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Sample Works Cited Page

Works Cited

Dick and Jane Primers. Loganberry Books, 25 Sept. 2008. Web. 1 June 2011. <http://logan.com/‌harriett/‌coll-dick-jane.html>.

Fitzgerald, F. Scott. The Great Gatsby. New York: Scribner, 1925. Print.

“A Girl Like Me.” Kiri Davis. 2005. Media That Matters. Web. 1 June 2011. <http://www.mediathatmattersfest.org/‌watch/‌6/‌a_girl_like_me>.

Hawthorne, Nathaniel. The Scarlet Letter. New York: Penguin Books, 2003. Print.

Kamp, David. “Rethinking the American Dream.” Vanity Fair. Apr. 2009. Vanity Fair. Web. 1 June 2011. <http://www.vanityfair.com/‌culture/‌features/‌2009/‌04/‌american-dream200904>.

Peale, Charles Willson. The Artist in His Museum. 1822. Metropolitan Museum of Art, New York. Metropolitan Museum of Art. Web. 1 June 2011. <http://www.metmuseum.org/‌special/‌americanstories/‌objectView.aspx?sid=2&oid=10>.

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English 9 Final Project: Personal Essay

English 9

Celine Kagan/ Pam Newton

Trimester III Final Project: Personal Essay

For your final assignment, you will write a personal essay in which you examine a theme that resonated with you throughout the year. To do this, you will write about an experience or experiences from your own life that explore the theme you’ve selected. Your essay will clearly establish the connection between your personal experience and your chosen theme, as well as explain the significance of this experience in your own development.

Your personal essay may explore themes such as:

-Individual vs. Authority

-Oppression vs. Empowerment

-Family relationships

-Religion and faith/ Rejection or loss of faith

-Gender roles

-Political circumstances and private struggles

-Loss of innocence/coming of age

-Ambition/Power/Abuse of Power

-The power of storytelling

What is a personal essay? A personal essay is a piece of writing that blends aspects of memoir writing and essay writing. For this assignment, you will write about an actual experience you’ve had (memoir), explaining to your readers the connection your experience has to the larger theme you’re exploring and to your personal development (essay). As you write, think of yourself as both storyteller and commentator.

How is a personal essay different than the essays we’ve been writing this year? The structure of a personal essay is much more flexible than that of the essays we’ve been writing. This essay will not require a formal thesis statement or topic sentences. You will not be building an argument. You will write in the “I” voice.

How is a personal essay similar to the essays we’ve been writing this year? A personal essay must have a focus and must be organized. Your introduction should make clear what your essay is about: in this case, the theme your personal essay is exploring. Your paragraphs must be well organized and connected to your introduction. Your essay must come to a satisfying conclusion.

Your personal essay should demonstrate:

-Reflection on the larger themes of the course through your own story

-Dedication to honestly expressing nuanced thoughts and feelings

-Movement towards a greater understanding of self and identity.

Requirements:

-Cover page with a creative title and your name

– 3-3.5 pages typed, double-spaced, Times New Roman 12-point font

– Proper formatting of paragraphs and margins

– Closely proofread work!

Your essay will be due during our exam block on Tues, June 7. Be prepared to share your work.

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English 10 Final Portfolio Checklist

English 10
Jane Belton/Pam Newton

Final Essay Portfolio Checklist

Your final portfolio for English 10 is due Wednesday June 8 at our scheduled exam time. You must submit all of the following items on time in a two-pocket folder:

  • Title Page: This should include a creative title in the center.  Your name, class section, teacher’s name, and the due date must be placed in the lower right hand corner.  These items should NOT be included on the first page of your essay.
  • Final Draft of Essay: Before you turn in the final draft of your essay, please proofread carefully for formatting, spelling, and punctuation.
  • Works Cited Page: All referenced works listed alphabetically and in correct MLA format. Use Noodletools to create your Works Cited list.
  • Essay Format Requirements:
    • 4-6 pages typed, double-spaced, 12-point font, 1” margins on all sides
    • Page numbers on all pages
    • Book titles in italics (The Great Gatsby), image titles in italics (Parade – Hoboken, New Jersey), and titles of poems, articles, and videos in quotation marks (“Song of Myself,” “Barbie and Ken 101”).
    • Correct parenthetical citation: All textual evidence must be followed by the author and page number in parentheses at the end of your sentence, e.g. (Morrison, 35). Note, for Whitman, include the section number and line number(s), eg. (Whitman, 1.1-3). For visual texts (films, photographs) simply include the title of the work in parentheses.
  • First draft with teacher comments
  • Process Piece: You have just completed a yearlong study of American literature from the perspective of deconstructing and re-constructing your notion of the American Dream and the American Experience. It’s time now to pay it forward to next year’s class of sophomores. Write a letter to a rising sophomore explaining what you have learned this year and providing advice about how to be successful in this course. How have you engaged intellectually throughout the course, both with the texts we have read and the themes we have discussed? What does it mean to be a critical thinker about notions of American identity, culture, and literature? What characters, images, or ideas have stayed with you this year?  What experiences or assignments have you enjoyed that you would want a rising sophomore to enjoy as well?  What challenges did you face that you think a rising sophomore might face as well? How have you become a stronger reader and writer this year?  What should a rising sophomore do next year to improve her/his own reading and writing skills? Your letter should be at least 3 typed pages.

