Table of Contents

 

 

1. Berkeley High Writing Handbook................................................................................. 2

Plagiarism Policy.................................................................................................. 2

2. Triangle of Responsibility............................................................................................ 3

3. Grammar and Mechanics............................................................................................... 4

4. Writing Essays

What’s in an Essay.............................................................................................. 18

The Writing Process............................................................................................ 20

Manuscript Requirements.................................................................................... 24

Essay Examples.................................................................................................. 25

5. Common Language Glossaries

Prose................................................................................................................... 39

Poetry.................................................................................................................. 42

Writing................................................................................................................ 44

6. Vocabulary and Spelling Words................................................................................. 46

7. Proofreading Marks.................................................................................................... 49

8. MLA Citation Guide................................................................................................... 51


1.          Berkeley High Writing Handbook

Welcome to Berkeley High School.  During your tenure here you will complete at least four years of English.  This handbook will serve as a foundation for the writing program.  Writing is an integral component of our curriculum.  Through literature and non-fiction pieces, you will be exposed to many models of writing.  While teachers will tailor their own classes, the basic elements of writing included in this handbook will be common throughout your high school education.

Toward the beginning of your freshman year, you will be given a terminology and concept pre-test.  In order to assess progress, the same test will be used as a post-test at the conclusion of the year.

The English Department curriculum follows the California Language Arts State Standards.  You begin your focus on the inside (writing about yourself) and move towards expository writing.  Sequence of writing assignments:

·        Autobiographical Incident

·        Short Story

·        Persuasive Essay

·        Literary Analysis

 

Plagiarism Policy

The Oxford American Dictionary defines plagiarize as: To take and use another person’s ideas or writings as one’s own (i.e., copying from some else’s essay, a book, the Internet etc. without proper citation).  Plagiarizing essays, term papers, or other written graded assignments has the following consequences:

·        0 (F) on the assignment.  This grade will be permanent, in that no bonus assignment, extra credit, or drop grade can replace this grade.

·        Teacher will confer with student and call home; referral will be made to vice-principal.

·        First referral results in a one-day suspension.

·        Second referral results in a three-day suspension.

·        Third referral results in a five-day suspension.

 


2.          Triangle of Responsibility

The Freshman Writing Program can succeed only if students, parents, and teachers share the responsibility. After reading and agreeing to the following commitments, please return the signed form to the Freshman Core instructor. 

Students

I will:

·        Complete my homework each evening.

·        Arrive on time, prepared with paper, a pen, and my book.

·        Stay on task, listening carefully and contributing consistently to class discussions.

·        Turn in my work on time.

·        Consult the teacher whenever I don't understand the material or when I need to make up work.

·        Try my best to master the content and skills in the Writing Handbook in a timely manner.

 

Signature:  ________________________

Parents/Guardians

I will:

·        Discuss the homework with my teenager each evening.

·        Provide a quiet place for the homework to get done each evening.

·        Contact the teacher if my teenager doesn't seem to be doing well in the class.

·        Attend Open House if at all possible.

·        Help my teenager learn the content and skills in the Writing Handbook.

 

Signature:  __________________________

Signature:  ________________________

Teachers

I will:

·        Cover all of the material in the Writing Handbook by the end of the school year.

·        Provide extra help to students who seek it.

·        Attempt to contact a parent if a student is not doing well.

·        Provide an academic, safe environment in the classroom.

·        Return each major essay before the next one is due.

 

Signature:  ________________________

 


3.          Grammar and Mechanics

During the course of the year, all freshmen will receive instruction and practice in the following skills:

·        Recognizing the parts of speech.

·        Knowing the difference between the subject and the predicate.

·        Knowing the difference between the subject and the object (direct and indirect) 

·        Recognizing and writing simple, compound, complex, and compound-complex sentences. 

·        Knowing the difference between complete sentences and fragments/comma splices/fused sentences. [See Exercise A]

·        Combining sentences using:

·        Appositive phrases

·        Participial phrases

·        Absolutes

[See Exercises B & C]

·        Employing parallel structure. [See Exercise D]

·        Recognizing and avoiding misplaced and dangling modifiers. [See Exercise E]

·        Making pronouns agree with their antecedents. [See Exercise F]

·        Making verbs agree with their subjects.

