THE NEW ACADEMIC ESSENTIALS: COLLEGE AND CAREER READINESS
Name:
„
Date:
Major/Field:
School/Other:
DOMAINS (Score yourself 0-3. 0 = don’t know it/can’t do it; 3 = major strength)
8/13/13
Fall
∆
Spr
COMMUNICATING: WRITTEN, ORAL, VISUAL, & OTHER MEANS OR MEDIA
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Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and evidence.
Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately.
Use writing as one of many different ways to understand and deepen your grasp of a topic or a text.
Produce clear, coherent writing that develops and organizes ideas, and uses style appropriate to task, purpose, audience.
Demonstrate a command of conventions of standard English grammar, usage, and mechanics when writing or speaking.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Design texts using images, words, different features (e.g., fonts), formats, or media in light of your purpose and audience.
Gather relevant information from multiple print and digital sources, assessing its credibility before integrating it.
Draw evidence from literary or informational texts to support your analysis, reflection, and research.
Convey arguments, ideas, and information using visual, graphic, or multimedia formats.
Use language when speaking or writing that is appropriate to your subject, occasion, audience, and purpose.
Participate effectively in conversations and collaborations in person and online for different purposes and contexts.
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Read closely to determine the text’s explicit meaning and make logical inferences based on evidence from the text.
Determine central ideas/themes of a text and analyze their development; summarize the key supporting details/ideas.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
Interpret words and phrases as used in a text, including determining their technical, connotative, and figurative meanings.
Analyze how specific word choices, figurative language, word relationships, and nuances in meanings shape meaning or tone.
Analyze how text structures––specific sentences, paragraphs, larger sections––relate to each other and affect the whole.
Assess how point of view or the author’s purpose shapes the content and style of a text.
Integrate and evaluate content in diverse formats and media, including visually and quantitatively, as well as in words.
Delineate and evaluate the author’s argument, its specific claims, and the validity of reasoning and quality of evidence.
Analyze how two or more texts treat similar themes/topics in order to build knowledge and compare the authors’ approaches.
Interrogate texts: preview, annotate, outline/summarize, notice repetitions/patterns, compare/contrast with prior texts/topics.
READING: WORDS, IMAGES, INFORMATION, GRAPHICS
LEARNING: TAKING NOTES, TAKING TESTS, OBSERVING, REMEMBERING, & RESEARCHING
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Take effective, organized notes that can be used to help you study, write, research, remember, or understand content.
Use different tools and techniques to capture ideas, evidence, or data during reading, observations, lectures, or experiments.
Employ a range of strategies when studying for and taking tests of any type.
Draw on different techniques to identify what you need to remember and to help you remember and apply that content.
Determine the criteria or questions to use when reading, viewing, or observing so you know what to notice and ignore.
Create and use a system for gathering, organizing, and using notes and documents essential to success in each class.
Seek out and use all available resources, including tutors, websites, and your teachers to help you learn and improve.
Identify a question or problem to investigate, collecting, evaluating, and synthesizing data from various sources.
THINKING: IMAGINATION, CURIOSITY, CREATIVITY, & HABITS OF MIND
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Ask questions to clarify, generate, connect, evaluate, analyze, solve/identify problems, challenge ideas, and show curiosity.
Identify, frame, analyze, and solve problems using a variety of tools or approaches.
Access and analyze information, determining what it means, why it matters, and how best to convey the findings.
Generate ideas, questions, hypotheses, interpretations, problems, solutions, alternatives, perspectives, and arguments.
Reflect on your own processes and performances, using the insights to improve your work in the future.
Explore other ways of doing, learning, solving, generating by being playful, curious, open, and even daring.
Imagine how others would perceive, respond to, or otherwise think about an idea, question, interpretation, or event.
Seek critical feedback about your work, allowing yourself to listen to, consider, and use any details that will improve it.
Construct logical arguments supported by valid evidence that acknowledges and addresses other perspectives.
Synthesize seemingly competing sources or findings when exploring a subject across a range of texts.
MANAGING: YOURSELF, RELATIONSHIPS, RESOURCES, & YOUR REPUTATION
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Know your needs and strengths; harness these to ensure success with whatever you do, whomever you work.
Monitor and manage your stress, impulsivity, attention, and energy to achieve the desired or specified outcomes.
