~ENGLISH STANDARDS~
(W) 3. E. Provide a conclusion that follows form and reflects on what is experienced, observed, or resolved over the course of the narrative.
In my cover letter I had to provide a strong conclusion. The conclusion I wrote consisted of my home phone number and email. It also had two concluding sentences. The first sentence said thanks to the company for taking the time to look at my application. The second sentence said that they can refer back to my application and resume for more information. My concluding sentence reflects on what was observed and resolved over the course of the narrative. Overall, my cover letter was informative and professional.
Wednesday, December 17, 2014
~ENGLISH STANDARDS~
(W) 3. D. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
A poem, I wrote my creative writing final, was named "Just Another Face." The poem was about how we see new faces each day, but we should not judge these faces. Many people tend to judge others by their image, when they don't even know the person. In order, for my message to be clear I had to use descriptive language and many details. I had to put many details to the character's actions and feelings. The tone of my poem was realistic and it made you think. In my opinion, I was able to explain the theme I was going for. In order, for me to accomplish this I conveyed a vivid picture of the setting and events. My Poem, "Just Another Face," teaches you not to judge someone by their appearance. You have to get to know the person before being judgmental.
(W) 3. D. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.
A poem, I wrote my creative writing final, was named "Just Another Face." The poem was about how we see new faces each day, but we should not judge these faces. Many people tend to judge others by their image, when they don't even know the person. In order, for my message to be clear I had to use descriptive language and many details. I had to put many details to the character's actions and feelings. The tone of my poem was realistic and it made you think. In my opinion, I was able to explain the theme I was going for. In order, for me to accomplish this I conveyed a vivid picture of the setting and events. My Poem, "Just Another Face," teaches you not to judge someone by their appearance. You have to get to know the person before being judgmental.
~ENGLISH STANDARDS~
(W) 3. B. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
For one of my finals, I had to write a flash fiction story. A flash fiction story can be about anything as long as it is fiction and under 1,000 words. My flash fiction story was about a college student who decides to get her own apartment. The problem with the apartment was that it was being haunted by a man who committed suicide. The man committed suicide after discovering his wife had cheated on him. In the story, I used a lot of descriptive words to set the mood. In addition to that I used many details to describe the plot lines. Through out the story I developed the characters' personalities and the sets of events. The story had dialogue between the college student and the man haunting the apartment. The mood that I created through out the story was creepy and intense. My flash fiction story consisted of narrative techniques, which made it easier to understand and read.
(W) 3. B. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.
For one of my finals, I had to write a flash fiction story. A flash fiction story can be about anything as long as it is fiction and under 1,000 words. My flash fiction story was about a college student who decides to get her own apartment. The problem with the apartment was that it was being haunted by a man who committed suicide. The man committed suicide after discovering his wife had cheated on him. In the story, I used a lot of descriptive words to set the mood. In addition to that I used many details to describe the plot lines. Through out the story I developed the characters' personalities and the sets of events. The story had dialogue between the college student and the man haunting the apartment. The mood that I created through out the story was creepy and intense. My flash fiction story consisted of narrative techniques, which made it easier to understand and read.
~ENGLISH STANDARDS~
(W) 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
An essay I wrote asked the following, "Talk about a time when you or one of your classmates were treated unfairly. How did you react? What was the outcome?" The way I answered this prompt was, there was time in elementary when my classmates were treated unfairly. They were treated unfairly by the teacher because she chose her favorite students to go on a field trip and not the other students. More than half of the class wasn't able to go and I find that very unfair. In my essay, I tried to use the appropriate vocabulary for my audience. Throughout the essay all of the structure was cohesive and easy to understand. Overall, my essay was clear and organized, while still using the appropriate style and vocabulary.
(W) 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
An essay I wrote asked the following, "Talk about a time when you or one of your classmates were treated unfairly. How did you react? What was the outcome?" The way I answered this prompt was, there was time in elementary when my classmates were treated unfairly. They were treated unfairly by the teacher because she chose her favorite students to go on a field trip and not the other students. More than half of the class wasn't able to go and I find that very unfair. In my essay, I tried to use the appropriate vocabulary for my audience. Throughout the essay all of the structure was cohesive and easy to understand. Overall, my essay was clear and organized, while still using the appropriate style and vocabulary.
