Mrs. Juster's Virtual Classroom

     

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How to: Writing


The standard area of  "Writing" is one of three standards areas in our local benchmarks and corresponds with our state and national standards. 

In addition to essay tests (which fall under the standards category of  "Reading"), we'll write many types of formal papers this year such as:

 

 Thesis-Based Research Paper  on American Literature

Thesis-based research papers have a very specific structure and style. The argument structure of any thesis-based research paper is essentially the same as the one paragraph expository essay. Click on the icon of the chart below and 

 

access a full-sized version of a chart where you will be able to see how the basic parts of the one paragraph thesis-based research paper (Stage I) expand and become the building blocks of the five-paragraph thesis-based research paper (Stage II) and finally a fully formed thesis-based research paper (Stage III) of any length.

Note: You will have ample opportunities for writer's conferences (peer & teacher) as well as plenty of in-class writing workshop time to complete the writing process for this paper. You will also have the opportunity to revise this paper.

 

 

Reflection Paper

Reflection papers are metacognitive, personal, one-pagers in which the writer shares his thought process. Before you write your first reflection paper, you will have the opportunity to read some sample papers in class. Click on this link for a detailed explanation of reflection papers.

Note: You will have ample opportunities for writer's conferences (peer & teacher) as well as plenty of in-class writing workshop time to complete the writing process for this paper. You will also have the opportunity to revise this paper.

 

Multi-Genre Research Paper

Multi-genre papers are arguably the most popular type of paper we write all year. Near the conclusion of each semester, we will take time to review the semester's essential question and each literary work we explored during the semester. You will then select one or more of these literary works as the focus of your multi-genre research paper. Before you write your first multi-genre research paper, you will have the opportunity to read some sample papers in class. Click on this link for a detailed explanation of multi-genre research papers.

Note: Since this comes at the end of a semester, you will not have the opportunity to revise this paper. You will, however, have ample opportunities for writer's conferences (peer & teacher) as well as plenty of in-class writing workshop time to complete the writing process.

 

Writing prompts, brainstorming sessions, conferences and more will help us create, develop and explore the ideas that will become a reflection paper or a thesis paper or a multi-genre paper.  Many of these activities will happen in the course of a writing workshop. Your work in the context of a writing workshop will be assessed with the following "Self-Directed Learner" school-wide rubric.

 

Writing Prompts 

 

Mrs. Juster's

Rubric

for Writing Prompt Responses

Exceeds

Meets

Does Not Meet

Given specific and unique assignment conventions, written expression…

…reflects a fully engaged response to the prompt.

…reflects an adequate response to the prompt.

…reflects a minimal and/or disengaged response to the prompt.

 

Writing Workshop

Download a Writing Workshop Self Evaluation

LONDONDERRY HIGH SCHOOL: ACADEMIC EXPECTATION 3

 

EXCEEDS

MEETS

MEETS

DOES NOT MEET

DOES NOT MEET

SELF-DIRECTED LEARNER

Sets and achieves challenging goals.

Sets and achieves goals.

Sets and attempts to achieve goals.

Sets a goal.

Fails to set goals or sets goals that are unrealistic or unachievable.

Consistently manages time and resources in an efficient manner.

Manages time and resources in an efficient manner.

Manages time and resources with some prompting.

Ineffectively manages time and resources; may require more frequent prompting.

Wastes time and/or resources.

Is always prepared for class with all necessary materials and assignments.

Is prepared for class.

Is usually prepared for class.

Is seldom prepared for class.

Is usually unprepared for class.

Actively and unilaterally seeks academic assistance when needed.

Seeks assistance when needed or prompted.

Does not seek assistance.

 

 

Make-up work is completed in accordance with school policy and without reminder.  All due dates are honored.

Make-up work is completed in accordance with school policy and without reminder.  All due dates are honored.

Does not make up all missed work.  Fails to meet due dates.