Chris Twombley
Mercer Island High School
English 12AP: Literature and Composition
2013-2014
Course Overview
This Advanced Placement Literature and Writing course meet all the mandatory and
recommended AP requirements, and is designed to teach beginning college writing
through rigorous practice of drafting, writing, and revision. The course is primarily
designed as a writer's workshop, providing daily opportunities to use writing, reading,
and speaking for inquiry, learning, and thinking. Integral to the workshop is a year-long
focus on rhetorical and compositional theory, along with specific practice employing the
Six Traits of Good Writing: Ideas, Organization, Voice, Diction, Sentence Fluency, and
Conventions.
Aristotle's 4 Modes of Discourse--Description, Narration, Exposition, and
Argumentation/Persuasion--serve as the basis for the types of writing in this course. All
formal writing in class asks that you understand and evaluate a literary text. At the end of
each semester students will submit a portfolio of "recital" pieces, those writings which
show mastery of the writing process, proficiency understanding the Six Traits, and a
desire to improve as a writer, reader, and communicator.
Students must possess a strong work ethic inside and outside of the classroom, and in
both individual and group situations. Most importantly, because students will receive a
lot of feedback on their written work and class discussion, it is crucial that they show
willingness to work diligently and to be coached. Ultimately, students are required to
read and understand the works and authors, comprehend, analyze, and synthesize
material, and write with clarity, thoughtfulness and thematic certainty.
The course format employs a variety of methods, including one-on-one tutorials, lecture,
seminar, on-demand writing, group presentations and written assessments, and out-ofclass writing and homework.
Reading and Writing Assessments
I. Reading
Students will read from a variety of textual sources, including fiction, drama, poetry, and
non-fiction. A major component of the reading curriculum is an introduction to literary
theory and criticism, with sustained focus several schools of critical thought: New, Myth,
Feminist, Marxist, Post-Modern, and Post-Colonial, to name a few.
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Course Reading List
A. Survey of Fiction and Drama
How to Read Literature Like a Professor
Man's Search for Meaning, Frankl
Hamlet, Shakespeare
Crime and Punishment, Dostoyevsky
Death of Ivan Ilyich, Tolstoy
Equus, Shaffer
The Stranger, Camus
Watchmen, Moore
*Supplemental readings and handouts
B. Survey of Poetry
Beowulf (Review of Epic Conventions and Hero Cycle)
Canterbury Tales
The Inferno
Petrarchan and Elizabethan Sonnets
Metaphysical Poets
Romantic and Victorian Poets
Modern and Contemporary Poets
*Supplemental readings and handouts
C. Reading Support Materials
Norton Anthology of Theory and Criticism, Vincent B. Leich
Bedford Glossary of Critical & Literary Terms, Murfin & Ray
Norton Anthology of Poetry, James F. Knapp
Norton Anthology of Short Fiction, Bausch & Cassill
Grade 12 Common Core Reading Standards Addressed in Course
1. Recognizing key ideas and literary detail
1.1.
Cite strong and thorough textual evidence to support analysis of what the
text says explicitly as well as inferences drawn from the text, including
determining where the text leaves matters uncertain.
1.2.
Determine two or more themes or central ideas of a text and analyze their
development over the course of the text, including how they interact and build
on one another to produce a complex account; provide an objective summary
of the text.
1.3.
Analyze the impact of the author’s choices regarding how to develop and
relate elements of a story or drama (e.g., where a story is set, how the action is
ordered, how the characters are introduced and developed).
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1.4.
Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific
word choices on meaning and tone, including words with multiple meanings
or language that is particularly fresh, engaging, or beautiful.
1.5.
Analyze how an author’s choices concerning how to structure specific
parts of a text (e.g., the choice of where to begin or end a story, the choice to
provide a comedic or tragic resolution) contribute to its overall structure and
meaning as well as its aesthetic impact.
1.6.
