LPCI Style Guide

8/3/2019 LPCI Style Guide

1/34antonini.ca

ENGLISH FACULTY

Lawrence Park Collegiate Institute

Handbook andStyle Guide

Version

1


2/34

anton in i .ca

L A W R E N C E P A R K C O L L E G I A T E I N S T I T U T E

English Faculty Handbook and Style Guide

antonini.ca 2011125 Chatsworth Dr Toronto, Ontario

M4R 1S1 Phone 416.393.9500


3/34

anton in i .ca

Table of Contents

MLA Style Guide ....................................................................... 31. Titles of Works ............................................................................ 32. Citing Quoted Material ................................................................ 44. Integrating Quotations ................................................................. 65. Works Cited Page ....................................................................... 6

Quotation Integration ................................................................. 71. How to choose Quotations .......................................................... 72. Types of Quotations .................................................................... 83. Integrating Quotations ................................................................. 84. Quotation Integration Errors ........................................................ 95. QINT Error Examples and Corrections...................................... 106. Integrating a Quotation into a Sentence .................................... 117. Changing a Quotation ............................................................... 128. Punctuating Quotations within a Sentence ................................ 139. Punctuating Block Quotations ................................................... 1310. Quotation Integration Examples .............................................. 14

Academic Writing Tips ............................................................. 161. Clear and Precise Writing ......................................................... 162. Thesis Statements .................................................................... 192. Introductions ............................................................................. 193. Body Paragraphs ...................................................................... 214. Conclusions .............................................................................. 22

Assessment Policy .................................................................. 241. Assessment Terminology and Purposes ................................... 242. English Curriculum Strands ....................................................... 253. Achievement Levels .................................................................. 264. Achievement Categories ........................................................... 265. Assessment Types .................................................................... 266. Rubrics ...................................................................................... 277. Attendance ................................................................................ 278. Late or Missed Assignments ..................................................... 289. Academic Honesty and Integrity ............................................... 2810. Mark Tracking Sheets ............................................................. 2911. Standard Rubrics .................................................................... 31

Index ....................................................................................... 32


4/34

3 antonini.ca

MLA Style Guide

Students should refer to the MLA Style Guide for all written work.The following is based on the MLA Style Guide, 6th Ed. 2005

1. Titles of Works

A. Italics or underlines are for titles of works published as independent volumes:Books (novels, short story collections, nonfiction books), films, videos, all plays,periodicals (journals, magazines, newspapers) and poems that have been publishedas an entire book (e.g. Paradise Lost).

Examples: The Toronto Star, Macbeth, The Catcher in the Rye, The New Yorker

NOTE: Underlining and italics are equivalent in MLA (underlining is a carryoverfrom the days of typewriters), but university instructors may prefer one over the

other. Only one method should be used in a work. For titles of full publishedworks, LPCI students underline when handwriting essays and assignments;they use italics when typing their work.

B. Quotation Marks ( )

Quotation marks are for titles that are a smaller part of a larger published work:Poems in an anthology or book of poetry, titles of chapters, articles in publishedjournals, magazines, newspapers, etc. and short Stories in collections.

Examples: The Boat, in Echoes 11; Global Warming Upon Us, inTimemagazine

NOTE: Never bold titles or combine italics with underlines and/or quotations.

C. Punctuation of Titles when using Quotations: commas and periodsfollowing a title are contained within quotations:

Examples: In Stopping by Woods, Frost appeals to the auditorysense. Or, Frost appeals to the auditory sense in Stopping by Woods.

Chapter

1T I T L E S O F

W O R K S


5/34

4 antonini.ca

2. Citing Quoted Mat erial

A. Short Stories, Essays, Reports, Articles, Novels and most other printsources: MLA requires the title, author and page number of a work in a citation.

However, there are many ways to accomplish this. For example:

In About Poetry, Amy Smith examines commonalities of manyBritish poets of the romantic period. After an extensive exploration,Smith concludes that all romantic poets share a common belief inthe superiority of the imagination over logic and reason" (12).

Or

Amy Smith examines commonalities of many British poets of the

romantic period. After an extensive exploration, Smith concludes that all

romantic poets share a common belief in the superiority of theimagination over logic and reason" (About Poetry 12).

Once a student has mentioned the author and title, it is not necessary keeprepeating the title and author every time the work is cited. Embedded citations likethe first one above require only the page or line number(s) in parenthesis if theauthor and title of the work are clear to the reader (i.e. mentioned in the sentenceor earlier in the essay). As a general rule, once the author and work are mentionedand are clear to the reader, writers only need the page number in parenthesis.

Also, once the full name of the poet or author is mentioned, students should justuse last names in the remained of the written work.

B. Plays: MLA requires the title, author and act, scene and lines of the originaltext. For example:

In Shakespeare's King Lear, Gloucester learns a profound lessonfrom his tragic experience, which he summarizes as: A man maysee how this world goes / with no eyes" (4.2.148-49). Gloucestersblindness to the external world allows him insight into his internalworld.

C. Poetry: MLA requires the title, author and line number(s) of poems. Forexample:

Robert Frosts clearest appeal to the auditory sense in Stopping byWoods is in the lines, He gives his harness bells a shake / To askif there is some mistake (9-10).

NOTE: the forward slash (/) above to indicate the line break of the original text.

C I T I N G

Q U O T E D

M A T E R I A L


6/34

5 antonini.ca

D. Block Quotations: If a quotation is going to be four or more lines of poetryor prose, writers should block quote the passage. For example:

Robert Frosts clearest appeal to the auditory sense in Stopping by

Woods is in the following lines:He gives his harness bells a shakeTo ask if there is some mistake.The only other sounds the sweepOf easy wind and downy flake. (9-12)

Frost's use of bells ringing and sweeping wind creates movement inthe already vivid image.

When block quoting prose, plays or poetry, recreate the texts as it appears in theoriginal text, maintaining line breaks and punctuation. See the example below:

Even though the readers never learn what the man and woman aretalking about, it is clear they have been arguing. While this is notdirectly stated, the author uses dialogue to build the tension betweenthe two characters:

Jimmy looked back at her. I could get you a new one, if youwant, he said, trying to get her to look at him. He shuffled inhis chair and began to stand.

