essay writing - findlay city schools writing (course #518) ... write reflective compositions that:...

ESSAY WRITING

(Course #518)

Course of Study

Findlay City Schools

2008

Mission Statement

The mission of the Findlay City Schools, a community partnership committed to educational excellence, is to instill in each student the knowledge, skills and virtues necessary to be lifelong learners who recognize their unique talents and purpose and use them in pursuit of their dreams and for service to a global society. This is accomplished through a passion for knowledge, discovery and vision shared by students, families, staff and community.

Beliefs Our beliefs form the ethical foundation of the Findlay City Schools. We believe….

• every person has worth • every individual can learn • family is the most important influence on the development of

personal values. • attitude is a choice and always affects performance • motivation and effort are necessary to achieve full potential • honesty and integrity are essential for building trust. • people are responsible for the choices they make. • performance is directly related to expectations. • educated citizens are essential for the survival of the

democratic process. • personal fulfillment requires the nurturing of mind, body and

spirit. • every individual has a moral and ethical obligation to

contribute to the well-being of society. • education is a responsibility shared by students, family, staff

and community. • the entire community benefits by investing its time, resources

and effort in educational excellence. • a consistent practice of shared morals and ethics is essential

for our community to thrive.

ESSAY WRITING CURRICULUM MAP

WEEK UNIT TOPIC INDICATORS

1 I Descriptive Writing

F.12.1-F.12.16; G.12.1; H.12.1-H.12.3

2 II Narrative Writing

F.12.1-F.12.7; G.12.1; H.12.1-H.12.3

3 III Critical Reading C.12-1-C.12.4; D.12-1-D.12.8; F.12.1; I.12-3-

I.12.6 4 5 IV Sentence Structure F.12.7; F.12.15-F.12.17;

H.12.1-H.12.3; I.12.5 6 7 8 V

MLA Documentation

C.12.1-C.12.3; D.12.3-D.12.5; F.12.1-F.12.17; H.12.1-H.12.3; I.12.2-

I.12.6 9 10 VI Speculating About a

Cause C.12.1-C.12.4; D.12.2-D.12.6; F.12.1-F.12.17; G.12.1; G.12.4; H.12.1-

H.12.3; I.12.1-I.12.5 11 12 VII Comparison/Contrast D.12.2; D.12.7; F.12-1-

F.12.17; G.12.1; G.12.4; H.12.1-H.12.3

13 14 VIII

Arguing a Position

C.12-1-C.12.3; D.12-1-

D.12.7; F.12.1-F.12.17; G. 12.1; G.12.3-G.12.5;

H.12.1-H.12.3 15 16 17 18 IX Semester Exam Prep C.12-1-C.12.3; D.12-1-

D.12.7; F.12.1-F.12.17; G. 12.1; G.12.3-G.12.5;

H.12.1-H.12.3 Textbook: Keys for Writers; Ann Raimes (author); Houghton Mifflin (publishers); 2005 Edition; ISBN 13: 978-0-618-81247-9

BENCHMARK: (F) Writing Processes; (G) Writing Applications; (H) Writing Conventions; Unit I: Descriptive Writing Time Line: one week (1st quarter) Indicator (#__): (F.12.1) Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. (F.12.2) Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). (F.12.3) Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. (F.12.4) Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience. (F.12.5) Use organizational strategies (e.g., notes and outlines) to plan writing. (F.12.6) Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. (F.12.7) Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). (F.12.8) Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. (F.12.9) Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice. (F.12.10) Use available technology to compose text. (F. 12.11) Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. (F.12.12) Add and delete examples and details to better elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts. (F.12.13) Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes. (F.12.14) Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice. (F.12.15) Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language. (F.12.16) Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. (G.12.1) Write reflective compositions that: (a) use personal experiences as a basis for reflection on some aspect of life; (b) draw abstract comparisons between specific incidents and abstract concepts; (c) maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and (d) move from specific examples to generalizations about life. (H.12.1) Use correct spelling conventions. (H.12.2) Use correct capitalization and punctuation. (H.12.3) Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns).

