A cinquain is the name of a five-line stanza as well as a poetic form created by Adelaide Crapsey with influences from the Japanese haiku and tanka. Her creation is known as the American cinquain.
Crapsey created a syllabic verse form with a pattern of 2/4/6/8/2 syllables.
Others have adapted the form to be based on the number of words or parts of speech. In the word-based pattern, the cinquain has a pattern of 1/2/3/4/1 word(s) per line.
In the parts-of-speech-based pattern, the cinquain has a pattern of a noun/two adjectives/three words ending with -ing/a phrase/and another noun that is synonymous with the noun on the first line.
Students may follow any of these three patterns or attempt to combine the three together for extra credit.
The grading scale breaks down as follows:
____ [2] Line 1—2 syllables/1 word/noun
____ [4] Line 2—4 syllables/2 words/2 adjectives
____ [6] Line 3—6 syllables/3 words/3 words ending in –ing
____ [8] Line 4—8 syllables/4 words/a phrase
____ [2] Line 5—2 syllables/1 word/another word for the noun
____ [8] Makes sense
____ [5] Typed with proper heading
____ [5] extra credit for combining all three patterns
____ total out of 35points
Tuesday, May 21, 2013
Monday, May 20, 2013
Submit Research Report to Turnitin
The hard copy that students submit in class will be used for grading; however, an electronic copy must be submitted to Turnitin.com for the student to receive a passing score. The submission must be completed by this Friday, May 24, 2013. Multiple days are given to allow students more than adequate time to compensate for any computer issues. Students should begin attempting to submit either on Monday or Tuesday.
Haiku
A haiku is a traditional Japanese poem of three lines with a set number of syllables: 5/7/5.
The poem should contain a seasonal reference: typical weather, description of representative stage of plant life or animal behavior, holiday, etc.
The poem contains a sense of contrast or tension between two elements.
The poem should capture a moment or a sense of the transient/passing sense of life.
Be sure your haiku is typed in MLA format: double-spacing, proper heading, header, specific title.
You may center the lines of your haiku or keep them left-justified. Please break typical MLA format and place an extra double-spaced return between your title and the poem to assure the reader sees the title and poem as separate.
The poem should contain a seasonal reference: typical weather, description of representative stage of plant life or animal behavior, holiday, etc.
The poem contains a sense of contrast or tension between two elements.
The poem should capture a moment or a sense of the transient/passing sense of life.
Be sure your haiku is typed in MLA format: double-spacing, proper heading, header, specific title.
You may center the lines of your haiku or keep them left-justified. Please break typical MLA format and place an extra double-spaced return between your title and the poem to assure the reader sees the title and poem as separate.
Research Papers Submitted--Haiku Due Next
Monday 20 May 2013 for Periods 1, 2, 5, & 6 and Tuesday 21 May 2013 for Period 7
Students submitted the complete rough draft of the research report with highlighting, the peer critique sheet, the revised draft with editing marks, and the peer edit sheet stapled together as one set.
In a separate pile, students submitted the final draft of their research report.
During class time students completed the exercises for Chapter Ten of Vocabulary Energizers.
Students received a printed handout of the poetry review sheet already available on the blog.
Homework: Finish the haiku begun long ago if not completed.
Students submitted the complete rough draft of the research report with highlighting, the peer critique sheet, the revised draft with editing marks, and the peer edit sheet stapled together as one set.
In a separate pile, students submitted the final draft of their research report.
During class time students completed the exercises for Chapter Ten of Vocabulary Energizers.
Students received a printed handout of the poetry review sheet already available on the blog.
Homework: Finish the haiku begun long ago if not completed.
Thursday, May 16, 2013
Peer Edit of Revised Draft
Thursday for Periods 5 & 6 and Friday for Periods 1, 2, & 7
Students used the peer edit sheet provided by the instructor to guide them in editing the revised draft of a classmate's research report.
Homework: Complete the final draft of the research paper.
Students used the peer edit sheet provided by the instructor to guide them in editing the revised draft of a classmate's research report.
Homework: Complete the final draft of the research paper.
Typical Functions of Expository Commentary
*connect the specific concrete detail to the generalization of the paragraph's topic sentence.
-show the similarity between two or more concrete details
-contrast the difference between two or more concrete details
-show the similarity between an unfamiliar concrete detail from a source and another example that is a familiar part of the readers experience (draw an analogy)
-describe the significance /importance of the concrete detail
-show the similarity between two or more concrete details
-contrast the difference between two or more concrete details
-show the similarity between an unfamiliar concrete detail from a source and another example that is a familiar part of the readers experience (draw an analogy)
-describe the significance /importance of the concrete detail
Wednesday, May 15, 2013
Peer Critique of Research Report
Wednesday 15 May 2013 for Periods 5 & 6/Thursday 16 May 2013 for Periods 1, 2, & 7
Students received a copy of the summer reading list for 2013.
