Clovis North Educational Center English Department

10th Grade Essentials

Text Types:

Persuasive/Argumentative Informative/Explanatory (literary analysis)
Narrative

includes counter arguments/opposing claims examines and conveys complex ideas and
develops real or imagined experiences or events

Essay Terminology

Introduction	Attention Getter	Curb appeal	Hook

Identify title and author (if applies)

Thesis Statement	Controlling Idea	Subject + Position	Proposition

Body	Topic Sentence	Mini-thesis	Argument

Evidence

Analysis

Supporting Details Quotation

Commentary

Interpretation

Fact or Example Paraphrase

Opinion

Evaluation

Concrete Detail

Insight

Inference

Conclusion	Re-state thesis

Highlight	Final Commentary	"Tell'em what you already told'em"

Close

ESSAY TEMPLATE

TheIntroduction

Attention-Getter (1-2 sentences)

Funnel this idea to thesisstatement (1-2 sentences)

Thesis

The Body Paragraph (2+)

Topic Sentence
	
Concrete Detail/ Evidence
	Commenta
	ry/Analysis
	
	Commenta
	ry/Analysis
	
Concrete Detail/ Evidence
	Commenta
	ry/Analysis
	
	Commenta
	ry/Analysis
	
Concluding Sentence

TheConclusion

3+ sentences

CLOVISNORTH ESSAYRUBRIC
Essay Requirements: Components of an Essay
	6Clearly superior, excellent in all respects
	5 Displays a developing sense of style with some precision and insight
	4Adequate achievement
	3Demonstrates developingcompetence but is flawed
	2Attempts the assignment, but the essay is seriously flawed
	1Does notmeet minimal standards for an essay
	
Prompt: Describes/outlines what is required of the essay writer. Good writers take time to fully understand the prompt before they begin reading or writing.
Thesis addresses prompt and guides the paper by stating the position of the author in direct response to theprompt
	•	Addressesallaspects of the promptvery well. Makes an insightfulconnectionto the prompt.

•	Thesisstatementguides developmentofideas in supportof a position - strong thesis that is repeatedly provedthroughoutthe entire essay
	•	 Addressesallaspects of the promptefficiently.

•	 Thesisstatementguides developmentofideas in support of a position -strongthesis thatis provedthroughoutallor mostof the essay
	•	 Addressesmost aspects of the prompt.

•	 Thesisstatement guides the essay butlacks depth
	•	 Neglectsprompt, or demonstratesinability to interpretand/or developnecessary aspects of the prompt

•	 Thesis is simple and general, is mostly plot summary
	•	Indicates serious confusion/gross misread of the text/prompt or neglects important aspects of theprompt

•	An attempt is made to create a thesis, but it summarizesplot
	•      Essay is not legible

•	No thesis
	
Organization: The paper should include evidence that the author took time to structure thepaper in a logical way to outline an idea that addresses theprompt.
	•	Organizationandstructure appropriate to purpose and paragraphs are well developedandlogical.
	•	 Createsanorganization andstructureappropriate to purpose and paragraphsareeffectively argued.
	•	 Demonstrates ability to reasonably organizeand developideas by havingdefinite separationof paragraphsfrom introductionto bodies to conclusion
	•	 Organizedminimally, probably has an introductionandbody paragraphsbut paragraphsthemselves maybe disorganized
	•	There is very littleattempt to separate different thoughts. The paperappears to be written withoutany attemptat
pre-writingor drafting.
	•	There is no attemptto separate different thoughts. The paperappears to be written withoutany attemptat
pre-writingor drafting.
	
Introduction: Commences the paper with some kind of background familiarize the reader to the subject of the paper and includes a thesis (typically at the end).
	•	Introductionorients the reader to the situation in an engagingmanner
•	Thesisappears in introductionof essay andis well-connected.
	•	 Introductionorients the readerto the situation.