KNOW

• Plan a draft by determining purpose and audience

• Plan a draft by generating ideas and supporting details

• Plan a draft by establishing a main idea, or thesis

• Organize ideas logically • Select/generate details that support

main idea effectively • Use transitional elements: idea-idea • Use effective sentence structure • Use punctuation devices effectively

and correctly (i.e. underline titles of works of art)

• Use correct grammar and spelling • Revise, edit, proofread • Respond to the work of other student

writers

DO

• Read sample descriptive essay model: “Tased and Confused” by Michelle Reiter

• Analyze three model paragraphs to determine characteristics of an effective paragraph (handout from student samples)

• Paragraph: Describe a piece of candy you have chosen from a box of candies so that your reader can identify what kind it is. Use the five senses to generate details. (pre-assessment)

• Short essay prompt: Choose a work of art from the Reality Through the Arts text and complete the following: 1. Closely observe the painting and

generate a list of as many descriptive details as you can.

2. Form a thesis based on your general impression of the painting. Your audience is a fair-minded reader who has seen the painting, but has not thought about it in the same way you have.

3. Draft a short essay (3-4 P’s) that develops your thesis.

4. Complete peer review activity. PRE-ASSESSMENT: Diagnostic Essay from second day of class.

ASSESSMENT: Peer Review Rubric Teacher annotation and feedback

GRAPHIC ORGANIZER & OR TECHNOLOGY: Writing Portfolio: Students are encouraged to keep all writing products from the entire semester. Students can track their progress from the rubrics, which will use the same academic writing criteria all semester. Some universities (i.e. Miami University) request writing portfolios.

TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES: Keys for Writers: pages 2-18; pages 21-29; page 35. Reality Through the Arts: any selection

TESTING VOCABULARY: Thesis Audience Transitions: Idea-idea; Paragraph-paragraph

HISTORICAL/MODERN LINK:

ENRICHMENT: Student may apply any humanities/historical/literary concepts from content area classes when they form their thesis for the short essay.

REMEDIATION/REVIEW: Revision following peer review.

Raimes, Ann. Keys for Writers. 4th ed. Boston: Houghton Mifflin, 2005; ISBN 13: 978-0-618-81247-9 Sporre, Dennis J. Reality Through the Arts. 4th ed. Upper Saddle River, NJ: Prentice Hall, 2005.

BENCHMARK: (F) Writing Processes; (G) Writing Applications; (H) Writing Conventions; Unit II: Narrative Essay (college application) Time Line: one week (1st quarter) Indicator (#__): (F.12.1) Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. (F.12.2) Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). (F.12.3) Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. (F.12.4) Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience. (F.12.5) Use organizational strategies (e.g., notes and outlines) to plan writing. (F.12.6) Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. (F.12.7) Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). (F.12.8) Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. (F.12.9) Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice. (F.12.10) Use available technology to compose text. (F. 12.11) Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. (F.12.12) Add and delete examples and details to better elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts. (F.12.13) Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes. (F.12.14) Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice. (F.12.15) Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language. (F.12.16) Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. (F.12.17) Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. (G.12.1) Write reflective compositions that: (a) use personal experiences as a basis for reflection on some aspect of life; (b) draw abstract comparisons between specific incidents and abstract concepts; (c) maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and (d) move from specific examples to generalizations about life. (H.12.1) Use correct spelling conventions. (H.12.2) Use correct capitalization and punctuation. (H.12.3) Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns).

KNOW

• Plan draft by determining purpose and

audience (i.e. college application prompt)

• Plan draft by establishing a main idea, or thesis

• Develop thesis by using a narrative about a single event

• Use temporal transitional elements • Use effective sentence structure • Use punctuation devices effectively

and correctly • Use correct grammar and spelling • Revise, edit, proofread • Make effective use of conference

time with writing instructor

DO

• Exercises and model narrative essay for study of temporal transitions and thesis development

• College Application Essay prompt: 1. Give students a list of prompts from

various colleges they are considering. These prompts are chosen based narrative development. Students choose one prompt and develop thesis by using a narrative.