·        Identifying verbs tenses and keeping them consistent.

·        Using action verbs instead of linking verbs.

·        Recognizing the passive voice and converting it to the active voice.  [See Exercise G]

·        Avoiding wordiness, pompous diction, and slang.  [See Exercises H & I]

·        Knowing the difference between denotation and connotation.

·        Knowing when to use the following: period, comma, semi-colon, colon, dash, exclamation mark, ellipsis, quotation marks.


A-Comma Splices and Run-On Sentences  

Jim and Grandison are representatives of the African race, thus the two characters are somewhat similar in their struggle for acceptance.

Jim and Grandison are representatives of the African race.  Thus, the two characters are similar in their struggle for acceptance.

The morning is full of possibility, the evening holds regret.

The morning is full of possibility; the evening holds regret.

He is also unable to connect with Charity, otherwise he wouldn't have had to prove himself to her.

He is also unable to connect with Charity.  Otherwise, he wouldn't have had to prove himself to her.

When Arnold Friend, a serial rapist, shows up at Connie's house, she falls to pieces after he breaks down all her defenses, he then takes her away for his own purposes.

When Arnold Friend, a serial rapist, shows up at Connie's house, she falls to pieces after he breaks down all her defenses.  He then takes her away for his own purposes.

Waythorn and Charlie are both fairly normal men, both are involved in business and have family-oriented goals.

Waythorn and Charlie are both fairly normal men:  both are involved in business and have family-oriented goals.

He doesn't want to dawdle around the house, he wants to take Connie off to do as he pleases with her.

He doesn't want to dawdle around the house.  Rather, he wants to take Connie off to do as he pleases with her.

The only solution is to confront reality, otherwise the situation will only get worse.

The only solution is to confront reality. Otherwise, the situation will only get worse.

Jim and Tub encounter the same type of prejudice, however they react and handle the judgment in different ways.

Jim and Tub encounter the same type of prejudice.  However, they react and handle the judgment in different ways.

Connie goes outward she explores a new lifestyle Paul becomes withdrawn and reclusive.

Connie goes outward, exploring a new lifestyle, while Paul becomes withdrawn and reclusive.

Observation

Two sentences cannot be separated by a comma or run together. 

Solution

Use a period, a semi-colon, or a colon to separate sentences.

 


B – Sentence Combining

Appositives

I recently spoke with my grandmother.  She is a woman of great energy and determination.

I recently spoke with my grandmother, a woman of great energy and determination.

Our history teacher is a born entertainer.  Our history teacher knows many ways of teaching the material.   

A born entertainer, our history teacher knows many ways of teaching the material.

Verbals

I was eating too much ice cream at once.  I was having trouble breathing.

Eating too much ice cream at once, I was having trouble breathing.

Sunshine was confused by the assignment.  Sunshine was wondering why she had to write a paper about movies.  Sunshine stared into space.

Confused by the assignment, Sunshine stared into space, wondering why she had to write a paper about movies.

Absolutes

George's head ached.  George could not finish the game.

His head aching, George could not finish the game.

Ruth ran out of the house.  Ruth's arms were flailing.

Ruth ran out of the house, her arms flailing.

Adjectives

I was aware of the danger.  I left the dark room quickly.

Aware of the danger, I left the dark room quickly.

She was a deep thinker.  She was alone.  She was not lonely.

She was a deep thinker, alone but not lonely.

Observation

Read together, the sentences on the left are short and choppy.

Solution

Use a variety of methods to combine short, related sentences into one smoothly flowing, logical sentence.

 


C–Sentence Combining

Appositives

Any type of prejudice is a tool of the ignorant.  It is a weapon of the unthinking.

Any type of prejudice is a tool of the ignorant, a weapon of the unthinking.

Robert Cohn is obsessed with Brett.  Robert Cohn is Jewish.  Robert Cohn is an outsider. Brett is an insider.  Brett is a pagan.

Robert Cohn, a Jewish outsider, is obsessed with Brett, a pagan insider.

Verbals

We hoped for good weather.  We packed the car.

Hoping for good weather, we packed the car.

She wanted to get home in time.  She had to run several stop signs.

To get home in time, she had to run several stop signs.

