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English I 2011-2012 syllabus
Books we will use
Fall Semester Spring Semester
Life of Pi The Sherlock Holmes Mysteries
75 Short Masterpieces Spoon River Anthology
Into the Wild/Walden Hitchhiker's Guide to the Galaxy
The Catcher in the Rye Rebecca
Medieval book The Old Man and the Sea
Mythology Julius Caesar
Vocabulary for the College-Bound Student Vocabulary for the College-Bound Student
GOALS AND PURPOSE
The goals and purpose of this course are to develop further a student’s writing, reading, thinking, and speaking skills and to
enhance a student’s ability to appreciate, analyze, understand, and enjoy good writing. This course should be viewed not as an
end, but yet another step on the road to becoming a lifelong reader and thinker. Here are some of the questions students will be
exploring throughout the year:
How are the content and structure of my writing related? We’ll be learning how to structure essays, opening paragraphs,
paragraphs themselves, thesis statements, even sentences. How does that improve or affect your writing? How do grammar,
punctuation, vocabulary, and syntax (sentence structure) make the content of your writing better?
How can I find my voice in different types of writing? We will be working primarily in four modes of writing: expository,
persuasive, creative, and analytical.
GRADING POLICY
Semester exam = 10%
Work ethic (homework, class demeanor) = 10%
Vocabulary quizzes = 10% Reading quizzes = 15%
Tests and Projects = 20%
Portfolio (Papers) = 35%
OTHER HOUSEKEEPING
Books we will use
Fall Semester Spring Semester
Life of Pi The Sherlock Holmes Mysteries
75 Short Masterpieces Spoon River Anthology
Into the Wild/Walden Hitchhiker's Guide to the Galaxy
The Catcher in the Rye Rebecca
Medieval book The Old Man and the Sea
Mythology Julius Caesar
Vocabulary for the College-Bound Student Vocabulary for the College-Bound Student
GOALS AND PURPOSE
The goals and purpose of this course are to develop further a student’s writing, reading, thinking, and speaking skills and to
enhance a student’s ability to appreciate, analyze, understand, and enjoy good writing. This course should be viewed not as an
end, but yet another step on the road to becoming a lifelong reader and thinker. Here are some of the questions students will be
exploring throughout the year:
How are the content and structure of my writing related? We’ll be learning how to structure essays, opening paragraphs,
paragraphs themselves, thesis statements, even sentences. How does that improve or affect your writing? How do grammar,
punctuation, vocabulary, and syntax (sentence structure) make the content of your writing better?
How can I find my voice in different types of writing? We will be working primarily in four modes of writing: expository,
persuasive, creative, and analytical.
- Expository writing is writing that informs, writing that explains. Most of the writing you have done for school has
probably been expository. Job applications, company reports, notes on how to cook a meal – these are all expository
pieces So are such prompts as, “Discuss why Holden Caulfield has trouble talking to girls in the novel” or “Explain the
change in matter when dry ice is placed in a room.”
- Persuasive writing is designed to take a position and move the reader to agree with the writer (and maybe take action).
Newspaper columns are often in the persuasive mode, as is an essay that takes a position on gun control.
- Creative writing is designed to express the feelings and beliefs of a writer through a narrative. Narrative writing tells a
story, relates events, or captures how people or things affect the writer. Creative writing may be fictional or non-
fictional, such as a description of your first kiss or how a character escapes from a Martian prison camp.
- Analytical writing looks at how writing does what it does, by looking at such things as word choice, sentence structure,
metaphors, or images. Analytical writing looks at the parts that make up writing and examines how these parts work to
create an effect on the reader. Examples of analytical prompts are “Explain how Bradbury’s use of images creates an
atmosphere of doom” or “Discuss the effect that rhythm and pauses have in ‘The Raven.'"
GRADING POLICY
Semester exam = 10%
Work ethic (homework, class demeanor) = 10%
Vocabulary quizzes = 10% Reading quizzes = 15%
Tests and Projects = 20%
Portfolio (Papers) = 35%
OTHER HOUSEKEEPING
- Respect other people in the classroom
- Do your homework every night. Every other Monday I will give you the assignments for the next two weeks. They are also listed on my Web
site at www.tcamb1.com. You are responsible for finding out and doing assignments when you are absent. Homework not ready at the
beginning of the paper is graded a zero. - I have little patience for assignments not done or turned in late. Occasionally there is a valid reason for lateness; usually there is not. “My
printer isn’t working” is not a valid reason for lateness. If your printer is not working, then you can email yourself a copy of your paper and
print it first thing in the library. You can, in addition, email a copy to me (tcambisios@mvcds.net) as either a Word attachment or as text in the
body of the email. A major paper is graded down one letter grade for every day that it is late. If it is due at 10:00 a.m., telling me you will turn it
in by 3:00 means that it is late. If you have what you think is a valid excuse for a late assignment, talk to me. - Pay attention to school rules, such as those relating to tardiness, the dress code, cell phones, eating food in the Upper School, etc.
- Plagiarism means attempting to pass off another person’s words, ideas, or work as your own, either in whole or in part. We take plagiarism
seriously at Maumee Valley. If you plagiarize, you may be put before a Disciplinary Committee. We will spend some time talking about
proper citing of sources. You will also have to submit your papers to the Internet plagiarism service we subscribe to.
English I homework
Tuesday, Feb. 21 – Vocab. 14-18 quiz tomorrow
Wednesday, Feb. 22 – Read handout on small-town life
Thursday, Feb. 23 – Spoon River: “Looking for Immortality.” Read and jot
notes for the following poems: Rev. Abner Peet, Hortense Robbins,
Alexander Throckmorton, the Village Atheist
Friday, Feb. 24 – Spoon River: “My Career is My Perspective.” Read these
three poems. Then pick one to write a paragraph about, discussing how his
or her career influences the outlook on life: Sexsmith the Dentist, Mrs. Bert
Kessler, and Trainor the Druggist
Monday, Feb. 27 – Spoon River: “Help! I’m Trapped II.” Read and jot notes
for the following poems: Robert Fulton Tanner, Barry Holden, Eugene
Carman, Abel Melveny
Tuesday, Feb. 28 – Read the following three poems. Pick one and write two
paragraphs on it, one on the content of the poem, and one on some of the
poetic devices used in the poem (metaphor,etc.): Elmer Karr, Mrs. Merritt,
Tom Merritt
Wednesday, Feb. 29 – Spoon River: “Finally, Some Happy People.” Read
and jot notes for the following poems: William and Emily, Lucinda Matlock,
Fiddler Jones
Thursday, Mar. 1 – TEST tomorrow on Spoon River
Friday, Mar. 2 – Vocab. 14-19 quiz on Monday. Work on Spoon River
projects, due Tuesday, March 13.
Tuesday, Feb. 21 – Vocab. 14-18 quiz tomorrow
Wednesday, Feb. 22 – Read handout on small-town life
Thursday, Feb. 23 – Spoon River: “Looking for Immortality.” Read and jot
notes for the following poems: Rev. Abner Peet, Hortense Robbins,
Alexander Throckmorton, the Village Atheist
Friday, Feb. 24 – Spoon River: “My Career is My Perspective.” Read these
three poems. Then pick one to write a paragraph about, discussing how his
or her career influences the outlook on life: Sexsmith the Dentist, Mrs. Bert
Kessler, and Trainor the Druggist
Monday, Feb. 27 – Spoon River: “Help! I’m Trapped II.” Read and jot notes
for the following poems: Robert Fulton Tanner, Barry Holden, Eugene
Carman, Abel Melveny
Tuesday, Feb. 28 – Read the following three poems. Pick one and write two
paragraphs on it, one on the content of the poem, and one on some of the
poetic devices used in the poem (metaphor,etc.): Elmer Karr, Mrs. Merritt,
Tom Merritt
Wednesday, Feb. 29 – Spoon River: “Finally, Some Happy People.” Read
and jot notes for the following poems: William and Emily, Lucinda Matlock,
Fiddler Jones
Thursday, Mar. 1 – TEST tomorrow on Spoon River
Friday, Mar. 2 – Vocab. 14-19 quiz on Monday. Work on Spoon River
projects, due Tuesday, March 13.