2. Complete peer review and instructor conference activity.

*note: Some colleges or universities have a word limit for their admissions essays, so if a student plans on actually using the essay for his/her college application, the word limit will be a considerations when assessing the essay.

PRE-ASSESSMENT: Diagnostic Essay from second day of semester

ASSESSMENT: Instructor conference feedback Peer Review feedback Rubric

GRAPHIC ORGANIZER & OR TECHNOLOGY: Writing Portfolio- see Descriptive Essay Benchmark


BEST PRACTICES:

RESOURCES: St. Martins Guide: pages 628-629 and pages 16-38 Lively Art of Writing: pages 25-31 and pages 83-90

TESTING VOCABULARY: Temporal transitions Paragraph hooks Narrative


ENRICHMENT: REMEDIATION/REVIEW: Revision following instructor or peer review

Axelrod, Rise B. and Charles Cooper. The St. Martins Guide to Writing. 8th ed. Boston: Bedford/St. Martins, 2008. Payne, Lucile Vaughn. The Lively Art of Wrting. New York: Mentor, 1965.

BENCHMARK: (C) Reading Processes: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies; (D) Reading Applications: Informational, Technical and Persuasive Text; (F) Writing Processes; (I) Research. Unit III: Critical Reading- Nonfiction Time Line: two weeks (1st quarter) Indicator (#__): (C.12.1) Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. (C.12.2) Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic visual media. (C.12.3) Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. (C.12.4) Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). (D.12.1) Analyze the rhetorical devices used in public documents, including state or school policy statements, newspaper editorials and speeches. (D.12.2) Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience. (D.12.3) Analyze and compile information from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics. (D.12.4) Distinguish between valid and invalid inferences and provide evidence to support the findings, noting instances of unsupported inferences, fallacious reasoning, propaganda techniques, bias and stereotyping. (D.12.5) Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject. (D.12.6) Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences. (D.12.7) Analyze the structure and features of functional and workplace documents, including format, sequence and headers, and how authors use these features to achieve their purposes and to make information accessible and usable. (D.12.8) Critique functional and workplace documents (e.g., instructions, technical manuals, travel schedules and business memoranda) for sequencing of information and procedures, anticipation of possible reader misunderstandings and visual appeal. (F.12.1) Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. (I.12.3) Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.). (I.12.4) Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes. (I.12.5) Integrate quotations and citations into written text to maintain a flow of ideas. (I.12.6) Use style guides to produce oral and written reports that give proper credit for sources, and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement.

KNOW

• While reading a nonfiction text, students respond to the writer’s ideas; paraphrase difficult passages; and make connections with what they have read previously or have experienced.

• In relation to a particular prompt or thesis, students gather ideas and details from a nonfiction text

• Students summarize and paraphrase passages correctly and effectively

• Students select and use quoted passages from a text correctly and effectively

• Students use correct MLA form for in-text citations and works cited

• Write a paragraph that integrates the student’s ideas with ideas from the nonfiction texts.

DO

• Read “How to Read a Difficult Book” and “How to Mark a Book” by Mortimer Adler

• Students annotate Adler readings. Generate score for annotations based on student response and quality of thought

• Review model annotation of “Letter from Birmingham Jail” (King) from St. Martins Guide and 2008 student samples

• Students write a summary of Adler’s “How to Read…”

• Students paraphrase two passages from “How to Mark…”

• Students discern between summary and paraphrase

• Students select a brief quoted passage from “How to Mark…’ and write a paragraph about how annotating can be useful when reading sources for research papers. Integrate the quoted passage from the nonfiction reading using a lead-in and a follow-up.

