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"If you can write a sentence, you can write a paragraph. If you can write a paragraph, you can write an essay. You got this." - Mr. Liconti
Research: The Annotated Bibliography
Research: The Annotated Bibliography
What is an Annotated Bibliography?
What is an Annotated Bibliography?
Annotated bibliographies can act as a standalone assignment or as part of a larger assignment. They allow you to:
Research
Summarize
Rank
your sources before you begin writing your paper.
How to write an Annotated Bibliography
How to write an Annotated Bibliography
The following two articles explain the mechanics of writing in this style.
University of Toronto's New College Writing Centre's article on writing an Annotated Bibliography
Cornell University Library's article on writing an annotated bibliography
Purdue OWL's Annotated Bibliography page.
Reading Strategies (taken from https://advice.writing.utoronto.ca/types-of-writing/annotated-bibliography/)
Reading Strategies (taken from https://advice.writing.utoronto.ca/types-of-writing/annotated-bibliography/)
Identify the author’s thesis (central claim or purpose) or research question. Both the introduction and the conclusion can help you with this task.
Look for repetition of key terms or ideas. Follow them through the text and see what the author does with them. Note especially the key terms that occur in the thesis or research question that governs the text.
Notice how the text is laid out and organized. What are the main divisions or sections? What is emphasized? Why? Accounting for why will help you to move beyond listing contents and toward giving an account of the argument.
Notice whether and how a theory is used to interpret evidence or data. Identify the method used to investigate the problem/s addressed in the text.
Pay attention to the opening sentence(s) of each paragraph, where authors often state concisely their main point in the paragraph.
Look for paragraphs that summarize the argument. A section may sometimes begin or conclude with such a paragraph.
Writing Tips
Writing Tips
Establish what you are trying to find by rereading the assignment.
Establish what types of sources your teacher will allow.
Evaluate how appropriate the sources is.
Summarize the:
thesis (or research question, or hypothesis)
main ideas
methods of investigation
conclusions
Identify the argument of the source.
Follow the tips outlined in Assessing the relevance and value of sources and Some language for talking about texts and arguments.
Recommended School Library Databases
Recommended School Library Databases
Gale Literature Resource Center
Gale Academic OneFile
Gale Academic OneFile Select
Gale General OneFile
How to Access the School Library's Databases
How to Access the School Library's Databases
What's an annotated bibliography?
What's an annotated bibliography?
A good overview of the annotated bibliography produced by Brock University
The Annotated Bibliography - Library Presentation.pdfAnnotated Bibliography - Library Presentation
Annotated Bibliography - Library Presentation
Annotated bibliography library handout. Thanks Ms. Wosik!
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Write to think, not think to write.
Write to think, not think to write.
A Note on the Writing Process
A Note on the Writing Process
Unknown original, taken from a mentor's archive
As you probably already know, most writing does not just come out of your head and onto a piece of paper as a complete, perfect product. It doesn’t matter if you’re writing manually on a desk or using a typewriter or computerized word processor, your first “copy” will probably not be your last “copy” or finished product. When responding to any of the “entry points” or “general activities and questions,” you should realize that your first response may be vague, awkward, tentative, and even downright messy. There is nothing wrong with that! In fact, that may be the most natural response – for even the most professional of writers! Writing is an exploratory process – it takes certain risks on your part, it takes commitment, and, yes, it takes time. Time to evolve into that final, “more perfect” product that you can really feel proud of. Don’t to too hard on yourself if, at the start, your writing seems messy and awkward. If you understand that writing is a natural process that takes risk, commitment, and time, you will improve. You will become a more organized, clearer, more lucid, and more confident writer. Knowing the process will help you to reach this goal and to be the best writer you can be.
The writing process is a flexible and recursive one: that is, some steps may be repeated or some may be skipped, to be returned to later. Since each writer has his/her own individual learning and writing style, the following steps may be of use to you:
Pre-writing
Pre-writing
selecting your topic and narrowing its focus
brainstorming the topic alone, with a partner, or with a group
targeting your audience and your purpose
developing your ideas through conferencing and researching
organizing your material leading to an outline and potential thesis
Writing
Writing
bringing your outlined ideas together in draft form, using conventional sentences and paragraphs
conferencing with your peers and teachers
evaluating the content, style, and structure of the first draft as you seek suggestions for improvement
Post-writing
Post-writing
revising the content of the draft
adding needed and relevant material
deleting weak, redundant or irrelevant material
moving phrases, sentences and paragraphs to other locations
checking for unity and coherence
conferencing with peers and editors
Proofreading
Proofreading
checking and double checking your paper to make it error-free in terms of the mechanical conventions: spelling, punctuation, diction, grammar, standard English usage of words, phrases and sentence formations, apostrophes, hyphens
conferencing with peers and editors
Evaluating
Evaluating
final checking of your final draft or “product”
having your peers react to and discuss your final product with suggestions for improvement
looking at your final product critically with an eye towards improvement
Remember at all times that your peers and your teachers can be your best friends in your own evolution as a clear and confident writer. You’re not alone on this winding, but satisfying, road!