PAPER #1 - Life of Pi prompt Expository mode
This paper is due Thursday, Sept. 1, at the beginning of class (3-4 pages). Have a good thesis statement. Think about how you are
going to organize your paper to develop your main points. Include examples and details from the book to support your points.
Prompt:
One important idea in this novel is the concept of “belief.” In this paper, you will
explore three functions or purposes of belief for Pi. So you need to discover three
kinds of belief that Pi has in this novel, and for each form of belief, discuss what
function or purpose that belief has for Pi and his life. (And then use evidence from
the book to prove your point.)
If you’re confused, here are three examples that I’m making up because they do NOT really apply to Pi:
“Pi’s belief in his moral superiority to others in this novel is explored in order to set him up for a great fall
that shows how wicked he actually is.”
“The function of Pi’s belief that humans are always out to hurt each other is to make him shy about forming
any connection at all with other people.”
“Pi believes that families have no effect on your development as a person, and the purpose of this is to explain
why he ignores his parents and brother.”
Note: You need to have at least one belief that’s focused on the first part of the book (pre-shipwreck) and at
least one belief that’s focused on the second part of the book. In other words, don’t just choose beliefs related
only to his time in India or only to his time on the boat.
Rubric for Life of Pi essay (expository)
9-8 These well-written essays present a strong discussion of the three beliefs, centered around an
interesting thesis. The writer clearly explores three interesting beliefs specific to Pi’s life and discusses how
those beliefs have a purpose in the book. Details and examples are not just added on, but integrated into the
total understanding of how Pi thinks about his life. The writer offers mature insights and backs them up with
examples from throughout the book. These essays show a stylistic maturity by a strong thesis and an effective
command of sentence structure, word choice, and organization. The writing isn’t without flaws, but it reveals
the writer's ability to write effectively.
7-6 These essays present a fine discussion of the role that three distinct beliefs play in Pi’s life. A good
thesis unifies these papers, and statements have some relevant examples and quotes (though not as strongly as
in papers in the 9-8 range). Details about each belief are offered, but they may seem added on, rather than
explain the specific being discussed. The purpose of each belief is identified well. These essays are well-
written in an appropriate style, but with less maturity than the top papers. Some lapses in grammar or
organization may appear, but the writing is generally quite effective.
5 These essays attempt to discuss the role that three beliefs play in Pi’s life, although the beliefs may not
be as strong as other possible ones, or the purposes are not explored in detail. Some examples from the text are
given, although they are not discussed much after being cited or they may not reveal a wide range of events
from the book. The explanation of how each belief functions needs to be clearer. These essays are satisfactorily
written. Organization is evident, but it may not be fully realized or effective. The thesis may be merely
okay.
4-3 Papers in this range mention three beliefs that are important to Pi, but little discussion is given for
each belief. The role beliefs play in his life is only approached in general terms. Essays that simply list
examples or offer only a few examples without explanation fall into this range. The writer doesn’t really
address how each belief “functions” in the novel. The writer ignores key characters or events in the book as
support for his or her ideas; there may be a number of unsupported general statements. These papers tend to
lack sufficient depth or analysis. The writing needs work in organization and/or content.
2-1 These essays may attempt to mention some beliefs of Pi, but the follow-through is poor. The choice of
beliefs is weak, and little real discussion regarding how the beliefs function is given. Unsubstantiated
statements are often made in such essays, as are essays that do not address the specific prompt given here.
Examples are lacking. Essays that are unacceptably brief or poorly written also fall in this range. The writing
usually reveals consistent weaknesses in grammar or other elements of composition.
Warnings
Avoid such phrases as these:
• "I will now tell you…"
• "The purpose of this essay is to…"
• "In conclusion…"
• "I have now shown you…"
How to cite
In terms of citations, all you need to use are parenthetical citations. Normally citations appear at the end of the
sentence with the author’s name and the page number and no comma between them: (Martel 61) Since you
are only using the Martel book, you do not need to include the author’s name for this paper, just the page
number. In addition, do not let quotations stand on their own; quotations need a lead-in:
WRONG “My memories come in a jumble” (192).
CORRECT As Pi says in the book, “My memories come in a jumble” (192).
CORRECT Pi says this about his trip: “My memories come in a jumble” (192).
Quotations without a lead-in are marked NIQ (No Isolated Quotes) by me. If the cited passage is longer than
a few sentences, you should double-space the quoted material, indent it, and omit the quotation marks around
it. We use MLA citation and bibliography form.
Remember this:
• The thesis statement should be narrow and arguable
• Make your topic sentences interesting and clear
• Use a combination of examples, details, and quotations to support your ideas
• Follow the structure for a basic essay that we will discuss in class
This paper is due Thursday, Sept. 1, at the beginning of class (3-4 pages). Have a good thesis statement. Think about how you are
going to organize your paper to develop your main points. Include examples and details from the book to support your points.
Prompt:
One important idea in this novel is the concept of “belief.” In this paper, you will
explore three functions or purposes of belief for Pi. So you need to discover three
kinds of belief that Pi has in this novel, and for each form of belief, discuss what
function or purpose that belief has for Pi and his life. (And then use evidence from
the book to prove your point.)
If you’re confused, here are three examples that I’m making up because they do NOT really apply to Pi:
“Pi’s belief in his moral superiority to others in this novel is explored in order to set him up for a great fall
that shows how wicked he actually is.”
“The function of Pi’s belief that humans are always out to hurt each other is to make him shy about forming
any connection at all with other people.”
“Pi believes that families have no effect on your development as a person, and the purpose of this is to explain
why he ignores his parents and brother.”
Note: You need to have at least one belief that’s focused on the first part of the book (pre-shipwreck) and at
least one belief that’s focused on the second part of the book. In other words, don’t just choose beliefs related
only to his time in India or only to his time on the boat.
Rubric for Life of Pi essay (expository)
9-8 These well-written essays present a strong discussion of the three beliefs, centered around an
interesting thesis. The writer clearly explores three interesting beliefs specific to Pi’s life and discusses how
those beliefs have a purpose in the book. Details and examples are not just added on, but integrated into the
total understanding of how Pi thinks about his life. The writer offers mature insights and backs them up with
examples from throughout the book. These essays show a stylistic maturity by a strong thesis and an effective
command of sentence structure, word choice, and organization. The writing isn’t without flaws, but it reveals
the writer's ability to write effectively.
7-6 These essays present a fine discussion of the role that three distinct beliefs play in Pi’s life. A good
thesis unifies these papers, and statements have some relevant examples and quotes (though not as strongly as
in papers in the 9-8 range). Details about each belief are offered, but they may seem added on, rather than
explain the specific being discussed. The purpose of each belief is identified well. These essays are well-
written in an appropriate style, but with less maturity than the top papers. Some lapses in grammar or
organization may appear, but the writing is generally quite effective.
5 These essays attempt to discuss the role that three beliefs play in Pi’s life, although the beliefs may not
be as strong as other possible ones, or the purposes are not explored in detail. Some examples from the text are
given, although they are not discussed much after being cited or they may not reveal a wide range of events
from the book. The explanation of how each belief functions needs to be clearer. These essays are satisfactorily
written. Organization is evident, but it may not be fully realized or effective. The thesis may be merely
okay.