Analyze satire, sarcasm, irony, or understatement (i.e., a case in which
grasping point of view requires distinguishing what is directly stated in a text
from what is really meant).
1.7.
Analyze multiple interpretations of a story, drama, or poem (e.g., recorded
or live production of a play or recorded novel or poetry), evaluating how each
version interprets the source text.
1.8.
Demonstrate knowledge of the foundational works of American literature,
including how two or more texts from the same period treat similar themes or
topics.
2. Key Ideas and Detail
2.1 Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text.
2.2. Determine two or more central ideas of a text and analyze their development
over the course of the text, including how they interact and build on one another
to provide a complex analysis;
2.3. Provide an objective summary of the text.
2.4. Analyze a complex set of ideas or sequence of events and explain how
specific individuals, ideas, or events interact and develop over the course of the
text.
3. Craft and Structure
3.1. Determine the contextual meaning of words and phrases, including figurative,
connotative, and technical meanings;
3.2. Analyze and evaluate the effectiveness of the structure an author uses,
including whether the structure makes points clear, convincing, and engaging.
3.3. Determine an author’s point of view or purpose in a text in which the rhetoric
is particularly effective, analyzing how style and content contribute to the power,
persuasiveness, or beauty of the text.
4. Integrate Knowledge and Ideas
4.1. Integrate and evaluate information presented in different media or formats to
address a question or support an argument.
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5. Range of Reading and Text Complexity
5.1. By the end of grade 12, read and comprehend a wide variety of literary
genres.
II. Writing
Students will write several assignments throughout the year to complement both the style
of literary text and the formal writing assigned. These writings include a sonnet, a satire,
a short story, and a one-act play. Students will also write several critical essays, including
an explication of a poem or soliloquy, analysis of a play, a close reading of a novel or
work of significant fiction, and a literary research paper.
Grade 12 Common Core Writing Standards Addressed in Course:
2. Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
2.1. Introduce precise, knowledgeable claims, establish the significance of the
claims, distinguish the claims from alternate or opposing claims, and create an
organization that logically sequences claims, counterclaims, reasons, and
evidence.
2.2. Develop claims and counterclaims fairly and thoroughly, supplying the most
relevant evidence for each while pointing out the strengths and limitations of both
in a manner that anticipates the audience’s knowledge level, concerns, values, and
possible biases.
2.3. Link the major sections of the text, create cohesion, and clarify the
relationships between claims and reasons, between reasons and evidence, and
between claims and counterclaims.
2.4. Establish and maintain a style and tone appropriate for the subject, audience,
and purpose, while attending to the norms and conventions of the discipline in
which they are writing.
2.5. Provide a concluding statement or section that follows from and supports the
argument presented and brings the work emphatically to a close.
2. Write informative/explanatory texts to examine and convey complex ideas, concepts,
and information clearly and accurately through the effective selection, organization, and
analysis of content.
2.2.1. Introduce a topic; organize complex ideas, concepts, and information so
that each new element builds on that which precedes it to create a unified whole;
Follow MLA formatting guidelines
2.2.2. Develop the topic thoroughly by selecting the most significant and relevant
facts, extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience’s knowledge of the topic.
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2.2.3. Use appropriate and varied transitions and syntax to link the major sections
of the text, create cohesion, and clarify the relationships among complex ideas
and concepts.
2.2.4. Use precise diction, domain-specific vocabulary, and techniques such as
metaphor, simile, and analogy to manage the complexity of the topic.
2.2.5. Establish and maintain a style and tone appropriate for the subject,
audience, and purpose, while attending to the norms and conventions of the
discipline in which they are writing.
2.2.6. Provide a concluding statement or section that follows from and supports
the information or explanation presented (e.g., articulating implications or the
significance of the topic).
3. Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
3.1. Engage and orient the reader by setting out a problem, situation, or
observation and its significance, establishing one or multiple point(s) of view, and
introducing a narrator and/or characters; create a smooth progression of
experiences or events.