essay_planner_V2.pdf5 Part Essay Planner
5 Part Essay Planner
5 Part Essay Planner.
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Don't have a process that constantly achieves a Level 3 or Level 4? Maybe you need a planner. The planner is a simple tool for helping your with structure, not ideas.
This 5 Part Essay Planner is simple and helps to reinforce structure. It is a starting point, not an ending point. It provides a ridged structure where you can start from. If you don't like filling in blanks (I don't blame you), then just use the editing guide. It serves the same purpose.
5 Part Essay Planner & Editing Guide
5 Part Essay Planner & Editing Guide
Read A Note on the Writing Process. Be prepared to write a draft and rewrite it during the polishing stage of your writing process.
Don't have a process that constantly achieves a Level 3 or Level 4? Maybe you need a planner. The planner is a simple tool for helping your with structure, not ideas.
Make sure you have a strong thesis.
This 5 Part Essay Planner is simple and helps to reinforce structure. It is a starting point, not an ending point. It provides a ridged structure where you can start from. If you don't like filling in blanks (I don't blame you), then just use the editing guide. It serves the same purpose.
Dealing with Quotes will walk you through the various ways writers insert textual support in their writing. Quotes help you prove and support your ideas.
Use the Editing Guide to help after you've filled out the 5 Part Essay Planner. Once you have finished the first edit, strengthen your writing with transitions (see Transition Words). Transitions help link your ideas, and add fluidity to your essay.
The Language of Rhetoric and Rhetorical Devices and Style can be used once a draft of the essay is completed. When you are polishing a section of your writing, try to use a rhetorical device to strengthen your argument. You already use rhetorical devices when you speak and when you write. Be aware of them, and begin using them in your arguments.
The short but powerful A Guide to Essay Writing comes from the land before time. Use it as a lens to critique your own writing.
Editing Guide
Editing Guide
Introduction:
Introduction:
1) General Statement - Interesting, clear, related to topic. Do not mention the author or the title of the work.
2) Topic Sentences - Focuses in on specific topic being discussed throughout essay. You will need at least 1 sentence per argument in your thesis.
3) Mention work and author - Follow MLA rules.
4) Thesis Statement - Clear, specific, tells you exactly what will be discussed (3 arguments).
Body Paragraph #1:
Body Paragraph #1:
Topic Sentence - Specifies exact topic being examined in this paragraph, relates to thesis.
First Point Stated - Related to thesis.
Proof 1 - Direct quote
First Point Explained
Second Point Stated - Related to thesis.
Proof 2 - Direct quote
Second Point Explained
IF IT IS NECESSARY Third Point Stated - Related to thesis.
IF IT IS NECESSARY Proof 3 - Direct quote
IF IT IS NECESSARY Third Point Explained
Concluding Statement - Final chance to convince reader of your point. Transition linking to your next argument.
Body Paragraph #2:
Body Paragraph #2:
Topic Sentence - Specifies exact topic being examined in this paragraph, relates to thesis.
First Point Stated - Related to thesis.
Proof 1 - Direct quote
First Point Explained
Second Point Stated - Related to thesis.
Proof 2 - Direct quote
Second Point Explained
IF IT IS NECESSARY Third Point Stated - Related to thesis.
IF IT IS NECESSARY Proof 3 - Direct quote
IF IT IS NECESSARY Third Point Explained
Concluding Statement - Final chance to convince reader of your point. Transition linking to your next argument.
Body Paragraph #3:
Body Paragraph #3:
Topic Sentence - Specifies exact topic being examined in this paragraph, relates to thesis.
First Point Stated - Related to thesis.
Proof 1 - Direct quote
First Point Explained
Second Point Stated - Related to thesis.
Proof 2 - Direct quote
Second Point Explained
IF IT IS NECESSARY Third Point Stated - Related to thesis.
IF IT IS NECESSARY Proof 3 - Direct quote
IF IT IS NECESSARY Third Point Explained
Concluding Statement - Final chance to convince reader of your point. Transition linking to your next argument.
Conclusion:
Conclusion:
Restated Thesis - States all three points discussed, does not include "I believe".