4-3 Papers in this range mention three beliefs that are important to Pi, but little discussion is given for
each belief. The role beliefs play in his life is only approached in general terms. Essays that simply list
examples or offer only a few examples without explanation fall into this range. The writer doesn’t really
address how each belief “functions” in the novel. The writer ignores key characters or events in the book as
support for his or her ideas; there may be a number of unsupported general statements. These papers tend to
lack sufficient depth or analysis. The writing needs work in organization and/or content.
2-1 These essays may attempt to mention some beliefs of Pi, but the follow-through is poor. The choice of
beliefs is weak, and little real discussion regarding how the beliefs function is given. Unsubstantiated
statements are often made in such essays, as are essays that do not address the specific prompt given here.
Examples are lacking. Essays that are unacceptably brief or poorly written also fall in this range. The writing
usually reveals consistent weaknesses in grammar or other elements of composition.
Warnings
Avoid such phrases as these:
• "I will now tell you…"
• "The purpose of this essay is to…"
• "In conclusion…"
• "I have now shown you…"
How to cite
In terms of citations, all you need to use are parenthetical citations. Normally citations appear at the end of the
sentence with the author’s name and the page number and no comma between them: (Martel 61) Since you
are only using the Martel book, you do not need to include the author’s name for this paper, just the page
number. In addition, do not let quotations stand on their own; quotations need a lead-in:
WRONG “My memories come in a jumble” (192).
CORRECT As Pi says in the book, “My memories come in a jumble” (192).
CORRECT Pi says this about his trip: “My memories come in a jumble” (192).
Quotations without a lead-in are marked NIQ (No Isolated Quotes) by me. If the cited passage is longer than
a few sentences, you should double-space the quoted material, indent it, and omit the quotation marks around
it. We use MLA citation and bibliography form.
Remember this:
• The thesis statement should be narrow and arguable
• Make your topic sentences interesting and clear
• Use a combination of examples, details, and quotations to support your ideas
• Follow the structure for a basic essay that we will discuss in class
Persuasive essay assignment – Paper #2
This paper is due Tuesday, Sept. 22, at the beginning of class. Think about how you are going to organize your paper to develop
your main points. Include examples and details to support your points. The length should be around 4-5 pages, double-spaced, 12
pt. font.
Prompt:
Quite simply, you are going to write a persuasive essay that includes research for your position. Assume that your readers are
either undecided on the issue or feel quite differently from you. Your goal is to convince these readers that your position is the
most logical one.
Here are the topics you can choose from:
• The U.S. should (or should not) have invaded Iraq.
• Sixteen- and seventeen-year-olds should be allowed to vote.
• College athletic scholarships should (or should not) be abolished.
• Four years of foreign language study in high school should be required.
• (Sports league X) should have a salary cap on each team's athletic payroll.
• All professional athletes should be required to submit to regular mandatory drug testing.
• The presidency should be limited to a single six-year term.
• Television reality shows, despite their high ratings, should be canceled.
• All able-bodied people should be required to do one year of community service or military service before the age of 25.
• Marriage between gay couples should (or should not) be legalized in Ohio.
• Grades in high school should (or should not) be eliminated.
• Computer game-playing should (or should not) be permitted during school hours at MV.
• Maumee Valley should require students to take several courses in ….
• State proficiency tests required for graduation should (or should not) be eliminated.
• The city of Toledo should build a new downtown (fill in the blank).
• The community service requirement at MV should (or should not) be eliminated.
• Televised presidential debates should (or should not) include third-party candidates.
• Senators and Congressional representatives should (or should not) be limited to 12 years in office.
• Maumee Valley should (or should not) has its students wear school uniforms.
• Southwyck Shopping Center should be converted into ….
• Genetic testing for diseases should (or should not) be done on all infants.
• Talent shows on television, like "American Idol," are (or are not) unhealthy obsessions for many Americans.
• Cell phone use should (or should not) be banned in cars except for 911 emergencies.
• College athletes should (or should not) be required to complete their college education before becoming professional athletes.
• The draft should (or should not) be reinstated for the war in Afghanistan.
However, you must also include some research here. Your paper must have a minimum of four sources used: at least one book,
one Web site, and one magazine or newspaper article. Your paper must also have at least eight total citations (using all four
sources). You must then also have a Works Cited page. We will go over citation and bibliography form in class. You may NOT cite
any Wikipedia articles.
Suggested structure of this essay:
Paragraph 1: An interesting opening paragraph, leading up to a thesis.
Paragraph 2: Consider and refute the two major counter-arguments to your position.
Paragraphs 3-8: Three major arguments supporting your position. Have strong, interesting topic sentences. Support each
argument with facts, statistics, logic, emotional appeals, expert testimony, common sense, and/or analysis. Discuss each
argument in some detail. This is the most important part of your paper; this is where you convince the reader. (Devote two
paragraphs to each argument you make.)
Paragraph 9: Strong and interesting conclusion, beginning with a restatement of your thesis.
You are also going to put your research on notecards, which will help you organize yourself when it comes to writing the paper. I
will show you in class how to do notecards and bibliography cards. You have a two notecards deadlines and here they are:
1. On Monday, Sept. 12, you will give me your FOUR bibliography cards representing your four sources and also at least SIX
notecards (representing at least TWO of your sources). I will look over your cards that night, give you a quiz grade on them, and
return them to you the next day.
2. On Wednesday, Sept. 14, you will give me your FOUR bibliography cards representing your four sources and also at least 15
notecards (representing all FOUR of your sources). I will look over your cards that night, give you a quiz grade on them, and return
them to you the next day.
This paper is due Tuesday, Sept. 22, at the beginning of class. Think about how you are going to organize your paper to develop
your main points. Include examples and details to support your points. The length should be around 4-5 pages, double-spaced, 12
pt. font.
Prompt:
Quite simply, you are going to write a persuasive essay that includes research for your position. Assume that your readers are
either undecided on the issue or feel quite differently from you. Your goal is to convince these readers that your position is the
most logical one.
Here are the topics you can choose from:
• The U.S. should (or should not) have invaded Iraq.
• Sixteen- and seventeen-year-olds should be allowed to vote.
• College athletic scholarships should (or should not) be abolished.
• Four years of foreign language study in high school should be required.
• (Sports league X) should have a salary cap on each team's athletic payroll.
• All professional athletes should be required to submit to regular mandatory drug testing.
• The presidency should be limited to a single six-year term.
• Television reality shows, despite their high ratings, should be canceled.
• All able-bodied people should be required to do one year of community service or military service before the age of 25.
• Marriage between gay couples should (or should not) be legalized in Ohio.
• Grades in high school should (or should not) be eliminated.
• Computer game-playing should (or should not) be permitted during school hours at MV.
• Maumee Valley should require students to take several courses in ….
• State proficiency tests required for graduation should (or should not) be eliminated.
• The city of Toledo should build a new downtown (fill in the blank).
• The community service requirement at MV should (or should not) be eliminated.
• Televised presidential debates should (or should not) include third-party candidates.
• Senators and Congressional representatives should (or should not) be limited to 12 years in office.
• Maumee Valley should (or should not) has its students wear school uniforms.
• Southwyck Shopping Center should be converted into ….
• Genetic testing for diseases should (or should not) be done on all infants.
• Talent shows on television, like "American Idol," are (or are not) unhealthy obsessions for many Americans.
• Cell phone use should (or should not) be banned in cars except for 911 emergencies.
• College athletes should (or should not) be required to complete their college education before becoming professional athletes.
• The draft should (or should not) be reinstated for the war in Afghanistan.