3.2. Use narrative techniques, such as dialogue, pacing, description, reflection,
and multiple plot lines, to develop experiences, events, and/or characters.
3.3. Use a variety of techniques to sequence events so that they build on one
another to create a coherent whole and build toward a particular tone and outcome
(e.g., a sense of mystery, suspense, growth, or resolution).
3.4. Use precise words and phrases, telling details, and sensory language to
convey a vivid picture of the experiences, events, setting, and/or characters.
3.5. Provide a conclusion that follows from and reflects on what is experienced,
observed, or resolved over the course of the narrative.
4. Produce clear and coherent writing in which the development, organization, and style
are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 1–3 above.)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience.
6. Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or
information.
7. Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry
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when appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
8. Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms
of the task, purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
a. Apply grades 9–12 Reading standards to literature (e.g., “Demonstrate
knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational
works of American literature and World Literature, including how two or more
texts from the same period treat similar themes or topics”).
b. Apply grades 9–12 Reading standards to literary nonfiction (e.g., “Delineate
and evaluate the reasoning in seminal U.S. and World texts.”).
10. Write routinely over extended time frames (time for research, reflection, and revision)
and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes,
and audiences.
Formal Writing Assessments
a. Formal writing assessments are based on several critical essays, including an
explication of a poem or soliloquy, analysis of a play, a close reading of a novel or work
of significant fiction, and a literary research paper. These essays ask students to support
an argument about a poem, play, or novel with carefully-chosen support (structure, style,
criticism, and social/historical commentary) and analysis gleaned from the text.
Creative Writing Assessments
Students will write several creative pieces throughout the year, including poems, short
stories, and one-act plays. Each assessment is designed to help students develop an
appreciation for the rhetoric and style of the forms and authors we are studying in the
unit. Writers are assessed using a 6-point rubric and on their ability to apply their
understanding of an author or form in their own work. These creative pieces are
submitted for in-class "read-around" before final revisions are due.
In-class Writing
In-class writing will include free-writing and guided responses to a discussion question,
where students have the opportunity to explore their ideas and make connections with the
course material. However, the bulk of in-class writing will be AP-style on demand essays
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based on AP prompts; these writings will be scored using a 9-point holistic rubric.
Students will have the opportunity to revise these on-demand pieces both to improve their
drafts and/or to include in their portfolios. Most in-class writing will take place in student
composition books.
Rewriting Policy on Formal and Creative Writing Assessments
Students are required to submit revisions of all graded formal and creative writing
assessments. Before students rewrite these papers, it is imperative that they carefully read
the instructor’s comments on both the rubric and on the paper. The rubric score is more
than a grade: It is the instructor's authentic response to your paper. Like classmates in
workshop, your teacher is your audience for final drafts.
Format for For Out-of-Class Writing Assessments
These written assessments must be:
 carefully proofread and read aloud before they are submitted
 type-written
 double-spaced
 in New Times New Roman, 12 pt.
 in proper MLA format
 submitted in duplicate
Vocabulary and Content Tests
Throughout the course of the year students will be tested on key literary and rhetorical terms, use
of rhetorical devices, proper documentation of secondary material (MLA), and text-specific
content. Expect reading quizzes on required reading and longer exams on unit content.
A. Writing Support Materials
Elements of Style, Strunk & White
MLA Handbook, 7th. ed.
Writing With Style, John R. Trimble
A Handlist of Rhetorical Terms, Richard A. Lanham
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Major Projects and Tests
A. First Semester
1. AP Practice Test #1 (Pre-test)
2. Literary and Rhetorical Terms Exam
3. Group Project: One-act play
4. AP Practice Test #2
5. Independent Reading Project (Final). Students will read a novel from the list of “100
Novels Incoming College Students Should Have Read.” Students will then write a formal
essay on a close-reading of the novel before reading this essay to instructor in a one-onone tutorial.