No, dont bother, she said, pretending to look at her watch.Dont go to any trouble. Theyre closed by now, anyway. Shecontinued to avoid eye contact and the two sat in silence as thewaiter cleared the dinner dishes. (4)

The sarcasm in the womans voice is a clear indication of her

feelings toward him and his offer. One can assume she feels his offeris not genuine and is made only to end the argument.

E. Electronic Sources: Treat online sources in the same manner as printed text.However, many websites do not give as much information as printed texts.Writers should look for the following information and supply as much as they canin their citations:

Author

Article title in quotations (if known)

Title of website, project or original publication (if known)

Posting date (if known)

Date the material was accessed

URL e.g. See the above website for an exhaustive list instructions for other online and/ordigital works, such as blogs, images and podcasts.

NOTE: Indentthe entirepassage beingcited. Also, thecited material isnot in quotationmarks.

NOTE: Thecited material isindented, NOTin quotationsand preservesthe punctuation(dialogue andindents, forexample) of the

original text.


7/34

6 antonini.ca

4. Integrating Quotat ions

Quotations must be tightly integrated into ones writing. Quotations cannot standalone in an essay, nor can they speak for themselves. Furthermore, in addition to

supporting an argument, a well-integrated quotation will flow logically andseamlessly into the fabric of the writing. There are three main steps to integration:

Context and argument proposition (before the quotation)

Combining the quotation within a sentence (during the quotation)

Commenting and analyzing the quotation (after the quotation)

* See the next chapter for a full explanation of quotation integration. Studentsshould spend a significant amount of time practicing quotation integration, as it isa necessary skill for developing critical responses and persuasive arguments.

5. Works Cited Page

Students create a "Works Cited" page for inclusion at the end of an essay or report. Citedmaterial, regardless of the type (film, book, poem, etc.) are listed alphabetical by last name(when authors name is unknown, the title of the work is used). Carefully note the hangingindents, titles and placement of punctuation in the example page below:

I N T E G R A T I N G

Q U O T A T I O N S

W O R K S C I T E D

P A G E

WorksCitedAvision,Margaret."TheDumfounding."RepresentativePoetryOnline:Canadian

Poets.Ed.IanLancashire.2002.1May2007.

Battles,Mathew."RomaticsinOurTime.EnglishPoetsofthe18thCentury.London:OxfordUP.2004.

"ColoursofPoetry."ANewCriticalReader.Toronto:UofTUP.1997."DyingforBeauty.EncyclopediaBritannica.15thed.1991.1:311Keats,John."OdeonaGrecianUrn.ThePortableKeats.Eds.JohnSmithand

RebeccaTaves.NewYork:Norton.2003.Rembrandt,Rijn.SelfPortrait,1660.MetropolitanMuseumofArt,NewYork.In

ModernArt.BySimaonFunkyTown.NewYork:RandomHouse,1999.640.

Note: thehanging indents

make a visualbreak betweencitation entries


8/34

7 antonini.ca

Quotation Integration

Proper integration of quotations is required for effective and coherentacademic writing. When students integrate quotations properly, theydemonstrate both their critical thinking and writing skills. Moreover,

setting up good quotations helps students fully develop arguments andproduce well organized and structured writing.

1. How to c hoose Quotat ions

In essays, reports and other assignments, quotations are used illustrateyour ideas and support your arguments. Using evidence to support aclaim is a crucial academic skill, so instructors often will require you touse quotations in an assignment. However, throwing a few quotationsinto your essay to fulfill a requirement is not enough. It is essential that

the quotations you use clearly advance your arguments and ideas. Forexample, quotations are not needed to give simple plot summary orfacts about a text. See the examples below:

No relevancy:Margaret Atwood is an internationally known Canadian

writer (Smith 22). (the quoted material is a simple fact and notsignificant to an argument)

Relevant:Margaret Atwood is a world renowned author. While she has

had many best sellers, critics claim her most interesting novelsexplore the darker sides of the human psyche (Smith 22). (thequotation expresses an opinion that could be used to advance orsupport an argument about Atwoods work)

While it is important to include evidence to support your arguments, filling anessay with too many quotations weakens your argument because there is littleroom left for your analysis. An essential part of using quotations is knowing what

Chapter

2

H O W T O

C H O O S E

Q U O T A T I O N S


9/34

8 antonini.ca

quotations to cite. The following is a list of common reasons for selectingquotations:

To analyses style of writing (i.e. explain word choice, a symbol, a metaphoror other use of figurative language)

To provide evidence from an authoritative source that agrees with orfurthers your argument

To disagree with a claim being made by a source

To explain a particularity difficult, important and/or complex meaning ofa section of text

To show a passage of that clearly supports an argument you are making

Regardless of the quotation you use, you must remember that the quotationdoesnt make the argument clear to the reader; you must do that in your analysisfollowing the quotation (more on analysis in later sections).

2. Types of Quotat ions

There are three main types of quotations:

A short phrase or clause:The soothsayer tells Caesar to beware the ides of March (1.2.103).

One sentence that will fit on two or three lines of the essay:Brutus feels that they must kill Caesar with respect. For example, he saysto Cassius and the other conspirators, Let's kill him boldly, but notwrathfully; / Let's carve him as a dish fit for the gods (2.1.92-93).

A long quotation (or a few sentences) that will not fit on just threelines of text:Brutus reason for killing Caesar is made especially clear when he addressesthe angry Roman public:

If there be any in this assembly, any dear friend ofCaesar's, to him I say, that Brutus' love to Caesarwas no less than his. If then that friend demandwhy Brutus rose against Caesar, this is my answer:Not that I loved Caesar less, but that I loved Rome more. (3.2.18-22)

3. Integrating Quotat ions

Quotations cannot stand alone in your essay as a phrase, sentence or paragraph.Instead, they must be tightly integrated into your writing. Also, while they are animportant aspect of setting up and supporting your arguments, quotationsthemselves do make an argument or speak for themselves. Writers must, in theirown words, explain quotations and how they support an argument being made. In

2 . T Y P E S O F

Q U O T A T I O N S


Q U O T A T I O N S


10/34

9 antonini.ca

other words, a well-integrated quotation will flow logically and seamlessly into thefabric of your writing. There are three main steps to integration:

Context and argument proposition (before the quotation)

Combining the quotation within your sentence (during the quotation) Commenting and analyzing the quotation (after the quotation)

Students who omit any of the above steps will create a quotation integration error(indicated by instructors as QINT). See the next section for the three types oferrors.