Absolutes

Julie's luck was running out. Julie decided to tell the truth.

Her luck running out, Julie decided to tell the truth.

At the end of the night, he stands alone in front of his huge empty mansion.  Its gaping doors and windows emphasize his solitude.

At the end of the night, he stands alone in front of his huge mansion, its gaping doors and windows emphasizing his solitude.

Adjectives

My sister was insecure and envious.  She refused to laugh at my jokes.

Insecure and envious, my sister refused to laugh at my jokes.

My best friend is frightened.  My best friend is patriotic.  My best friend joined the Marines.

Frightened but patriotic, my best friend joined the Marines.

Observation

Read together, the sentences on the left are short and choppy.

Solution

Use a variety of methods to combine short, related sentences into one smoothly flowing, logical sentence.


D–Parallel Structure

Jennifer has wit, charm, and she has an extremely pleasant personality.

Jennifer has wit, charm, and a pleasing personality.

In English class, Tashonda learned to read poems critically and she appreciated good prose.

In English class, Tashonda learned to read poems critically and to appreciate good prose.

Raoul's GPA is higher than Ralph.

Raoul's GPA is higher than Ralph's.

He wanted three things out of college: to learn a skill, to make good friends, and learning about life.

He wanted three things out of college: to learn a skill, to make good friends, and to learn about life.

Coach Smith was a brilliant strategist, a caring mentor, and my friend.

Coach Smith was a brilliant strategist, a caring mentor, and a wise friend.

We found the film repulsive, offensive, and we thought it was embarrassing.

We found the film repulsive, offensive, and embarrassing.

Mr. Warner kept his store clean, neat, and he made it conveniently arranged.

Mr. Warner kept his store clean, neat, and conveniently arranged.

Professor Ali rewarded his students for their hard work on the final project and going beyond the call of duty.

Professor Ali rewarded his students for working hard on the final project and going beyond the call of duty.

There's nothing I like better than finding a good trout stream, setting up camp, and to spend a couple of days fishing.

There's nothing I like better than finding a good trout stream, setting up camp, and spending a couple of days fishing.

The college has space for a new computer lab but not a faculty lounge.

The college has space for a new computer lab but not for a faculty lounge.

Observation

One part of each sentence on the left does not correspond grammatically to the other parts of the sentence.

Solution

Equivalent elements in a sentence should follow the same grammatical pattern.


E–Dangling and Misplaced Modifiers

Column I-A
Column II-A

My mother gave chocolate to her friends with soft centers.

My mother gave chocolates with soft centers to her friends.

The champagne was served to the guests in paper cups.

The champagne was served in paper cups to the guests.

Henry put his candy in a drawer that he ate later.

Henry put his candy in a drawer so he could eat it later.

Barking wildly, Mary had to quiet her dog.

Mary had to quiet her wildly barking dog.

She only sang two songs.

She sang only two songs.

 

Column I-B
Column II-B

Sitting in the back row of the theater, the actors could hardly be heard.

Sitting in the back row of the theater, we could hardly hear the actors.

Convinced of my sincerity, I was given one more chance.

Convinced of my sincerity, the principal gave me one more chance.

While stirring the batter well, the spices were added.

While stirring the batter well, Jonathan added the spices.

After rehearsing for weeks, the play was a success.

After rehearsing for weeks, we put on a successful play.

Observations

·        The modifiers in Column IA are out of place.

·        The modifiers in Column IB of the second table describe nothing in their respective sentences.

Solution

Place the modifier next to the noun that it describes.


F–Pronoun Agreement

Loving someone implies offering them a part of oneself.

Loving someone implies offering that person a part of oneself.

After the march, all of the soldiers complained that his feet hurt.

After the march, all of the soldiers complained that their feet hurt.

After the march, one of the soldiers complained that their feet hurt.

After the march, one of the soldiers complained that his feet hurt.

Either Susan or the other tennis players will let you borrow her racket.

Either Susan or the other tennis players will let you borrow their rackets.

Either the other tennis players or Susan will let you borrow their rackets.

Either the other tennis players or Susan will let you borrow her racket.

One of the six girls combed their hair.

One of the six girls combed her hair.

Each applicant brought their credential with them.

