| Grade Level |
Freshman |
Sophomore |
Junior |
Senior |
| All formal essays should follow MLA style guidelines for formatting |
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| Organization |
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| Introduction |
Review funnel introduction: Use of questions, quotations, or definitions
as attention-getter is no longer acceptable. Explain how to turn these
into appropriate statements. |
Use a proper funnel introduction. |
Use a proper funnel introduction; introduce varying form to match
thesis, task, and style |
Expect mastery of funnel introduction
or alternative introduction style. |
| Thesis Statement |
Recognize clear and concise thesis statements. |
Write a clear and concise self-generated thesis statement based on a
suggested topic. |
Introduce and practice writing defendable, one to two sentences,
self-generated thesis statement. |
Expect mastery of defendable, one to two sentences, self-generated
thesis statement. |
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| Topic sentences |
Expect topic sentence to state main idea. Introduce connecting topic
sentence to thesis. |
Review connecting each topic sentence to thesis while introducing main
idea. |
Expect topic sentences to connect to thesis and introduce the main idea. |
Expect topic sentences to connect to thesis and introduce the main idea. |
| Sentence Order |
Review logical sentence order in a paragraph or essay |
Master logical sentence order in paragraph and essay |
Master logical sentence order in paragraph and essay |
Master logical sentence order in paragraph and essay |
| Transitions between paragraphs |
Introduce advanced transitions. (No "first, second, third" etc.) Place
transition in topic sentence only |
Review advanced transitions between paragraphs. |
Expect advanced transitions between paragraphs. |
Expect advanced transitions between paragraphs. |
| Transitions within paragraphs |
Introduce conjunctive adverbs or phrases to transition throughout
paragraph (ex. therefore, however); stress importance of logical
connections when a conjunctive adverb is not appropriate |
Review and use conjunctive adverbs or phrases to transition throughout
paragraph (ex. therefore, however) or other appropriate transition. |
Expect proper use of conjunctive adverbs or phrases to transition
throughout paragraph (ex. therefore, however) or other appropriate
transition. |
Expect mastery of conjunctive adverbs or phrases to transition
throughout paragraph (ex. therefore, however) or other appropriate
transition. |
| Use of examples |
Identify/define concrete examples for use in body paragraphs. Introduce
avoidance of plot summary. |
Independently find concrete examples and use in body paragraphs. Do not
use plot summary. |
Independently find concrete examples and use in body paragraphs. Do not
use plot summary. |
Independently find concrete examples and use in body paragraphs. Do not
use plot summary. |
| Lead-in to quotes |
Introduce lead-ins to a cited quote, use by the end of the year. |
Develop use of contextual lead-ins to cited quotes. Introduce use of
signal phrases (Ex. Critic Claudia Johnson stated…) |
Develop use of contextual lead-ins to cited quotes, and continue use of
signal phrases. |
Master use of signal phrases and contextual lead-ins to cited quotes. |
| Single and double quotation marks |
introduce proper use of a quote within a quote |
review proper use of a quote within a quote |
expect proper use of a quote within a quote |
expect proper use of a quote within a quote |
| MLA mechanics for citations |
A/CP: Introduce basic format for punctuation. H:
Introduce basic format for punctuation, ellipses, brackets, and use of
partial quotes. |
A/CP: Use basic format for punctuation. Introduce ellipses, brackets,
and use of partial quotes. H: Practice and use basic
format for punctuation, ellipses, brackets, and partial quotes.