4. Quotat ion Integrat ion Errors

Most quotation integration errors are one or more of the following errors:

QINT-G: Quotation is not integrated grammatically Quotations cannotstand alone as sentences; they must be a part of your sentences. As well, themeaning and syntax of the quotation must match grammatically with yoursentence. See the examples and tips for combining quotations.

QINT-C: Not enough context or argument position provided - The readermust be given context about where the quotation comes from and the situationsurrounding the quotation. As a rule of thumb, the reader should understand youressay and quotation even if they havent read the material being quoted. As well,the reader needs to know the argument or position that the quotation is going toshow or demonstrate.

QINT-A:The quotation lacks analysis or explanation of its significance tothe argument or idea Quotations must serve a specific purpose to the augmentor idea being developed. This purpose, however, must be explained. Quotationscannot speak for themselves; you must explain the significance of the quotationand link it to the argument or idea being developed in the paragraph.

The following section demonstrates the three errors and ways in which to correctthem.

Q U O T A T I O N

I N T E G R A T I O N

E R R O R S


11/34

10 antonini.ca

5. QINT Error Examples and Correct ions

The following example suffers from all three integration errors (QINT-G, QINT-

C, QINT-A):

Caesar s fa i lu re to l i s ten to w arn ings leads to h is downfa l l . He is a

dreamer ; let us leave him: pass (1.2.24).

-We are left asking: when did this happen? Who is a dreamer? Howis this connected to the argument? Also, the quotation stands aloneas its own sentence. See the three corrections below.

QINT-G Correction:

Caesar s fa i lu re to l i s ten to w arn ings leads to h is dow nfa l l . He saysto Mark Antony, He is a dream er; let us leave him: pass (1.2.24).

-The quotation is now part of a sentence, but we are still asking:when did this happen? Who is a dreamer? How is this connected tothe argument of leading to a downfall?

QINT-C Correction:

Caesar s fa i lu re to l i s ten to w arn ings leads to h is dow nfa l l . For

example , when Caesar walk s through a crow d of h is suppor ters , a

soothsayer w arns h im to bew are the ides o f March (1 .2 .103).

However , Caesar turns aw ay and says to Mark Antony, He is adreamer ; let us leave him: pass (1.2.24).

-The quotation is now part of a sentence, and we now know thecontext and situation regarding the quotations, but it is still unclearhow the quotation supports the argument of causing hisdownfall.

QINT-A Correction:

Caesar s fa i lu re to l i s ten to w arn ings leads to h is dow nfa l l . For

example , when Caesar walk s through a crow d of h is suppor ters , a

soothsayer w arns h im to bew are the ides o f March (1 .2 .103).

Ins tead o f quest ion ing the soothsayer , Caesar says t o Mark Ant ony,

He is a dreamer; let us leave him: pass (1.2.24). Caesar s quick and

to ta l d ismissa l o f the w arn ing demonst ra tes h is ar rogance.

Furthermore, he la ter ignores s imi la r w arn ings f rom h is suppor ters

and his w i fe, Calpurnia. To dismiss one warn ing is understandable;

however , the w ay Caesar repeated ly ignores the w arn ings i l l us t ra tes

Q I N T E R R O R

E X A M P L E S

A N D

C O R R E C T I O N S


12/34

11 antonini.ca

a level of hubr is that , in Shakespear ian t ragedy, is of ten punished by

death .

-The quotations are introduced with context, the quotations are

made part of the writers sentences, and the quotations areexplained in relation to the argument.

6. Integrat ing a Quotat ion into a Sentence

Below are four ways to make a quotation part of your sentence.

a. The quoted material is worked into to the grammar of the sentence:

The soothsayer warns Caesar to beware the ides of March(1.2.18). However, Caesar feels the soothsayer is a dreamer

(1.2.24).

NOTE: no punctuation before the quotation is needed, as there is nogrammatical reason for any.

b. The quoted material is introduced with a phrase or signaling word like says:

Caesar says to Mark Antony, He is a dreamer; let us leave him:pass (1.2.24).

OR

In response, Caesar says, He is a dreamer; let us leave him: pass(1.2.24).

NOTE: in these cases, a comma is used to introduce the quotation. Othersignaling words are: suggests, argues, observes, notes, states, etc. If that is usedwith a signal word, no comma is needed because it changes the grammar of thesentence:

In response, Caesar says that he is a dreamer (1.2.24).

c. Use a colon when a full sentence is used to introduce the quotation (thesentence must clearly indicate to the reader that a quotation is about to followlogically):

Brutus clearly tells the conspirators how they should kill Caesar:Let's kill him boldly, but not wrathfully; / Let's carve him as adish fit for the gods (2.1.92-93).


A Q U O T A T I O N

I N T O A

S E N T E N C E


13/34

12 antonini.ca

d. Use a colon to introduce a block quotation:

Brutus reason for killing Caesar is made especially clear when headdresses the angry Roman public:

If there be any in this assembly, any dear friend ofCaesar's, to him I say, that Brutus' love to Caesarwas no less than his. If then that friend demandwhy Brutus rose against Caesar, this is my answer:Not that I loved Caesar less, but that I loved Rome more.(3.2.18-22)

7. Changing a Quotat ion

Sometimes it is necessary to change a quotation for a sentence to makegrammatical sense. Also, you may want to leave out parts of a passage of text to

shorten a quotation.

Anytime you change original text in a quotation, you must make your reader awareof the change. Changes to quotations are indicated by square brackets [ ] . See themost common changes below.

Use an ellipsis in square brackets [] to indicate that you have omittedpart of a quotation:

Brutus clearly tells the conspirators how they should kill Caesar:Lets be sacrifices, but not butchers []

Let's carve him as a dish fit for the gods. (2.1.84,93)

NOTE: Lines 85 to 92 were omitted. Also, do not place ellipsis at the beginningor end of quotations. See the error below:

INCORRECT In his speech, Brutus explains his reason forkilling Caesar to the public: [. . .] not that I loved Caesar less, butthat I loved Rome more [. . .] (3.2.18-22).