Conclusive statement about these points.
General Statement relating to the text or a life lesson statement.
From Topic to Thesis
From Topic to Thesis
I've pulled some resources together for helping you learn to write an original thesis. We'll go over them in class.
A thesis statement:
A thesis statement:
Is a statement, not a question.
Is located at the end of your introduction paragraph.
Is one sentence in length. If you MUST, use two sentences.
Is the central focus / topic of your essay / seminar.
Clearly indicates your position on the topic.
Must also be included in the beginning of your conclusion paragraph. This should be a revised thesis statement.
The topic sentences of your body paragraphs must link back to your thesis statement.
Author + Title of work + Argument 1, Argument 2, Argument 3 is a basic thesis statement structure.
This basic structure may do well at the grade 9 and 10 level, but it is essentially a list.
By grade 11 and 12, you need to make sure that your thesis statement takes a position.
Final thesis statement check
Final thesis statement check
Does your thesis statement:
take a position
list the arguments
link back to an important idea studied in that unit
Instead of thinking about your paper as something your teacher is making you write, think about it as something you want your teacher to read. That's your position.
Writing a Thesis Statement if you were given a list of topics
Writing a Thesis Statement if you were given a list of topics
Choose a topic that interests you:
Comedic Elements in Hamlet
Make a declaration (formal statement) about the topic:
Shakespeare uses comedic elements at critical moments in Hamlet.
Rewrite the topic into a question. Questions begin with who, what, where, why, when and how:
Why does Shakespeare use comedic elements in Hamlet?
Answer the question:
Shakespeare uses comedic elements in Hamlet to create comedic relief.
State your 3 arguments:
The Gravedigger scene, Hamlet's manipulation of Polonius, Hamlet's immediate actions after the death of Polonius
Combine the author's name, title of text, #2, #4 and #5:
Hamlet's comedic interactions with the Gravedigger, Polonius and the royal court after Polonius' death are pivotal scenes in Hamlet. In William Shakespeare's Hamlet, comedic elements are used in critical moments to create comedic relief.
Writing a Thesis Statement if you were given a list of questions
Writing a Thesis Statement if you were given a list of questions
Choose a question that interests you:
Why does Shakespeare use comedic elements in Hamlet?
Make a declaration (formal statement) about the topic:
Shakespeare uses comedic elements at critical moments in Hamlet.
Answer the question:
Shakespeare uses comedic elements in Hamlet to create comedic relief.
State your 3 arguments:
The Gravedigger scene, Hamlet's manipulation of Polonius, Hamlet's immediate actions after the death of Polonius
Combine the author's name, title of text, #2, #3 and #4:
Hamlet's comedic interactions with the Gravedigger, Polonius and the royal court after Polonius' death are pivotal scenes in Hamlet. In William Shakespeare's Hamlet, comedic elements are used in critical moments to create comedic relief.
transitions.docTransition Words
Transition Words
Transitions allow the writer to lead the reader. Use them.
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Common_Signal_Phrases_--_MLA.pdfCommon signal phrases
Common signal phrases
You need to introduce your quote. Some examples are: Shelly writes, Shelly states, the narrator states, the narrator describes, or if it is a character—indicate the character and the mood. Those are all better options than, "Shelly says".
To increase your fluidity, try incorporating these common signal phrases. It stops repetitive expressions such as, "Shelly says".
This document was created by Western Oregon University.
MLA Review
MLA Review
Check out my Grade 11 notes for a quick MLA review.
Dealing with Quotes
Dealing with Quotes
There are three ways to deal with textual proof using MLA .
Basic Quote:
Basic Quote:
Curabitur venenatis, arcu ac interdum tristique, mauris neque. “Lorem ipsum dolor sit amet” (Lastname page number).
Notice that this isn't a sentence, it's just a quote terminated by a period. Avoid this, it hampers the fluidity of your writing.
This approach is fine in grade 9 and perhaps in grade 10.
Embedded Quote:
Embedded Quote:
Curabitur venenatis, arcu ac interdum tristique, mauris neque, “Lorem ipsum dolor sit amet” (Last name page number).
Notice that the quote is introduced by the essayist's own words. This method indicates that the author is actively embedding the textual proof into their own words. This method adds considerable depth of structure to your writing.
This is the most balanced approach to using quotations in your writing.
Do not start every sentence with, "This quote shows". Take the time to think about why you are using the quote and lead your reader.
Be cautions of using our Transition Word List or an online synonym finder. They will only provide a synonym and not depth to your argument.