• Study model lead-ins and follow-ups for integrating quotes

• Create a works cited for the Adler reading using correct MLA form for a Web site

PRE-ASSESSMENT: Diagnostic essay from second day of class

ASSESSMENT: Rubric: paragraph Self-assessment based on models used in class Score for annotations of readings

GRAPHIC ORGANIZER & OR TECHNOLOGY: Writing Portfolio- see Descriptive Essay benchmark


BEST PRACTICES:

RESOURCES: St. Martins Guide- pages 585-592 Keys for Writers- page 122 and insert from the 5th edition Adler’s Archives Web site

TESTING VOCABULARY: Annotation Lead-in for quoted passages Follow-ups for quoted passages


ENRICHMENT: REMEDIATION/REVIEW: Revision after self-assessment from models

BENCHMARK: (F) Writing Processes; (H) Writing Conventions; (I) Research. Unit IV: Sentence Structure and Grammar Time Line: three weeks before the October or February ACT exams, depending on the semester this course is taught Indicator (#__): (F.12.7) Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). (F.12.15) Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language. (F.12.16) Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. (F.12.17) Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. (H.12.1) Use correct spelling conventions. (H.12.2) Use correct capitalization and punctuation. (H.12.3) Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns). (I.12.5) Integrate quotations and citations into written text to maintain a flow of ideas.

KNOW

• Define and identify phrases and clauses • Define and identify primary sentence

parts: subject, predicate, complements • Use sentence parts correctly

(grammar/usage) • Identify and use primary sentence types:

simple, Cd, Cx, Cd-Cx • Identify and use punctuation marks

effectively and clearly • Revise sentences for correctness: run-

ons, fragments • Revise for style and meaning: sentence

length, parallel structure, word order, rhythm

DO

• Using pages 312-317 of Keys for Writers, define and identify phrase and clause.

• Write examples of phrases and clauses to discern the difference- focus and independent and dependent clauses

• Using pages 296-297 of Keys for Writers, define and identify the primary sentence types.

• In a group activity, students write their own samples of each sentence type to clarify parts and meaning

• Sample paragraph activity: Students must feature two or more sentence types (S, Cd, Cx, and/or Cd-Cx) in a well-developed paragraph in response to the following prompt:

Order or chaos? Describe a typical morning at your house.

• Using Part 7 of Keys for Writers, review usage rules for verbs, subjects, pronouns, and modifiers

• Using usage rules, students peer review paragraphs for correctness.

• Take practice ACT English exams- discuss results.

• Rewrite and correct sample sentences from ACT English exams.

PRE-ASSESSMENT: Practice ACT exams

ASSESSMENT: Teacher feedback Rubric (Note that the emphasis is on the feature sentences) Peer review Practice ACT exams key

GRAPHIC ORGANIZER & OR TECHNOLOGY: TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS: We will review test-taking strategies for the ACT exam before the October and February exam dates

BEST PRACTICES:

RESOURCES: Part 6 and Part 7 of Keys for Writers (see page number references under “DO” section) Practice ACT exams: Access www.actonlineprep.com

TESTING VOCABULARY: Phrase Clause Sentences: simple, compound, complex, compound-complex Parallel structure


ENRICHMENT: Intentional use of fragments: page 315 of Keys for Writers

REMEDIATION/REVIEW: Students can revise sentences for correctness and style

BENCHMARK: (C) Reading Processes: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies; (D) Reading Applications: Informational, Technical and Persuasive Text; (F) Writing Processes; (H) Writing Conventions; (I) Research. Unit V: Using MLA Documentation for Nonfiction Sources Time Line: two weeks (1st quarter) Indicator (#__): (C.12.1) Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. (C.12.2) Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic visual media. (C.12.3) Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. (D.12.3) Analyze and compile information from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics. (D.12.4) Distinguish between valid and invalid inferences and provide evidence to support the findings, noting instances of unsupported inferences, fallacious reasoning, propaganda techniques, bias and stereotyping. (D.12.5) Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject. (F.12.1) Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. (F.12.2) Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). (F.12.3) Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. (F.12.4) Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience. (F.12.5) Use organizational strategies (e.g., notes and outlines) to plan writing. (F.12.6) Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. (F.12.7) Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). (F.12.8) Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. (F.12.9) Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice. (F.12.10) Use available technology to compose text. (F. 12.11) Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. (F.12.12) Add and delete examples and details to better elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts. (F.12.13) Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes. (F.12.14) Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice. (F.12.15) Proofread writing, edit to improve

conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language. (F.12.16) Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. (F.12.17) Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. (H.12.1) Use correct spelling conventions. (H.12.2) Use correct capitalization and punctuation. (H.12.3) Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns). (I.12.2) Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). (I.12.3) Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.). (I.12.4) Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes. (I.12.5) Integrate quotations and citations into written text to maintain a flow of ideas. (I.12.6) Use style guides to produce oral and written reports that give proper credit for sources, and include appropriate in-text documentation, notes and an acceptable format for source acknowledgement.

KNOW

• Analyze the credibility of Internet-based sources

• Analyze the credibility of database sources

• Utilize the citation page of a database source for documentation

• Gather relevant information from databases and/or Internet-based sources

• Use appropriate MLA form for internal citations and works cited

• Use paraphrased and/or quoted evidence to effectively develop ideas in an essay

• Integrate personal observation and/or experience (where appropriate) with evidence from nonfiction sources to develop ideas in an essay

• Form a thesis based on an assigned prompt

• Organize an essay that has coherence and unity

DO

• Read and annotate Internet-based essay “The Case for Reality TV” (Hirschorn)

• Write a correct MLA internal citation for “The Case”

• Write a correct MLA works cited for “The Case”

• Read and annotate EBSCO database article “Rear Window Ethics” (Blazer)

• Study and identify the parts of the citation page for “Rear Window Ethics”

• Write a correct MLA internal citation for “Rear Window Ethics”

• Write a correct MLA works cited for “Rear Window Ethics”

• Essay Prompt, short version:

1. Students choose a prompt about reality TV from a list of four choices (i.e. Do you feel reality TV has a negative effect on society? Or, do you feel reality TV can actually be a healthy diversion for viewers? Defend your view by giving specific reasons, supported by evidence)

2. Students must use evidence from at least two sources

3. Evidence may be paraphrased or quoted and it must be documented using correct MLA form

PRE-ASSESSMENT: ASSESSMENT:

Essay Rubric- emphasis on using nonfiction sources Teacher feedback Peer review

GRAPHIC ORGANIZER & OR TECHNOLOGY: TESTING SKILL(S) & OR SAMPLE OGT TYPE QUESTIONS:

BEST PRACTICES:

RESOURCES: Part 3 of Keys for Writers, pages 140- 182

TESTING VOCABULARY: Citation page Database Service Abstract Persistent link APA and MLA documentation


ENRICHMENT: Practice using APA style documentation and note differences from MLA style

REMEDIATION/REVIEW: Revise according to teacher feedback and/or peer review

BENCHMARK: (C) Reading Processes: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies; (D) Reading Applications: Informational, Technical and Persuasive Text; (F) Writing Processes; (G) Writing Applications; (H) Writing Conventions; (I) Research. Unit VI: Speculating About a Cause Essay Time Line: two weeks (2nd quarter) Indicator (#__): (C.12.1) Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. (C.12.2) Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic visual media. (C.12.3) Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. (C.12.4) Use criteria to choose independent reading materials (e.g., personal interest, knowledge of authors and genres or recommendations from others). (D.12.2) Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience. (D.12.3) Analyze and compile information from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics. (D.12.4) Distinguish between valid and invalid inferences and provide evidence to support the findings, noting instances of unsupported inferences, fallacious reasoning, propaganda techniques, bias and stereotyping. (D.12.5) Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject. (D.12.6) Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences. (F.12.1) Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. (F.12.2) Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). (F.12.3) Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. (F.12.4) Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience. (F.12.5) Use organizational strategies (e.g., notes and outlines) to plan writing. (F.12.6) Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. (F.12.7) Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). (F.12.8) Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. (F.12.9) Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice. (F.12.10) Use available technology to compose text. (F. 12.11) Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. (F.12.12) Add and delete examples and details to better elaborate on a stated central idea, to develop