•	 Thesisappears in introductionofessayand is well-connected.
	•	 Introduction orients the readerto the situation, howeverbriefly.
•	 Thesisappears inintroduction of essay andis reasonably connected.
	•	 Introduction     limited and fails to orient the readerto the situation

•	 Connectionof introductiontothesis isdisjointed
	•	Demonstrates veryweak organization orvery little development ofideas

•	Thesismay notappearin the introduction
	•	Essay fartoo brief(skeletal development, can be one or two paragraphs)

•	No thesis evident
	
TopicSentences: The first sentence of a body paragraph (b.p.) that has an argument/opinion that supports/connects to thesis which guides the entire paragraph.
	•	Topic sentencesguide paragraphswithstrong opinionandclarify connections to thesis seamlessly.
	•	 Topic sentencesguide paragraphswithstrong opinionsandconnectto thesis.
	•	 Topicsentences supportthesis butlack insight and/or connectionto thesis.
	•	 Topic sentencesare mostlyplotsummary or quoted textand no connectionto thesis.
	•	True topic sentencenot present(see definition).
	•	True topic sentencenot present(see definition).

Componentsof an Essay continued:
	6 Clearly superior, excellent in all respects
	5 Displays a developing sense of style with some precision and insight
	4 Good, adequate achievement
	3 Demonstrates developing competence but is flawed
	2 Attempts the assignment, but the essay is seriously flawed
	1 Does notmeet minimal standards for an essay
	
WritingStyle: sentence structure, elevated diction and a sense of voice is established in the paper and is interesting to read. Helps the audience understand the argument of the essay.
	•	Demonstratessophistication ofstyle, insightfulanalysis, with a seamless flow of ideas by usingelementsof creative writingsuch as extended metaphors,sophisticated lead-into thesis, keensense ofaudience, varied
•	sentencestructures,precise language/excellentuseof dictionandvirtuallyerror free (e.g.mechanics, punctuation).
	•	 Presents ideas clearly and a develops a sense of style andcreativity.

•	 Usesprecise language/gooduse of diction.

•	 Containsfew errors that do notdetractfrom meaning(e.g.mechanics, punctuation).
	•	 Ideas are reasonably presentedbut lack a sense of style and creativity. Minimal awareness of audience.

•	 Demonstrates adequate sentence control, but uses mostly simple sentences and average diction and/ormisuses of effective diction.

•	 Containsfewerrors that do not detract from meaning (e.g. mechanics, punctuation)
	•	 Expresses ideas in an unclear and confusing manner.

•	 Demonstrates aminimal sense of organization and/or lack of sentence control.

•	Diction iselementary.

•	 Errorsconfuse thereader, interruptsthe presentation of thought and/or detract from meaning (e.g. mechanics, punctuation)
	•	Shows inadequate sentence controland diction
	•	Shows inadequateor nosentence controland extremely limiteddiction
	
ConcreteDetails: Support the topic sentence with direct quotations and/or paraphrases from the prompt or text. Synonyms for concrete detail: evidence, facts
	•	Usesimpressive,compelling andrelevantsupporting details,examples,evidence, facts
•	Uses logicalandfluent transitions and leadins to orient the reader to the evidence
	•	 Uses effective and relevant details/evidence/examples /facts
•	 Uses effective transitions and lead ins to orient the readerto the evidence
	•	 Usessufficient general/adequate textual evidence/concret e details/examples /facts
•	 Lackingor inconsistent transitionsand leadins
	•	 Uses someevidence but relies too much on paraphrasingandcan berepetitious
•	 Evidence does not consistentlyconnect to topic sentence
	•	Uses little or noevidence thatis often irrelevant; mostlyplot summary
	•	Appears to not understand text
	
Commentary: Analyzes the evidence as it relates to the argument.
	•	Writes commentary/Analysisthatis plentiful,insightful, persuasive,andoriginal
	•	 Writes commentary/analysisthat isplentiful, insightful, andpersuasive
	•	 Writes Commentary/an alysis that can be plentiful,but alsorepetitive and/or commonplace
	•	 Writes commentary/analysis thatis primarily paraphrase,repetitive
•	 Commentary does not connect or support the argument
	•	Writes minimal analysis/comm entary–almost allsummary
	•	Little or no commentary
	
Conclusion:
final paragraph of an essay
	•	Creatively and/or sophisticatedly reinforcesarguments andmain idea of essay
	•	 Effectivelyreinforces argumentsand mainidea ofessay
	•	 Adequately reinforcesarguments andmain idea of essay
	Restates or rewrites thesis/introduction
	•	Usesno conclusion
•	 Uses a one sentence conclusion
	•	No conclusion

DURING READING
Annotation of a Text – Leaving Tracks of Thinking

Annotating is recording what a reader is thinking whilereading—it helps a reader remember what s/he has read. Annotation also provides an opportunity fora reader to wrestle with the meaning of the text.

