
thesis statement
(thesis statement clearly and concisely stated within introduction)
STRUCTURE
body of paper
(logical in organization, concise, writing relevant to and focused on the topic, and appropriate transitions)
STYLE
fluent and interesting to read
(Vocabulary word choice, genre, sentence variation)
MECHANICS
grammar and usage
(acceptable English grammar, spelling, usage, punctuation, and agreement, etc.)
MODE WRITING EXAMPLES
CAUSE / EFFECT
when something is caused by another element
Boyle’s law, taxation without representation
DIVISION AND CLASSIFICATION
separating whole into various parts
3 types of elements, 3 branches of government
COMPARISON AND CONTRAST
identifying similarities and differences
states of matter, socialism and communism
DEFINITION
explanation of meaning
equilibrium, democracy
ILLUSTRATIVE / EXEMPLIFICATION
providing examples
periodic table, free market
PROCESS ANALYSIS
identifying steps of a procedure
lab reports, bill becoming a law
DESCRIPTION
use of sensory detail
physical properties, Boston Tea Party
SAT WRITING RUBRIC
Score
Development of
Position
Organization
Use of Language
Sentence Structure
Grammar and Word
Usage
No plausible position is Disorganized; little or
taken on the topic;
no focus; incoherent
severely lacking in
examples, reasons
and/or evidence
Contains fundamental
vocabulary mistakes
Severely flawed
sentence structure
Grammar and word
usage are so poor that
they interfere with
meaning; very poor
mechanics (like
punctuation)
2
Position on topic is
unclear or extremely
limited; inappropriate
examples or reasons;
insufficient evidence
Poorly organized; lacks
focus; problems with
coherence or flow of
ideas
Poor use of language;
indicates very limited
vocabulary and poor
word choice
Frequent problems
with sentence
structure
Grammar and word
usage mistakes are
frequent and interfere
with meaning; poor
mechanics
3
Position on topic
demonstrates critical
thinking skill applied
inconsistently;
inadequate examples,
reasons or evidence
Limited in organization
and focus;
demonstrates lapses in
coherence or flow of
ideas
Displays developing
use of language;
contains indications of
weak vocabulary and
poor word selection
Some problems with
sentence structure;
lacks a variety of
sentence structures
Contains many
mistakes in grammar
word usage and
mechanics
4
Position on topic
demonstrates
competent critical
thinking skill;
example, reasons and
evidence are adequate
Generally organized
and focused;
demonstrates some
coherence and
attention to the flow
of ideas
Displays adequate, but
inconsistent, use of
language; vocabulary
used is generally
appropriate
Good sentence
structure;
demonstrates some
variety of sentence
structure
Contains some
mistakes in grammar,
word usage and
mechanics
5
Position is effectively
developed through
strong critical thinking
skill; examples,
reasons and evidence
are generally
appropriate
Well organized and
focused; demonstrates
coherence and ideas
flow well
Displays competent
use of language; uses
appropriate
vocabulary
Good sentence
structure;
demonstrates variety
in sentence structure
Generally free of
mistakes in grammar,
word usage and
mechanics
6
Position effectively
and insightfully
developed through
outstanding critical
thinking skill;
examples, reasons and
evidence are clearly
appropriate
Well organized and
clearly focused;
clearly coherent and
ideas flow seamlessly
Displays skillful use of
language; vocabulary
is accurate and varied;
words are
appropriately and
skillfully chosen
Good sentence
structure;
demonstrates
meaningful and skilled
variety of sentence
structure
Free of most mistakes
in grammar, word
usage and mechanics
1
FCAT WRITING RUBRIC
6 POINTS
Focused, purposeful, and insightful
Mature application of language
Rich and thorough ELABORATION
Varied, correct sentences with vivid language
Involvement with subject
Effective use of conventions
Strong introduction, body, and conclusion
5 POINTS
4 POINTS
Focused on topic
Precise word choice
Well developed ELABORATION of topic
Varied correct sentences with some uncommon lang.
Good introduction, body, and conclusion
Good use of conventions
Generally focuses on topic
Limited variety in sentences with adequate language
Some ELABORATION of topic and details
Knowledge of conventions generally apparent
Introduction, body, and conclusion are evident
3 POINTS
Generally focused on topic
Relies mainly on simple sentences with predictable
word choice
EXTENSION of topic and details
Knowledge of conventions usually demonstrated, and
Commonly used words usually spelled correctly
Attempted an introduction, body, and conclusion
Some transitions
2 POINTS
Related to topic, includes extraneous ideas
Limited to simple sentences with predictable words
Topic supported by BARE reasons, lists maybe
frequent errors in basic language, and spelling
Poorly organized
1 POINT
Minimally addresses topic
Limited to simple sentences with predictable words
Support undeveloped or missing
grammar and usage errors may impede understanding
No organization
*****
A paper may have an example of extension and still receive a score of 2 if there are
organizational problems
RESEARCH PAPER REQUIREMENTS FOR SUBMISSION
All students must submit a packet (brown mailing envelope) containing the following items in all
classes to ensure consistency:
1.
