September 5th, 2007 by
Paul
Seniors: If you are wondering how to fill out the Counselor Information part, here is is below.
School Address:
DOSP Office, Daeil Foreign Language High School
17-180 Jeongneung-Dong Seungbuk-Gu
Seoul, South Korea
Counselor’s Phone: +82-2-943-7743
Counselor’s Fax: +82-2-919-8680
Secondary School CEEB: 682192
Counselor’s Email: daeilap [at] gmail [dot] com
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June 19th, 2007 by
Paul
In my classes I try to use a consistent standard for grading papers and essays. Due to the fact that I need to help my students score well on the writing section of the SAT. I try to use a similar metric to what the teachers who grade the essays would use. The SAT essay is scored by two teachers on a 1-6 scale, meaning a total of 12. There are several other critiera out there but this is the one I am currently using:
| Criteria |
Description |
Evaluation |
| Substance (S) |
Was the essay thoughtful?
Was it interesting?
Was it logical?
Did the essay provide strong specific examples to provide meaninful explanations |
/6 |
| Organization (O) |
Was the essay organized?
Did each paragraph relate to one another?
Was each paragraph used effectively?
Were there transitions between paragraphs when necessary?
Was there a thoughtful introduction?
Did the essay conclude appropriately? |
/6 |
| Clarity (C) |
Did the essay have precise language?
Were the terms and ideas explained?
Were strong nouns and verbs used?
Was passive voice avoided?
Was redundancy avoided? |
/6 |
| Style (S) |
Did sentence length, structure, and syntax vary for impact?
Did the essay avoid needless repetition of terms?
Was the essay creative?
Did the essay have an effective vocabulary?
Did the essay use words properly? |
/6 |
| |
Total Score |
/24 |
If you look at the score you get and divide it by two, that’s my prediction on what you would get on the SAT writing essay.
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June 19th, 2007 by
Paul
As a teacher, I want all of my students to continually learn and improve their writing. I am always trying to improve all aspects of my life especially my writing.
That’s why I’ve posted the RSS widget “Daily Writing Tips” in the sidebar. Please look at it occassionally and learn something new.
You can find tons of writing websites on the internet. This is just one I read frequently.
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June 18th, 2007 by
Paul
I’ve finished grading the first years assignments. I’ll continue to be grading by the end of this week for everyone else.
I’d like to briefly mention some common themes, that need to be addressed:
- Do the homework: I’m only here to help you, if you don’t do what I suggest, than you’re not going to get anything out of my class. My class is a resource for you to grow, if you do not take the opportunity, it is your loss, I can only do so much.
- Use the built in spell check / grammar check features of your word processors. There is a reason why they exist.
- Add MLA style formats - you’re going to be writing research papers in college, I’m asking you practice the redundant, but important task of citing your sources.
- Proof read your own writing at least once or twice, the best way is to step away from your writing for a day or at least an hour and re-read it to see if you can understand your own writing.
- Practice reading and writing in English.
I’m guessing there will be more common themes as I continue to grade. I’ll be grading much more harshly than I have ever before, because I want to you guys to do the best you can do. It seems by being flexible it lacks the resistance to train you.
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June 15th, 2007 by
Paul
I handed out a piece of paper with all of this information, but students are continually asking me this. I won’t be doing this in the future, but I thought I would do it this one time.
You can click here Purpose of Paul’s Class.
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June 11th, 2007 by
Paul
You can find the common application personal essay topics on the common application. I’ve also posted it below for your searching pleasure.
- Evaluate a significant experience, achievement, risk you have taken, or ethical dilemma you have faced and its impact on you.
- Discuss some issue of personal, local, national, or international concern and its importance to you.
- Indicate a person who has had a significant influence on you, and describe that influence.
- Describe a character in fiction, a historical figure, or a creative work (as in art, music, science, etc.) that has had an influence on you, and explain that influence.
- A range of academic interests, personal perspectives, and life experiences adds much to the educational mix. Given your personal background, describe an experience that illustrates what you would bring to the diversity in a college community, or an encounter that demonstrated the importance of diversity to you.
- Topic of your choice.
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June 11th, 2007 by
Paul
I have to be honest with you I used to hate reading. Now, I try to read about 4-5 books a month. Anything from the classics to New York Times Best Sellers. Pick up a book and read. I promise you’ll learn something. It’s also the best way to prepare for the critical reading section of the SAT. Start now, start early.