Respect other perspectives, cultures, and values when collaborating, evaluating, or communicating.
Collaborate effectively with a range of people for different purposes in different situations in-person and online.
Make responsible, ethical choices regarding work and relationships; accept the consequences of your decisions.
Adhere to a strict work ethic by always being prompt, prepared, precise and accurate; and doing/submitting your own work.
Cultivate and maintain an ethos that establishes that you are trustworthy, ethical, committed, competent, and likable.
Demonstrate resiliency, initiative, grit, and persistence when encountering obstacles on solo or group projects.
Show adaptability and agility as conditions, demands, or required skills and knowledge change suddenly and over time.
TOTAL SCORE
© 2013 Jim Burke. Sources: Academic Literacy (UC/CSU/CCC 2002); Closing the Global Achievement Gap (Wagner 2010); Common Core Standards (2010);
Framework for Success in College Writing (CWPA 2011); The Flat World & Education (Darling-Hammond 2010); College Knowledge (Conley 2005);
“Interrogating Texts: 6 Reading Habits to Develop in Your First Year at Harvard” (Harvard 2011).
@ 2014 Jim Burke
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1
How to Write an Argument (by Gerald Graff)
from Clueless in Academe, How Schooling Obscures the Life of the Mind (Yale U. Press, 2004)
In his book Clueless in Academe, Gerald Graff states his objective as a teacher as follows: “I see my goal as a teacher,
and the bottom line goal of education, as that of demystifying the ‘club we belong to’ and breaking up its exclusivity.
I want to help students enter this club, which often involves flushing out and engaging their resistance to entering,
addressing questions about why as well as how. Demystifying the club...means widening our notion of who qualifies
as ‘intellectual’ and building on the argumentative talents students already possess” (25). Here Graff provides a
concise but very useful summary of what a good written argument does, what it includes.
1. Enter a conversation just as you do in real life. Begin your text by directly identifying the prior conversation
or debate that you are entering. What you have to say won’t make sense unless your readers know the
conversation in which you are saying it.
2. Make a claim, the sooner the better, preferably flagged for the reader by a phrase like “My claim here is
that....” You don’t actually have to use this exact phrase, but if you couldn’t do so you’re in trouble.
3. Remind readers of your claim periodically, especially the more you complicate it. If you’re writing about a
disputed topic—and if you aren’t, why write?—you’ll also have to stop and tell the reader what you are not
saying, what you don’t want readers to take you as saying. Some of them will take you to be saying it anyway,
but you don’t have to make it easy for them.
4. Summarize the objections that you anticipate will be made (or that have in fact been made) against your
claim. This is done by using such formulas as “Here you will probably object that…,” “To put the point another
way…,” or “But why, you may ask, am I so emphatic on this point?” Remember that your critics, even when
they get mean and nasty, are your friends: you need them to help you clarify your claim and to indicate why
what you’re saying is of interest to other besides yourself. Remember, too, that if naysayers didn’t exist, you’d
have no excuse for saying what you are saying.
5. Say explicitly why you think what you’re saying is important and what difference it would make to the world
if you are right or wrong. Imagine a reader over your shoulder who asks, “So what?” Or “Who cares about any
of this?” Again, you don’t actually have to write such questions in, but if you were to do so and couldn’t answer
them you’re in trouble.
6. Write a meta-text into your essay that stands apart from your main text and puts it in perspective. An
effective argumentative essay really consists of two texts, one in which you make your argument and a second
one in which you tell readers how and how not to read it. This second text is usually signaled by reflexive
phrases like “Of course I don’t mean to suggest that…,” “What I’ve been trying to say here, then, is that…,”
etc. When student writing is unclear or lame, the reason often has less to do with jargon, verbal obscurity, or
bad grammar than with the absence of this layer of meta-commentary, which explains why the writer thought
it was necessary to write the essay in the first place.
7. Remember that readers can process only one claim at a time, so resist the temptation to try to squeeze in
secondary claims that are better left for another essay or paragraph, or for another section of your essay that’s
clearly marked off from your main claim. If you’re a professional academic, you are probably so anxious
to prove that you’ve left no thought unconsidered that you find it hard to resist the temptation to try to say
everything all at once. Remember that giving in to this temptation to say it all at once will result in saying
nothing that will be understood while producing horribly overloaded paragraphs and sentences like this one,
monster-sized discursive footnotes, and readers who fling your text down and reach for the TV Guide.