This approach is fine in grade 11 and 12. You can add to the overall effect by not constantly declaring who speaks. Hamlet states, "Lorem ipsum dolor sit amet" (Citation).
Complex Embedded Quote:
Complex Embedded Quote:
Curabitur venenatis, arcu ac interdum tristique, mauris neque, “Lorem ipsum dolor sit amet” (Last name page number), etiam vitae nulla eget nibh.
Notice that the quote is wrapped by the essayist's own words. This method indicates that the author is actively embedding the textual proof into their own words.
Be cautious with this technique, as it may detract from your own ideas.
If you are quoting from a play written by Shakespeare:
If you are quoting from a play written by Shakespeare:
(act.scene.line(s)) for example:
(1.2.18)
(1.2.18-22)
If you are quoting multiple lines from Shakespeare or a poem:
If you are quoting multiple lines from Shakespeare or a poem:
Use a slash (/) to indicate a line break. A single blank space must be on both sides of the slash:
"To be or not to be—that is the question: / Whether ’tis nobler in the mind to suffer" (3.1.64-65).
If you are quoting from a novel and have not established the author yet, or it's the first mention:
If you are quoting from a novel and have not established the author yet, or it's the first mention:
(Last name page number) for example:
(Smith 18)
If you are quoting a novel and have established the author:
If you are quoting a novel and have established the author:
(18)
When you want to cut text from your quote:
When you want to cut text from your quote:
Use an ellipse like this . . .
“Lorem ipsum . . . amet” (Last name page number).
Note there are single blank spaces on both sides of all the periods
When you want to quote more than 4 lines - Block Quotes:
When you want to quote more than 4 lines - Block Quotes:
As your sentence ends, use a colon ( : ) to indicate the start of the quote
The quote starts on a new line.
Do not use quotation marks at the beginning or end of your quote.
Indent each line of the block with 1 tab.
Keep your double spacing.
The in-text citation goes directly after the ending punctuation of the quote. Do not alter the punctuation of the quote.
There is no period after the in-text citation.
Please see the OWL MLA Style Guide for more citation options
word_list.pdfChoose the Right Words - Tone
Choose the Right Words - Tone
Know words. Use them effectively. This is not an excuse to unleash your thesaurus. Be aware of tone.
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A Guide to Essay Writing
A Guide to Essay Writing
This document was given to me by an English teacher during my OAC year or my first year at university.
Editing the essay
Editing the essay
1. Avoid dangling modifiers:
they have little direction
they are vague and ambiguous
they have no clear subject
2. Avoid ambiguous sentences:
i.e. It is suggested everyone needs a lunch break.
Who suggested this???
Take responsibility for your writing. If you suggest something, then say so.
3. Avoid safe bureaucratic language:
Again, take responsibility for your words and ideas.
A good writer is a responsible writer.
4. Avoid unclear/obscure sentences
5. Avoid abstract nouns—give specific directions
i.e. abstract nouns might be: belief, expectancy, usage. etc.
Avoid colourless adjectives and adverbs—say precisely what you mean
i.e. don't use small when you mean diminutive
6. Examine verbs carefully
show vivid, concrete action
use the active tense
7. Constructions: make sure they are clear and understandable
8. Be direct-- don't use 3-4 words when one will do
i.e. because = due to the fact that
9. Have a single, clear meaning—Avoid verbal inefficiency
-does the paper ramble in any or all directions
i.e. For the most part, students have little trouble in passing.
-does this mean:
a)most students have little trouble???
b)students usually have little trouble???
c) neither a or b—the writer is not sure
d) both a and b— the writer is not sure
10. The writer who writes well writes for himself
a) sort yourself out of the anonymous public background—give YOUR opinions
b) examine the scene around yourself AND your relation to it
c) judge your own and others' values (ACCEPTING, REJECTING, and CHANGING your mind)
d) SEE the topic as it really is to you—your honesty MUST be clear.
This will make the paper appeal to others/readers
11. Avoid slang—use standard English to avoid out-dating your writing
12. Check for paragraph transitions
a) word repetition
b) idea repetition
c) affirmation of thesis
d) connecting opposites with words / ideas
e) single connecting idea, metaphor, word, etc. throughout the writing
Diagnostic Writing
Diagnostic Writing
100 word (MAX) paragraph written in an informal style.
By informal style, I mean:
Judiciously use the personal pronoun "I"
Avoid slang and cliche unless it is integral to the paragraph
Avoid contractions unless they are integral to the paragraph
Focus your writing with description.
Topic
Topic
What I did last summer.
Submission
Submission
Include an MLA header
Check out the Diagnostic Writing Rubric.