On June 8, the entire tenth grade will gather to read and respond to each other’s critiques.  Please hand your portfolio directly to your teacher at the end of this exam time.

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English 10 – Links to Supplementary Texts

AO Scott Quote

“Mosque Madness at Ground Zero” (The New York Post)

“Zero Grounds” (The New Yorker)

“American Muslims Ask, Will We Ever Belong” (New York Times)

Images from Image Unit (Robert Frank, Dorothea Lange, Met Museum paintings)

– Images for Homework

–Images for Class

“Cosmopolis 1919-1931” in New York: An Illustrated History and accompanying video

F. Scott Fitzgerald, “My Lost City”

MTV Cribs – Lil Jon

Dr. Zizmor

Dick and Jane Primers

Kiri Davis, “A Girl Like Me”

Rafael Casal, “Barbie and Ken 101″

Shirley Temple and Bojangles in The Little Colonel

Shirley Temple and Jane Withers in Bright Eyes

Toni Morrison, “Afterword” from The Bluest Eye

Oprah Interview with Toni Morrison

David Kamp, “Rethinking the American Dream” (Vanity Fair)

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English 10 Final Essay

English 10

Jane Belton/Pam Newton

Final Persuasive Essay: Critiquing the American Dream

Throughout our study of various American literary texts—from The Things They Carried, The Scarlet Letter, In the Blood, “Song of Myself,” and The Great Gatsby, to The Bluest Eye—we have explored the relationship between the American Dream and the American experience.  We have observed American experiences that are shaped by identity markers, such as race, class, and gender; by power structures based on authority, oppression, and wealth; and by family relationships, including wartime brothers, single mothers, and preying fathers.

In preparation for the final project, we will ask you to consider how the texts of the course have shaped your understanding of the American Dream and the American experience, and how they have challenged your assumptions and beliefs. We will also look at how the texts have illuminated flaws, inconsistencies, or problems in the American Dream.

Your final assignment is to write a 4-6-page persuasive essay in which you provide a critique of the American Dream, supported by any two texts we have read this year plus one supplementary text (see list below).

Your critique will make a specific claim regarding the American Dream. Your claim might address the flaws or failings of the Dream, the ways the Dream has shaped people’s lives, or the ways in which the Dream has been or should be redefined, reimagined, or reexamined. Through close reading of three texts, you will build a cohesive argument in defense of your central claim. Your essay should demonstrate your deep understanding of the texts, as well as your ability to write a persuasive essay with clarity, confidence, and elegance. Your own unique voice and your own perspective on the American Dream should shine through.

Finished essays will have an introduction, a conclusion, and at least three body paragraphs with ample textual evidence. You will have a Title Page in front and a Works Cited page at the end. You will also write a Process Piece, reflecting on this essay and the year as a whole.

Supplementary Texts (see the blog for links to these texts online):

A.O. Scott Quote

“Mosque Madness at Ground Zero” (New York Post)

“Zero Grounds” (The New Yorker)

“American Muslims Ask, Will We Ever Belong?” (The New York Times)

Images from Image Unit (Robert Frank, Dorothea Lange, Met Museum paintings)

“Cosmopolis 1919-1931” in New York: An Illustrated History and accompanying video

F. Scott Fitzgerald, “My Lost City”

Dr. Zizmor

Dick and Jane Primers

Kiri Davis, “A Girl Like Me”

Rafael Casal, “Barbie and Ken 101”

Shirley Temple clips: Shirley Temple and Bojangles in The Little Colonel; Shirley Temple and

Jane Withers in Bright Eyes

Toni Morrison, “Afterword” from The Bluest Eye

Oprah Interview with Toni Morrison

David Kamp, “Rethinking the American Dream” (Vanity Fair)

Process

To prepare you for this assignment, we will be leading you through a series of writing workshop exercises and readings.  Your success on this paper will largely depend on investing your time, energy, and intellectual curiosity on all of the following steps.