B. Second Semester
1. AP Practice Test #3
2. Poetic Terms Exam
3. Literary Research Paper
4. “What I Believe” Statement. A statement of personal belief/philosophy modeled on
NPR’s writing program.
5. Portfolio (Final). Students will submit a portfolio of their finest work with a detailed
reflection on their writing strengths and weaknesses.
Course Units by Quarter
I. First Quarter: Introduction to AP Content and Literary Analysis
Content
Introduction to 4 Modes of Discourse/Composition Theory & Structure
Introduction to Literary Criticism
Introduction to Literary and Rhetorical Terms: A Handlist of Rhetorical Terms; Bedford
Glossary of Critical & Literary Terms
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Texts
How to Read Literature Like a Professor, Foster
Man’s Search for Meaning, Frankl
Candide, Voltaire
Writing Assessments
Personal Narrative/College Admissions Essay
AP Style “On Demand” Essay (AP Rubric): Response to Frankl and/or Voltaire using
Foster’s framework.
II. Second Quarter: Introduction to Literary Analysis of Drama
Content
Introduction to Literary Criticism: Selections from Norton Anthology of Theory and
Criticism
Introduction to Literary and Rhetorical Terms: A Handlist of Rhetorical Terms; Bedford
Glossary of Critical & Literary Terms
Introduction to Analysis of Drama: Tragedy and Comedy
Introduction to Dramatic Structure: Aristotle, Freytag, et al.
Texts
Aristotle’s Poetics
Because of Mama, Gocsik & Bassine
Hamlet
Equus
Writing Assessments
AP Style “On Demand” Essay (AP Rubric): Response to play using Foster’s and/or
Aristotle’s framework.
Explication of a soliloquy
Group one-act play
Independent Reading Final: Essay on text of student choice delivered during one-on-one
tutorial with instructor.
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III. Third Quarter: Literary Analysis of Novel and Poetry
Content
Introduction to Analysis of Poetry: Norton Anthology of Poetry
Introduction to Poetry Terms and Forms: Norton Anthology of Poetry
Introduction to Literary Criticism: Norton Anthology of Theory and Criticism
Preparation for AP Exam: Practice Tests
Texts
Death of Ivan Ilyich, Tolstoy
One Hundred Years of Solitude, Garcia-Marquez
White Noise, DeLillo
Watchmen, Moore
Norton Anthology of Poetry
Writing Assessments
AP Style “On Demand” Essay (AP Rubric): Response to novel using Foster’s framework.
AP Style “On Demand” Essay (AP Rubric): Explication of poetic work.
Poetry Writing Form: Sonnet
Poetry Writing: Student Choice (portfolio)
Literary Research Paper
III. Fourth Quarter: Literary Analysis of Poetry and Student Writing Portfolio
Content
Conventions of Epic Poetry
Introduction to Analysis of Poetry: Norton Anthology of Poetry
Introduction to Poetry Terms and Forms: Norton Anthology of Poetry
Introduction to Literary Criticism: Norton Anthology of Theory and Criticism
Introduction to Theory of Archetypes: Jung, et al.
Preparation for AP Exam: Practice Tests
Texts
Beowulf
Norton Anthology of Poetry
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Writing Assessments
AP Style “On Demand” Essay (AP Rubric): Explication of poetic work.
“What I Believe” Statement
Student Writing Portfolio (Cover Letter, Drafts of Critical and Creative Work, and
Reflection).
Grading Scale and Writing Feedback Materials
Course Work
Writing, Projects, and Presentations
Daily Assignments and Homework
Participation
Vocabulary and Tests
Weight of Overall Grade
55%
15%
15%
15%
Numerical Average
93-100
90-92
89-87
86-83
82-80
79-77
76-73
72-70
69-67
66-60
Below 60
Letter Grade
A
AB+
B
BC+
C
CD+
D
F
Note on Written Assessement Feedback:
The instructor endeavors to provide timely and ample feedback on all written
assessments. It is imperative for success in this course that students take the time to
carefully read all instructor comments, both on papers and on rubrics. Grades are
understandably important, but instructor comments are more than just a mark in a grade
book, they are specifically written to offer coaching on how students can improve their
drafts for rewrites. After papers are handed back, students have one week to consult with
the instructor and to complete the rewrite. Rewrites are mandatory on all formal writing
assignments.