more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts. (F.12.13) Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes. (F.12.14) Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice. (F.12.15) Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language. (F.12.16) Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. (F.12.17) Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. (G.12.1) Write reflective compositions that: (a) use personal experiences as a basis for reflection on some aspect of life; (b) draw abstract comparisons between specific incidents and abstract concepts; (c) maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and (d) move from specific examples to generalizations about life. (G.12.4) Write informational essays or reports, including research, that: (a) develop a controlling idea that conveys a perspective on the subject; (b) create an organizing structure appropriate to purpose, audience and context; (c) include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources; (d) make distinctions about the relative value and significance of specific data, facts and ideas; (e) anticipate and address a reader’s potential biases, misunderstandings and expectations; and (f) provide a sense of closure to the writing. (H.12.1) Use correct spelling conventions. (H.12.2) Use correct capitalization and punctuation. (H.12.3) Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns). (I.12.1) Compose open-ended questions for research, assigned or personal interest, and modify questions as necessary during inquiry and investigation to narrow the focus or extend the investigation. (I.12.2) Identify appropriate sources and gather relevant information from multiple sources (e.g., school library catalogs, online databases, electronic resources and Internet-based resources). (I.12.3) Determine the accuracy of sources and the credibility of the author by analyzing the sources’ validity (e.g., authority, accuracy, objectivity, publication date and coverage, etc.). (I.12.4) Analyze the complexities and discrepancies in information and systematically organize relevant information to support central ideas, concepts and themes. (I.12.5) Integrate quotations and citations into written text to maintain a flow of ideas.

KNOW

• Students choose a topic and narrow to a thesis that can be developed by using supporting details and explanation

• Students develop a thesis using personal experience and/or observation

• Students develop a thesis using appropriate evidence from sources

• Use correct MLA form for in-text citations and works cited

• Use appropriate point of view in developing essay (rhetorical style for academic essays)

• Order ideas from least to most important

• Craft an introduction that clearly presents the subject

• Craft a conclusion that recalls the main idea of the paper.

• Use effective sentence structure • Use correct grammar and spelling • Revise, edit, and proofread • Respond appropriately to peer drafts

DO

• Study model Speculating About a Cause essays: “The Gorge-Yourself Environment” (Goode) and “Why We Crave Horror Movies” (King). Annotate and highlight organization of expository essay.

• Speculating About a Cause Essay prompt (short version):

1. Choose a phenomenon or trend that you wish to explore (i.e. drive-thru culture, popularity of stock car racing)

2. In your essay introduction, define the phenomenon or trend.

3. Develop your essay by proposing specific causes about the phenomenon or trend. Support each cause with examples, anecdotes or statistics. (See pages 454-509 in St.Martins for more)


Expository Essay Rubric Teacher annotated feedback Peer review


BEST PRACTICES:

RESOURCES: Pages 454-509, St. Martin’s Guide to Writing. Pages 23-32, Keys for Writers.

TESTING VOCABULARY: Phenomenon Trend Academic Rhetorical Style Anecdotal Evidence


ENRICHMENT: Students may research their subjects to gather statistics or anecdotal evidence. If they do use outside sources, they must document using accurate MLA form.