~ENGLISH STANDARDS~
(W) 1. E. Provide a concluding statement or section that follows form and supports the argument presented.
In the resume I wrote, I had to have a strong concluding statement. The concluding sentence consisted of my house phone, my email, and an appreciation sentence. The appreciation sentence said, " Thank you for your time. I look forward to hearing from you soon." The concluding statement supports the whole resume because it is a strong closure. Without the concluding sentence the resume wouldn't seem completed and would lose professionalism. In all, my resume's concluding statement supports the argument or idea presented.
(W) 1. E. Provide a concluding statement or section that follows form and supports the argument presented.
In the resume I wrote, I had to have a strong concluding statement. The concluding sentence consisted of my house phone, my email, and an appreciation sentence. The appreciation sentence said, " Thank you for your time. I look forward to hearing from you soon." The concluding statement supports the whole resume because it is a strong closure. Without the concluding sentence the resume wouldn't seem completed and would lose professionalism. In all, my resume's concluding statement supports the argument or idea presented.
~ENGLISH STANDARDS~
(W) 1. D. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
In this pass week, I wrote a resume along with a cover letter for the Kaweah Medical Center application. The resume was objective and got right to the point. It also was informative and written with good vocabulary. The resume was written in a formal and professional style. The way I conquered all this was by researching how to write a good resume. Also, I researched the company's background to know what traits and experience they were looking for in a candidate. In my resume, I created a formal and professional tone, while attending the norms and conventions of discipline.
(W) 1. D. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
In this pass week, I wrote a resume along with a cover letter for the Kaweah Medical Center application. The resume was objective and got right to the point. It also was informative and written with good vocabulary. The resume was written in a formal and professional style. The way I conquered all this was by researching how to write a good resume. Also, I researched the company's background to know what traits and experience they were looking for in a candidate. In my resume, I created a formal and professional tone, while attending the norms and conventions of discipline.
Tuesday, December 16, 2014
~ENGLISH STANDARDS~
(W) 2. E. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
While writing my cover letter, for the Kaweah Medical Center application, I had to use the formal vocabulary.The cover letter couldn't be confusing or too long. It had to get right to the point and had to be objective and informative. Basically, I had to inform the company why I would be a good candidate and what things I can offer for the job. In the cover letter, I had to talk about the beneficial traits I provide, without sounding arrogant or over confident. In order, for me to write a good cover letter I had to write the text in a formal and professional style. Overall, my cover letter was informative and attended the conventions of discipline.
(W) 2. E. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
While writing my cover letter, for the Kaweah Medical Center application, I had to use the formal vocabulary.The cover letter couldn't be confusing or too long. It had to get right to the point and had to be objective and informative. Basically, I had to inform the company why I would be a good candidate and what things I can offer for the job. In the cover letter, I had to talk about the beneficial traits I provide, without sounding arrogant or over confident. In order, for me to write a good cover letter I had to write the text in a formal and professional style. Overall, my cover letter was informative and attended the conventions of discipline.
~ENGLISH STANDARDS~
(W) 2. D. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Currently, I have been working on scholarship essays. One essay I had to write asked, "Compare a short and long-term goal you have. What is your priority? Why?" In my essay, I used similes and metaphors to compare my short and long term goals. My essay consisted of professional grammar and complex conjunction breaks. Also, I explained that going to college is my short term goal. I compared my education to my love to my family. Both of these things are extremely important to me, which I explained in my essay. In addition to that, I used different writing techniques. Some of the writing techniques I used were personal connections and descriptive language. All of the writing techniques, I used in my writing helped me manage the complexity of the question that was being asked in the essay prompt.
(W) 2. D. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
Currently, I have been working on scholarship essays. One essay I had to write asked, "Compare a short and long-term goal you have. What is your priority? Why?" In my essay, I used similes and metaphors to compare my short and long term goals. My essay consisted of professional grammar and complex conjunction breaks. Also, I explained that going to college is my short term goal. I compared my education to my love to my family. Both of these things are extremely important to me, which I explained in my essay. In addition to that, I used different writing techniques. Some of the writing techniques I used were personal connections and descriptive language. All of the writing techniques, I used in my writing helped me manage the complexity of the question that was being asked in the essay prompt.