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I. General Six Trait Scoring Rubric
6
Ideas
Creative,
original
ideas
Details
support the
main idea
and make it
interesting
Makes sense
and
enjoyable to
read
5
Interesting,
new ideas
Details
explain the
main ideas,
making it
more
interesting
Makes sense
Believable,
reader is
interested
Organization
Believable,
reader cares
about story
6
Well
organized
and
purposeful
Ideas are
clearly
linked to
support a
position
Compelling
lead &
convincing
conclusion
5
Good
organization
Ideas are
connected
and
supported
with detail
Strong lead
and
appropriate
conclusion
4
Ideas are
expressed
clearly
Reader can
identify the
main idea that
is supported
with details
Most of the
details relate to
the main idea
Understandable
4
Reader can
follow the
organization of
ideas
Details are
connected to
main idea
The main
idea is
presented,
although
there are
some
questions
Some
details, but
may be too
general or
not related
to the main
idea
Very few
new ideas
presented
3
Reader can
usually
follow the
organization
Details
don’t
always
match main
idea
Includes a lead
and conclusion
Helpful
transitions
Strong
3
Introduction
and/or
conclusion
may need
revision
2
1
Is there a
main idea?
I’m not
sure!
No main idea
or lots of
unrelated
ideas
Either very
few details
or too many
details that
aren’t
connected
No details
Reader is
not
interested,
unsure
about the
topic
Reader is
confused
2
Hard to
follow
1
Impossible to
follow
No clear
main idea
No main
idea, just a
collection of
details
Too many
or not
enough
details that
don’t match
main idea
Writer is
confused
No lead or
conclusion
No
transitions
Missing
lead and/or
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transitions
conclusion
Carefully
selected
transitions
Some
transitions
Few
transitions
Voice
6
Unique,
individual
and
confident
voice
Passionate
about
position, yet
never
overdone
Uses voice
to enhance
meaning
Appropriate
voice for the
topic and
audience
6
Word
Choice
Language
grabs the
readers
attention
Uses vivid,
natural
language
including
strong verbs
5
Enthusiastic
and
convincing
voice
Interested in
topic and
conveys
purpose to
audience
Appropriate
voice for the
topic and
audience
5
Uses
interesting
words
Uses natural
language
with strong
verbs and
nouns
4
Occasionally
original and/or
confident
voice
Writer sounds
Interested in
topic
Appropriate
voice for the
topic and
audience
4
Uses clear
language
3
Sometimes
you can
hear the
authors
voice
2
Too
informal,
chatty,
whiney or
sarcastic
Author not
interested in
topic at all
Voice might
change
May
convince
the reader,
not always
sure
Not very
interested
in the topic,
just listing
facts
Voice
doesn’t
match
audience
Usually
appropriate
for the topic
and
audience
3
2
Uses words
correctly to
express
meaning
Words are
very simple
or used
incorrectly
Uses some
common words
Uses
descriptive
1
Cant find a
voice
Boring or
confusing to
read
Voice does
not match the
audience
1
Very simple
words
Words used
incorrectly
Relies on
simple,
common
language
Words get
in the way
of meaning
Very difficult
to
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and precise
nouns
Uses
unexpected
phrasing,
including
alliteration,
analogies &
metaphors
Attempts to
use
alliteration,
similes &
metaphors
adjectives and
adverbs, good
nouns and
verbs
Adequate, gets
the job done
Holds
readers
attention
Enjoyable to
read
Sentence
Fluency
6
Uses a
variety of
lengths and
structures to
enhance
meaning
Uses variety
of sentence
openers such
as
prepositional
phrases,
clauses,
modifiers,
participles,
Smooth,
natural
writing begs
to be read
aloud
5
Many
sentences
begin
differently
and vary in
length
Different
sentence
openers such
as
prepositional