Nothingmatters more thanTHINKING while reading.

Get in the habit of hearing yourself ASK QUESTIONS
. What does this
S
T
R
Throw away the highlighter—underline and make notes with a pen or pencil. Highlighting can actually distract from the business of learning and dilute your comprehension. Highlighting only seems like an active reading strategy, but it can actually lull you into passivity rather than thinking about the text. Mark up the margins of your text with WORDS or ILLUSTRATIONS. These areideas that occur to you, notes about things that seem important to you, reminders of how issues in a text may connect with class discussion or course themes. This kind of interaction keeps you conscious of the reason you are reading and the purposes your instructor has in mind. Later in the term, when you are reviewing for a test or project, your margin notes may become useful memory triggers. Make a list of your ideas, write phrases or complete sentences—it is up to you! Just interact with the text by writing and marking it up! (Post-it notes work too!)mean? Why is the author drawing that conclusion? Why is the class reading this text? How would this happen? Where have I heard of this idea before? When will it happen? Who would it affect? Write the questions down in your margins, at the beginning or end of the reading, in a notebook, or elsewhere.

Some annotation ideas:
When I annotate, what do I write? Sometimes I
WHEN READING,
TOP-
HINK-
EACT. (STRategy) I wonder…
Develop your own symbol system. Asterisk a key idea in the text, for example, or use an exclamation point for the surprising, absurd, bizarre, or question marks for unclear passages or straight lines or crooked lines beside certain passages… Like your margin notes, your hieroglyphs can help you reconstruct the important observations that you made at an earlier time, and they will be indispensable when you return to a text later in the term, in search of a passage, an idea for a topic, or while preparing for an exam or project.…

Record a REACTION to the reading.

Ask a QUESTION of the reading. What do I WONDER about? Give an OPINION of the reading.
Make a CONNECTION to my own experiences, or local, national, or global situations, or other readings. PARAPHRASE or SUMMARIZE sections of the reading—a line or two of summary per paragraph, perhaps. Respond to how I would RELATE if I were in that situation.
Record the “WHAT and WHERE and HOW and WHY and WHEN and WHO.” Describe what is significant about the process and what conditions make the event or situation possible, where it happens, how it happens, where else it could happen, and speculate about why it happens…

Record an ANALOGY. Compare the reading to something that is already understood. (For example, lines of military defense compared to the lines of the immunity system’s defense)

Circle WORDS that I need to define. Keep a list of new words. Text Code Ideas:
 for something known	?? for confusion	R for a connection (reminds me…)

L	for new learning ?        for a question

for important information
! for exciting or surprising information

Ideas adapted from Harvey Daniels, Stephanie Harvey, and Cris Tovani

10th Grade Vocabulary

Unit 1	Unit 2	Unit 3	Unit 4	Unit 5	Unit 6	Unit 7	Unit 8	Unit 9	Unit 10
asperity
	adjudicate
	curtail
	accolade
	acrimony
	ameliorate
	Castigate
	adjacent
	cautionary
	attest
	
bane
	centennial
	discriminate
	adamant
	affinity
	baleful
	Colloquial
	beset
	constrain
	axiom
	
buffoon
	countenance
	inalienable
	adulate
	ambivalent
	berate
	Epitaph
	cede
	flotilla
	churlish
	
doleful
	disgruntle
	incarcerate
	altercation
	cessation
	circumvent
	Exodus
	circuitous
	gossamer
	concoct
	
extrovert
	equilibrium
	indignity
	annals
	emaciated
	compunction
	Inter
	desultory
	ignominious
	derivative
	
garish
	expedite
	indiscriminate
	assiduous
	enclave
	condone
	Lacerate
	galvanize
	incur
	differentiate
	
hierarchy
	gird
	infamous
	chary
	engender
	diminutive
	Largesse
	implement
	liquidate
	disparage
	
imbue
	gratuitous
	intercede
	clique
	exacerbate
	euphemism
	Obituary
	inconsequential
	magnate
	dissipate
	
instigate
	illusory
	malign
	decrepit
	illicit
	expendable
	Omnivorous
	magnitude
	misnomer
	esoteric
	
