erwc unit 1 day 6: writing, editing, revising, and modals

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ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

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Page 1: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

ERWC Unit 1

Day 6:Writing, Editing, Revising, and

Modals

Page 2: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

Standards• Writing

– 1.0 Writing Strategies: Students write coherent and focused texts that convey a well-defined perspective and tightly reasoned argument. The writing demonstrates students' awareness of the audience and purpose and progression through the stages of the writing process.

– Organization and Focus: 1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, or descriptive writing assignments. 1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples.

– Research and Technology: 1.7 Use systematic strategies to organize and record information (e.g., anecdotal scripting, annotated bibliographies).

Objectives• Students will be able to:

– write a persuasive essay– peer edit essays for

organization and content– identify and utilize the writing

process– apply organization strategies

to their own writing– revise their own writing

Page 3: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

STEP 1: PREWRITINGTHINK

• Decide on a topic to write about.• Consider who will read or listen to your

written work.• Brainstorm ideas about the subject.• List places where you can research

information.• Do your research.

Page 4: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

STEP 2: DRAFTINGWRITE

• Put the information you researched into your own words.

• Write sentences and paragraphs even if they are not perfect.

• Read what you have written and judge if it says what you mean.

• Show it to others and ask for suggestions.

Page 5: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

STEP 3: REVISINGMAKE IT BETTER

• Read what you have written again.• Think about what others said about it.• Rearrange words or sentences.• Take out or add parts. • Replace overused or unclear words.• Read your writing aloud to be sure it flows

smoothly.

Page 6: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

STEP 4: PROOFREADINGMAKE IT CORRECT

• Be sure all sentences are complete.• Correct spelling, capitalization, and

punctuation.• Change words that are not used correctly.• Have someone check your work.• Recopy it correctly and neatly.

Page 7: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

STEP 5: PUBLISHINGSHARE THE FINISHED PRODUCT

• Turn it in!• Read your writing aloud to a group.• Create a book/portfolio of your work.• Send a copy to a friend or relative.• Put your writing on display.• Illustrate, perform, or set your creation to

music.• Congratulate yourself on a job well done!

Page 8: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

Step Up to Writing

• Like a formula• Helps with organization• Should be able to color code

your own writing or someone else's

Page 9: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

Organization

• You should have the following:– Introduction, usually 1-2 paragraphs, “hooks” the

reader, provides background and thesis statement (which is a “road map” for the reader).

– Body, as many paragraphs as necessary, no set number, all paragraphs should support thesis point by point.

– Conclusion, 1 paragraph usually, can be 1 statement as well, summarizes main points, explains significance, provides cal to action or agreement.

Page 10: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

The Checklist: Does the essay…– 1. state the writer’s opinion on the topic in the thesis

statement?– 2. show knowledge and understanding of the audience?– 3. have evidence that supports the thesis statement?– 4. anticipate opposing points of view?– 5. find some common ground?– 6. maintain a reasonable tone?– 7. organize and present the writer’s position as effectively

as possible?• Comment on each of these points for your partner’s

essay, you can write on the draft if there is room or on a separate piece of paper. Make sure to refer to each step whether they did a good job or not. Tell them what they did well AND what they need to work on.

Page 11: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

Grammar: Modals

• A special kind of verb• Different from helping verbs such as have, do,

and be.• Do not have endings like regular verbs – Example: He has, not He cans

• Used to express ability, possibility, permission, certainty, necessity, obligation, and prediction.

• Changes the logical meaning of the main verb, so you must make an inference or prediction.

Page 12: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

Examples• “The policeman stopped the speeding cars” is just a

statement of fact.– “The policeman might stop the speeding cars” suggests it

is possible he will stop the cars, but there is also a chance he won’t.

– “The policeman should stop the speeding cars” makes a recommendation, but just because you believe it should happen, doesn’t mean it really will.

– “The policeman must stop the speeding cars” communicates that you believe it is urgent for him to stop the cars.

• Using modals appropriately is an important way to communicate these and other precise meanings to readers or listeners

Page 13: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

Modals and Their MeaningsModal Possible Meanings

can ability or permission

could possibility or permission

may possibility or permission

might possibility or permission

must degree of certainty or necessity

shall necessity

should obligation

will prediction

would possibility or preference

Page 14: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

Rules• Modals– Always come first in the verb phrase– Always occur with a subject– Are always followed by the simple form of the

verb, or by have and be– Never have an –s or –ed– Never followed by an infinitive (“to” plus simple

verb)

Page 15: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

Present/future time modals

– May refer to either present or future• English does not have a real future tense. We

use the modal “will” to predict what will happen in the future.

– Examples:• You should clean your room.• I can buy a new car.• He will be late.

Page 16: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

Past time modals (modal perfects)

– Are followed by “have” and the past participle– May refer to the past or the past of a future

present time– Examples:• Past- He may have broken the window.• Past of a future present time- They could have

invented flying cars by 2020.

Page 17: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

Phrasal Modals

– Some verbs have the same meaning as modals, but are formed like regular verbs.

– They have an –s in the third person singular, present tense

– Are followed by an infinitive (to + verb)– See the following chart

Page 18: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

Phrasal Modals & Equivalent ModalsPhrasal Modals Equivalent Modalsbe able to canbe going to willare about to willhave to musthave got to mustbe supposed to shouldought to shouldbe allowed to maybe likely to couldbe about to would

Page 19: ERWC Unit 1 Day 6: Writing, Editing, Revising, and Modals

Homework

• Second rough draft of essay- must be brought to next class.

• Bring outside reading book next class.• Review notes on active/passive and modals

for grammar work next class.