However, you must also include some research here. Your paper must have a minimum of four sources used: at least one book,
one Web site, and one magazine or newspaper article. Your paper must also have at least eight total citations (using all four
sources). You must then also have a Works Cited page. We will go over citation and bibliography form in class. You may NOT cite
any Wikipedia articles.
Suggested structure of this essay:
Paragraph 1: An interesting opening paragraph, leading up to a thesis.
Paragraph 2: Consider and refute the two major counter-arguments to your position.
Paragraphs 3-8: Three major arguments supporting your position. Have strong, interesting topic sentences. Support each
argument with facts, statistics, logic, emotional appeals, expert testimony, common sense, and/or analysis. Discuss each
argument in some detail. This is the most important part of your paper; this is where you convince the reader. (Devote two
paragraphs to each argument you make.)
Paragraph 9: Strong and interesting conclusion, beginning with a restatement of your thesis.
You are also going to put your research on notecards, which will help you organize yourself when it comes to writing the paper. I
will show you in class how to do notecards and bibliography cards. You have a two notecards deadlines and here they are:
1. On Monday, Sept. 12, you will give me your FOUR bibliography cards representing your four sources and also at least SIX
notecards (representing at least TWO of your sources). I will look over your cards that night, give you a quiz grade on them, and
return them to you the next day.
2. On Wednesday, Sept. 14, you will give me your FOUR bibliography cards representing your four sources and also at least 15
notecards (representing all FOUR of your sources). I will look over your cards that night, give you a quiz grade on them, and return
them to you the next day.
Into the Wild prompt – Comparison and Contrast
This paper is due Wednesday, Oct. 12, at the beginning of class (4-5 pages). Have a good thesis statement. Include examples
and details from the books to support your points.
Discuss three ways that Chris McCandless’s trek into nature was similar to or different from Henry Thoreau’s.
Don’t focus as much on what happens to each as much as on their ideas, beliefs, and motivations for, and approaches to their
experiences. For example, don’t say “One survives his journey into nature, and one dies” as one of the ways their treks differed. Or
don’t say “Thoreau built a house made of wood, while Chris built one out of gingerbread.” But you might say (and I’m making this
up) that “McCandless was partly motivated to move to the wilderness by his hatred of political parties, whereas Thoreau showed
no interest in politics” or “Thoreau believed that contact with any other humans would ruin his experiment in nature, and
McCandless agreed that even talking to other people during his time in the Yukon was harmful.” (You would then use details and
examples to support both of these contentions.)
Suggested structure:
Paragraph 1 = Introduction
Paragraphs 2-3 = Compare or contrast a motivation; perhaps devote one paragraph with details and analysis to
Thoreau and one to McCandless.
Paragraph 4-5 = Same as above
Paragraph 6-7 = Same as above
Paragraph 8 = Conclusion
Rubric for Into the Wild essay
9-8 These well-written essays offer a strong set of three motivations or approaches to the Thoreau’s and Chris’s reasons for
going into the wilderness. Each motivation is developed as a well-worded comparison or contrast between the two, in which it’s
very clear what connects or separates the two for each motivation. Details are not just added on, but integrated into the total
understanding of how the approaches of two people differed regarding their treks into the wilderness. These papers possess a
stylistic maturity with a strong thesis and an effective command of sentence structure and word choice. They are well organized,
and the writer’s thoughts have great depth to them.
7-6 These essays present a fine discussion and comparison of three well-chosen motivations these two people had for going
into the wilderness. A good thesis unifies these papers, and statements have some relevant textual evidence (though not as
strongly as in papers in the 9-8 range). Details about their treks are offered, but they may seem added on, rather than offering
enough analysis or comparison. These essays are well-written in an appropriate style, but with less maturity than the top papers.
Some lapses in grammar or organization may appear, but the writing demonstrates good control over the elements of composition
to present the writer's ideas clearly.
5 These essays attempt to discuss and compare three motivations for going into the wilderness, although the reasons or
aspects given may not be as strong as other possible ones, or the motivations given are not explored in detail. Some examples
from the text are given, although they are not discussed much after being cited or they may not reveal a wide range of events from
the book. Instead of comparing motivations, the approaches of the two might just be placed side by side. These essays are
satisfactorily written, but they may demonstrate inconsistent control over the elements of composition. Organization could be
stronger, and the thesis is merely okay.
4-3 Papers in this range mention three motivations for the two people’s trek to the wilderness, but the chosen motivations may
not be meaningful enough in the context of the books; the student should review his or her reasons given. The actual
comparison of motives is done only in general terms. Essays that simply list examples or offer only a few examples without
explanation fall into this range. The writer ignores key events in the book as support for his or her ideas; there may be a number of
unsupported general statements. These papers tend to lack sufficient depth or analysis. The writing needs more work on
grammar and organization.
2-1 These essays may attempt to mention several similarities or differences between Thoreau and Chris, but the follow-
through is poor. The chosen similarities may not be based on larger motives or approaches. Unsubstantiated statements are
often made in such essays, as are essays that do not address the prompt given here. A range of examples is lacking. Essays that
are unacceptably brief or poorly written also fall in this range. The writing usually reveals consistent weaknesses in grammar and
organization.
This paper is due Wednesday, Oct. 12, at the beginning of class (4-5 pages). Have a good thesis statement. Include examples
and details from the books to support your points.
Discuss three ways that Chris McCandless’s trek into nature was similar to or different from Henry Thoreau’s.
Don’t focus as much on what happens to each as much as on their ideas, beliefs, and motivations for, and approaches to their
experiences. For example, don’t say “One survives his journey into nature, and one dies” as one of the ways their treks differed. Or
don’t say “Thoreau built a house made of wood, while Chris built one out of gingerbread.” But you might say (and I’m making this
up) that “McCandless was partly motivated to move to the wilderness by his hatred of political parties, whereas Thoreau showed
no interest in politics” or “Thoreau believed that contact with any other humans would ruin his experiment in nature, and
McCandless agreed that even talking to other people during his time in the Yukon was harmful.” (You would then use details and
examples to support both of these contentions.)
Suggested structure:
Paragraph 1 = Introduction
Paragraphs 2-3 = Compare or contrast a motivation; perhaps devote one paragraph with details and analysis to
Thoreau and one to McCandless.
Paragraph 4-5 = Same as above
Paragraph 6-7 = Same as above
Paragraph 8 = Conclusion
Rubric for Into the Wild essay
9-8 These well-written essays offer a strong set of three motivations or approaches to the Thoreau’s and Chris’s reasons for
going into the wilderness. Each motivation is developed as a well-worded comparison or contrast between the two, in which it’s
very clear what connects or separates the two for each motivation. Details are not just added on, but integrated into the total
understanding of how the approaches of two people differed regarding their treks into the wilderness. These papers possess a
stylistic maturity with a strong thesis and an effective command of sentence structure and word choice. They are well organized,
and the writer’s thoughts have great depth to them.
7-6 These essays present a fine discussion and comparison of three well-chosen motivations these two people had for going
into the wilderness. A good thesis unifies these papers, and statements have some relevant textual evidence (though not as
strongly as in papers in the 9-8 range). Details about their treks are offered, but they may seem added on, rather than offering
enough analysis or comparison. These essays are well-written in an appropriate style, but with less maturity than the top papers.
Some lapses in grammar or organization may appear, but the writing demonstrates good control over the elements of composition
to present the writer's ideas clearly.
5 These essays attempt to discuss and compare three motivations for going into the wilderness, although the reasons or
aspects given may not be as strong as other possible ones, or the motivations given are not explored in detail. Some examples
from the text are given, although they are not discussed much after being cited or they may not reveal a wide range of events from
the book. Instead of comparing motivations, the approaches of the two might just be placed side by side. These essays are
satisfactorily written, but they may demonstrate inconsistent control over the elements of composition. Organization could be
stronger, and the thesis is merely okay.