  1. To begin, complete WJ#18 (see your syllabus for details).
  2. Read and annotate the article “Rethinking the American Dream” by David Kamp (Vanity Fair, April 2009). This article will serve as a model for the kind of critique you will write about the American Dream.
  3. In-class writing: How is the Kamp piece a critique of the American Dream? What evidence does Kamp use to persuade his reader of his critique?
  4. Write WJ#19 in response to the Kamp article (see syllabus).
  5. Generate your own critique of the American Dream.  Once you have formulated your opinion, select any two texts from the year plus one supplementary text (three texts total) to use in support of your critique.  See syllabus for further instructions.
  6. Choose 3-4 pieces of evidence from each primary text and 2-3 pieces of evidence from your supplementary text and analyze those pieces of evidence, keeping in mind your critique. This is WJ#20.
  7. During in-class writing workshops and at home, work on sections of your essay (introduction, body paragraphs, conclusion).  As you write, you will continue to reflect on your experience reading the texts we have covered this year as well as to reassess your thinking about the American Dream and the American experience.
  8. Complete first draft of essay due Tuesday, May 31.
  9. Conference with your teacher about your first draft.  This conference is required for all students. When you are not conferencing with your teacher, you will use class time for peer editing and individual revisions.
  10. Create a Title Page and a Works Cited page for your critique.
  11. Proofread your final draft meticulously.
  12. Write your Process Piece and assemble your Final Portfolio, according to the directions on the final checklist. (You will hand in your Writer’s Journals separately.)

Final Portfolio Checklist:

_____ Title Page

_____ Final Draft of Essay

_____ Works Cited Page

_____ First Draft

_____ Process Piece

The final portfolio is due at our scheduled exam date.

The entire tenth grade will gather in the PAC to read and respond to each other’s critiques.

WORK HARD AND GOOD LUCK!

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10B Syllabus – End Tri 3

10B Syllabus Trimester 3

Mon 5/9            In Class: Work period/conferences.

Assignment: Work on Bluest Eye Visual Representation project.

Tues 5/10        In Class: Work period/conferences.

Assignment: Work on Bluest Eye Visual Representation project.

Thurs 5/12 In Class: Bluest Eye project due. Share projects and Artist’s Statements. Hand in project with Close Reading, Artistic Plan, and Artist’s Statement.

Assignment: None.

Fri 5/13            In Class:  Introduce final essay assignment. Begin WJ#18 in class: What have the texts we’ve read this year taught you about the American Dream and the American experience? How have the texts challenged or reinforced your initial assumptions about the American Dream and the American experience? In your response, please address at least 4 of the 6 texts of the course.

Assignment: Finish WJ#18. 2 pages typed, minimum.

Mon 5/16              In Class: Sharing of WJ#18. Begin reading “Rethinking the American Dream” by David Kamp (Vanity Fair, April 2009).

Assignment:  Finish reading Kamp article.  Select 3-5 moments in the article that you think connect to the texts and/or themes of this course. Be sure to bracket and annotate these moments, for discussion on Tuesday.

Tues 5/17            In Class: Discuss Kamp article. In-class writing: How is the Kamp piece a critique of the American Dream? What evidence does Kamp use to persuade his reader of his critique?

Assignment: WJ#19: To what extent do you agree/disagree with Kamp’s critique? What are your critiques of the American dream? What do you think are its failures and flaws? Where do you see these failures and flaws playing out in the works you’ve read this year?

Thurs 5/19            In Class: Share WJ#19. Finish discussion of Kamp article. Writing Workshop #1: Gather all the works you’ve read this year and your WJ#19. Look for passages in the works that support your critique of the American Dream. Select the two primary works and one supplementary work you want to use to support your critique.

Assignment: Continue work from today. What is your critique of the American Dream? What evidence/texts will you use to persuade your reader? Refine your critique into a thesis, finalize selection of texts, and select textual evidence.

Fri 5/20 In Class: Writing workshop #2: Share thesis statements and texts in small groups. Work on finalizing passages you will use as textual evidence.

Assignment: Continue work from today.  Finalize the three texts (two primary and one supplementary) you will use as a lens to critique the American Dream.  Choose 3-4 pieces of evidence from each primary text and 2-3 pieces of evidence from your supplementary text and analyze those pieces of evidence, keeping in mind your critique. This is WJ#20. 2 pages typed, minimum.

Mon 5/23             In Class:  Writing workshop #3: Bring in evidence and analysis of evidence. What trends do you see in your analysis? How might your analysis inform the structure of your body paragraphs? Write outlines and topic sentences.

Assignment:  Finish outlines and formulating topic sentences for your body paragraphs. Using the analysis from WJ#20, write at least two body paragraphs. 3 pages, minimum.

Tues 5/24            In Class:  Writing workshop #4:  Work on formulating introductions and thesis statements. Write introductions.

Assignment:  Finish the first draft of your essay, minus the conclusion.  Revise intro, thesis, topic sentences, analysis, and citations. Add more evidence as needed, deepen analysis for each body paragraph.