In order for a sentence to be grammatically correct, you may need to makechanges to verb tenses or pronouns. Consider the following error:

Brutus explains that his reason for killing Caesar is not that Iloved Caesar less, but that I loved Rome more (3.2.18-22).

NOTE: the quotation does not match grammatically with the first part of thesentence, as the point of view changes from his to I (3rd POV to 1st POV).

C H A N G I N G A

Q U O A T I O N


14/34

13 antonini.ca

In order to fix issues like this one, writers must change a word or two to make aquotation work grammatically. Changed words are placed in square brackets [ ].See the correction below:

CORRECTION: Brutus explains that his reason for killing Caesaris not that [he] loved Caesar less, but that [he] loved Rome more(3.2.18-22).

However, writers should not alter quotations so much that the meaning or contextchanges.

8. Punct uating Quotat ions wit hin a Sentenc e

Carefully note the placement of the quotation marks, periods and commas and inthe examples below:

Parenthetical citations are placed directly after the quotation, even if it isnot the end of the sentence:

When Brutus announces that he loved Caesar but loved Romemore (3.2.22), he strikes a chord with the angry public.

The soothsayer tells Caesar to beware the ides of March (1.2.103).

All punctuation goes outside the ( ), except for quotations that end withexclamation or question mark.

When stabbed by Brutus, Caesar asks, Et, tu, Brute? (3.1.112).

9. Punct uating Block Quotat ions

In block quotations, simply reproduce the original text, maintaining theoriginal punctuation and indents.

The author uses dialogue to build the tension between the two

characters:Jimmy looked back at her. I could get you a new one, if youwant, he said, trying to get her to look at him. He shuffled inhis chair and began to stand.

No, dont bother, she said, pretending to look at her watch.Dont go to any trouble. Theyre closed by now, anyway. Shecontinued to avoid eye contact and the two sat in silence as thewaiter cleared the dinner dishes. (4)

P U N C T U A T I N G

Q U O T A T I O N S

W I T H I N A

S E N T E N C E

P U N C T U A T I N G

B L O C K

Q U O T A T I O N S

NOTE: The

cited material isindented, NOTin quotationsand preservesthe punctuation(dialogue andindents, forexample) of theoriginal text.


15/34

14 antonini.ca

For poetry or plays, keep the original line breaks as well:

Brutus reason for killing Caesar is made especially clear when headdresses the angry Roman public:

If there be any in this assembly, any dear friend ofCaesar's, to him I say, that Brutus' love to Caesarwas no less than his. If then that friend demandwhy Brutus rose against Caesar, this is my answer:Not that I loved Caesar less, but that I loved Rome more. (3.2.18-22)

10. Quotat ion Integrat ion Exam ples

The examples below use the following paragraph structure:

Transitional word, phrase sentence(s)Topic sentenceContext and argument positioning of quotationQuotation/evidence (integrated and cited)Analysis of quotationConclusion or link back to topic sentence

Example 1:

Like the ancient Greek writers, William Shakespeare

uses omens and the supernatural to develop tragedy.Perhaps his best example is in Julius Caesar. In the play,Caesars failure to listen to supernatural warnings leads tohis downfall. Shakespeares retelling of Caesars murder atthe hand of his trusted friend and ally, Marcus Brutus, isfilled with supernatural phenomenon and omens that theprincipal characters fail to recognize. For example, near theopening of the play, as Caesar walks through a crowd of hissupporters, a soothsayer calls out and warns him tobeware the ides of March (1.2.103). Instead ofquestioning the soothsayer, Caesar says, He is a dreamer;

let us leave him: pass (1.2.24). Caesars quick and totaldismissal of the warning demonstrates his arrogance.Furthermore, he later ignores similar warnings from hissupporters and his wife, Calpurnia. To dismiss one warningis understandable; however, the way Caesar repeatedlyignores the warnings illustrates a level of hubris that, inShakespearian tragedy, is often punished by death.

Q U O T A T I O N

I N T E G R A T I O N

E X A M P L E S

Note: blockquotations do not

use quotationmarks; instead theentire passage isindented. Alsonote that the finalperiod goes beforethe citation ( )

Transition-it is clear that theprevious paragraph was aboutGreek writers.

Topic sentence-Clearly statedargument for the paragraph.

Context/argument-briefsummary of the work andwhen the quotation takesplace. The argument to beshown by the quote is set up.

Integrated and cited quotation

Analysis of the quotation

Conclusion of what thequotation shows and means inconnection with the argumentof the topic sentence


16/34

15 antonini.ca

Example 2:

The mention of colonization usually evokes images ofAfrica under the rule of European nations. Not many people

realize, though, that Canada was also a part of Europescolonial expansion. In fact, as Carol Geddes points out inher essay, Growing up Native, the European establishedresidential schools were still operating late into the 20thCentury. Geddes explains how European religion andeducation were used to systematically remove the culturalidentity of many Canadian First Nation people, ultimatelyresulting in cultural and economic alienation of Canadasnative people. As a child, Geddes explains that religion wasone of the first things she remembers about encounterswith Europeans. She recalls how travelling missionaries

would come and impose themselves on [them] (43), tellfrightening stories and lecture [them] on how to lead aChristian life (43). This use of religion was later reinforcedwhen she and other native kids were forced to attendschool. Geddes remembers the key messages of thecolonizers: Indian culture was evil, that Indian people werebad, [and] that their only hope was to be Christian (46).Furthermore, she notes that the while the teachers wantedthe natives to give up their culture, they never really invitednatives to be a part of western culture. In fact, she explainshow the school system repeatedly segregated student

activities, and when it came to choosing courses to take inschool, they didnt even ask the native kids--they just putthem in typing (47). Ultimately, the school system failed toreach native kids or give them needed skills, resulting inmost of them leaving school to join the labour workforce. Ofcourse, the employers by this time were all European.Therefore, this systematic abuse not only left many nativesashamed of their culture, it also propped up an economicsystem that continued to separated natives and Europeans.

Transition to specific topic

Topic sentence

Context / positioning ofargument



Conclusion of what thequotations show and mean inconnection with the argumentof the topic sentence


Context / positioning ofargument




17/34

16 antonini.ca

Academic Writing Tips

General rules and conventions for academic writing style and structure

1. Clear and Prec ise Writing

Use concrete rather than vague, wordy language.