4-3 Papers in this range mention three motivations for the two people’s trek to the wilderness, but the chosen motivations may
not be meaningful enough in the context of the books; the student should review his or her reasons given. The actual
comparison of motives is done only in general terms. Essays that simply list examples or offer only a few examples without
explanation fall into this range. The writer ignores key events in the book as support for his or her ideas; there may be a number of
unsupported general statements. These papers tend to lack sufficient depth or analysis. The writing needs more work on
grammar and organization.
2-1 These essays may attempt to mention several similarities or differences between Thoreau and Chris, but the follow-
through is poor. The chosen similarities may not be based on larger motives or approaches. Unsubstantiated statements are
often made in such essays, as are essays that do not address the prompt given here. A range of examples is lacking. Essays that
are unacceptably brief or poorly written also fall in this range. The writing usually reveals consistent weaknesses in grammar and
organization.
Paper #4 – Catcher in the Rye parody
Your fourth paper assignment for your fall portfolio involves The Catcher in the Rye. A few details before you
begin:
• The expected length is around 3-4 pages, 12 pt font, 1” margins.
• The deadline for this paper is Tuesday, Nov. 8. (No email needed for this paper.)
So what is your task? Your job is to write a story in the style and voice of Holden Caulfield. By now, you probably
have a pretty good sense of Holden’s voice, his language, his likes and dislikes, and his philosophy of life. So you
are going to write a parody (definition = the mimicking of a literary work or of the style of a well-known writer). You
are going to write a new chapter in his life.
Some details:
• You are Holden for the purposes of this paper. Use the “I” pronoun.
• You may include other characters from Catcher in the Rye or create new characters for your parody.
• Use a combination of events and dialogue.
• Start this task by jotting notes on Holden’s style of speaking. Get an ear for how he speaks. (It’s not just a
matter of adding “damn” or other curses to your essay.)
• Also start this task by jotting notes on Holden’s likes and dislikes and philosophy of life. His “Holdenness”
should not change for your new episode in his life. He still needs to be Holden.
What should you write about? You get to choose the situation Holden finds himself in:
• Holden prepares to take an English test (or math test….)
• Holden joins the circus
• Holden talks about his job at McDonald’s (or Petco or Bed Bath and Beyond or …)
• Holden gets ready for a blind date
• Holden is sick at home, watching soap operas and other TV shows
• Holden works at the Renaissance fair
• Holden goes on vacation in Yellowstone
• Holden tries out for the football team
• Holden tries to cook a soufflé
• Holden starts a part-time job as a doughnut-maker
• Holden auditions for a reality TV show
• Holden goes to Jane’s wedding
• Holden goes bungee-jumping
• Holden auditions for a play in community theater
• Holden visits an army recruiting center
• Holden works at a dunking booth at a carnival
• Holden visits a college he’s considering attending
• Holden runs for City Council office
• Holden starts a babysitting service
• Holden works in a cafeteria at a senior citizen center
• Any other situation? (talk to me)
Your fourth paper assignment for your fall portfolio involves The Catcher in the Rye. A few details before you
begin:
• The expected length is around 3-4 pages, 12 pt font, 1” margins.
• The deadline for this paper is Tuesday, Nov. 8. (No email needed for this paper.)
So what is your task? Your job is to write a story in the style and voice of Holden Caulfield. By now, you probably
have a pretty good sense of Holden’s voice, his language, his likes and dislikes, and his philosophy of life. So you
are going to write a parody (definition = the mimicking of a literary work or of the style of a well-known writer). You
are going to write a new chapter in his life.
Some details:
• You are Holden for the purposes of this paper. Use the “I” pronoun.
• You may include other characters from Catcher in the Rye or create new characters for your parody.
• Use a combination of events and dialogue.
• Start this task by jotting notes on Holden’s style of speaking. Get an ear for how he speaks. (It’s not just a
matter of adding “damn” or other curses to your essay.)
• Also start this task by jotting notes on Holden’s likes and dislikes and philosophy of life. His “Holdenness”
should not change for your new episode in his life. He still needs to be Holden.
What should you write about? You get to choose the situation Holden finds himself in:
• Holden prepares to take an English test (or math test….)
• Holden joins the circus
• Holden talks about his job at McDonald’s (or Petco or Bed Bath and Beyond or …)
• Holden gets ready for a blind date
• Holden is sick at home, watching soap operas and other TV shows
• Holden works at the Renaissance fair
• Holden goes on vacation in Yellowstone
• Holden tries out for the football team
• Holden tries to cook a soufflé
• Holden starts a part-time job as a doughnut-maker
• Holden auditions for a reality TV show
• Holden goes to Jane’s wedding
• Holden goes bungee-jumping
• Holden auditions for a play in community theater
• Holden visits an army recruiting center
• Holden works at a dunking booth at a carnival
• Holden visits a college he’s considering attending
• Holden runs for City Council office
• Holden starts a babysitting service
• Holden works in a cafeteria at a senior citizen center
• Any other situation? (talk to me)
Paper #5: The Road Not Taken
Read the following poem by Robert Frost:
TWO roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth; 5
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same, 10
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back. 15
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
Think about three characters in literature who took the road "less traveled by" and discuss how taking that road made "all the difference"
-- positively or negatively. You may use short stories or novels you have read either for school (and not just this year) or from your
outside reading. Use three different works of literature. You may not use non-fiction, movies, television, or other media. Do NOT just
give me plot summary. Offer discussion and analysis, using examples, details, and quotations to support your ideas.
As always, use proper essay structure, including a thesis statement, well-structured paragraphs, and lots of good examples and
details. Identify the work(s) of literature by title and author. Expected length is 3-4 pages.
Read the following poem by Robert Frost:
TWO roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth; 5
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same, 10
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back. 15
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
Think about three characters in literature who took the road "less traveled by" and discuss how taking that road made "all the difference"
-- positively or negatively. You may use short stories or novels you have read either for school (and not just this year) or from your
outside reading. Use three different works of literature. You may not use non-fiction, movies, television, or other media. Do NOT just
give me plot summary. Offer discussion and analysis, using examples, details, and quotations to support your ideas.
As always, use proper essay structure, including a thesis statement, well-structured paragraphs, and lots of good examples and
details. Identify the work(s) of literature by title and author. Expected length is 3-4 pages.
Portfolios
Portfolios are due Thursday, Dec. 15. Your portfolio grade is 35% of your semester grade. Here are some details about what I
expect in your portfolio:
1. For each paper, you should include a final draft, along with the first draft that I graded, right behind it. (For paper #5,
there will only be one draft.) Include also any other drafts you have written and turned in. There will be a deduction (I don’t
know how much) if you do not include the original draft I commented on.
2. In each final draft (except the Holden paper), I would like you to underline the thesis statement and write “Thesis
Statement” in the margin next to it. I would like you to label all topic sentences “TS” in the margin.
3. In each final draft, I would like you to highlight the passages, sections, or sentences that you rewrote or added in the
final version. If you added a whole paragraph, circle the whole paragraph. If you wrote several drafts, use a different color
highlighter for each set of changes. So, the final draft might have highlighting of several colors, showing the progression of
changes. If you omitted or moved a section, you can jot that in the margin where you deleted or moved it. Do not highlight
corrections you made in spelling, run-ons, and grammatical errors. However, I will notice them if you do not make corrections
in spelling and grammar.
4. A table of contents should begin your final portfolio. A one-page assessment of your writing this semester (writing
progress, strengths, and weaknesses) should follow the table of contents. Then you should have each final draft, followed by
its original draft. You don’t need to write page numbers for your table of contents.