2.
3.
4.
5.
Final copy of paper (outline, body, works cited page: stapled together)
Rough draft
Printed copy of sources used – highlighted
Hard copy of book sources used – highlighted
Notecards if applicable
ALL papers will receive a score of ZERO if:
1.
2.
3.
4.
There are NO internal citations
There is NO works cited page
There are NO hard copies of sources submitted
There is evidence of plagiarism
Quoting, Paraphrasing, and Summarizing
What are the differences among quoting, paraphrasing, and summarizing?
These three ways of incorporating other writers' work into your own writing differ according to the
closeness of your writing to the source writing.
Quotations must be identical to the original, using a narrow segment of the source. They must match the
source document word for word and must be attributed to the original author.
Paraphrasing involves putting a passage from source material into your own words. A paraphrase must
also be attributed to the original source. Paraphrased material is usually shorter than the original passage,
taking a somewhat broader segment of the source and condensing it slightly.
Summarizing involves putting the main idea(s) into your own words, including only the main point(s).
Once again, it is necessary to attribute summarized ideas to the original source. Summaries are
significantly shorter than the original and take a broad overview of the source material.
Why use quotations, paraphrases, and summaries?
Quotations, paraphrases, and summaries serve many purposes. You might use them to . . .







Provide support for claims or add credibility to your writing
Refer to work that leads up to the work you are now doing
Give examples of several points of view on a subject
Call attention to a position that you wish to agree or disagree with
Highlight a particularly striking phrase, sentence, or passage by quoting the original
Distance yourself from the original by quoting it in order to cue readers that the words are not your
own
Expand the breadth or depth of your writing
How to use quotations, paraphrases, and summaries




Read the entire text, noting the key points and main ideas.
Summarize in your own words what the single main idea of the essay is.
Paraphrase important supporting points that come up in the essay.
Consider any words, phrases, or brief passages that you believe should be quoted directly.
There are several ways to integrate quotations into your text. Often, a short quotation works well when
integrated into a sentence. Longer quotations can stand alone. Remember that quoting should be done
only sparingly; be sure that you have a good reason to include a direct quotation when you decide to do
so. You'll find guidelines for citing sources and punctuating citations at our documentation guide pages.
In-Text Citations
Author-Page Style
MLA format follows the author-page method of in-text citation. This means that the author's last name and the page
number(s) from which the quotation or paraphrase is taken must appear in the text, and a complete reference should
appear on your Works Cited page. The author's name may appear either in the sentence itself or in parentheses
following the quotation or paraphrase, but the page number(s) should always appear in the parentheses, not in the
text of your sentence. For example:
Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerful feelings"
(263).
Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth
263).
Wordsworth extensively explored the role of emotion in the creative process (263).
Anonymous Work/Author Unknown
If the work you are citing to has no author, use an abbreviated version of the work's title. (For non-print sources, such
as films, TV series, pictures, or other media, or electronic sources, include the name that begins the entry in the
Works Cited page). For example:
An anonymous Wordsworth critic once argued that his poems were too emotional ("Wordsworth Is a
Loser" 100).
Citing Multiple Works by the Same Author
If you cite more than one work by a particular author, include a shortened title for the particular work from which you
are quoting to distinguish it from the others.
Lightenor has argued that computers are not useful tools for small children ("Too Soon" 38), though
he has acknowledged elsewhere that early exposure to computer games does lead to better small motor
skill development in a child's second and third year ("Hand-Eye Development" 17).
Citing Multiple Works by the Same Author
Additionally, if the author's name is not mentioned in the sentence, you would format your citation with the author's
name followed by a comma, followed by a shortened title of the work, followed, when appropriate, by page numbers:
Visual studies, because it is such a new discipline, may be "too easy" (Elkins, "Visual Studies"
63).
Citing a Work by Multiple Authors
For a source with three or fewer authors, list the authors' last names in the text or in the parenthetical citation:
Smith, Yang, and Moore argue that tougher gun control is not needed in the United States (76).