8. Be bilingual. It is not necessary to avoid Academicspeak—you sometimes need the stuff to say what you want
to say. But whenever you do have to say something in Academicspeak, try also to say it in conversational
English as well. You’ll be surprised to discover that when you restate an academic point in your nonacademic
voice, the point will either sound fresher or you’ll see how shallow it is and remove it.
9. Don’t kid yourself. If you couldn’t explain it to your parents the chances are you don’t understand it yourself.
@ 2014 Jim Burke
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9
Crafting an Argument
@ 2014 Jim Burke
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Many ideas here are adapted from The Craft of Research (Second Edition), by David Booth, Gregory Colomb, and Joe Williams (University of Chicago Press, 2003).
Element
Question to Ask
Traits of Effective…
Example
Language
1. Make a claim.
What do you claim?
• not obvious
• qualifiers: many, often,
(Your proposition, or assertion;
• x is true
• defendable
almost, tends to, might
the central point you will argue.
• x is important
• debatable
• verbs: suggests, implies,
The “main claim” for a paper is
• x should be done
• not a fact/opinion
supports, contends,
also known as the “thesis.”).
• x is of a certain quality • significant
demonstrates
• avoids either/or
2. State your reasons.
What reasons support
• logical
• I think x because…
(Sentence or two that explain
that claim?
• persuasive
• X suggests Y since…
why readers should accept your
• relevant
• Because X leads Y, Z must
claim.)
• substantial
happen.
• appealing
• A leads to B because C…
3. Provide evidence to support
What evidence supports • avoid the logical fallacies
• based on…
your claim.
those reasons?
• evidence is:
• According to A, B stems from
(Consists of facts, figures, or
• Studies consistently show that
• Authoritative
statistics used to prove the
A leads to B…
• Relevant
claim. Should be something that
•
X
found that Y caused Z when
• Specific
can be seen, touched, heard,
A
happened.
• Effective
felt; a fact.)
•
A
concluded
B based on C
• Current
•
X
demonstrated
that Y will…
• Compelling
4. Acknowledge and respond to
Do you acknowledge
• Use concessionary
• use subordinating
opposing perspectives.
this alternative/
language to acknowledge
conjunctions to signal
(A good claim challenges
complication/ objection–
and respond.
concession
previously-held beliefs. You
–and how do you
• Cite specific, important
• While x consistently shows y,
must recognize the other
respond?
alternatives or
not everyone agrees with the
points-of-view, then explain
objections; then address
results or the method by
how yours disproves or
them head on with
which these results are
otherwise improves upon the
reliable evidence to
obtained.
previous or other claims.)
support your claim.
(5). Ethos
(Invisible sixth element of any
argument, relates to your own
credibility as reflected in the
claim and supporting details.)
What is the author’s or
speaker’s ethos? How do
we know we can believe
what he or she says?
• thorough
• establish and main
credibility throughout
• quality of the argument’s
construction
• integrity of sources
What the writer/speaker does
not want to do is use––or at
least overuse––the pronoun “I,”
as if to imply “if I say or think
it, it must be true.”
10
Argument Organizer
@ 2014 Jim Burke
Claim
What is the main
point you will argue?
Name:
Claim
Reason
Reason
Why should readers
accept your claim?
Evidence
Evidence
Evidence
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Evidence
• Facts
• Figures
• Statistics
• Observations
Acknowledge
Respond
32
Acknowledge
& Respond
to other
perspectives on
the subject
© 2005 Jim Burke. May reproduce for classroom use only. www.englishcompanion.com
Into the Wild: An Inquiry into Freedom
Mr. Burke/English 7CP
Overview
We have read Into the Wild as an inquiry into the concept of freedom. To that end, we have
considered a range of perspectives (Adler, Thoreau, Maslow); definitions (liberty vs. freedom
vs. license vs. autonomous vs. independent); and approaches (philosophical, psychological,
socio-economical). All give us useful insights into the book in general and Chris McCandless/
Alex Supertramp in particular. The following assignment asks you to examine one aspect of
freedom that interests you.