5. Make the final portfolio something attractive and personal. I am NOT expecting you to go to Kinko’s, and style is no
substitute for substance, but make this portfolio look nice.
Some words of wisdom:
1. The back side of this page shows the papers you should have in your portfolio, as well as the overall scoring rubric.
2. I am NOT going to write comments on each final draft. I am going to read each final draft and compare it to the first
draft. I will then score each final draft. I will write comments on the overall quality of your portfolio, as well as indicate writing
strengths and weaknesses.
3. Merely correcting the proofreading errors in the first draft will not improve your score on that paper. Not correcting
these errors will drop your score.
4. Merely adding a few sentences in the final version is NOT revising. Revising involves making valuable and significant
changes in the first draft – adding whole paragraphs, moving things around, improving the structure, shoring up the thesis,
including more details and examples, and so forth. Writing a sentence or two in response to a question I wrote in the margin
is NOT revising. Revising should involve major changes if your original grade was mediocre or worse. This is your chance to
present the best work you can do. If you had months to make changes to a paper and you chose to do little or nothing to it,
your score on that paper might drop.
5. Penalties incurred on the original drafts carry over into the final drafts.
Portfolios are due Thursday, Dec. 15. Your portfolio grade is 35% of your semester grade. Here are some details about what I
expect in your portfolio:
1. For each paper, you should include a final draft, along with the first draft that I graded, right behind it. (For paper #5,
there will only be one draft.) Include also any other drafts you have written and turned in. There will be a deduction (I don’t
know how much) if you do not include the original draft I commented on.
2. In each final draft (except the Holden paper), I would like you to underline the thesis statement and write “Thesis
Statement” in the margin next to it. I would like you to label all topic sentences “TS” in the margin.
3. In each final draft, I would like you to highlight the passages, sections, or sentences that you rewrote or added in the
final version. If you added a whole paragraph, circle the whole paragraph. If you wrote several drafts, use a different color
highlighter for each set of changes. So, the final draft might have highlighting of several colors, showing the progression of
changes. If you omitted or moved a section, you can jot that in the margin where you deleted or moved it. Do not highlight
corrections you made in spelling, run-ons, and grammatical errors. However, I will notice them if you do not make corrections
in spelling and grammar.
4. A table of contents should begin your final portfolio. A one-page assessment of your writing this semester (writing
progress, strengths, and weaknesses) should follow the table of contents. Then you should have each final draft, followed by
its original draft. You don’t need to write page numbers for your table of contents.
5. Make the final portfolio something attractive and personal. I am NOT expecting you to go to Kinko’s, and style is no
substitute for substance, but make this portfolio look nice.
Some words of wisdom:
1. The back side of this page shows the papers you should have in your portfolio, as well as the overall scoring rubric.
2. I am NOT going to write comments on each final draft. I am going to read each final draft and compare it to the first
draft. I will then score each final draft. I will write comments on the overall quality of your portfolio, as well as indicate writing
strengths and weaknesses.
3. Merely correcting the proofreading errors in the first draft will not improve your score on that paper. Not correcting
these errors will drop your score.
4. Merely adding a few sentences in the final version is NOT revising. Revising involves making valuable and significant
changes in the first draft – adding whole paragraphs, moving things around, improving the structure, shoring up the thesis,
including more details and examples, and so forth. Writing a sentence or two in response to a question I wrote in the margin
is NOT revising. Revising should involve major changes if your original grade was mediocre or worse. This is your chance to
present the best work you can do. If you had months to make changes to a paper and you chose to do little or nothing to it,
your score on that paper might drop.
5. Penalties incurred on the original drafts carry over into the final drafts.
Paper #1
This paper (about four pages) is due Tuesday, Jan. 17 at the beginning of class. Have a good thesis statement. Think about how
you are going to organize your paper to develop your main points. Include examples and details from the book to support your
points.
Prompt:
You are familiar now with the conventions and terminology of many short stories. Write a paper that compares and contrasts
certain elements of the short story "A Scandal in Bohemia" and one other Sherlock Holmes story of your choice (including those
we read in class). Focus on comparing in depth the protagonist (Holmes) and the antagonist in each story, as well as comparing
the moods of each story. Evaluate how and why each story is effective with these elements in its own way, even though they
differ.
Suggested structure:
Paragraph 1: Introduction
Paragraph 2: A discussion of the character of Holmes in story A.
Paragraph 3: A discussion of the character of Holmes in story B. Is he the same, different, or both?
Paragraph 4: A discussion of the character of the antagonist in story A.
Paragraph 5: A discussion of the character of the antagonist in story B. Is he the same, different, or both?
Paragraph 6: A discussion of the dominant mood(s) in story A.
Paragraph 7: A discussion of the dominant mood(s) in story B? Same, different, both?
Paragraph 8: Conclusion
In discussing characters, you should focus on their most important or dominant traits in that story. In discussing mood or
atmosphere, recall that moods can shift during a story, so focus on the most important or dominant moods.
Don’t fall into the trap of plot summary. Yes, you need examples and details from the plots, but use them to support arguments
you’re trying to make, not as stand-alone summaries of the stories.
9-8 These well-written essays present a strong comparison and contrast between these two short stories. The writer clearly
has a sense of what kind of story each author is writing and how each author does that. By going well beyond plot into the
subtleties of each story, the writer shows a real command of how characters and themes are developed. Details and examples are
not just added on, but integrated into the total understanding of how each story works and how it is similar to and different from the
other story. The major elements in each story are compared and contrasted with elegance. The writer uses the vocabulary
learned in class with a command of it. These essays show a stylistic maturity by a strong thesis and an effective command of
sentence structure, word choice, and organization.
7 -6 These essays also present a good comparison and contrast between the two short stories. A good
thesis unifies these papers, and statements have some relevant textual evidence given (though not as strongly as in papers in the
9-8 range). Details from the stories may be given, but they may seem added on, rather than explain the parts of the stories
discussed. The explanation of how these stories are similar and also different is fine, although it could have been a little more in-
depth. The terminology of short stories is used, although these papers might need a final synthesis of how the elements in these
stories work together. The major elements in each story are compared and contrasted with some confidence. Some lapses in
grammar or organization may appear, but the writing is clear and solid.
5 These essays attempt to compare and contrast the two stories, although the comparisons may not
be as strong as they could be, or the comparisons are not explored in sufficient detail. Some examples from the text are given,
although they are not discussed much after being cited or they may not reveal a wide range of events from the stories. The
explanation of the elements of each story is satisfactory, but the reader has the sense that the writer needs to understand these
elements better. The comparison of stories offered may not be side-by-side; that is, a few pages on one story are followed by a few
pages on the other. These essays are satisfactorily written, but they may demonstrate inconsistent control over the elements of
composition. Organization is evident, but it may not be fully realized or effective. The thesis is okay.
4-3 Papers in this range may mention some plot points and one or two other elements, but little discussion is offered for each.
Essays that simply list examples or offer only a few examples without explanation fall into this range. The writer ignores key
characters or events or themes in the stories as support for his or her ideas; there may be a number of unsupported general
statements. The idea of actually comparing or contrasting the two stories' elements is given only lip service. The writing is
sufficient to convey the writer's ideas, but it is somewhat weak. The thesis is uninspiring or dull.
2-1 These essays may attempt to compare the two stories, but the follow-through is poor. These essays may focus on plot or
superficial characteristics. Unsubstantiated statements are often made in such essays, as are essays that do not address the
specific prompt given here. A range of examples is lacking. Essays that are unacceptably brief or poorly written also fall in this
range. The writing usually reveals consistent weaknesses in grammar or other elements of composition.