penchant
	implacable
	perpetrate
	endow
	indigenous
	heresy
	Permeate
	materialize
	onerous
	olfactory
	
rambunctious
	luminary
	rampant
	ephemeral
	inexorable
	infirmity
	Rendition
	muster
	pandemonium
	plethora
	
repertoire
	manifesto
	rancor
	ingratiate
	infatuated
	profane
	Resurgence
	prohibitive
	quixotic
	refurbish
	
rudiment
	mesmerize
	reparation
	pantheon
	insatiable
	recompense
	Stereotype
	reminisce
	tenacious
	secrete
	
undermine
	precedent
	smattering
	perverse
	poignant
	repast
	Stipend
	vanguard
	vestige
	vagary
	
unremitting
	spurious
		tutelage
	proselytize
	servitude
	Subservient
	visionary
	zephyr
	volatile

Roots

Unit 1	Unit 2	Unit 3	Unit 4	Unit 5	Unit 6	Unit 7	Unit 8	Unit 9	Unit 10

hept
	rupt
	sept
	tele
	dec
	cracy
	Logical
	mill
	pan
	post
	
hepta
	Re
	septem
	therm
	deca
	crat
	Logist
	milli
	pass
	pre
	
hemi
		septi
	thermo
	decem
	cratic
	Logy
	mile
	path
		
		septu
	thermy
	deci
		Loquy
		pathy

Unit 11	Unit 12	Unit 13	Unit 14	Unit 15	Unit 16	Unit 17	Unit 18	Unit 19	Unit 20
Agrarian
	aftermath
	adjunct
	aberration
	abominate
	aura
	Aggregate
	acoustic
	amenable
	accost
	
Burgeon
	aphorism
	belie
	antiquated
	abridge
	banal
	Allocate
	assemblage
	ascribe
	avarice
	
Cataclysm
	catharsis
	carnage
	celestial
	animosity
	bemuse
	Augur
	august
	charisma
	bilk
	
Culinary
	cohort
	dilemma
	certitude
	auspicious
	cognizant
	Bastion
	auspices
	dearth
	consummate
	
Denigrate
	culpable
	diverse
	disburse
	beleaguer
	conundrum
	Decorum
	cavil
	demoralize
	conversant
	
Gourmet
	diabolical
	eradicate
	galaxy
	confidant
	evanescent
	Defunct
	curator
	ebullient
	credulous
	
grandiloquent
	enormity
	flout
	intractable
	constituent
	factotum
	Disarray
	extant
	entrepreneur
	euphoria
	
Hybrid
	gibe
	foment
	juncture
	iniquitous
	grandiose
	Halcyon
	gamut
	fatuous
	fortuitous
	
Manifold
	innocuous
	insurrection
	juxtapose
	inure
	induce
	Homily
	ineffable
	harbinger
	hypothetical
	
Palatable
	necessitate
	mandatory
	maelstrom
	inveigh
	intransigent
	Hyperbole
	mellifluous
	homogeneous
	incoherent
	
Panacea
	odyssey
	mitigate
	optimum
	predecessor
	laudatory
	importune
	mien
	incumbent
	minuscule
	
Plebeian
	partisan
	pretext
	pillory
	sabotage
	panache
	jurisdiction
	nonpareil
	matriarchy
	pleasantry
	
Scourge
	posterity
	singular
	proliferate
	sadistic
	picayune
	Ruminate
	patina
	neophyte
	procrastinate
	
Stalemate
	premeditated
	somnolent
	remiss
	scathing
	predilection
	Temerity
	rapt
	prerogative
	qualm
	
Temperate
	scurrilous
	stalwart
	titanic
	transpire
	promontory
	Winnow
	resuscitate
	sibling
	stigma
	
								vitriolic

Roots

Unit 11	Unit 12	Unit 13	Unit 14	Unit 15	Unit 16	Unit 17	Unit 18	Unit 19	Unit 20

Spir
	ject
	aut
	bi
	di
	hem
	Hecto
	medi
	phon
	sub
	
Spire
	kilo
	auth
	bio
	dia
	hemo
	Hex
	meter
	phone
	vice
	
Pir
		auto
	bious
	dict
	emia
	Hexa
	metry
	phono
		
Pire
								phony