Vague The images on the urn are images that re la ted toseasons and have spec i f i c m eaning, such as new

l i fe.

Concrete The images o f spr ing on the urn are symbols o f new l i fe .

Vague The author may be say ing that i t i s a lmost as i f

the conc lus ions of the exper iment m ay have tobe disregarded.

Concrete The author suggests the conc lus ions o f theexper iment shou ld be d isregarded.

Use active voice whenever possible. Active voice means the subject of thesentence is performing the action of the verb.

Active Peter k icked t he ba l l .

Passive The ba l l was k ic ked by Peter

Active Keats w rote the poem in the spr ing o f 1919.

Passive The poem was w r i t ten by Keats in the spr ing o f 1919.

Active A new l aw was w r i t t en t o f ix t he i ssue .

Passive The ru l ing par ty wrote a new law t o f i x the i ssue.

Chapter

3C L E A R A N D

P R E C I S E

W R I T I N G


18/34

17 antonini.ca

Avoid starting too many sentences with: there is, there are, it is, it was, etc.

Example There i s a metaphor in the f i rs t s tanza thatexamines the theme.

Correction A metaphor in the f i rs t s t anza examines t het heme.

Even Better The metaphor in t he f i rs t s tanza deve lopsthe them e of a l ienat ion.

(asser t i ve and concret e)

Example I t i s impor tant to unders tand Romant icpoet ry before examin ing Keats poet ry .

Correction Before examin ing Keats poet ry , i t i s

impor tant t o learn about Romant ic poet ry .

Even Better One should s tudy t he Romant ic era beforeexamin ing Keats poet ry .

(Act ive vo ice, less repet i t ion)

Example There are some poet ic dev ices that must beexamined.

Correction Some poet ic dev ices m ust be examined.

Even Better The poet ic dev ices c reate v iv id images.

(asser t i ve and concret e)

Write about Art, Literature and Film in the present simple tense.

Correct The speaker says that Tru th i s Beauty .

Incorrect The speaker sa id that Tru th i s Beauty .

Correct Macbeth enters Duncans chamber and s tabsh im w i th the cham ber la ins daggers .

Incorrect Macbeth entered Duncans chamber and

stabbed h im w i th the c hamber la ins daggers .

Correct Just as t he Emperor i s about to k i l l LukeSkywalk er , Dar th Vader grabs the emperor and

tosses h im in to t he hear t o f the Death Star .

Incorrect When the Emperor was k i l l i ng Luke Skyw alker ,Darth Vader grabbed him and tossed him . . .


19/34

18 antonini.ca

Use varying sentence types and patterns. As well, use transitions andhooks to maintain coherence (COH) and unity. The passage below uses avariety of sentence types and lengths (simple, compound and complex)and is held tightly together with transitions:

In his poetry and letters, Keats expresses a great interest in thenature of the imagination. For instance, in Ode on a GrecianUrn, Keats argues that because objects of artistic beauty engagethe rational and imaginative parts of the mind, they are also objectsof truth. His argument stems from his belief that rational thoughtand creative thought are equal in value. He has been critiquedharshly for this assertion, and many have dismissed his mostfamous claim. However, Keats argument has merit when it isexamined in the context of the Romantic tradition. For example, . .

If you start a sentence with an action, place the actor immediately after oryou will have created the infamous dangling modifier (DM).

Incorrect While moving around the urn, the reader isimmersed in t he engraved images.

(who is mov ing around the urn?)

Correct While moving around the urn, the speak erimmerses t he reader in the engraved images.

Incorrect As a romant ic poet , i t i s natura l to wr i t e aboutnature and the im aginat ion.

(who o r wha t i s i t ? )

Correct As a romant ic poet , Keats w r i tes about natureand the imaginat ion.

Place modifiers (words and phrases that add information about a noun)near the words they modify to avoid misplaced modifiers (MM)

Incorrect Through the wedding image, Keats in t roduces aparadox o f l i f e and ar t in t he second s tanza.

( l i fe is in the second st anza?)

Correct Through the wedding image in the second s t anza,Keats in t roduces a paradox o f l i f e and ar t .

Use 3rd person POV and Academic Diction: avoid imitating a pretentioustone or using lofty, big word language; avoid jargon, slang, clichs andcolloquialisms; avoid gendered language and stereotypes; avoidcontractions where possible.


20/34

19 antonini.ca

2. Thesis Stat ements

Any good piece of academic writing will have a specific and debatable thesisstatement that provides readers with your perspective or argument(s). The success

of an essay often depends on the formation of a specific, debatable thesis. As well,a good thesis forms the roadmap of the rest of the essay.

For example, you would not want a thesis like the following:

The Great Gatsbyis about a man who seeks the American Dream.

The above is not debatable because it is simply a summary, and it provides nodirection for the rest of the essay. Below is a better thesis:

The Great Gatsbyexplores how the search for the American Dream

destroys those who seek its fortunes.

While comparing works is a good way to build an argument, you want to avoidthesis statements like the following:

Ode on Grecian Urn, Sailing to Byzantium and The Lady ofShalott explore the value of art.

The above simply state a fact about the poems; there is no argument. One needsto look for a pattern of common element that unifies the works, such as:

Ode on Grecian Urn, Sailing to Byzantium and The Lady ofShalott place the value of art in its ability to transcend time andplace.

This thesis sets up a natural structure for the rest of the essay: examples form eachpoem should show how art transcends time and place.

2. Introduc tions

The first paragraph(s) of an essay are crucial for introducing your topic, itscontexts and your particular argument (thesis). A conventional way to accomplishthis important task is the funnel introduction. Funnel structure is not the onlyway to write an introduction. It does, however, provide a basic formula that willserve you well in most academic endeavors. See the structure and example on thenext page.

T H E S I S

S T A T E M E N T S

I N T R O D U C T -

I O N S


21/34

20 antonini.ca

Introduction Funnel

Example:

Plato once suggested that the result of tragedy is artisticexpression (476). This is certainly true for Pablo Picasso. In 1901,his closest friend, Carlos Casagemas, committed suicide, an eventwhich shocked the young artist and drove him into a deep, guilt-laden depression. Indeed, in the aftermath of this tragedy, Picassobecame superstitious of anything associated with death, anobsession which was reflected not just in his often discussed "blueperiod" paintings, but throughout his life. Arguably the mostimportant work of his blue period is the 1903 painting Picassoexecuted in response to Casagemas' death, paradoxically titled LaVie[Life]. La Viedevelops the three distinctive motives that informmost of his later paintings: his ambivalent view of women, hisobsession with death, and his intensely subjective viewpoint.