Each applicant brought his credential with him. OR

All applicants brought their credentials with them.

Many applicants brought his credential with him.

Many applicants brought their credentials with them.

Everybody wants to have their own way.

Everybody wants to have her own way.

OR

Everybody wants to have his own way.

None of the cowards ever consult their consciences.

None of the cowards ever consults his conscience.

Observation

Each sentence on the left contains a pronoun that does not agree with its antecedent in number. 

Solution

Make sure that every pronoun agrees with its antecedent in number and gender.


G–Active and Passive Voice

The truck was driven by Grandma.

Grandma drove the truck.

A mistake has been made.

President Bush has made a mistake.

The maid will be killed.

The butler will kill the maid.

That must be learned.

Jane must learn that.

It is greatly feared by the citizens that adequate punishment will not be meted out by the judge.

The citizens greatly fear that the judge will not mete out adequate punishment.

Observations

·        The sentences on the right express the action in fewer words than the corresponding sentences on the left.

·        In the sentences on the left, the true subject of the action is either missing or it is the object of a preposition at the end of the sentence.

·        The word order is more natural in the sentences on the right than in the sentences on the left.

·        The sentences on the right contain verbs in the active voice.

Solution

Write in the active voice whenever possible.  Avoid the passive voice: To be + past participle


H–Wordiness

As a matter of fact, there are many qualities in Rebecca's photographs that are beautiful despite the fact that they depict war.

Many of Rebecca's photographs are beautiful, even though they depict war.

Instead of being defeated, all of the people in the area who had suffered from the forest fires looked toward a new future and were not discouraged.

Undefeated, the victims of the forest fires looked hopefully toward the future.

If this story were fiction, it would be a great yarn, but, as it is truth rather than fiction, it remains an account that we can call tragedy.

If this story were fiction, it would be a great yarn, but, as truth, it remains a tragedy.

The forest was damaged beyond recognition with all its trees burned by fire.

The forest was destroyed by fire.

There are some members of the sorority who work with deprived children.  These members teach the children songs and games.

Some of the sorority members teach deprived children songs and games.

Observation

The sentences on the left contain unnecessary words.

Solution

Use as few words as possible, without sacrificing meaning.


I–Diction

Tom was plenty mad after he found out that Daisy was having an affair with Gatsby.

Tom was angry after he found out that Daisy was having an affair with Gatsby.

Tom was splenetic after he found out that Daisy was having an affair with Gatsby.

Tom was furious after he found out that Daisy was having an affair with Gatsby.

Nick perambulated home from Gatsby's party.

Nick walked home from Gatsby's party.

Nick footed it home from Gatsby's party.

Nick walked home from Gatsby's party.

At Gatsby's party, many of the champagne glasses broke into smithereens.

At Gatsby's party, many of the champagne glasses shattered.

At Gatsby's party, many of the glasses were inordinately pulverized.

At Gatsby's party, many of the champagne glasses shattered.

Unfortunately, Tom Buchanan's wife bumped off his mistress.

Unfortunately, Tom Buchanan's wife killed his mistress.

Unfortunately, Tom Buchanan's wife subjected his mistress to homicide.

Unfortunately, Tom Buchanan's wife killed his mistress.

Unlike the Buchanans and Jordan, Gatsby had a lot of guts.

Unlike the Buchanans and Jordan, Gatsby acted courageously.

Unlike the Buchanans and Jordan, Gatsby manifested abundant intrepidity.

Unlike the Buchanans and Jordan, Gatsby acted courageously.

Observation

The sentences on the left contain a word or group of words that sounds either colloquial or pompous.

Solution

Make sure that no word sounds too informal or too learned.


J–Empty “Its”

It has been said that America will win the war against terrorism.

Authorities have claimed that America will win the war against terrorism.

It was the last thing my father saw.

The imposing skyscraper was the last sight my father saw.

It is clear that we must face the truth.

Clearly, we must face the truth.

I concluded that I must enjoy it most since I've always played tennis more than any other sport.

I concluded that I must enjoy tennis most since I've played it more than any other sport.

If it will make you feel safer, I will drive the car home.

If you will feel safer, I will drive the car home.

Observations

·        The “it” in each of the sentences on the left does not stand for a particular noun.