phrases or
clauses
Consistent
tense and
subject/verb
agreement
4
Sentences
begin in a
variety of
ways
Verb tense is
usually
consistent
The subject
and verb
almost always
agree
Some
repetition; a
few awkward
moments when
read aloud
Writing is
easy to read
6
Uses
familiar
nouns and
verbs
5
4
Same
words used
over and
over
Few
adjectives,
adverbs or
phrases
Words are
very
general
(e.g. stuff,
nice, said,
fun)
Needs
revision
3
Readable,
but often
requires
selfcorrection
2
Short,
choppy
sentences
Sentences
often begin
the same
Problems
with
subject/verb
agreement
and
consistent
tense
Some runons or
choppy
sentences
3
Many
incomplete
or run-on
sentences
Sentences
begin the
same
Problems
with
subject/verb
agreement
affect
meaning
Difficult to
read
2
understand,
makes no
sense
Same words
used over and
over
Reader gives
up trying to
read it
1
Short
sentences all
start with the
same word
Most
sentences are
incomplete or
run-on
Problems
with sentence
structure and
grammar
affect
meaning
Very difficult
to read
1
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Conventions
Practically
perfect!
Conventions
carefully
chosen to
enhance
meaning
Complex
text requires
wide use of
sophisticated
punctuation
&
conventions
A few minor
errors that
don’t affect
meaning
Obvious, but
minor errors
that don’t
affect meaning
Attempts
and uses
sophisticated
conventions,
not always
successfully
Simple
conventions
are fine
Almost
ready to
publish
Some errors in
difficult
spelling, or
sophisticated
conventions
Obvious,
distracting
errors that
may affect
meaning
Only
attempts
simple use
of
conventions
Errors on
basic
spelling,
usage &
punctuation
Many
obvious,
distracting
errors
Lots of
spelling,
punctuation
and usage
errors
Serious
problems
with
subject/verb
agreement
Many serious
errors that
make it
difficult to
understand
Many
misspellings
of the same
word
Capitalization
and
punctuation
is incorrect
Easily edited
Ready to
publish
Needs
editing
Line-byline editing
required
Needs to be
completely
rewritten
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II. Spelling and Usage “Hit Lists”
Beware of Commonly Misused and Misspelled Words:
its/it’s
your/you’re
whose/who’s
who/whom
new/knew
similar
we’re/were/where
bored/board
whole/hole
a lot
receive
to/too/two
always
paid
chose/choose
lose, loose, loss
fewer/less
pore/pour
beginning
feel
until
believe
their/there/they’re
weird
which/witch
does/doesn’t
college
than/then
advice/advise
whether/weather
write/written/writing
quit/quite/quiet
know/no
peace/piece
tale/tail
paste/paced
passed/past
affect/effect
through/threw
thorough
our/are/hour
friend
one--->ten
further/farther
prejudice
realize
right/rite
except/accept
separate
minor/miner
cite/site/sight
lay/lie
allowed/aloud
Words of Warning:
Be careful with the following, especially in formal papers:
--Never use get/gotten for become
--Avoid meaningless quantifiers: very, really, a lot, totally, way, so
--Never use “in order to”
-- Never use to (be) able to
--Never begin a sentence with this, that, these, those if it isn’t followed by a noun.
--Avoid passive voice: “The ball was hit by him.”
--Make sure your nouns and verbs agree.
--Make sure your pronouns: “Everybody loves their dog” is a dangerous sentence.
--Understand the difference between possessives vs. plurals: “Mark Twain’s dog”; “The
Mark Twains of the world…”
-- Avoid process language: “In this paper, I will…”; “This means that...”; In F451, by
Ray Bradbury, the author…”; --Never, ever use: “Since the beginning of time…”; “For
thousands of years…”;
--Never use etc., &, and o.k. (lazy abbreviations)
--Use “because of” instead of “due to”
--Avoid weak linking verbs: to be, appears, seems, looks, etc.
--Eschew all clichés/platitudes/empty phrases
--Do not use “as” or “as to” or “for” or “since” when you mean “because”
--Never underline the title of your own paper
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Proper Citation Techniques:
a. ITALICIZE something that takes longer than one sitting to read (Novel, Movie, Epic
Poem, Long Short Story, Newspaper, or Magazine);
b. Put “QUOTES” around pieces which you can read or view in one sitting (Poem,
Essay, Short Short Story, Article, Painting, or Song).
c. If your citation is FOUR LINES OR LESS, then embed quote in body paragraph:
Prose:
According to Mr. Twombley’s book, Student Apathy Toward Proper English
Usage, “Students today are lazy little rascals, but when five points are on the line, the
class suddenly becomes a linguist’s convention” (23).
Poetry:
Shakespeare’s “Sonnet 73” begins with the meditation, “That time of year thou
mayest in me behold / When yellow leaves, or none, or few, do hang.”
d. In both prose and poetry, if your citation is MORE THAN FOUR LINES, then set
the quote off in a block.
Provide a Lead in:
Mr. Twombley, under the influence of a language spell cast by Fate, consults a
hairball for advice on how to make his students accountable for their language use:
Is it my Fate to correct the same silly mistakes over and over?
Or can I devise a way to make students more accountable for their
editing and grammar mistakes? Hairball, please help me understand
my Fate. (29)
To show how serious he is, Twombley has resorted to talking to inanimate objects to seek
advice on this important issue…(Continue the paragraph in this manner by
explaining citation in relation to thesis and topic sentence!)
Note on Poetry: Use original format of poem in block quote.
e. Periods and commas always go inside quotes: The King and Duke would like us to
believe they’re “nice guys.” Or: In the poem “The Raven,” by E. A. Poe, the speaker…
f. Colons and semi-colons always go on the outside of quotes: The King and Duke are
not “nice guys”; in fact, they are…
g. Question (?) and Exclamation (!) marks will either go in the quotes or outside them,
depending on whether the question or emphasis is the speaker’s (in) or the quoter’s
(outside).
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III. Key for Tutorial and Formal Paper Comments
H.L. = hit list
!!! = excellent point
p. voice = passive voice
w.v. = weak verb
??? = I don’t understand what you’re saying
rsb = repetitive sentence beginnings
r-o = run-on sentence
c.s. = comma splice
s/v agree. = subject/verb agreement problem (Everybody loves his dog.)
lit. pres. = literary “present” tense (Achilles acts…)
huh? I’m in a catatonic stupor of disbelief
Wow!!! = great style, great word, great idea
SNT!! = Show, not tell!!
ex.? = provide example
evidence? = supply a quote, paraphrase, anecdote, fact, or statistic to support your argument
source? = please provide source for evidence
(#) = please provide author name, page number, or line number
p. # = please paginate your paper
d.w. = cut dead wood
w.c. = poor word choice
inf. = informal language
a.s.p. = awkward sentence phrasing
p.s. = parallel structure
= reverse word order
¶ = start of new paragraph
^ = insert
w.t. = weak transition
red. = redundant
org. = weak organization
cliché = avoid cliché
euph. = avoid euphemism
jar. = avoid jargon, language that is intelligible to only a select community
Title? = please provide title
Tense = check tense agreement
= make lower case
= spelling error
= capitalize
T.S.? = needs topic sentence
Cit./CD? = needs citation or concrete detail
Analysis? = needs more analysis of Cit./CD
= change error from here forward
= Circled: I’m going to make a comment about word or phrase or punctuation
= move word, phrase, or section
Devel. = Needs development
UPR = Unclear Pronoun Reference
Punct. = Punctuation error
Proc. = Process Language
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