Thurs 5/26            In Class: Work on conclusions. Discuss drafts as a whole.

Assignment: Complete first draft for Tuesday. WJ Portfolio 17-20 due Tuesday.

Fri 5/27            NO CLASS – FIELD DAY

Mon 5/30             NO SCHOOL – MEMORIAL DAY

Tues 5/31            In Class: First Draft Due. WJ Portfolio 17-20 due. Introduce Process Piece. Individual Conferences.

Assignment:  Continue revising your essay.

Thurs 6/2            In Class: Individual conferences.

Assignment: Continue revising your essay and Process Piece.

Fri 6/3 READING DAY. Final day to meet with me about your essay.

FINAL ESSAY AND PROCESS PIECE DUE ON EXAM DAY (TBA).

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10A Syllabus – End Tri 3

10A Syllabus Trimester 3

Tues 5/10        In Class: Work period/conferences.

Assignment: Work on Bluest Eye Visual Representation project.

Wed 5/11        In Class: Work period/conferences.

Assignment: Work on Bluest Eye Visual Representation project.

Thurs 5/12 In Class: Bluest Eye project due. Share projects and Artist’s Statements. Hand in project with Close Reading, Artistic Plan, and Artist’s Statement.

Assignment: None.

Fri 5/13            In Class:  Introduce final essay assignment. Begin WJ#18 in class: What have the texts we’ve read this year taught you about the American Dream and the American experience? How have the texts challenged or reinforced your initial assumptions about the American Dream and the American experience? In your response, please address at least 4 of the 6 texts of the course.

Assignment: Finish WJ#18. 2 pages typed, minimum.

Tues 5/17              In Class: Sharing of WJ#18. Begin reading “Rethinking the American Dream” by David Kamp (Vanity Fair, April 2009).

Assignment:  Finish reading Kamp article.  Select 3-5 moments in the article that you think connect to the texts and/or themes of this course. Be sure to bracket and annotate these moments, for discussion on Wednesday.

Wed 5/18            In Class: Discuss Kamp article. In-class writing: How is the Kamp piece a critique of the American Dream? What evidence does Kamp use to persuade his reader of his critique?

Assignment: WJ#19: To what extent do you agree/disagree with Kamp’s critique? What are your critiques of the American dream? What do you think are its failures and flaws? Where do you see these failures and flaws playing out in the works you’ve read this year?

Thurs 5/19            In Class: Share WJ#19. Finish discussion of Kamp article. Writing Workshop #1: Gather all the works you’ve read this year and your WJ#19. Look for passages in the works that support your critique of the American Dream. Select the two primary works and one supplementary work you want to use to support your critique.

Assignment: Continue work from today. What is your critique of the American Dream? What evidence/texts will you use to persuade your reader? Refine your critique into a thesis, finalize selection of texts, and select textual evidence.

Fri 5/20 In Class: Writing workshop #2: Share thesis statements and texts in small groups. Work on finalizing passages you will use as textual evidence.

Assignment: Continue work from today.  Finalize the three texts (two primary and one supplementary) you will use as a lens to critique the American Dream.  Choose 3-4 pieces of evidence from each primary text and 2-3 pieces of evidence from your supplementary text and analyze those pieces of evidence, keeping in mind your critique. This is WJ#20. 2 pages typed, minimum.

Tues 5/24             In Class:  Writing workshop #3: Bring in evidence and analysis of evidence. What trends do you see in your analysis? How might your analysis inform the structure of your body paragraphs? Write outlines and topic sentences.

Assignment:  Finish outlines and formulating topic sentences for your body paragraphs. Using the analysis from WJ#20, write at least two body paragraphs. 3 pages, minimum.

Wed 5/25            In Class:  Writing workshop #4:  Work on formulating introductions and thesis statements. Write introductions.

Assignment:  Finish the first draft of your essay, minus the conclusion.  Revise intro, thesis, topic sentences, analysis, and citations. Add more evidence as needed, deepen analysis for each body paragraph.

Thurs 5/26            In Class: Work on conclusions. Discuss drafts as a whole.

Assignment: Complete first draft for Tuesday. WJ Portfolio 17-20 due Tuesday.

Fri 5/27            NO CLASS – FIELD DAY

Tues 5/31            In Class: First Draft Due. WJ Portfolio 17-20 due. Introduce Process Piece. Individual Conferences.

Assignment:  Continue revising your essay.

Wed 6/1            In Class: Individual conferences.

Assignment: Continue revising your essay.

Thurs 6/2            In Class: Individual conferences.

Assignment: Continue revising your essay and Process Piece.

Fri 6/3 READING DAY. Final day to meet with me about your essay.

FINAL ESSAY AND PROCESS PIECE DUE ON EXAM DAY (TBA).