This paper (about four pages) is due Tuesday, Jan. 17 at the beginning of class. Have a good thesis statement. Think about how
you are going to organize your paper to develop your main points. Include examples and details from the book to support your
points.
Prompt:
You are familiar now with the conventions and terminology of many short stories. Write a paper that compares and contrasts
certain elements of the short story "A Scandal in Bohemia" and one other Sherlock Holmes story of your choice (including those
we read in class). Focus on comparing in depth the protagonist (Holmes) and the antagonist in each story, as well as comparing
the moods of each story. Evaluate how and why each story is effective with these elements in its own way, even though they
differ.
Suggested structure:
Paragraph 1: Introduction
Paragraph 2: A discussion of the character of Holmes in story A.
Paragraph 3: A discussion of the character of Holmes in story B. Is he the same, different, or both?
Paragraph 4: A discussion of the character of the antagonist in story A.
Paragraph 5: A discussion of the character of the antagonist in story B. Is he the same, different, or both?
Paragraph 6: A discussion of the dominant mood(s) in story A.
Paragraph 7: A discussion of the dominant mood(s) in story B? Same, different, both?
Paragraph 8: Conclusion
In discussing characters, you should focus on their most important or dominant traits in that story. In discussing mood or
atmosphere, recall that moods can shift during a story, so focus on the most important or dominant moods.
Don’t fall into the trap of plot summary. Yes, you need examples and details from the plots, but use them to support arguments
you’re trying to make, not as stand-alone summaries of the stories.
9-8 These well-written essays present a strong comparison and contrast between these two short stories. The writer clearly
has a sense of what kind of story each author is writing and how each author does that. By going well beyond plot into the
subtleties of each story, the writer shows a real command of how characters and themes are developed. Details and examples are
not just added on, but integrated into the total understanding of how each story works and how it is similar to and different from the
other story. The major elements in each story are compared and contrasted with elegance. The writer uses the vocabulary
learned in class with a command of it. These essays show a stylistic maturity by a strong thesis and an effective command of
sentence structure, word choice, and organization.
7 -6 These essays also present a good comparison and contrast between the two short stories. A good
thesis unifies these papers, and statements have some relevant textual evidence given (though not as strongly as in papers in the
9-8 range). Details from the stories may be given, but they may seem added on, rather than explain the parts of the stories
discussed. The explanation of how these stories are similar and also different is fine, although it could have been a little more in-
depth. The terminology of short stories is used, although these papers might need a final synthesis of how the elements in these
stories work together. The major elements in each story are compared and contrasted with some confidence. Some lapses in
grammar or organization may appear, but the writing is clear and solid.
5 These essays attempt to compare and contrast the two stories, although the comparisons may not
be as strong as they could be, or the comparisons are not explored in sufficient detail. Some examples from the text are given,
although they are not discussed much after being cited or they may not reveal a wide range of events from the stories. The
explanation of the elements of each story is satisfactory, but the reader has the sense that the writer needs to understand these
elements better. The comparison of stories offered may not be side-by-side; that is, a few pages on one story are followed by a few
pages on the other. These essays are satisfactorily written, but they may demonstrate inconsistent control over the elements of
composition. Organization is evident, but it may not be fully realized or effective. The thesis is okay.
4-3 Papers in this range may mention some plot points and one or two other elements, but little discussion is offered for each.
Essays that simply list examples or offer only a few examples without explanation fall into this range. The writer ignores key
characters or events or themes in the stories as support for his or her ideas; there may be a number of unsupported general
statements. The idea of actually comparing or contrasting the two stories' elements is given only lip service. The writing is
sufficient to convey the writer's ideas, but it is somewhat weak. The thesis is uninspiring or dull.
2-1 These essays may attempt to compare the two stories, but the follow-through is poor. These essays may focus on plot or
superficial characteristics. Unsubstantiated statements are often made in such essays, as are essays that do not address the
specific prompt given here. A range of examples is lacking. Essays that are unacceptably brief or poorly written also fall in this
range. The writing usually reveals consistent weaknesses in grammar or other elements of composition.
The Doomsday Book research paper - Paper #2
The second paper of the second semester portfolio will be a research paper. We will be doing the research for this paper over
the next few weeks, some of it in class. The actual first draft is due on Tuesday, Feb. 14. We will have some research deadlines
over the next few weeks, which you will be graded on. The goal here is to help you along with the process of writing a research
paper so that you actually understand what you are doing. The ultimate length of the first draft should be about 4 pages (not
including the bibliography).
Each deadline will be graded as a reading quiz. Notice that you will be covering this material in World History also and that the
role you assume for this paper will be the role you assume for the Medieval Faire (Mr. Graham will tell you more about that).
DEADLINE 1 – Friday, Jan. 20
1. Typed list of resources you will be using. You must use at least one book (in addition to the paperback you’re reading for
history), one magazine or newspaper article (use the EBSCO database), and two Web sites. (While you may read Wikipedia on
your own, it may NOT be used in your bibliography.) Also give me a time schedule for your reading (e.g., “I will read Chapter 3 in
Time Travel for Dummies by Feb. 8”).
2. This counts as a 5-point reading quiz.
DEADLINE 2 – Thursday, Feb. 2
1. All bibliography cards completed properly (I’ll remind you how to do this)
2. At least 15 notecards completed properly. Each one labeled at the top as Fact, Quote, or Paraphrase (have at least one of
each type), representing at least three of your resources.
3. This counts as a 10-point reading quiz.
DEADLINE 3 – Monday, Feb. 6
1. All bibliography cards again
2. At least 30 notecards (total) completed properly. Each one labeled Fact, Quote, or Paraphrase (have some of each),
representing all of your resources.
3. This counts as a 10-point reading quiz.
DEADLINE 4 – Tuesday, Feb. 14
1. Your draft, about 4 pages, plus Works Cited page
I also strongly recommend that you do an outline after your notecards are done, but I won’t be collecting an outline.
On the following page you will find the medieval roles and paper topics you have to choose from. We will try to place a different
person in each role, and we have tried to give you a focus for the paper too. Look through these choices and then, on the
attachment, place IN RANK ORDER, the top seven roles/paper topics you wish to pursue. Only write down roles you’re interested
in doing; you might get your choice #7 if a lot of people want to do the same ones. Remember, no whining.