Introduction Pitfalls to Avoid:

Clichs (beauty is in the eye of the beholder)Sweeping generalizations (since the beginning of time)Stating the obvious (everyone experiences truth at some point . . .)Dictionary definitions (the dictionary defines truth as . . .Saying what you are going to say (this essay will show how . . . )

3. Present problem/issue

1. General / Attention Grabber

2. General topic context

4. Specificto ic/context

5. Thesis

1. Quotation, interesting fact,analogy, or anecdote.

2. Reveal topic and perhapsbackground/historicalinformation, discipline ofstudy or perspective.

3. Mention opposing ideas ordebated issue/problemrelated to topic; why thetopic is important.

4. Transition into yourspecific topic and/orperspective.

5. Thesis / argument.


22/34

21 antonini.ca

3. Body Paragraphs

Each body paragraph of an essay or report must advance the arguments and/orideas of the thesis. Each body paragraph should contain a portion of the larger

argument of the essay. This smaller portion should be indicated at or near thebeginning of the paragraph in the form of aTopic Sentence.

Like a thesis, a topic sentence must propose an argument. The argument isproposes should be connected to the thesis. Take, for example, the thesis sentencefrom the introduction example: La Viedevelops the three distinctive motivesthat inform most of his later paintings: his ambivalent view of women, hisobsession with death, and his intensely subjective viewpoint.

The thesis above has three arguments that need to be expanded upon. Theexample below will be a paragraph that expands on the second argumenthis

obsession with death. The topic sentence could be: In La Vie, Picassosobsession with death is particularly evident in his choice of subjects and mood.

Good body paragraphs will link with the paragraph that precedes it. A generalstructure to follow is:

Transitional word, phrase sentence(s)Topic sentenceContext and argument positioning of quotationQuotation/evidence (integrated and cited)Analysis of quotationConclusion or link back to topic sentence

Example:Picassos ambivalence towards women could have been a

result of his growing pessimism regarding all forms ofrelationships, relationships that he was losing to early and senselessdeaths. Ultimately he becomes obsessed with death, and in La Vie,this obsession is particularly evident in his choice of subjects andmood. Scholars have concluded that the characters are Casagemasand his lover, for whom Casagemas committed suicide. Picassowas completely overtaken by the loss of his friend, and he spentmuch time contemplating his own death, which shows up in the

painting. In fact, X-ray analysis of the painting reveals that thecentral figure [Casagemas] was originally Picasso (Blunt 43)himself. In this way, Picasso was painting himself as a dead figure.Of course the cold blues of the painting create a melancholic toneand atmosphere, and while they cover the original image ofPicasso, they do not hide the overwhelming sense of despair andlifelessness in a painting so ironically titled Life. In the end, thepainting about life has only death as its subject.

B O D Y

P A R A G R A P H S


23/34

22 antonini.ca

4. Conc lusions

The final paragraph(s) of an essay or report are where you must connect all ofyour previous arguments into a final, logical conclusion. Many writers fail torealize that a concluding paragraph is the place where you synthesize all thearguments into one main idea. While is must echo your thesis, the conclusion isnot simply summary or repetition of the thesis and arguments. A good conclusionwill make the topic matter to the reader, give a sense of completeness and leavethe reader with a final impression. See the structure below for a basic format.

Reverse Funnel

Example:Historically, it is clear that a profound change took place for

Picasso after 1901, a change that originates in tragedy. Had Picassonot been thrown into the dark depth of depression, his work wouldnot be dominated by his subjective viewpoints and images of deathand women. As well, since these three distinctive motives make hiswork easily identifiable, one can also conclude that the depressionsuffered as a result of his friends tragic death is also responsible forhis success. Of course, this leaves us a in moral/artistic dilemma: isit right to continue creating and revering Art that is inspired bythe suffering of others? Maybe Plato is right, but given that much oftodays most moving pieces of artwork, literature and photographyare coming from places like Iraq and Afghanistan, perhaps Art isless about artist expression and more about the way the humanspirit copes with the reality of unyielding tragedy.

C O N C L U S I O N S

1

2

3

1. Revisit your thesis but DO NOT SIMPLYREPEAT IT.

2. Link your essay/argument to a broader context ofyour area of study, meaning answer how what youhave argued is important to the outside world? Yourconclusion should answer the question: Why doesthis topic matter? What significance does it havebeyond this particular essay?

3. Give a sense of completion: give readers closure:

Call for action

Give a solution or recommendation

Speculate on the future of the topic tie-back to anecdote, quote or material from

introduction.


24/34

23 antonini.ca

Conclusion Pitfalls to Avoid:

do not repeat your thesis and arguments (dont mirror)

dont preach

dont be too emotional or dramatic

do not introduce new evidence


25/34

24 antonini.ca

Assessment PolicyThe LPCI English Assessment Policy is in accordance with the following documents:

The Ontario Curriculum Grades 9 & 10 ENGLISH 2007The Ontario Curriculum Grades 11 & 12 ENGLISH 2007Growing Success: Assessment, Evaluation and Reporting in Ontario Schools. Firstedition, 2010

1. Assessment Term inology and PurposesStudent work will be assessed in the following ways (from Growing Success2010):

Nature of assessment Use of informationDiagnostic Assessment:

Occurs before or at the beginningof a unit of instruction

Assessment for learning

The information gathered:

Is used to determine priorknowledge and current skilllevels

Is used to plan instruction

Is not returned to student with a

grade levelFormative Assessment:

Occurs frequently and in anongoing manner while studentsare gaining knowledge and skillsof a unit

Is verbal or written feedback ofwork in process

May be a provisional grade

Assessment as learning


Is used to monitor studentsprogress toward achievementgoals and curriculumexpectations

May be used to indicateprovisional levels ofachievement

Is used to provide feedback andnext steps for learning

Summative Assessment:

Occurs near or at the end of aunit

Work is assigned a grade level ofachievement

Assessment of learning


Is used to assign a grade valueor level of achievement basedon set criteria (rubrics)

Form the basis for gradereporting

* Note: Each course unit will have one or two Summative Assessments. While a grade levelmay not be assigned to formative assessments during the unit, the process work of the

Chapter

4A S S E S S M E N T

T E R M I N O L O G Y

A N D

P U R P O S E S


26/34

25 antonini.ca

unit is crucial for students achievement on the summative assessment. Students shouldtrack their assessment results on the mark tracking sheet included in this package.