The authors state "Tighter gun control in the United States erodes Second Amendment rights" (Smith,
Yang, and Moore 76).
For a source with more than three authors, use the work's bibliographic information as a guide for your citation.
Provide the first author's last name followed by et al. or list all the last names.
Jones et al. counter Smith, Yang, and Moore's argument by noting that the current spike in gun
violence in America compels law makers to adjust gun laws (4).
Or
Legal experts counter Smith, Yang, and Moore's argument by noting that the current spike in gun
violence in America compels law makers to adjust gun laws (Jones et al. 4).
Or
Jones, Driscoll, Ackerson, and Bell counter Smith, Yang, and Moore's argument by noting that the
current spike in gun violence in America compels law makers to adjust gun laws (4).
Citing Religious Text
In your first parenthetical citation, you want to make clear which text you are using (and underline or italicize the
title), as each version varies in its translation, followed by book (do not italicize or underline), chapter and verse. For
example:
Ezekiel saw "what seemed to be four living creatures," each with faces of a man, a lion, an ox, and
an eagle (New Jerusalem Bible, Ezek. 1.5-10).
Long Quotations
For quotations that are four or more lines of verse or prose: place quotations in a free-standing block of text and omit
quotation marks. Start the quotation on a new line, with the entire quote indented one inch from the left margin;
maintain double-spacing. Only indent the first line of the quotation by a half inch if you are citing multiple paragraphs.
Your parenthetical citation should come after the closing punctuation mark. When quoting verse, maintain original
line breaks. (You should maintain double-spacing throughout your essay.) For example:
Long Quotations (continued)
Nelly Dean treats Heathcliff poorly and dehumanizes him throughout her narration:
They entirely refused to have it in bed with them, or even in their room, and I had no more sense,
so, I put it on the landing of the stairs, hoping it would be gone on the morrow. By chance, or
else attracted by hearing his voice, it crept to Mr. Earnshaw's door, and there he found it on
quitting his chamber. Inquiries were made as to how it got there; I was obliged to confess, and in
recompense for my cowardice and inhumanity was sent out of the house. (Bronte 78)
Poetry will be handled something like this:
In her poem "Sources," Adrienne Rich explores the roles of women in shaping their world:
The faithful drudging child
the child at the oak desk whose penmanship,
hard work, style will win her prizes
becomes the woman with a mission, not to win prizes
but to change the laws of history. (23)
Multiple Sources with Same Title
If you are using more than one source with the same title, then list the name of the book
“Florida is often referred to as a peninsula” (The World Book Encyclopedia 217).
Citing Indirect Sources
Sometimes you may have to use an indirect source. An indirect source is a source cited in another source. For such
indirect quotations, use "qtd. in" to indicate the source you actually consulted. For example:
Ravitch argues that high schools are pressured to act as "social service centers, and they don't do
that well" (qtd. in Weisman 259).
Note that, in most cases, a responsible researcher will attempt to find the original source, rather than citing an
indirect source.
REMEMBER:
1. DO NOT “P” WITHIN THE CITE
2. THE CITE GOES AFTER THE SENTENCE, NEVER IN THE MIDDLE
3. THE PERIOD OF THE SENTENCE GOES AFTER THE CITE
4. THE QUOTE GOES BEFORE THE CITE
MLA 2009 Sample Works Cited Entries
Book
Carré, John le. The Tailor of Panama. New York: Alfred A. Knopf, 1996. Print.
Book with More Than One Author
Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn, 2000.
Print.
A Work in an Anthology, Reference, or Collection
Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to One.
Ed. Ben Rafoth. Portsmouth, NH: Heinemann, 2000. 24-34. Print.
Swanson, Gunnar. "Graphic Design Education as a Liberal Art: Design and Knowledge in the University and
The 'Real World.'" The Education of a Graphic Designer. Ed. Steven Heller. New York: Allworth
Press, 1998. 13-24.
Print.
Article in Reference Book
"Ideology." The American Heritage Dictionary. 3rd ed. 1997.
Print.
Article in a Magazine
Poniewozik, James. "TV Makes a Too-Close Call." Time 20 Nov. 2000: 70-71. Print.
Buchman, Dana. "A Special Education." Good Housekeeping Mar. 2006: 143-8.
Print.
Anonymous Articles
"Business: Global warming's boom town; Tourism in Greenland." The Economist 26 May 2007: 82. Print.
"Aging; Women Expect to Care for Aging Parents but Seldom Prepare." Women's Health Weekly. 10 May 2007:
18. Print.
Article in a Newspaper
Brubaker, Bill. "New Health Center Targets County's Uninsured Patients." Washington Post 24 May 2007:
LZ01. Print.
