Category Archives: CE9

2013 Spring Semester Exam

Essay

This essay is worth 100 points and represents 10 percent of your second semester grade in CyberEnglish9. Completed essays must be at least five paragraphs in length. This essay is to be published on your blog as a blog post. Category: Cyberjournal. Subcategory: End of Year Reflection. Tags are up to you as the writer but must be present. Title is up to you as the writer also, but again, must be present. Finally, your essay must contain at least one hyperlink that opens a new tab to a website that is relevant to the subject of your essay.

Directions

Start by reading the question carefully and deciding what your personal response is. Write that down. Then, read the rubric to help you plan. Gather evidence for your paper by listing your personal experiences and specific knowledge that support your answer to the question. During the writing process continually check your notes and the rubric below to ensure your final product is thoughtful, thorough, and explanatory. 

Question

For the past year, we have studied identity. You constructed pieces that demonstrated your personal identity, your digital identity, your visual identity. Construct a formal essay that evaluates the role education has played in constructing the identity you created for yourself as a freshman in high school. Your essay must utilize specific educational experiences and assignments as support (although they do not need to all come from the English content area). Your essay must follow the formal essay format that we studied this year:

  • Introduction
  • Body paragraphs
    • claim
    • evidence
    • explanation
  • Conclusion

Rubric

Introduction: Begins with an original hook; Answers the question; Provides a personal interpretation/connection to the question that indicates the stance the essay will take.

10

Claim: Each piece of academic evidence is first introduced with a statement of why the experience/assignment was memorable and contributed to personal identity through education.

20

Academic Evidence: Student provides specific academic experiences/assignments with full detail so that the purpose/content of the experience/assignment is fully understood by the reader.

20

Explanation: Each piece of evidence is concluded with an explanation of learning. Student identifies what it is they learned through the academic experience and how it has helped shape their identity.

20

Conclusion: Challenges a misconception or gives the reader advice about the subject; Solidifies the answer to the question that started in the introduction and built in the body paragraphs.

20

Compliance: The final product contains few, if any, grammatical or organizational errors that distract from the writing or confuse the reader. The final essay is at least five paragraphs in length. The post is submitted for approval during the exam period, Category of Cyberjournal, Subcategory of End of Year Reflection and tags determined by the author. Contains hyperlink.

10

CE9: Presentation notes

Here is a list of questions you should answer and vocalize during your formal presentation:

  1. What is your topic (define it)? Why did your group choose to study this topic?
  2. How did you conduct research? Why did you go to find information about your topic?
  3. What are the problems associated with your topic? What is the evidence of these problems?
  4. What is your stance on the problems (your position)? How do your creative arguments represent this position?
  5. What is your proposed solution? How does this solution represent empathy? How does it represent your audience/community? Why do you believe this solution would be beneficial?
  6. Why should we be concerned? How can we take action?

CE9: Independent Reading Wrap-up

The time has come to reflect upon the reading you encountered during your first year of high school. To do so, consider the various types of reading you experienced over the past semester. As always, there are some questions below to help inspire your writing; however, you are not required to answer any or all of the questions listed. Instead, write with insight and intent about who you are as reader. Write about your weaknesses and strengths. Write about your failures and achievements. Write about your future goals.

The only thing you are required to address in your reflection is the year-long goal created in your Reader’s Profile. Consider how you have worked to satisfy this goal. Consider what you need to do to continue working towards the completion of the goal.

After you have completed your reflection, you need to submit your reflection as a comment to your My Freshman Reader’s Profile sub-page.

Questions

  1. What was your favorite book to read this semester? What did you like about it?
  2. What was your favorite types of reading? Why?
  3. What readings did you find more challenging or difficult? Why?
  4. Did you try reading new genres this semester? What or who encouraged you to try something new? What did you think of this new reading?
  5. Looking back, if you could change some aspect of who you are as a reader what would it be and why?
  6. Did you spend more time reading during class or outside of school? Why? Do you anticipate this to change during second semester?
  7. Did your passion (or lack thereof) for reading change throughout the semester? Why?
  8. How did Book Club go for your group? Why?
  9. Define reading as a social interaction. How do these interactions differ between the physical and the digital world?

READER’S PROFILE RUBRIC