2. English Curriculum Strands

The Ontario English Curriculum is organized in four strands

E N G L I S H

C U R R I C U L U M

S T R A N D S

Strand Description of Expectations Weighting

Reading andLiteratureStudies

1. Reading for Meaning: read and demonstrate an understandingof a variety of literary, informational,and graphic texts, using a range of strategies to construct meaning;2. Understanding Form and Style: recognize a variety of textforms, text features, and stylistic elements and demonstrateunderstanding of how they help communicate meaning;3. Reading With Fluency: use knowledge of words and cueingsystems to read fluently;4. Reflecting on Skills and Strategies: reflect on and identifytheir strengths as readers, areas for improvement, and thestrategies they found most helpful before, during, and after

reading.

Academic &University

Applied &College

30% 25%

Writing

1. Developing and Organizing Content: generate, gather, andorganize ideas and information to writefor an intended purpose and audience;2. Using Knowledge of Form and Style: draft and revise their

writing, using a variety of literary, informational, and graphic formsand stylistic elements appropriate for the purpose and audience;3. Applying Knowledge of Conventions: use editing,proofreading, and publishing skills and strategies, and knowledgeof language conventions, to correct errors, refine expression, andpresent their work effectively;4. Reflecting on Skills and Strategies: reflect on and identifytheir strengths as writers, areas for improvement, and the strategiesthey found most helpful at different stages in the writing process.

30% 25%

OralCommunicat-ion

1. Developing and Organizing Content: generate, gather, andorganize ideas and information to write

for an intended purpose and audience;2. Using Knowledge of Form and Style: draft and revise their

writing, using a variety of literary, informational, and graphic formsand stylistic elements appropriate for the purpose and audience;3. Applying Knowledge of Conventions: use editing,proofreading, and publishing skills and strategies, and knowledgeof language conventions, to correct errors, refine expression, andpresent their work effectively;4. Reflecting on Skills and Strategies: reflect on and identifytheir strengths as writers, areas for improvement, and thestrategies they found most helpful at different stages in the writingprocess.

20% 25%

Media Studies

1. Understanding Media Texts: demonstrate an understandingof a variety of media texts;2. Understanding Media Forms, Conventions, and

Techniques: identify some media forms and explain how theconventions and techniques associated with them are used tocreate meaning;3. Creating Media Texts: create a variety of media texts fordifferent purposes and audiences, using appropriate forms,conventions, and techniques;4. Reflecting on Skills and Strategies: reflect on and identifytheir strengths as media interpreters and creators, areas forimprovement, and the strategies they found most helpful inunderstanding and creating media texts.

20% 25%


27/34

26 antonini.ca

3. Achievement Levels

Growing Successstates that a students achievement of curriculum

expectations will be assessed and tracked by the four levels ofachievement, but grades will be reported (report cards) using percentagemarks. When reporting, teachers do not average, but rather use the mostrecent and consistent level of achievement.

AchievementLevel

PercentageMark Range

AchievementLevel

PercentageMark Range

4 High 95100 2 Low 6062

4 Mid 8794 1 High 57594 Low 8086 1 Mid 5356

3 High 7779 1 Low 5052

3 Mid 7376 R High 3549

3 Low 7072 R Mid 2034

2 High 6769 R Low 0 - 192 Mid 6366

*Note:Level 3 is the Provincial Standard. Level 1 is far below standard. Level 2 is approachingstandard. Level 4 identifies achievement that surpasses the standard. Grades 9 and 10 coursescan use level I to indicate insufficient data. Levels R and I are below a passing grade.

4. Achievement Categories

Assignments and Summatives are designed to strengthen and assess the fourOntario Ministry Achievement Categories:

Knowledge & Understanding

Thinking & Inquiry

Communication

Application

In English, grades will be generated, tracked and assessed using the OntarioMinistry achievement categories: Knowledge & Understanding (25%),Thinking & Inquiry (25%), Communication (25%) and Application (25%).Also, Student work will be assessed according to five levels of achievement (LevelsR, 1, 2, 3, 4).

5. Assessment Types

Assessment will be on-going, and students will be given feedback andopportunities to improve. The purpose of assessment and reporting is tocommunicate to students and parents and to provide guidance for student growth.Teachers will use both self and peer assessment to enhance learning.

A C H I E V E M E N T

L E V E L S

A C H I E V E M E N T

C A T E G O R I E S

A S S E S S M E N T

T Y P E S


28/34

27 antonini.ca

In order to measure a students achievement of the course expectations, teacherswill utilize a variety of assessment methods and strategies, such as tests, quizzes,written work of various form and length, media products, portfolios,presentations, exhibitions, skills demonstrations, teacher/student conferences,

written feedback, verbal feedback, homework checks and classroom discussions.

6. Rubric s

LPCI English Faculty uses standard rubrics that are tied directly to curriculumexpectations . Each rubric is organized by overall curriculum expectations, specificcurriculum expectations, achievement goals, achievement levels and achievementchart category (see example below). Teachers will review assessment criteria oneach rubric; however, students and parents should review the rubrics periodicallyas well, especially when working toward a summative assessment. The standardLPCI rubrics are available atwww.antonini.ca/english

7. Att endance

Regular attendance is extremely important, as day-to-day work comprises students levelof achievement. If a class is missed due to illness or school sponsored events, studentsare responsible for completing missed work. See your teacher immediately after returningfrom an absence.

Teachers and the school administration must be notified regarding all absences. Parentsshould call the school rather than write notes to teachers. Also, medical notes are requiredfor missed summative assessments.

