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January 11: A Day January 11, 2013

Posted by garvoille in Uncategorized.
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Today we spent time working on our altered books. The books will count as a project and are due at the beginning of class on Tuesday. Students may stay after school on Monday until 4:00 to work.


Work time and Conclusions. All class we worked on typing our intros and conclusions.

HW: Finish typing your body paragraph, intro, and conclusion by Monday when we will add some finishing touches.


See the directions in the next post below.

HW: Finish typing your body paragraph, intro, and conclusion by Tuesday. They should be done and as good as you can make them for now. We’ll spend all class Tuesday making them better. The whole essay in PERFECT shape will be due at the beginning of class on Thursday. All students should have a body paragraph that goes like this: Topic sentence. ACE-IT. ACE-IT. ACE-IT. 

If you decide that paragraph is too long, you may break up your ACE-ITs into 2 or 3 paragraphs if needed.


4A Directions January 11, 2013

Posted by garvoille in Uncategorized.
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1. Typing

– Make sure you are using Google Chrome as a browser. GoogleDocs works better on Google Chrome. Go figure. If you aren’t using Chrome already, look on your desktop for Chrome or click here if it’s not installed.

– Everyone go to http://drive.google.com.

– One group member Create a new document.

– Rename it with all group first names and your motif word.

Example: Stereotypes: James, Michael, Kailey

– Share the document with agarvoille@ycsd.york.va.us and all group members. Have your group members come over to your computer and enter their own email addresses that they use for Google Drive.

Everyone can open the shared document.

– Formatting. Double space the document; use Times New Roman 12-pt; add your MLA header with each student’s name on the same line but in a different dark color text; the due date is 17 January 2013. Example:

James Dodger, Michael Ibarra, Kailey Richardson

Ms. Garvoille

Advanced English 9: 4A

17 January 2013

title goes here

Thesis statement.

– One person should type in a title placeholder and the group’s thesis in black under the title.

– Then, each group member should type their topic sentence in their color in the order they appear in the essay. Skip a few lines between each topic sentence.

– Next, type up each of your Interpretation sections you did for homework. Put your strongest interpretation last under your topic sentence, your second strongest interpretation first, and your weakest interpretation in the middle. Or, if you have a better way of organizing your quotes, do that. For instance, if you’re doing the rebuttal, you should give your counterargument evidence first and then give your rebuttal examples (unless you have a better way already planned out).

– Next, type an assertion on the line above each interpretation. Your assertion should be based on your topic sentence and all your assertions should follow the same structure. Example:

Topic sentence: Water imagery is used to foreshadow negative events.

Assertion: The description of the poisoned water in the river of Mirkwood foreshadows the dwarves’ capture.

[Interpretation you already typed goes here]

Assertion: The description river running out of the woodelves’ lodge foreshadows the extreme bruising of the dwarves that occurs in the barrels.

[Interpretation you already typed goes here]

Assertion: The description of the water around Esgaroth foreshadows the dragon’s attack.

[Interpretation you already typed goes here]

– Contextualize and deliver your Evidence (C-E) for each of your three assertions. Some examples of how to do this:


  • One example of x appears early on when Y does z
  • X proves this when he does y, a gesture that clearly shows z
  • During ______, X is _____.
  • (Summary of events)
  • Consider ___________.



Reporting verbs: writes, states, says, describes, asserts, etc.

  • X (reporting verb) that “_______” (#).
  • As X (reporting verb), “____________” (#).
  • X (reporting verb) (phrase summary of quote): “______” (#).
  • X describes ____ as “_______” (#).
  • When describing ____, X calls it “____” (#).








– Add transition words and sentences between your assertions. You may decide that your points need to be divided up into two or three paragraphs. Do that now as you add transitions. Transitions are on W5 and W9 and include: (marked with the steps of ACE-IT they can be used for)

A and I: Cause and Effect
as a result
it follows, then

I and T: Conclusion
as a result
in conclusion, then
in short
it follows, then
to sum up
to summarize

A and T: Comparison
along the same lines
in the same way
similar to
identical to
much like
comparable to
in the same manner

Counterargument: Concession (saying something is true)
although it is true that
of course
to be sure

A, I, and T: Contrast
by / in contrast
despite the fact that
even though
on the contrary
on the other hand

E: Example
after all
as an illustration
for example
for instance
in fact
A and E: Addition
in addition
in fact
so too
along the same lines

I and T: Elaboration
by extension
in short
that is
in other words
to put it another way
to put it bluntly
to put it succinctly

– Add a conclusion sentence for your paragraph that transitions into the next paragraph.

– Whatever you type should be in your color only, even if you are editing someone else’s paragraph, please make your changes in your color. This will show me teamwork.

– If you need to discuss anything please discuss using Chat by clicking on the blue box in the upper-right corner.