Check out the Calendar for the due date.
Submission must be a Google Doc from your STUDENT GOOGLE ACCOUNT.
Submit to our Google Classroom
Mini-Essay Outline
Mini-Essay Outline
There are several variants of the mini-essay. They all do the same thing, they allow the writer to focus and produce succinct writing.
The mini-essay outline OMITS both the introduction and conclusion paragraphs, all topic and concluding sentences. You can help the fluidity of your writing by maintaining transitions and introducing your quotes properly. You'll notice that the "point" can be written as a sentence or in point form.
Your mini-essay outline requires:
MLA header & MLA page numbers
12 point font, double spaced
Headings: Title, Thesis, Body Paragraph 1, Body Paragraph 2, Body Paragraph 3
If you want to see it, take a look at the Mini-Essay Outline Layout
Title
Title
See Writing an Original Title.
Thesis
Thesis
See From Topic to Thesis.
Body Paragraph 1
Body Paragraph 1
Point # 1
1 Sentence OR POINT FORM
Proof # 1
Quote in MLA format from the text that supports your point
Explain / Analysis # 1
1 - 2 Sentences
Point # 2
1 Sentence OR POINT FORM
Proof # 2
Quote from the text that supports your point
Explain / Analysis # 2
1 - 2 Sentences
Body Paragraph 2
Body Paragraph 2
Point # 1
1 Sentence OR POINT FORM
Proof # 1
Quote in MLA format from the text that supports your point
Explain / Analysis # 1
1 - 2 Sentences
Point # 2
1 Sentence OR POINT FORM
Proof # 2
Quote from the text that supports your point
Explain / Analysis # 2
1 - 2 Sentences
Body Paragraph 3
Body Paragraph 3
Point # 1
1 Sentence OR POINT FORM
Proof # 1
Quote in MLA format from the text that supports your point
Explain / Analysis # 1
1 - 2 Sentences
Point # 2
1 Sentence OR POINT FORM
Proof # 2
Quote from the text that supports your point
Explain / Analysis # 2
1 - 2 Sentences
Mini-Essay Outline - Layout
Mini-Essay Outline - Layout
Writing an Original Title
Writing an Original Title
If you're going to spend hours on your writing, spend some time on the title. The following is a picture of a Google Jamboard where a student and I worked on the title of his paper.
It represents about 1 hour of collaborative work.
The document should be read from the centre, out. The final title, "Why Jobs Lives in the Now: The Unpredictability of the Future" is located on a blue sticky-note. His original idea was in the centre, and he developed the ideas in the yellow notes. My ideas were in green. The ideas in pink are words the student looked up. The orange note was a reminder of W5H, and used to focus on writing the title once the yellow, green and pink ideas were sorted. Thanks Sean.
Avoid the use of: "Essay, My Essay, The Title of the Text, Your Name" or any combination of these.
Plagiarism
Plagiarism
Your assignments will be submitted to Google Classroom's Originality Reports and Turnitin.com for plagiarism checking.
For Google Classroom Originality Report:
You get the report once you submit an assignment.
For Turnitin.com:
Please reuse the turnitin.com account you created at school, there's no need to build a new one.
The Class ID and Password will be given in class.
Why Students Plagiarize
Why Students Plagiarize
Why Students Cheat - and What to Do About It
Why Students Cheat - and What to Do About It
Did I Plagiarize?
Did I Plagiarize?
Advice on Academic Writing
Advice on Academic Writing
Advice on Academic Writing is a very helpful resource hosted at the University of Toronto.
OWL MLA Guide
OWL MLA Guide
MLA Formatting and Style Guide hosted at Purdue University OWL writing lab.
Guide to Grammar & Writing
Guide to Grammar & Writing
Developed by Dr. Charles Darling and hosted at Capital Community College. The Guide to Grammer & Writing is a very complete (and cumbersome) site which has many resources for both grammar and writing.
ENG4U1 Blog
ENG4U1 Blog
I started a class blog for ENG4U1 students years ago. It remains in an archived at eng4u1.blogspot.com.
Diagnostic Writing Rubric
Diagnostic Writing Rubric
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Annotated Bibliography Rubric V3
Annotated Bibliography Rubric V3
This is the current version of the Annotated Bibliography Rubric. If you can't see the document, please read: You Do Not Need Permission To View Any Documents.
Annotated Bibliography Rubric V2 - OLD
Annotated Bibliography Rubric V2 - OLD
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Annotated Bibliography Rubric - OLD
Annotated Bibliography Rubric - OLD
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Formal Literary Essay Rubric
Formal Literary Essay Rubric
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