R U B R I C S

Essay Name:

Curriculum

Expectations"R"BelowLevel1

D:Level1(50

59%)

C:Level2(60

69%)

B:Level3(70

79%)

A:Level4(80

100%)

1L 1M 1H 2L 2M 2H 3L 3M 3H 4L 4M 4H50

52%

53

56%

57

59%

60

62%

63

66%

67

69%

70

72%

73

76%

77

79%

80

86%

87

94%

95

100%

Communicatio

n

introduction

and

conclusion

incompleteor

missing

introductory

and/orconcluding

paragraphs

incomplete.

clearlyidentifiable

introductory&

concluding

paragraphs.

complete,effective

introductory&

concluding

paragraphs.

thesisthesisincomplete

and/orinaccurate.

aclearbut

undemanding

thesis.

thesisshows

developing

knowledgeof

material.

thesisshows

competent

handlingof

subject/purpose

paragraph

structure

someattemptat

topicand

concluding

sentences.

eithertopicor

concluding

sentence

complete.

topic&concluding

sentencesare

identifiable&

complete.

asin3andclearly

linkto/develop

thesisstatement.

content

organization

limited

organizationand

embeddingof

content

content

inconsistently

embeddedand

organized

content

sufficiently

embeddedand

organized

content

competently

embeddedand

organized

research&

idea

development.

limitedidea

development.

adequateidea

development

competentidea

development.ideasfully

developed

A T T E N D A N C E

Specific Expectations

Achievement Categories

Description of Achievement goals

Achievement Levels


29/34

28 antonini.ca

8. Late or Missed Assignments

Students are expected to complete all assigned work by the deadlines identified byteachers. If a student anticipates a problem with meeting a deadline, she or hemust discuss the problem with the teacher in advance.

Individual situations will require different decisions and teacher professionaljudgment. Teachers may try a number of strategies and suggestions to promotethe meeting of deadlines (extensions, conferences, alternative tasks, peer tutoring).However, students must understand that there will be consequences fornot completing assignments for evaluation or for submitting thoseassignments late and teachers may deduct marks for late assignments, up tothe total value of the assignment (Growing Success2010).

Students will be informed of a date past which a late assignment will no longer beaccepted. It is therefore possible for a student to receive a mark of zero after anappropriate time has been allowed and assignments have been returned to theclass.

9. Academic Honesty and Integrity

Cheating and plagiarism are serious academic offences and will result in a mark ofzero on the given assessment. Parents and the Administration will also be notified.Teachers will instruct students on ways to avoid plagiarism. One tool the facultyuses is www.turnitin.com. All students should expect to use this online tool for

checking and submitting work to teachers. More information is available atwww.antonini.ca/english .

L A T E O R

M I S S E D

A S S I G N M E N T S

A C A D E M I C

H O N E S T Y A N D

I N T E G R I T Y


30/34

29 antonini.ca

10. Mark Trac king Sheets

Example:

S A M P L E M A R K

T R A C K I N G

S H E E T

Assignment /Assessment name

Assessmenttype

AchievementCategories

Mark

Learning Skills

Diagnos

tic

Forma

tive

Summa

tive

Know

l.&Un

d.

25%

Thinking

&

Inqu

iry

25%

Commun

ica

tion

25%

App

lica

tion

25%

Works

Individua

lly

Team

Work

Organ

iza

tion

Class

/

Homework

Initiative

Log entry Sept 2 x s s

Intro ParagraphSept 8

x 3L 2H 2L G G

Final ParagraphSept 20th

x 3m 3L- 2m G

Presentation outlineOct 4

x 3m 3L- low 3L

Presentation Oct19th

x 2H- 3L-

Term report 3M22.5

3L-21

2H-13.6

3L14.3

71.4

Essay outline Nov10

x S

Essay Nov. 23 x 3H 3M 3m 3h G

Seminar Dec 10th x 4M 3M 4L- E E

Term Report 3H 4L- 3M 4L- 78

Newspaper Story x 3H 3H 3H-

Novel Logs x x G S 3m S S

Novel Test x 2H 8/10

Dramatic sceneanalysis

x 3l 3H 3H 3H+ G G

Advertisement x 3M 3h 4m-

Course Work(70%)

3M 3H+ 3H 4L- 78.154.67/70

Final Evaluation(30%)

Essay 3M+ 3m+ 3m 3L 15.2 /20

Presentation 3h 3H 3H 4L- 7.9 /10

Total 23.1 /30

Final mark 77.7/100


31/34

30 antonini.ca

Assignment /Assessment name

Assessmenttype

AchievementCategories

Mark

Learning Skills

Diagnos

tic

Forma

tive

Summa

tive

Know.

&Und

.

25%

Thinking

&

Inqu

iry

25%

Commun

icatio

n

25%

App

lica

tion

25%

Respons

ibility

Organ

iza

tion

Indepen

dent

Work

Co

llabora

tion

Initiative

S e

l f

Course Work(70%) /70

Final Evaluation

(30%)

Essay /20

Presentation /10

Total /30

Final mark /100


32/34

31 antonini.ca

11. Standard RubricsThe following rubrics are also available online atwww.antonini.ca/english .


33/34

32 antonini.ca

Index

Academic Honesty and Integrity, 28

Achievement Categories, 26

Achievement Levels, 26Percentage Range, 26

Articles, 4Assessment Policy, 24

Achievement Categories, 26

Diagnostic Assessment, 24

Formative Assessment, 24

Late or missing assignments, 27

Marking by Level, 26

Summative Assessment, 24

Tracking by Strand, 25

Assessment Types, 26

Attendance, 27

Block Quotations, 5Body Paragraphs, 21

Citing Quoted Material, 4

Clear and Precise Writing, 16

Conclusions, 22

Electronic Sources, 5English Curriculum Strands, 25

Essays, 4Introductions, 19

Late or Missed Assignments, 28

Mark Tracking Sheets, 29

Novels, 4Plays, 4

Poetry, 4Quotation Intergration

Changing a quoation, 12

Errors, 9

Examples, 10, 14

How to, 8

How to choose Quotations, 7

Punctuating Quotations, 13

Types of Quotations, 8

Reports, 4Rubrics, 27, 31

Short Stories, 4Thesis Statements, 19

Titles of Works, 3

Works Cited Page, 6


34/34

L A W R E N C E P A R K C O L L E G I A T E I N S T I T U T E

English Faculty Handbook and

Style Guide

antonini.ca 2011125 Chatsworth Dr Toronto, Ontario

M4R 1S1 Phone 416.393.9500

LPCI Style Guide

Documents

Transcript of LPCI Style Guide