Guidelines
This paper should:
£Have 6 paragraphs: 1 introduction, 1 conclusion, and 4 paragraphs written in
response to Into the Wild as we read it (all of which should be related to the same idea)
£Be double-spaced, 1-1.25” margins, 12-point font, formatted in a serif font (like
Minion versus this font, which is the sans serif font Arial), with a header formatted
with the page number and your name)
£Include abundant textual evidence in the form of direct and indirect quotations, each
one properly cited in the text).
Standards
£Feature your name, this class, my name, period, and class on first page justified-left
The following standards apply to this assignment:
WS 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
WS 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating
understanding of the subject under investigation.
WS 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each
source, and integrate the information while avoiding plagiarism.
WS 9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
Directions
This paper asks you to do the following:
£Introduce and establish a precise, knowledgeable claim about your topic.
£Organize your claims, counterclaims, reasons, and evidence to establish a clear
relationship among them.
£Develop your claims and counterclaims about your subject fairly and thoroughly using
relevant evidence from Into the Wild and other texts we read.
£Use words, phrases, and clauses to clarify the relationship between claims, reasons,
evidence, and counterclaims.
£Provide a conclusion that follows from and supports your argument.
£Establish and maintain a formal style appropriate to the topic and audience.
Assessment
This paper will be evaluated using the attached rubric for writing an argument.
@ 2014 Jim Burke
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Into the Wild: An Inquiry Into the Idea of Freedom
List of Claims/Other for Each Chapter
1. Claim: The first impression one gets of Chris McCandless is that he wants to escape mainstream American society in
general and his own past and family in particular.
2. Claim: Alaska is a breathtaking but inhospitable landscape that resist man’s best efforts to control it--and the government’s attempts to control the people who live there.
3. Claim: We really only feel free when we are with those who truly know and accept us for who we are, which is why
McCandless found a sense of home in Carthage with the people there.
4. Claim: It was only after he burned his last money and left behind his remaining possessions that McCandless begins
his real odyssey, for only then was he free to live in the world as he chose. 5. Claim: One thing we can never get entirely free of or fully escape is our need for money.
6. Claim: Chris also resisted the demands of intimate relationships with those he met along the way, preferring
instead to remain free of any obligations to others. 7. Alternate: Provided students with a series of quotations from chapter 7, all related to the paradox that often the more
we try to be free (from something—a desire, a person, past) the more we are bound to that source for in trying to
escape it we can only think of it.
Into the Wild: An Inquiry Into the Idea of Freedom
Chapter 7
Directions
After reading chapter 7, examine the following quotations from the chapter, looking for
a common element to them that would support some claim about an aspect of freedom in
this chapter.
1. “Knowing Alex, I think he must have just got stuck on something that happened
between him and his dad and couldn’t leave it be” (64).
2. “He brooded at length over what he perceived to be his father’s moral
shortcomings, the hypocrisy of his parents’ lifestyle, the tyranny of their
conditional love” (64).
3. “McCandless was drawn to women but remained largely celibate, as chaste as a
monk” (65).
4. “McCandless seems to have been driven by a variety of lust that supplanted
sexual desire” (66).
5. “Once Alex made up his mind about something, there was no changing it” (67).
6. “No, I want to hitch north. Flying would be cheating” (67).
What is the subject common (hint: it’s more specific than just “freedom”) to these
quotations?
@ 2014 Jim Burke
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14
LISTENER’S NOTES
Who
Mr. Burke
Says What (Claim)
Name:
Date:
I Say (in response)
Period:
Claimed three elements are essential for I agree with the importance of the
meaningful work: purpose, pride, and
“three Ps” but would add a fourth: pay
pleasure.
Reasoning
since work, if it is to be meaningful,
should not ask us to sacrifice pay in
order to find pleasure in our work.
Reflect and Respond (Establishing and Responding to Standard Views) in a paragraph
1. Most have emphasized ____________, arguing that _____________; however, I would suggest____________.
2. Speakers have argued __________, pointing out that __________, all of which I agree with, but would add_________.
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28
Rhetorical Précis Notes
Name: Date: Period: Introduction
While a summary provides an objective retelling of what an author says, a rhetorical précis (pronounced praysee) focuses on what an author does and what the author says about the subject. The précis is a highly-structured
move in academic writing which the writer (that would be you) discusses his or her insights about the author’s
content, argument, and the strategies used to make and support that argument to the intended audience.