Krugman, Andrew. "Fear of Eating." New York Times 21 May 2007 late ed.: A1.
Print.
Personal Interview
Listed by the name of the person you have interviewed.
Purdue, Pete. Personal interview. 1 Dec. 2000.
Broadcast Television or Radio Program
"The Blessing Way." The X-Files. Fox. WXIA, Atlanta. 19 Jul. 1998.
Recorded Television Shows
"The One Where Chandler Can't Cry." Friends: The Complete Sixth Season. Writ. Andrew Reich and Ted
Cohen. Dir. Kevin Bright. NBC. 10 Feb. 2000. DVD. Warner Brothers, 2004.
Entire Albums
Foo Fighters. In Your Honor. RCA, 2005.
Waits, Tom. Blue Valentine. 1978. Elektra/Wea, 1990.
Individual Songs
Nirvana. "Smells Like Teen Spirit." Nevermind. Geffen, 1991.
Movies in Theaters
The Usual Suspects. Dir. Bryan Singer. Perf. Kevin Spacey, Gabriel Byrne, Chazz Palminteri, Stephen
Baldwin, and Benecio del Toro. Polygram, 1995.
Lucas, George, dir. Star Wars Episode IV: A New Hope. 1977. Twentieth Century Fox, 1997.
Recorded Movies
Ed Wood. Dir. Tim Burton. Perf. Johnny Depp, Martin Landau, Sarah Jessica Parker, Patricia Arquette.
1994. DVD. Touchstone, 2004.
Religious Text
The New Jerusalem Bible. Susan Jones, gen. ed. New York: Doubleday, 1985. Print.
Government Publication
United States. Cong. Senate. Committee on Energy and Natural Resources. Hearing on the Geopolitics of
Oil. 110th Cong., 1st sess. Washington: GPO, 2007. Print.
United States. Government Accountability Office. Climate Change: EPA and DOE Should Do More to
Encourage Progress Under Two Voluntary Programs. Washington: GPO, 2006. Print.
Pamphlet
Women's Health: Problems of the Digestive System. Washington: American College of Obstetricians and
Gynecologists, 2006. Print.
Your Rights Under California Welfare Programs. Sacramento, CA: California Dept. of Social Services,
2007. Print.
Image, Including a Painting, Sculpture, or Photograph
Goya, Francisco. The Family of Charles IV. 1800. Museo del Prado, Madrid. Web. 22 May 2006.
E-mail or Other Personal Communication
Author. "Title of the message (if any)." E-mail to person's name. Date of the message.
This same format may be used for personal interviews or personal letters. These do not have titles, and the
description should be appropriate. Instead of "Email to John Smith," you would have "Personal interview."
E-mail to You
Kunka, Andrew. "Re: Modernist Literature." E-mail to the author. 15 Nov. 2000.
MLA style capitalizes the E in E-mail, and separates E and mail with a hyphen.
Scholarly Publication (Journal)
Aldrich, Frederick A. and Margueritte L. Marks. “Wyman Reed Green, American Biologist.” Bios 23.1
(1952): 26-35. Print.
Online Periodical
Lubell, Sam. “Of the Sea and Air and Sky.” New York Times. New York Times, 26 Nov. 2008. Web. 1 Dec.
2008.
Cohen, Elizabeth. “Five Ways to Avoid Germs While Traveling.” CNN.com. CNN, 27 Nov. 2008. Web. 28 Nov.
2008.
Online Database Scholarly Journal Article
Cite online journal articles from an online database as you would a print one. Provide the database name in italics. List
the medium of publication as Web and end with the date of access.
Berger, James D. and Helmut J. Schmidt. “Regulation of Macronuclear DNA Content in Paramecium
Tetraurelia.” The Journal of Cell Biology 76.1 (1978): 116-126. JSTOR. Web. 20 Nov. 2008.
Last Name i
The College Application Process
Thesis Statement: Applying for college is a long and complicated process.
I.
Introduction
II.
Choose Desired Colleges
A. Visit and evaluate college campuses
B. Visit and evaluate college websites
III.
Prepare Application
A. Write Personal Statement
B. Revise personal statement
IV.
Compile resume
A. List relevant coursework
B. List work experience
C. List volunteer experience
1. tutor at foreign language summer camp
2. counselor for suicide prevention hotline
V.
Conclusion
Attached is a copy of an example paper from OWL MLA format website. It would not allow me to cut and paste in same
format. Therefore, it was hand attached to Mr. Haley’s final draft.