Medieval Roles and Paper Topics
Food and drink
1.Cook – food, cooking, and eating habits in a small medieval village
2.Baker – food, cooking, and eating habits in a noble’s household
3.Brewer – the role of alcohol in medieval villages, towns, and noble households
4.Herbalist – the role of herbs in medieval food and health
Residences
5.Village Carpenter – design and construction of a medieval village home
6.Town Carpenter – design and construction of a merchant’s shop in a town
7.Castle Mason – how a medieval castle was designed and built
8.Cathedral Mason – how a medieval cathedral was designed and built
9.Innkeeper – the design of a medieval inn and how it was run
Health and Hygiene
10.Sick Villager – sanitation and personal hygiene in a medieval village or town
11.Plague Victim – beliefs about the Black Death and how it was treated
12.Leprosy and TB Victim – beliefs about leprosy and tuberculosis and treatments
13.Doctor – medical theories about illness and the role and practice of a doctor
14.Surgeon – medical theories about illness and the role and practice of a surgeon
Military
15.Army Leader – the organization and battle strategies of a medieval army
16.Soldier – what a soldier’s life was like and the weapons he might have used
17.Knight – how you became a knight and the codes of chivalry
18.Soldier of Religion – what the Crusades were and why they were fought
19.Armorer – how armor was crafted and different types of armor used
20.Archer – the role of the archer in battle and types of archery weapons used
21. Siege Weaponmaker – the role and types of siege weapons, such as catapults
Religion
22. Priest – the role of the local clergyman in a village or town
23. Monk – the life of a monk in a monastery
24. Nun – the life of a nun in a convent
25. Pope – the view of the Pope in the Middle Ages and important issues of the time
26. Pilgrim – religious pilgrimages of the time and why people went on them
Peasants
27. Farmer – the life of the independent farmer
28. Serf – the life of a serf on the manor
29. Child – what a child’s life was like in the Middle Ages, how he or she was raised
30. Lover – love, courtship, marriage, and husband and wife relationships
Nobles
31. Lord of the Manor – manor life and the lord’s role in it
32. Lady of the Manor – manor life and the lady’s role in it
33. Castle Dweller – daily life for the residents and servants in a castle
34. King – the view of the King and challenges for 14th century English Kings
Outcasts
35. Beggar – the life of the beggar or vagrant and views of hospitality
36. Witch – perceptions of witchcraft and treatment of accused witches
Merchants
37. Weaver – cloth-making and different types of fabrics and cloth
38. Tailor – types of clothing and sumptuary laws (who could wear what clothes)
39. Jeweler – types of jewelry and the craftsmanship involved
40. Sailor – the life of a seafaring merchant and the ships used
41. Metalworker – processes of metalworking and forges, blacksmithing
42. Tanner – leather and its uses, the tanning process
43. Fair Organizer – the role and organization of medieval fairs and festivals
The Law
44. Sheriff – the duties of a sheriff (or bailiff or constable), typical crimes and justice
45. Criminal – typical crimes of the time, justice system, punishments
46. Torturer – when torture was used, justice system, types of torture
Entertainers
47. Jester – the role of entertainment and entertainers in a court (also jugglers, acrobats)
48. Gamester – fun and games played in the life of villagers and nobles
49. Actor – medieval acting and theater (don’t even think of repeating an IFA paper)
50. Musician – music and dancing in the Middle Ages
51. Jouster – purposes and rules of a jousting tournament
52. Hawker – approaches to hunting (rules, weapons) and hawking
The second paper of the second semester portfolio will be a research paper. We will be doing the research for this paper over
the next few weeks, some of it in class. The actual first draft is due on Tuesday, Feb. 14. We will have some research deadlines
over the next few weeks, which you will be graded on. The goal here is to help you along with the process of writing a research
paper so that you actually understand what you are doing. The ultimate length of the first draft should be about 4 pages (not
including the bibliography).
Each deadline will be graded as a reading quiz. Notice that you will be covering this material in World History also and that the
role you assume for this paper will be the role you assume for the Medieval Faire (Mr. Graham will tell you more about that).
DEADLINE 1 – Friday, Jan. 20
1. Typed list of resources you will be using. You must use at least one book (in addition to the paperback you’re reading for
history), one magazine or newspaper article (use the EBSCO database), and two Web sites. (While you may read Wikipedia on
your own, it may NOT be used in your bibliography.) Also give me a time schedule for your reading (e.g., “I will read Chapter 3 in
Time Travel for Dummies by Feb. 8”).
2. This counts as a 5-point reading quiz.
DEADLINE 2 – Thursday, Feb. 2
1. All bibliography cards completed properly (I’ll remind you how to do this)
2. At least 15 notecards completed properly. Each one labeled at the top as Fact, Quote, or Paraphrase (have at least one of
each type), representing at least three of your resources.
3. This counts as a 10-point reading quiz.
DEADLINE 3 – Monday, Feb. 6
1. All bibliography cards again
2. At least 30 notecards (total) completed properly. Each one labeled Fact, Quote, or Paraphrase (have some of each),
representing all of your resources.
3. This counts as a 10-point reading quiz.
DEADLINE 4 – Tuesday, Feb. 14
1. Your draft, about 4 pages, plus Works Cited page
I also strongly recommend that you do an outline after your notecards are done, but I won’t be collecting an outline.
On the following page you will find the medieval roles and paper topics you have to choose from. We will try to place a different
person in each role, and we have tried to give you a focus for the paper too. Look through these choices and then, on the
attachment, place IN RANK ORDER, the top seven roles/paper topics you wish to pursue. Only write down roles you’re interested
in doing; you might get your choice #7 if a lot of people want to do the same ones. Remember, no whining.
Medieval Roles and Paper Topics
Food and drink
1.Cook – food, cooking, and eating habits in a small medieval village
2.Baker – food, cooking, and eating habits in a noble’s household
3.Brewer – the role of alcohol in medieval villages, towns, and noble households
4.Herbalist – the role of herbs in medieval food and health
Residences
5.Village Carpenter – design and construction of a medieval village home
6.Town Carpenter – design and construction of a merchant’s shop in a town
7.Castle Mason – how a medieval castle was designed and built
8.Cathedral Mason – how a medieval cathedral was designed and built
9.Innkeeper – the design of a medieval inn and how it was run
Health and Hygiene
10.Sick Villager – sanitation and personal hygiene in a medieval village or town
11.Plague Victim – beliefs about the Black Death and how it was treated
12.Leprosy and TB Victim – beliefs about leprosy and tuberculosis and treatments
13.Doctor – medical theories about illness and the role and practice of a doctor
14.Surgeon – medical theories about illness and the role and practice of a surgeon
Military
15.Army Leader – the organization and battle strategies of a medieval army
16.Soldier – what a soldier’s life was like and the weapons he might have used
17.Knight – how you became a knight and the codes of chivalry
18.Soldier of Religion – what the Crusades were and why they were fought
19.Armorer – how armor was crafted and different types of armor used
20.Archer – the role of the archer in battle and types of archery weapons used
21. Siege Weaponmaker – the role and types of siege weapons, such as catapults
Religion
22. Priest – the role of the local clergyman in a village or town
23. Monk – the life of a monk in a monastery
24. Nun – the life of a nun in a convent
25. Pope – the view of the Pope in the Middle Ages and important issues of the time
26. Pilgrim – religious pilgrimages of the time and why people went on them
Peasants
27. Farmer – the life of the independent farmer
28. Serf – the life of a serf on the manor
29. Child – what a child’s life was like in the Middle Ages, how he or she was raised
30. Lover – love, courtship, marriage, and husband and wife relationships
Nobles
31. Lord of the Manor – manor life and the lord’s role in it
32. Lady of the Manor – manor life and the lady’s role in it
33. Castle Dweller – daily life for the residents and servants in a castle
34. King – the view of the King and challenges for 14th century English Kings
Outcasts
35. Beggar – the life of the beggar or vagrant and views of hospitality
36. Witch – perceptions of witchcraft and treatment of accused witches
Merchants
37. Weaver – cloth-making and different types of fabrics and cloth
38. Tailor – types of clothing and sumptuary laws (who could wear what clothes)
39. Jeweler – types of jewelry and the craftsmanship involved
40. Sailor – the life of a seafaring merchant and the ships used
41. Metalworker – processes of metalworking and forges, blacksmithing
42. Tanner – leather and its uses, the tanning process
43. Fair Organizer – the role and organization of medieval fairs and festivals
The Law
44. Sheriff – the duties of a sheriff (or bailiff or constable), typical crimes and justice
45. Criminal – typical crimes of the time, justice system, punishments
46. Torturer – when torture was used, justice system, types of torture
Entertainers
47. Jester – the role of entertainment and entertainers in a court (also jugglers, acrobats)
48. Gamester – fun and games played in the life of villagers and nobles
49. Actor – medieval acting and theater (don’t even think of repeating an IFA paper)
50. Musician – music and dancing in the Middle Ages
51. Jouster – purposes and rules of a jousting tournament
52. Hawker – approaches to hunting (rules, weapons) and hawking