What is the subject of this text?
TEMPLATE
1. Introduce the speaker or writer, the text, and the central claim.
}Identify the type of text.
NOTES
}Include the title of the text.
}List the author’s first and last name
}Add a phrase/clause with information about
author
}Use a verb describing what the author does:
claims…
}Paraphrase or directly quote the central claim as
well as any essential subclaims.
2. Explain how the author develops or advances the argument
}Use appropriate author pronoun(s) (he, she,
they)
}Choose a verb that captures the author’s action
(supports)
}Identify and explain what the author does next
}Identify and explain what the author does near
the end of the text.
3. State the author’s purpose in writing or speaking about this topic in this text.
}State the author’s purpose using a verb phrase
(i.e., what the author wants to audience/reader
to do, feel, think, or believe as a result of reading
this text).
4. Describe the intended audience and the author’s relationship to that audience.
}Identify and describe the author’s audience.
}Describe the author’s relationship with that
audience.
5. Explain the significance of this work.
}Identify and examine the reasons why this
work is important, why people should
care, or what it might mean to the larger
society.
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33
The Rhetorical Précis Template
In (type of text here) (title of the text), (the author’s first and last name), (a phrase or clause
providing information about the author, usually an appositive phrase or adjective clause) , (verb
describing what the author does: claims, argues, asserts, implies, suggests, contends) that (paraphrase
or direct quotation of the central claim as well as any other essential subclaims). He/She/They verb
(supports, develops) this claim by first (explain what the author is doing, beginning with a verb that
accurately captures the author’s actions (e.g., shows, connects, analyzes, etc.). Then, (explain what
the author does next). Toward the end of the text (or a similar prepositional phrase), (describe
what the author does, choosing an appropriate verb). X’s purpose is to
in
order to (verb phrase describing what the author wants to audience/reader to do, feel, think,
or believe as a result of reading this text). X establishes (a word that describes the author’s tone
in this piece) for (identify and describe the relationship between the author and the audience
of this text). (This work/author’s ideas/conclusions) is/are significant/important because
____________________________.
Sample Rhetorical Précis
In his essay, “Hidden Intellectualism, Gerald Graff, a professor of English and education,
proposes that students may be more successful intellectually when studying things that interest
them. He supports this claim by first analyzing how his own interest in sports as a child taught him
how to channel his own intellect, whereas school never did. Then, he stresses that students who
pursue their passions and interests “through academic eyes” will be more successful than if they
were studying a traditional curriculum. However, towards the end of the text, Graff acknowledges
the fact that this technique isn’t always effective depending on the student and circumstances.
Graff aims to reshape society’s view on intellectualism, which is primarily restricted to academics,
and to open a new window of opportunity for students. He establishes a formal tone for students,
parents, and educators like himself. This work is significant because it promotes the idea of teaching
students to channel their strengths academically which could in return lead to success in school
and life thereafter.
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34
RUBRIC: ARGUMENT WRITING (GRADES 9-12)
NAME:
PERIOD:
EMAIL ADDRESS:
Writing Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
STATEMENT OF FOCUS & PURPOSE
1. EXCEEDS THE STANDARD
2. MEETS THE STANDARD
3. APPROACHES THE STANDARD
4. MISSES THE STANDARD
INTRODUCE & ESTABLISH PRECISE, KNOWLEDGEABLE CLAIMS THAT ARE DISTINCT FROM ALTERNATE/OPPOSING CLAIMS.
}
Introduce a claim that is precise,
knowledgeable, significant, and
distinct from competing claims.
}
Introduce a claim that is accurate,
informed, substantive, and different
from competing claims.
}
Introduce a claim that is relevant,
speculative, predictable, or difficult to
distinguish from other claims.
}
Introduce no claim or one that is
flawed, incorrect, or not
distinguishable from other claims.
ORGANIZE CLAIMS, COUNTERCLAIMS, REASONS AND EVIDENCE TO ESTABLISH CLEAR RELATIONSHIPS AMONG THEM.
}
Use transitions strategically to clarify
and emphasize key relationships.
}
Use transitions appropriately to clarify
and emphasize key elements.