~ENGLISH STANDARDS~
(RI) 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
In chapters 1-3, in Pretty Girl-13 by Liz Coley, the sequence of events begin with the young girl coming home after being missing for years. Then, it explains how the girl had lost her memory. According to the girl she is thirteen, but in reality she is actually sixteen years old. Then, it begins talking about all the events the young girl had missed since she was gone. The fact that she has been missing for three years explains why she has missed so much in her family and friends' life. Through out the story, all the events start to make more sense and it makes it easier to understand the pretty girl's personality, as well as the other characters' personalities. Overall, each event the author writes about helps lead to the Pretty Girl-13's ending and helps the reader understand the way the text is organized and structured.
(RI) 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text.
In chapters 1-3, in Pretty Girl-13 by Liz Coley, the sequence of events begin with the young girl coming home after being missing for years. Then, it explains how the girl had lost her memory. According to the girl she is thirteen, but in reality she is actually sixteen years old. Then, it begins talking about all the events the young girl had missed since she was gone. The fact that she has been missing for three years explains why she has missed so much in her family and friends' life. Through out the story, all the events start to make more sense and it makes it easier to understand the pretty girl's personality, as well as the other characters' personalities. Overall, each event the author writes about helps lead to the Pretty Girl-13's ending and helps the reader understand the way the text is organized and structured.
~ENGLISH STANDARDS~
(RL) 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is meant (e.g., satire, sarcasm, irony, or understatement).
"He patted my back. "Given the timing and the age of the infant, it's likely.. it's quite likely.."
"He's mine." I squeezed my eyes shut against the pain." (Pretty Girl-13, Page 321)
This part of the story states many themes such as irony, confusion, and coincidence. The girl was kept hostage by her kidnapper for three years. In those years the the man had raped her on many occasions. The young girl became pregnant, but after her labor she was told her baby was born dead. This was a lie the kidnapper told her. The kidnapper gave her baby to an adoption agency. The ironic part is that her neighbor's baby, which she has been babysitting, is actually hers. It is such a crazy coincidence that her neighbor's son is actually hers. At first, the girl was really confused and didn't believe it. After, she thought about the incredible bond she had with the baby, she knew it was true. The author did a great job creating irony, confusion, and coincidence. In this part, I really felt connected to the characters and their feelings.
(RL) 6. Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is meant (e.g., satire, sarcasm, irony, or understatement).
"He patted my back. "Given the timing and the age of the infant, it's likely.. it's quite likely.."
"He's mine." I squeezed my eyes shut against the pain." (Pretty Girl-13, Page 321)
This part of the story states many themes such as irony, confusion, and coincidence. The girl was kept hostage by her kidnapper for three years. In those years the the man had raped her on many occasions. The young girl became pregnant, but after her labor she was told her baby was born dead. This was a lie the kidnapper told her. The kidnapper gave her baby to an adoption agency. The ironic part is that her neighbor's baby, which she has been babysitting, is actually hers. It is such a crazy coincidence that her neighbor's son is actually hers. At first, the girl was really confused and didn't believe it. After, she thought about the incredible bond she had with the baby, she knew it was true. The author did a great job creating irony, confusion, and coincidence. In this part, I really felt connected to the characters and their feelings.
~ENGLISH STANDARDS~
(RL) 5. Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as its aesthetic impact.
In the book, Pretty Girl-13, the author begins the story with the present. Through out the book, it has flashbacks to the past. The story changes to different time periods such as the present, the past, and dreams. Although, some readers think the story plot is confusing, the author actually made it really easy to follow and understand. The author's choice of starting the story in the present helps create a mysterious mood, because you want to know who kidnapped the girl and how did she find her way back home. The fact that the story ended with the present makes it cohesive to the beginning of the story, since it also took place in the present. In Pretty Girl-13, the author creates an interesting and easy to follow structure, that not many stories have. This made the story really entertaining to read.
(RL) 5. Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as its aesthetic impact.
In the book, Pretty Girl-13, the author begins the story with the present. Through out the book, it has flashbacks to the past. The story changes to different time periods such as the present, the past, and dreams. Although, some readers think the story plot is confusing, the author actually made it really easy to follow and understand. The author's choice of starting the story in the present helps create a mysterious mood, because you want to know who kidnapped the girl and how did she find her way back home. The fact that the story ended with the present makes it cohesive to the beginning of the story, since it also took place in the present. In Pretty Girl-13, the author creates an interesting and easy to follow structure, that not many stories have. This made the story really entertaining to read.