·        Rewriting a sentence by removing or replacing empty “it” often makes it clearer.

 

Solutions

·        Avoid starting sentences with “it.”

·        Make sure that each “it” in a sentence stands for a specific noun.


K–Repetition

Carver tells us about their woes and hardships.

Carver tells us about their hardships.

He suggests such conclusions implicitly to the reader.

He suggests such conclusions to the reader.

This divisive inability to communicate separates the couple.

Inability to communicate separates the couple.

Julia delights in giving parties; entertaining guests is a real pleasure for her.

Julia delights in giving parties.

In the last act of the play, there is an explanation of the title of the play.

In the play's last act, there is an explanation of the title.

The radio announcer repeatedly kept saying, "Don't miss the sale" over and over again.

The radio announcer said repeatedly, "Don't miss the sale."

She bisected the pencil in half.

She bisected the pencil.

Today in New York, we see all the problems of modern life.

New York exhibits all the problems of modern life.

The permanent scar would last forever.

The permanent scar would…(make another point).

The tranquil breeze pacified her emotions.

The breeze pacified her emotions.

Observation

Each sentence on the left contains a repetition.

Solution

Make each point only once.


L–Vagueness: Avoid “Thing”

The two men lived in completely different worlds but had one thing in common.

The two men lived in completely different worlds but had one trait in common.

Sadly enough, Martha's love for Cross is absolutely not a real thing.

Sadly enough, Martha's love for Cross is a total illusion.

People could gossip and say mean things about her.

People could gossip and belittle her.

However, he becomes hostile when things don't go his way.

However, he becomes hostile when he can't achieve his goals.

In both cases, being shot is the most important thing they do in their stories.

In both stories, being shot is their most important accomplishment.

Ms. Ferenczi tried to convince them of things that she knew were not true.

Ms. Ferenczi tried to convince them of erroneous theories.

If Cohen and Wayne took advantage of that opportunity, things would be different.

If Cohen and Wayne took advantage of that opportunity, the outcome would be different.

Neither has a church or any other institution to support them so they must rely on things that have no real substance.

Neither has a church or any other institution to support them so they must rely on illusions.

One of the things Cohen said about his visitor was…

One of the statements Cohen made about his visitor was…

Both characters are prevented by several things, most of all their own feelings.

Both characters encounter several obstacles, most of all their own feelings.

Observation

Each sentence is vague because of the word “thing.”

Solution

Replace “thing” with a more specific noun to focus the sentence for your reader.


M–Who vs. Whom

The boy (who/whom) flew the kite won first prize.

The boy who flew the kite won first prize.

You sent the flowers to (who/whom)?

You sent the flowers to whom?

(Who/Whom) sent these flowers?

Who sent these flowers?

Robert Bork, (who/whom) was rejected by the Senate, has written a number of books on the Constitution.

Robert Bork, who was rejected by the Senate, has written a number of books on the Constitution.

Robert Bork, (who/whom) the Senate rejected, has written a number of books on the Constitution.

Robert Bork, whom the Senate rejected, has written a number of books on the Constitution.

The book is about (who/whom) buries the dead.

The book is about who buries the dead.

The book is about (who/whom?)

The book is about whom?

She is the villain (who/whom) we all hate.

She is the villain whom we all hate.

Tom Hanks, (who/whom) began his career on sitcoms, has emerged as one of our finest film actors.

Tom Hanks, who began his career on sitcoms, has emerged as one of our finest film actors.

Tom Hanks, about (who/whom) much is known, has emerged as one of our finest film actors.

Tom Hanks, about whom much is known, has emerged as one of our finest film actors.

Observation

Either “who” or “whom” should be used for each sentence on the left.

Solution

Select “who” for a subject and “whom” for an object (of a verb or preposition).

Hint

Replace the pronoun with “he” or “him.” If “he” fits, use “who.” If “him” fits, use “whom.”


4.          Writing Essays

What’s in an Essay?

To essay means to attempt or endeavor.  In a written essay, you endeavor to explain or prove a single idea. Essays can follow many different patterns, but have certain structural similarities. This is the pattern most commonly used for an analytical essay on literature, and it can be easily adapted to other topics.

 

 


 

 


Each body paragraph contains: