Monday July 1, 2013 1. Topic: Take pre-test and time self. Check score.

Result = 66% (Borderline) 33/50 Tuesday July 2, 2013 1. Topic: Brainstorming 2. Research Websites (20 minutes): http://writingcenter.unc.edu/handouts/brainstorming/

This handout discusses techniques that will help you start writing a paper and continue writing through the challenges of the revising process. Brainstorming can help you choose a topic, develop an approach to a topic, or deepen your understanding of the topics potential. http://www.scribd.com/doc/35885499/Cbest-Cset-Writing-Update

This website shows how brainstorming is extremely helpful before putting your pen to the actual test paper. They recommend generating ideas first using quick writes or quick lists. http://www.dailywritingtips.com/5-brainstorming-strategies-for-writers/

This website list five brainstorming strategies for writers, which include: 1. Cubing(opinion essays) describe topic, compare it, associate it, analyze it, apply it, and argue for and/or against it. 2. Freewritingrequires having a quantitative goal: 500 words, three pages, five minutes. 3. Listingjotting down a list of phrases or single words you will return to later. For nonfiction, the list can consist of opinions, arguments, facts, questions, or any combination of the above. For fiction, list people, places, and things, values and qualities, goals and obstacles. 4. Mappingalso known as clustering or webbing, is a graphic form of listing simply involves jotting down ideas on a large writing surface and then making connections by associating similarly themed ideas. 5. Researchingknow the topic you want to write about and record the ideas in list or map forms. 3. Reading and highlighting main points (20 minutes): *work is located in folder 4. Practice brainstorming (20 minutes): *work is located in folder

Wednesday July 3, 2013 1. Topic: Organization 2. Research Websites (20 minutes): http://www.scribd.com/doc/35885499/Cbest-Cset-Writing-Update

Brainstorming and Organization go hand-in-hand. The following are some typical patterns for both expository and persuasive writing: Expository/Informational 1. Outline: I. A. B. C. 2. Compare/Contrast 3. Problem Solution

Expressive/Persuasive 1. Persuasive Form: 1. Attention 2. Appeal to Logic 3. Appeal to Emotion 4. Call to Action 2. TChart Childhood Adulthood

3. Reading and highlighting main points (20 minutes): *work is located in folder 4. Practice organizing writing (20 minutes): *work is located in folder

Thursday July 4, 2013 1. Topic: Formulaic Writing 2. Research Websites (20 minutes): http://www.scribd.com/doc/35885499/Cbest-Cset-Writing-Update Expository Form 1. Intro and Thesis 2. Thesis Element One 3. Thesis Element Two 4. Thesis Element Three 5. Summative Conclusion Persuasive Form 1. Attention 2. Appeal to Logic 3. Appeal to Reason 4. Call to Action

http://www.edonyourown.com/products/FiveParagraphEssay.pdf

This worksheet lists the seven steps to writing a five paragraph essay using the formula method. Formulaic writing helps link together different concepts and is an easy way to write essays. I. Intro ParagraphTopic: A. Idea 1: B. Idea 2: C. Idea 3: II. Idea 1: III. Idea 2: IV. Idea 3: V. Summary Paragraph 3. Reading and highlighting main points (20 minutes): *work is located in folder 4. Practice (20 minutes): *work is located in folder

Friday July 5, 2013 1. Topic: Usage and Style 2. Research Websites (20 minutes): http://www.scribd.com/doc/35885499/Cbest-Cset-Writing-Update

Sentence branching helps keep writing lively and varied, and there are four types of branches to consider: No branch, left branch, mid-branch, and right branch. *When preplanning your essays, you may wish to sketch out the branching patterns first. Paragraph 1 No branch Left branch Right branch Mid branch Paragraph 2 Left branch Right branch Mid branch No branch Paragraph 3 Right branch Left branch No branch Right branch Paragraph 4 Mid branch Right branch Left branch No branch Paragraph 5 No branch Mid branch Right branch Left branch

http://www.arts.uottawa.ca/writcent/hypergrammar/sntmatr.html

The CSET examinees expect you to be able to use all types of sentences in the responses. A good writer uses different types of sentences in different situations: 1. A long complex sentence will show what information depends on what other information; 2. A compound sentence will emphasize balance and parallelism; 3. A short simple sentence will grab a readers attention; 4. A loose sentence will tell the reader in advance how to interpret your information; 5. A periodic sentence will leave the reader in suspense until the very end; 6. A declarative sentence will avoid any special emotional impact; 7. An exclamatory sentence, used sparingly, will jolt the reader; 8. An interrogative sentence will force the reader to think about what you are writing; and 9. An imperative sentence will make it clear that you want the reader to act right away. 3. Reading and highlighting main points (20 minutes): *work is located in folder 4. Practice (20 minutes): *work is located in folder

Monday July 8, 2013 1. Topic: Writing Paragraphs 2. Research Websites (20 minutes): http://www.arts.uottawa.ca/writcent/hypergrammar/paragrph.html

A thesis is a single, focused argument, and most paragraphs prove or demonstrate a thesis through explanations, examples and concrete details. This website helps you learn to write and analyze the types of paragraphs common in academic essays. 1. Start with an outline. Outlines help make it easier to develop topic sentences and to arrange paragraphs in the most effective order. Begin an outline by stating the thesis of the paper. 2. Develop topic sentences. Topic sentences encapsulate an entire paragraph. In academic essays, they often appear at the beginning of the paragraph. Each should explain, prove, and expand on each of the thesis claims. 3. Starting new paragraphs successfully. Starting new paragraphs is a signal to the reader that you are beginning a new thought or taking up a new point. Since an outline helps divide the essay into sections, the resulting paragraphs must correspond to the logical divisions in the essay. 4. Developing unified and coherent paragraphs. A paragraph is unified when every sentence develops the point made in the topic sentence. It must have a single focus and it must contain no irrelevant facts. Every sentence must contribute to the paragraph by explaining, exemplifying, or expanding the topic sentence. The three most common types of paragraph structures are: a) Paragraph development by detailexpands on a general topic sentences using specific examples or illustrations. b) Paragraph development by comparison and contrastconsider using when describing two or more things, which have something, but not everything, in common. Compare either point-by-point or subject-by-subject. c) Paragraph development by processinvolves a straightforward step-by-step description. Process description often follows a chronological sequence. d) Paragraph development by combinationa combination of methods in a single paragraph, such as a brief comparison and then moves on to provide detailed descriptions of the subjects being compared. 3. Reading and highlighting main points (20 minutes): *work is located in folder 4. Practice (20 minutes): *work is located in folder

Tuesday July 9, 2013 1. Topic: Strategies for the Constructed Response Questions 2. Research Websites (20 minutes): http://www.scribd.com/doc/35885499/Cbest-Cset-Writing-Update

The essay will be read with two sets of interrelated criteria in mind. The first sets of scoring criteria are: 1. Rhetorical forcethe clarity with which the central idea or point of view is stated and maintained; the coherence of the discussion and the quality of the writers reasoning. 2. Organizationthe clarity of the writing and the logical sequence of the writers ideas. 3. Support and development usagethe relevance, depth, and specificity of supporting information. The extent to which the writing shows care and precision in word choice. 4. Structure and conventionsthe extent to which the writing is free of errors in syntax, paragraph structure, sentence structure, and mechanics. 5. Appropriatenessthe extent to which the writer addresses the topic and uses language and style appropriate to the given audience and purpose. In order to understand how all these elements play a role in the type of essay written and ultimate score, we must follow a particular formula for analyzing an essay: 1. 2. 3. 4. 5. Review the questions and understand the task Read the response Consider an appropriate title for the essay Analyze, organize, and style Deconstruct the question to see why it received a particular score in light of the criteria * Considerations such as essay length and other minutia will also be considered in the context of the response (325-375 words appear to be the norm for a high score).

http://books.google.com/books? id=LXFwd1jNBD4C&pg=PR5&lpg=PR5&dq=cset+english+writing&source=bl&ots=TUlHkUUFBv&sig =mnzyejRela73y4bSLfM6f6dMiCY&hl=en&sa=X&ei=bnnlUf2sIOm1ygGy7IDACg&ved=0CGUQ6AEw

CA#v=onepage&q=cset%20english%20writing&f=false

The following strategies help you approach the constructed-response questions more efficiently and effectively: 1. Read the question or questions before you read the passage. Most test takers read the passage first, but this is not the most efficient use of time. If you know what the question is before you read the passage, you know what you should be looking for. 2. Use active reading strategies. While reading, take notes or mark the passage, think about the question or questions you have to answer, and begin considering your response as you read. 3. Reread each question and then take time to make a plan. Jot down a few notes, a list or an informal outline, that will guide you as you write. 4. Review passage and questions. Address all parts of the question with examples and details. Add details to your outline as necessary. 5. Review response and be clear, concise, specific, and accurate. Description: Meaning: Dialogue: Meaning: Word choice: Meaning: 3. Reading and highlighting main points (20 minutes): *work is located in folder 4. Practice (20 minutes): *work is located in folder

Wednesday July 10, 2013 1. Topic: Expository Writing 2. Research Websites (20 minutes): http://www.scribd.com/doc/35885499/Cbest-Cset-Writing-Update

Expository essays include description, compare and contrast, and problem and solution. The descriptive or academic format seems to be the best option to use for the essay format.

1. Descriptive Essaysdescription would be best organized using academic form: introduction, three part thesis, three body paragraphs, and a summative conclusion. I. II. III. IV. V. Introduction and Three Part Thesis: I think you are brilliant. I think you are brilliant for three reasons: you manage money well; you study hard; and you are incredibly creative. Managing Money Studying Hard Incredible Creativity Summative Conclusion: your money management, study skills, and creativity make you brilliant.

2. Compare and Contrast Essayssome expository essays ask you to compare-and-contrast elements and a Venn diagram might be helpful as an organizational tool. http://www.nytimes.com/learning/issues_in_depth/10WritingSkillsIdeas.html

Times News and feature articles show different models for structure, including transitions and organization. Instead of using the five-paragraph essay structure, they encourage using another kind of essay format. 1. Inverted Pyramid StructureThe first paragraph answers the questions Who? What? Where? Why? and How? and proceeding with the most important details. This

structure is useful for newspaper articles based on events in a play or novel, or relatively short research reports. 2. Introduction and Conclusion: a. Narrative openingtelling a story that illustrates or encapsulates the issue at hand (example: a story about the dangers associated with riding in a taxi when the cabby is using a phone). b. Descriptive openingdescribing an element that is key to the story (example: description of a high-end coffee machine). c. Question openingposing a rhetorical question that leads directly into the rest of the essay. d. FrameBringing the essay full circle by starting and ending with elements of the same story. e. Quote kickerending with a quote that sums up the essence of the essay. f. Future action kickerending with a look towards what may or will happen in the future. 3. Key Expository Patterns: a) Comparison--Technology article on Bing vs. Google; Venn diagram b) Cause and effect--Health article on "chemo brain"; Cause and Effect Organizer c) Problem and Solution--Op-Ed on how schools should handle flu outbreaks; Problem-Solution Organizer d) Extended definition--The On Language column, such as this column on the use of "associate", "model" and even "the" and the Times Health Guide, a library of information on numerous health conditions; Vocabulary Log 3. Reading and highlighting main points (20 minutes): *work is located in folder 4. Practice (20 minutes): *work is located in folder

Thursday July 11, 2013 1. Topic: Persuasive Writing 2. Research Websites (20 minutes): http://www.scribd.com/doc/35885499/Cbest-Cset-Writing-Update

Turning now to persuasive (expressive) writing, the formula is a little more difficult to nail down. The question really depends on they type of persuasion and type of audience. For example, if you are asked to persuade someone to purchase the latest do-nothing, you might employ the following form: 1. 2. 3. 4. 5. Attention (1 million people suffer from naval sweat and dont even realize it) Appeal to Emotion (It could be you) Appeal to Vanity (People will love you and your clean naval! Appeal to Conformity (All your friends are doing it!) Call to Action (Get off that sofa and call now!) http://www.studygs.net/wrtstr4.htm

In persuasive or argumentative writing, we try to convince others to agree with our facts, share our values, accept our argument and conclusions, and adopt our way of thinking. Elements towards building a good persuasive essay include: 1. Establishing facts to support an argument 2. Clarifying relevant values for the audience 3. Prioritizing, editing, and/or sequencing the facts and values in importance to build the argument. 4. Forming and starting conclusions 5. Persuading the audience that your conclusions are based upon the agreed-upon facts and shared values 6. Having the confidence to communicate your persuasion in writing Strategies to complete a persuasive writing assignment: 1. Write out the questions in your own words. 2. Think of the questions posed in the assignment while you are reading and researching. Determine a) Facts b) What prejudices lie in the argument or values that color the facts or issues c) What you think of the authors argument

3. List of factsconsider their importance: prioritize, edit, sequence, and discard. 4. What are the hot buttons of the issue? List the possible emotions/emotional reactions and recognize them for later use. 5. Start writing a draft, which will include 1. First paragraph Introduce the topic Inform the reader of your point of view Entice the reader to continue with the rest of the paper Focus on three main points to develop 2. Establish flow from paragraph to paragraph Keep voice active Quote sources to establish authority Stay focused on your point of view throughout the essay Focus on logical arguments 3. Conclusion Summarize, then conclude your argument Refer to the first opening statement as well as the main points 3. Reading and highlighting main points (20 minutes): *work is located in folder 4. Practice (20 minutes): *work is located in folder

Friday July 12, 2013 1. Topic: Communications: Speech and Media 2. Research Websites (20 minutes): http://www.cset.nesinc.com/PDFs/CS_english_SMR.pdf

4.1 Oral Communication Processes 1. Identify features of, and deliver oral performance in, a variety of forms (e.g., impromptu, extemporaneous, persuasive, expository, interpretive, debate) 2. Demonstrate and evaluate individual performance skills (e.g., diction, enunciation, vocal rate, range, pitch, volume, body language, eye contact, response to audience) 3. Articulate principles of speaker/audience interrelationship (e.g., interpersonal communication, group dynamics, public address) 4. Identify and demonstrate collaborative communication skills in a variety of roles (e.g., listening supportively, facilitating, synthesizing, stimulating higher level critical thinking through inquiry)
http://sydney.edu.au/science/uniserve_science/projects/skills/jantrial/communication/communication.htm

1. Oral communication is the ability to explain and present your ideas in clear English, to diverse audiences. This includes the ability to tailor your delivery to a given audience, using appropriate styles and approaches, and an understanding of the importance of nonverbal cues in oral communication. Oral communication requires the background skills of presenting, audience awareness, critical listening and body language. 2. Written communication is the ability to write effectively in a range of contexts and for a variety of different audiences and purposes, with a command of the English language. This includes the ability to tailor your writing to a given audience, using appropriate styles and approaches. It also encompasses electronic communication such as SMS, email, discussion boards, chat rooms and instant messaging. Written communication

requires background skills such as academic writing, revision and editing, critical reading and presentation of data. 3. Non-verbal communication is the ability to enhance the expression of ideas and concepts without the use of coherent labels, through the use of body language, gestures, facial expression and tone of voice, and also the use of pictures, icons and symbols. Nonverbal communication requires background skills such asaudience awareness, personal presentation and body language. Background Skills a) Revision and editing is: Applying techniques to improve writing or presentation. Proofreading for spelling, grammar and style. b) Presentation skills is: Using appropriate technologies and techniques to present information to an audience (for example, in a tutorial, seminar, lecture or meeting). c) Academic writing skills is: Writing in order to analyze a topic closely, develop a point of view in relation to that topic through research and thought, and persuade your reader that the point of view you have developed is well supported by the ideas and information you present (for example, an essay, poster, paper or thesis). d) Writing a clearly structured document that presents an account of what has happened in a practical session or as part of an experiment (for example, an experimental report or journal). e) Audience awareness is: Understanding the needs, experience and level of understanding of an audience (for example, the public, students, employers, stakeholders). Displaying sensitivity to your audience in organizing and presenting ideas, and responding to feedback (for example, favoring plain language over jargon when communicating with the general public). Understanding the particular perspective of professionals in your field and communicating appropriately with colleagues (for example, presenting data at a seminar in a standard style for that field). f) Critical listening/reading is: An awareness of both the content of the message and the style and method of communication, and an understanding of how the content and method combine to create the meaning of the message (for example, results published in a scientific paper may be given more credibility than results presented at a departmental seminar). Actively listening, reading or viewing information to gain a complete and accurate understanding of the communicated message (for example, noting the steps in a presented argument, or extracting specific detail from an academic paper). g) Personal presentation and body language is: An understanding of and ability to use gestures, expressions and non-verbal cues to help communicate a message (for example, using changing the tone and volume of your voice to convey emotion and feeling, or controlling posture and nervous gestures to present confidence). h) Presentation of technical or scientific data is: An understanding of the use of images, graphs and other methods to present data simply and concisely (for example, using appropriate graphing techniques in a scientific report, or wellchosen graphics to convey a concept).

http://www.cset.nesinc.com/PDFs/CS_english_SMR.pdf

4.2 Media Analysis and Journalistic Applications 1. Analyze the impact on society of a variety of media forms (e.g., television, advertising, radio, internet, film) 2. Recognize and evaluate strategies used by the media to inform, persuade, entertain, and transmit culture 3. Identify aesthetic effects of a media presentation 4. Demonstrate effective and creative application of these strategies and techniques to prepare presentations using a variety of media forms and visual aids Media Literacy Concepts: Media construct our culture. Our society and culture even our perception of reality is shaped by the information and images we receive via the media. A few generations ago, our cultures storytellers were people family, friends, and others in our community. For many people today, the most powerful storytellers are television, movies, music, video games, and the Internet. Media messages affect our thoughts, attitudes and actions. We dont like to admit it, but all of us are affected by advertising, news, movies, pop music, video games, and other forms of media. Thats why media are such a powerful cultural force, and why the media industry is such big business. Media use the language of persuasion. All media messages try to persuade us to believe or do something. News, documentary films, and nonfiction books all claim to be telling the truth. Advertising tries to get us to buy products. Novels and TV dramas go to great lengths to appear realistic. To do this, they use specific techniques (like flattery, repetition, fear, and humor) we call the language of persuasion. Media construct fantasy worlds. While fantasy can be pleasurable and entertaining, it can also be harmful. Movies, TV shows, and music videos sometimes inspire people to do things that are unwise, anti-social, or even dangerous. At other times, media can inspire our imagination. Advertising constructs a fantasy world where all problems can be solved with a purchase. Media literacy helps people to recognize fantasy and constructively integrate it with reality. No one tells the whole story. Every media maker has a point of view. Every good story highlights some information and leaves out the rest. Often, the effect of a media message comes not only from what is said, but from what part of the story is not told. Media messages contain texts and subtexts. The text is the actual words, pictures and/or sounds in a media message. The subtext is the hidden and underlying meaning of the message. Media messages reflect the values and viewpoints of media makers. Everyone has a point of view. Our values and viewpoints influence our choice of words, sounds and images we use to communicate through media. This is true for all media makers, from a preschoolers crayon drawing to a media conglomerates TV news broadcast. Individuals construct their own meanings from media. Although media makers attempt to convey specific messages, people receive and interpret them differently, based

on their own prior knowledge and experience, their values, and their beliefs. This means that people can create different subtexts from the same piece of media. All meanings and interpretations are valid and should be respected. Media messages can be decoded. By deconstructing media, we can figure out who created the message, and why. We can identify the techniques of persuasion being used and recognize how media makers are trying to influence us. We notice what parts of the story are not being told, and how we can become better informed. Media literate youth and adults are active consumers of media. Many forms of media like television seek to create passive, impulsive consumers. Media literacy helps people consume media with a critical eye, evaluating sources, intended purposes, persuasion techniques, and deeper meanings. Intermediate concepts The human brain processes images differently than words. Images are processed in the reptilian part of the brain, where strong emotions and instincts are also located. Written and spoken language is processed in another part of the brain, the neocortex, where reason lies. This is why TV commercials are often more powerful than print ads. We process time-based media differently than static media. The information and images in TV shows, movies, video games, and music often bypass the analytic brain and trigger emotions and memory in the unconscious and reactive parts of the brain. Only a small proportion surfaces in consciousness. When we read a newspaper, magazine, book or website, we have the opportunity to stop and think, re-read something, and integrate the information rationally. Media are most powerful when they operate on an emotional level. Most fiction engages our hearts as well as our minds. Advertisements take this further, and seek to transfer feelings from an emotionally charged symbol (family, sex, the flag) to a product. Media messages can be manipulated to enhance emotional impact. Movies and TV shows use a variety of filmic techniques (like camera angles, framing, reaction shots, quick cuts, special effects, lighting tricks, music, and sound effects) to reinforce the messages in the script. Dramatic graphic design can do the same for magazine ads or websites.

3. Reading and highlighting main points (20 minutes): *work is located in folder 4. Practice (20 minutes): *work is located in folder

Monday July 13, 2013 1. Topic: Communications: Dramatic Performance and Creative Writing 2. Research Websites (20 minutes): http://homepage.smc.edu/adair-lynch_terrin/ta%205/elements.htm

1. 2. 3. 4. 5. 6. 7. 8.

1. The Basic Elements of Theatre a) The ProcessIt is the pure process by which the playwrights work is brought to realization by the director, actors, designers, technicians, dancers, musicians, and any other collaborators that come together on the script, scenario, or plan. This is the works in progress stage. b) The Product This is the end result of the process of work involved. The final product that results from all of the labors coming together to complete the finished work of script, scenario, and plan, in union with all of the collaborators in the process to create the final product. This is what the audience will witness as they sit in the theatre and view the work. c) The Audience Theatre requires an audience. The physical presence of an audience can change a performance, inspire actors, and create expectations. Theatre is a living breathing art form. The presence of live actors on the stage in front of live audiences sets it apart from modern day films and television. 2. The basic steps involved in the development of drama include: a) Coming up with Thought/Theme/Ideas to be expressed through the work. b) Determine the Genre and Style of the work c) Outlining Basic Action of the work and Creating Plot. d) Establish the Structure of the Play and Overall Framework e) The Development of Characters presented in the work. f) The Creation of Dialogue and the Language of the Characters. g) Creating Music: This can involve the Rhythm of the Language or actual Music Composition and the Lyrics of the song. h) Establishing Spectacle: The visual and Environmental elements of the work. i) Research of Subject Matter and Relevant issues presented in the play. 3. Key Words: Aristotle the Poetics 9. Spectacle 17. Point of Attack Elements of Theatre 10. Genre / Form 18. Exposition Elements of Drama 11. Tragedy 19. Cause to Effect arrange. Thought / Theme / Idea 12. Comedy 20. Climatic vs. Episodic Action / Plot 13. Melodrama 21. Tragic Hero Character 14. Tragicomedy 22. Hamartia Language 15. Style/Mode/ ism 23. Hubris Music 16. Dramatic Structure 24. Catharsis

 http://en.wikipedia.org/wiki/Creative_writing Creative writing is usually taught in a workshop format rather than seminar style. In workshops students usually submit original work for peer critique. Students also format a writing method through the process of writing and re-writing. Some courses teach the means to exploit or access latent creativity or more technical issues such as editing, structural techniques, genres, random idea generating or writer's block unblocking. 1. Elements of Creative Writing a) Character b) Point of View c) Plot d) Setting e) Dialogue (fiction) f) Style (fiction g) Theme and Motif 2. Forms of Creative Writing a) Autobiography/Memoir b) Collaborative Writing c) Creative non-fiction (personal & journalist essays) d) Epic e) Fiction f) Novel/Novella g) Playwriting/Dramatic writing h) Poetry i) Short story http://literary-devices.com

1. Literary Devices: Allegory Alliteration Allusion Amplification Anagram Analogy Anastrophe Anthropomorphism Antithesis Aphorism Archetype

Assonance Asyndeton Authorial Intrusion Bibliomancy Bildungsroman Cacophony Caesura Characterization Chiasmus Circumlocution Conflict

Connotation Consonance Denotation Deus ex Machina Diction Doppelganger Ekphrastic Epilogue Epithet Euphemism Euphony

Faulty Parallelism Flashback Foil Foreshadowing Hubris Hyperbaton Hyperbole Imagery Internal Rhyme Inversion Irony Juxtaposition Kennings Malapropism Metaphor Metonymy Mood Motif

Negative Capability Nemesis Onomatopoeia Oxymoron Paradox Pathetic Fallacy Periodic Structure Periphrasis Personification Plot Point of View Polysyndeton Portmanteau Prologue Puns Rhyme Scheme Rhythm & Rhyme Satire

Setting Simile Spoonerism Stanza Stream of consciousness Suspense Syllepsis Symbol Synecdoche Synesthesia Syntax Theme Tone Tragedy Understatement Verisimilitude Verse

3. Reading and highlighting main points (20 minutes): *work is located in folder 4. Practice (20 minutes): *work is located in folder

Tuesday July 14, 2013 1. Take pre-test and time self. Check score. Result = 84% 42/50