You can find the complete list here: 101 Great Books Recommended for College-Bound Readers
But for your convenience I’ve pasted the list below:
| Author |
Title |
| – |
Beowulf |
| Achebe, Chinua |
Things Fall Apart |
| Agee, James |
A Death in the Family |
| Austen, Jane |
Pride and Prejudice |
| Baldwin, James |
Go Tell It on the Mountain |
| Beckett, Samuel |
Waiting for Godot |
| Bellow, Saul |
The Adventures of Augie March |
| Brontë, Charlotte |
Jane Eyre |
| Brontë, Emily |
Wuthering Heights |
| Camus, Albert |
The Stranger |
| Cather, Willa |
Death Comes for the Archbishop |
| Chaucer, Geoffrey |
The Canterbury Tales |
| Chekhov, Anton |
The Cherry Orchard |
| Chopin, Kate |
The Awakening |
| Conrad, Joseph |
Heart of Darkness |
| Cooper, James Fenimore |
The Last of the Mohicans |
| Crane, Stephen |
The Red Badge of Courage |
| Dante |
Inferno |
| de Cervantes, Miguel |
Don Quixote |
| Defoe, Daniel |
Robinson Crusoe |
| Dickens, Charles |
A Tale of Two Cities |
| Dostoyevsky, Fyodor |
Crime and Punishment |
| Douglass, Frederick |
Narrative of the Life of Frederick Douglass |
| Dreiser, Theodore |
An American Tragedy |
| Dumas, Alexandre |
The Three Musketeers |
| Eliot, George |
The Mill on the Floss |
| Ellison, Ralph |
Invisible Man |
| Emerson, Ralph Waldo |
Selected Essays |
| Faulkner, William |
As I Lay Dying |
| Faulkner, William |
The Sound and the Fury |
| Fielding, Henry |
Tom Jones |
| Fitzgerald, F. Scott |
The Great Gatsby |
| Flaubert, Gustave |
Madame Bovary |
| Ford, Ford Madox |
The Good Soldier |
| Goethe, Johann Wolfgang von |
Faust |
| Golding, William |
Lord of the Flies |
| Hardy, Thomas |
Tess of the d’Urbervilles |
| Hawthorne, Nathaniel |
The Scarlet Letter |
| Heller, Joseph |
Catch 22 |
| Hemingway, Ernest |
A Farewell to Arms |
| Homer |
The Iliad |
| Homer |
The Odyssey |
| Hugo, Victor |
The Hunchback of Notre Dame |
| Hurston, Zora Neale |
Their Eyes Were Watching God |
| Huxley, Aldous |
Brave New World |
| Ibsen, Henrik |
A Doll’s House |
| James, Henry |
The Portrait of a Lady |
| James, Henry |
The Turn of the Screw |
| Joyce, James |
A Portrait of the Artist as a Young Man |
| Kafka, Franz |
The Metamorphosis |
| Kingston, Maxine Hong |
The Woman Warrior |
| Lee, Harper |
To Kill a Mockingbird |
| Lewis, Sinclair |
Babbitt |
| London, Jack |
The Call of the Wild |
| Mann, Thomas |
The Magic Mountain |
| Marquez, Gabriel García |
One Hundred Years of Solitude |
| Melville, Herman |
Bartleby the Scrivener |
| Melville, Herman |
Moby Dick |
| Miller, Arthur |
The Crucible |
| Morrison, Toni |
Beloved |
| O’Connor, Flannery |
A Good Man is Hard to Find |
| O’Neill, Eugene |
Long Day’s Journey into Night |
| Orwell, George |
Animal Farm |
| Pasternak, Boris |
Doctor Zhivago |
| Plath, Sylvia |
The Bell Jar |
| Poe, Edgar Allan |
Selected Tales |
| Proust, Marcel |
Swann’s Way |
| Pynchon, Thomas |
The Crying of Lot 49 |
| Remarque, Erich Maria |
All Quiet on the Western Front |
| Rostand, Edmond |
Cyrano de Bergerac |
| Roth, Henry |
Call It Sleep |
| Salinger, J.D. |
The Catcher in the Rye |
| Shakespeare, William |
Hamlet |
| Shakespeare, William |
Macbeth |
| Shakespeare, William |
A Midsummer Night’s Dream |
| Shakespeare, William |
Romeo and Juliet |
| Shaw, George Bernard |
Pygmalion |
| Shelley, Mary |
Frankenstein |
| Silko, Leslie Marmon |
Ceremony |
| Solzhenitsyn, Alexander |
One Day in the Life of Ivan Denisovich |
| Sophocles |
Antigone |
| Sophocles |
Oedipus Rex |
| Steinbeck, John |
The Grapes of Wrath |
| Stevenson, Robert Louis |
Treasure Island |
| Stowe, Harriet Beecher |
Uncle Tom’s Cabin |
| Swift, Jonathan |
Gulliver’s Travels |
| Thackeray, William |
Vanity Fair |
| Thoreau, Henry David |
Walden |
| Tolstoy, Leo |
War and Peace |
| Turgenev, Ivan |
Fathers and Sons |
| Twain, Mark |
The Adventures of Huckleberry Finn |
| Voltaire |
Candide |
| Vonnegut, Kurt Jr. |
Slaughterhouse-Five |
| Walker, Alice |
The Color Purple |
| Wharton, Edith |
The House of Mirth |
| Welty, Eudora |
Collected Stories |
| Whitman, Walt |
Leaves of Grass |
| Wilde, Oscar |
The Picture of Dorian Gray |
| Williams, Tennessee |
The Glass Menagerie |
| Woolf, Virginia |
To the Lighthouse |
| Wright, Richard |
Native Son |
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