Mr. Stone checked for completion of the rough draft of their research report. The report should now contain seven paragraphs: introduction, five body paragraphs, and a conclusion.
Students peer critique a classmate's paper.
Homework: Complete a revised draft of the research report. Be sure to bring your peer-critiqued rough draft with markings, your peer critique sheet, and a clean printout of your revised draft to class.
Students received a copy of the summer reading list for 2013.
Mr. Stone checked for completion of the rough draft of their research report. The report should now contain seven paragraphs: introduction, five body paragraphs, and a conclusion.
Students peer critique a classmate's paper.
Homework: Complete a revised draft of the research report. Be sure to bring your peer-critiqued rough draft with markings, your peer critique sheet, and a clean printout of your revised draft to class.
Tuesday, May 14, 2013
Two Further Introduction Suggestions
Begin your paper by mentioning Biblical examples relevant to the paper’s topic. For example if your talking about military, consider describing the Roman soldiers who would have been involved in the slaughter of children at the time of Jesus' birth, the story of the Centurion who comes to Jesus, and the soldiers involved in the crucifixion. Then pose the question of what was the military of first century Palestine like. State your thesis and provide a preview listing the subtopics your paper will address.
Begin with a description of the topic today. For example, if your talking about clothing in first century Palestine, describe the dress of contemporary Palestinians for several sentences before posing the question of what was the clothing of first century Palestinians like. Then state your thesis that generalizes what the clothing was like. Follow this with a preview statement listing your subtopics in the order they will be addressed.
Begin with a description of the topic today. For example, if your talking about clothing in first century Palestine, describe the dress of contemporary Palestinians for several sentences before posing the question of what was the clothing of first century Palestinians like. Then state your thesis that generalizes what the clothing was like. Follow this with a preview statement listing your subtopics in the order they will be addressed.
Writing the Conclusion to the Research Report
Students submitted the introduction to their research report at the beginning of class and then completed Chapter 9 of Vocabulary Energizers.
Mr. Stone recorded the scores for Chapter 8 Vocabulary Energizer exercises and worked on providing feedback to the students rough drafts of paragraphs four and five of the body of the research report.
Homework: Write a rough draft of the conclusion to the research report.
Begin with single sentence restating the paper’s thesis.
In two to three sentences, reconnected to the opening strategy used in the introduction.
In a sentence or two, state at least one way the information presented in the paper is relevant to a contemporary reader of the Bible.
Provide a strong sense of closure.
Mr. Stone recorded the scores for Chapter 8 Vocabulary Energizer exercises and worked on providing feedback to the students rough drafts of paragraphs four and five of the body of the research report.
Homework: Write a rough draft of the conclusion to the research report.
Begin with single sentence restating the paper’s thesis.
In two to three sentences, reconnected to the opening strategy used in the introduction.
In a sentence or two, state at least one way the information presented in the paper is relevant to a contemporary reader of the Bible.
Provide a strong sense of closure.
Sunday, May 12, 2013
Writing the Introduction to the Research Report
On Monday, Mr. Stone will supervising a senior class field trip. Students will submit a copy of the fourth and fifth body paragraphs of their research report to the substitute.
They will complete Vocabulary Energizers Chapter 8 in class. They need to submit their book to the substitute before leaving class.
For homework, students will write a rough draft of the introduction for their research report. As the peer critique sheet for the research report indicates, students should begin their introduction with three to five sentences of an opening strategy. If a student needs ideas for an opening strategy, they should consider the options listed on MIT's Resources for Writers'website. Mr. Stone recommends beginning with a quotation, beginning with an interesting fact or statistic, or beginning with a definition. If you choose to begin with a definition, please use a definition from specialized dictionary or an expert in the field under discussion. Do not begin by quoting Webster's Dictionary.
Following the introductory strategy, students should state their primary research question and then state their thesis in response. Including a preview as a separate sentence would be helpful.
They will complete Vocabulary Energizers Chapter 8 in class. They need to submit their book to the substitute before leaving class.
For homework, students will write a rough draft of the introduction for their research report. As the peer critique sheet for the research report indicates, students should begin their introduction with three to five sentences of an opening strategy. If a student needs ideas for an opening strategy, they should consider the options listed on MIT's Resources for Writers'website. Mr. Stone recommends beginning with a quotation, beginning with an interesting fact or statistic, or beginning with a definition. If you choose to begin with a definition, please use a definition from specialized dictionary or an expert in the field under discussion. Do not begin by quoting Webster's Dictionary.
Following the introductory strategy, students should state their primary research question and then state their thesis in response. Including a preview as a separate sentence would be helpful.
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