Introduce block quote form. |
A/CP: Expect use of proper punctuation for quotes, ellipses, brackets,
and partial quotes. Introduce block quote
form. H: Expect mastery of above, and
practice block quote form. |
CP/H: Expect mastery of proper punctuation for quotes, ellipses,
brackets, and partial quotes. Expect use of proper block quote form
when necessary and if appropriate for assignment. |
| Primary and secondary quote incorporation |
Identify appropriate primary quotations to support given topic / thesis |
Identify appropriate primary and secondary quotations to support given
topic / thesis depending on essay assignment |
Expect appropriate primary quotations to support given topic / thesis;
review and use appropriate secondary quotations depending on essay
assignment; introduce paraphrasing |
Expect appropriate primary and secondary quotations to support given
topic / thesis depending on essay assignment; review and use
paraphrasing |
| Conclusion paragraph |
Review reverse funnel conclusion, including rewording thesis, reviewing
main points, and purpose of closing sentence. |
Expect use of reverse funnel conclusion. Review purpose of closing
sentence (call to action; illumination). |
Expect use of reverse funnel conclusion. |
Expect use of reverse funnel conclusion. |
| STYLE |
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| Maintaining academic language |
Avoid slang, sexist language, clichés, abbreviations, contractions and
colloquialisms |
Avoid slang, sexist language, clichés, abbreviations, contractions and
colloquialisms |
Avoid slang, sexist language, clichés, abbreviations, contractions and
colloquialisms |
Avoid slang, sexist language, clichés, abbreviations, contractions and
colloquialisms |
| word choice |
Review appropriate word choice; use the word or phrase most consistent
with the style & tone of the essay; avoid vague language (thing, it) |
Use appropriate word choice; use the word or phrase most consistent with
the style & tone of the essay; avoid vague language (thing, it) |
Use appropriate word choice; use the word or phrase most consistent with
the style & tone of the essay; avoid vague language (thing, it) |
Expect mastery of appropriate word choice; use the word or phrase most
consistent with the style & tone of the essay; avoid vague language
(thing, it) |
| Point of View |
introduce use of formal third person for essays; first person only in
narrative; and no second person |
Expect use of appropriate point of view |
Expect use of appropriate point of view |
Expect use of appropriate point of view |
| Verb Tense |
Introduce use of present tense when writing about literature and use of
consistent verb tense based on writing assignment |
Review use of present tense when writing about literature and use of
consistent verb tense based on writing assignment |
Expect use of present tense when writing about literature and use of
consistent verb tense based on writing assignment |
Expect use of present tense when writing about literature and use of
consistent verb tense based on writing assignment |
| Voice |
Honors: introduce active vs. passive voice |
H: review active vs. passive CP: introduce active vs. passive |
H: expect appropriate use CP: review appropriate use A:
introduce active vs. passive |
Expect appropriate use of active vs. passive voice |
| Sentence variety |
Introduce varying sentence structure |
Review and use varying sentence structure |
Expect varied sentence structure |
Expect varied sentence structure |
| GRAMMAR & Usage |
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| run-ons/ fragments |
Expect mastery of complete sentences |
Expect mastery of complete sentences |
Expect mastery of complete sentences |
Expect mastery of complete sentences; advanced classes may teach
purposeful fragments |
| spelling/homonyms |
Students must use spell-check correctly. Students must also edit
writing visually for homonym or other word-choice errors. |
Students must use spell-check correctly. Students must also edit
writing visually for homonym or other word-choice errors. |
Students must use spell-check correctly. Students must also edit
writing visually for homonym or other word-choice errors. |
Students must use spell-check correctly. Students must also edit
writing visually for homonym or other word-choice errors. |
| Agreement: subject/verb and pronoun/antecedent |
review and expect use by the end of the year |
expect proper agreement |
expect proper agreement; review proper use of "who" and "whom" |
expect proper agreement |
| capitalization |
Expect mastery of capitalization. |
Expect mastery of capitalization. |
Expect mastery of capitalization. |
Expect mastery of capitalization. |
| Parallel sentence structure |
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Introduce parallel sentence structure |
Practice parallel structure; expect proper use by the end of the year |
Mastery of parallel sentence structure |
| PUNCTUATION |
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| comma |
Review comma rules: introductory phrases; conjunctions; and lists. |
Review comma rules: participles, gerunds, appositives; introductory
phrases; conjunctions; and lists. |
Review comma rules: participles, gerunds, appositives; introductory
phrases; conjunctions; and lists. |
Expect appropriate use of commas with participles, gerunds, appositives;
introductory phrases; conjunctions; and lists. |
| Apostrophe |
Expect appropriate usage |
Expect appropriate usage |
Expect appropriate usage |
Expect appropriate usage |
| colon / semi-colon |
Introduce |
Introduce |
Introduce proper use and practice |
Practice proper use and expect by the end of the year |
| Research Process |
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| Pre-writing strategies |
Introduce MLA outline |
Demonstrate knowledge of strategies needed to prepare a research report
(brainstorming, web, outlines, free-write); practice use of MLA outline |
Develop a research plan using multiple forms of data. Demonstrate
knowledge of strategies needed to prepare a research report
(brainstorming, web, outlines, free-write); |
Independently develop a research plan using multiple forms of data.
Demonstrate knowledge of strategies needed to prepare a research report
(brainstorming, web, outlines, free-write); practice use of MLA outline |
| Source Selection |
Required library orientation |
Choose and evaluate primary & secondary sources (print & non-print) for
a variety of purposes with teacher guidance |
Choose and evaluate primary & secondary sources (print & non-point) for
a variety of purposes |
Choose and evaluate primary & secondary sources (print & non-point) for
a variety of purposes |
| Revisions |
revision required (peer editing, self editing, writing center, teacher
editing) |
revision required (peer editing, self editing, writing center, teacher
editing) |
revision required (peer editing, self editing, writing center, teacher
editing) |
revision required (peer editing, self editing, writing center, teacher
editing) |
| Works Cited |
Introduce MLA works cited page (if necessary) |
Review MLA works cited page |
Review MLA works cited page for a variety of materials |
Expect proper MLA works cited page |