}
Use transitions inconsistently to
clarify and emphasize key elements.
}
Use transitions ineffectively or
rarely to clarify and emphasize.
}
Include strong claims, reasons,
evidence, and counterclaims.
}
Include reasonable claims, reasons,
evidence, and counterclaims.
}
Include claims, reasons, evidence,
and counterclaims; some summary.
}
Include few claims, reasons,
evidence, counterclaims; summarize
}
Analyze the strengths & limitations
of all claims & counterclaims.
}
Examine the strengths & limitations
of most claims & counterclaims.
}
Discuss the strengths and limitations
of some claims and counterclaims.
}
Discuss no claims/counterclaims at
all; offer only summary of text/ideas
ORGANIZATION & DEVELOPMENT
DEVELOP CLAIMS & COUNTERCLAIMS FAIRLY AND THOROUGHLY; SUPPORT WITH RELEVANT DATA OR EVIDENCE.
}
Support claims with strong evidence
from different quality sources.
}
Support claims with relevant evidence
from different reliable sources.
}
Support claims with weak or minimal
evidence––or from unreliable sources.
}
Provide no evidence to support
claims (perhaps because no claim).
}
Analyze the strengths & limitations
of all evidence for quality & bias.
}
Examine some strengths & limitations
of most evidence for quality & bias.
}
Discuss few strengths & limitations of
some evidence for quality & bias.
}
Ignore the strengths & limitations
of all evidence for quality & bias.
USE WORDS, PHRASES, CLAUSES TO CLARIFY RELATIONSHIPS BETWEEN CLAIMS, REASONS, EVIDENCE, COUNTERCLAIMS.
}
Use language & syntax to clarify &
emphasize ideas & relationships.
}
Use language & syntax to clarify &
indicate ideas & relationships.
}
Use language & syntax to clarify &
consider some relationships.
}
Use neither language or syntax to
clarify or emphasize relationships.
PROVIDE A CONCLUSION THAT FOLLOWS FROM AND SUPPORTS THE ARGUMENT PRESENTED IN YOUR PAPER.
} Provide a conclusion w/ strong logic,
} Provide a conclusion w/ logic,
insight, & support for your argument.
} Provide a conclusion w/ some logic,
insight, & support for your argument.
} Provides no conclusion w/ logic,
insight, or support for your argument.
insight, or support for argument.
REQUIREMENTS
CONVENTIONS & STYLE
ESTABLISH & MAINTAIN A FORMAL STYLE & OBJECTIVE TONE; OBSERVE DISCIPLINARY NORMS & CONVENTIONS.
}
Establish a style and tone specific to
the discipline and topic that
strengthens your argument.
}
Establish a style and tone appropriate
to the discipline and topic that
supports your argument.
}
Use a style and tone relevant to the
discipline and topic that does not
undermine your argument.
}
Use a style or tone not appropriate
to the discipline or topic that
undermines your argument.
}
Observe all conventions that apply
to the text, topic, task, or discipline.
}
Observe most conventions that apply
to the text, topic, task, or discipline.
}
Observe some conventions that apply
to the text, topic, task, or discipline.
}
Observe few/no conventions that
apply to text, topic, task, or discipline.
}
Demonstrate exceptional command
of the conventions of grammar,
usage, punctuation, & spelling.
}
Demonstrate a command of the
conventions of grammar, usage,
punctuation, & spelling.
}
Demonstrate a command of many
conventions of grammar, usage,
punctuation, & spelling.
}
Demonstrate a command of few
conventions of grammar, usage,
punctuation, & spelling.
}
Read or do more than assigned.
}
Read or do what is assigned.
}
Read or do most of what is assigned.
}
Read or do little that is assigned.
}
Follow all directions to the letter.
}
Follow most directions to the letter.
}
Follow most directions to the letter.
}
Follow few directions to the letter.
}
Include MLA-formatted in-text
citations & works cited at the end.
}
Include MLA-formatted in-text
citations & works cited at the end.
}
Include some MLA-formatted in-text
citations & works cited at the end.
}
Include no MLA-formatted in-text
citations & works cited at the end.
Grade
© 2014 Jim Burke. May photocopy for classroom use only.
@ 2014 Jim Burke
What Worked
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What Needs Work
Updated:1/5/14 8:17 PM
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