~ENGLISH STANDARDS~
(RL) 3. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or a drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).
In the story Pretty Girl-13 by Liz Coley, the author sets the mood as very suspenseful and mysterious. In the beginning of the story, it talks about a young girl who had been missing for years and out of no where finds her way back home. The way the author introduces the characters is very smart because it's in order by the character's importance. The first characters introduced were the young girl and her kidnapper. The way the author makes the mood suspenseful is she doesn't tell us who the kidnapper is or where he is from. Another way, the author makes the mood suspenseful is she says the girl had lost her memory, so she doesn't remember anything that happened after being kidnapped. The author makes the story relate able because the young girl is a teenager close to the same age as me. This helps me understand how the girl feels. Overall, the author's way of developing the story makes me really intrigued and interested to continue reading.
(RL) 3. Analyze the impact of the author's choices regarding how to develop and relate elements of a story or a drama (e.g., where a story is set, how the action is ordered, how the characters/archetypes are introduced and developed).
In the story Pretty Girl-13 by Liz Coley, the author sets the mood as very suspenseful and mysterious. In the beginning of the story, it talks about a young girl who had been missing for years and out of no where finds her way back home. The way the author introduces the characters is very smart because it's in order by the character's importance. The first characters introduced were the young girl and her kidnapper. The way the author makes the mood suspenseful is she doesn't tell us who the kidnapper is or where he is from. Another way, the author makes the mood suspenseful is she says the girl had lost her memory, so she doesn't remember anything that happened after being kidnapped. The author makes the story relate able because the young girl is a teenager close to the same age as me. This helps me understand how the girl feels. Overall, the author's way of developing the story makes me really intrigued and interested to continue reading.
~UPDATES~
These past weeks we've been really busy with writing essays and working on our finals. We didn't get a chance to open the student store because of the rainy weather, but we will open it this Tuesday after school. The inventory sheets are really helpful for us, since they help us keep record of how many items we have sold. Hopefully, many students stop by the student store.
These past weeks we've been really busy with writing essays and working on our finals. We didn't get a chance to open the student store because of the rainy weather, but we will open it this Tuesday after school. The inventory sheets are really helpful for us, since they help us keep record of how many items we have sold. Hopefully, many students stop by the student store.
Friday, December 5, 2014
~STUDENT STORE UPDATES~
The student store was opened on Wednesday, Dec. 3. It went pretty well, the only bad thing was many students wanted to buy snacks but weren't able to because we had to wait 30 minutes after school before we could sell any snacks. A lot of the students were already gone by the time we had opened the student store. We sold, in my opinion, a fair amount to start off with. We used the inventory sheets to collect all the data we sold and what were the most popular items. Now we have to choose what days we want to open the student store and find out if maybe there's a way we can open the student store sooner.
The student store was opened on Wednesday, Dec. 3. It went pretty well, the only bad thing was many students wanted to buy snacks but weren't able to because we had to wait 30 minutes after school before we could sell any snacks. A lot of the students were already gone by the time we had opened the student store. We sold, in my opinion, a fair amount to start off with. We used the inventory sheets to collect all the data we sold and what were the most popular items. Now we have to choose what days we want to open the student store and find out if maybe there's a way we can open the student store sooner.
Wednesday, December 3, 2014
~UPDATES~
We were planning to open the student store on the Friday beforebreak, but the thing was that we didn't have locks on the fridge and everyone was already gone afterschool. People pretty much left home so early because Thanksgiving break had begun. Now we have the locks for the fridge and the student store cabinet. We got the key from Silvia and we are planning on opening the student store afterschool on Wednesday, December 3rd. Currently, I am working on having my blog updated and also working on connecting English Standards to our project. I still have a quantity of English Standards to write about, so I am going to work on that this week.
We were planning to open the student store on the Friday beforebreak, but the thing was that we didn't have locks on the fridge and everyone was already gone afterschool. People pretty much left home so early because Thanksgiving break had begun. Now we have the locks for the fridge and the student store cabinet. We got the key from Silvia and we are planning on opening the student store afterschool on Wednesday, December 3rd. Currently, I am working on having my blog updated and also working on connecting English Standards to our project. I still have a quantity of English Standards to write about, so I am going to work on that this week.
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