REMEDIATION/REVIEW: Revise according to peer review or teacher feedback

BENCHMARK: (D) Reading Applications: Informational, Technical and Persuasive Text; (F) Writing Processes; (G) Writing Applications; (H) Writing Conventions; Unit VII: Comparison/Contrast Essay Time Line: two weeks (2nd quarter) Indicator (#__): (D.12.2) Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience. (D.12.7) Analyze the structure and features of functional and workplace documents, including format, sequence and headers, and how authors use these features to achieve their purposes and to make information accessible and usable. (F.12.1) Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. (F.12.2) Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). (F.12.3) Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. (F.12.4) Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience. (F.12.5) Use organizational strategies (e.g., notes and outlines) to plan writing. (F.12.6) Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. (F.12.7) Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). (F.12.8) Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. (F.12.9) Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice. (F.12.10) Use available technology to compose text. (F. 12.11) Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. (F.12.12) Add and delete examples and details to better elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts. (F.12.13) Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes. (F.12.14) Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice. (F.12.15) Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language. (F.12.16) Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. (F.12.17) Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. (G.12.1) Write reflective compositions that: (a) use personal experiences as a basis for reflection on some aspect of life; (b) draw abstract comparisons between specific incidents and abstract

concepts; (c) maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and (d) move from specific examples to generalizations about life. (G.12.4) Write informational essays or reports, including research, that: (a) develop a controlling idea that conveys a perspective on the subject; (b) create an organizing structure appropriate to purpose, audience and context; (c) include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources; (d) make distinctions about the relative value and significance of specific data, facts and ideas; (e) anticipate and address a reader’s potential biases, misunderstandings and expectations; and (f) provide a sense of closure to the writing. (H.12.1) Use correct spelling conventions. (H.12.2) Use correct capitalization and punctuation. (H.12.3) Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns).

KNOW

• Form a thesis which states what the comparison and/or contrast will prove

• Identify and use the two organizational methods of comparison/contrast: chunking and sequencing

• Use transitional elements that show comparison/contrast

• Develop a thesis using comparison/contrast

• Write effective and thought-provoking conclusions

DO

• Annotate sample essays as models for chunking: Letter to the editor about Washington School and the Hancock County Jail (Darwin Dunten in The Courier) and “West of Everything” (Tompkins)

• Annnotate sample essay for model of sequencing: “Life on Earth” (Attenborough)

• Using list of comparison/contrast essay prompts, create a sample thesis for each prompt that expresses the purpose of the comparison/contrast

• Choose one thesis and create an essay plan using sequencing or chunking

• Develop the plan into a well-developed essay

• Write two conclusions for the essay, using conclusion ideas from Keys for Writers

• Peer Review: Students exchange final essays and create outline plans for the finished essays. Reviewers must identify if their partners have used chunking or sequencing; choose which they feel is the more effective conclusion; and defend their choice.


Rubric: Comparison/contrast organization Feedback sheet from Peer Review Teacher feedback on plan and final essay


BEST PRACTICES:

RESOURCES: Pages 664-667 of St. Martin’s Guide to Writing. Page 32 of Keys for Writers.

TESTING VOCABULARY: Chunking Sequencing


ENRICHMENT: Students may reference a nonfiction source to help develop thesis. The nonfiction source must be correctly documented (MLA) in the final copy of the essay.

REMEDIATION/REVIEW: Students may revise the essay final copy for correctness and style

BENCHMARK: (C) Reading Processes: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies; (D) Reading Applications: Informational, Technical and Persuasive Text; (F) Writing Processes; (G) Writing Applications; (H) Writing Conventions; (I) Research. Unit VIII: Arguing a Position Time Line: four weeks (2nd quarter) Indicator (#__): (C.12.1) Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. (C.12.2) Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic visual media. (C.12.3) Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. (D.12.1) Analyze the rhetorical devices used in public documents, including state or school policy statements, newspaper editorials and speeches. (D.12.2) Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience. (D.12.3) Analyze and compile information from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics. (D.12.4) Distinguish between valid and invalid inferences and provide evidence to support the findings, noting instances of unsupported inferences, fallacious reasoning, propaganda techniques, bias and stereotyping. (D.12.5) Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject. (D.12.6) Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences. (D.12.7) Analyze the structure and features of functional and workplace documents, including format, sequence and headers, and how authors use these features to achieve their purposes and to make information accessible and usable. (F.12.1) Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. (F.12.2) Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). (F.12.3) Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. (F.12.4) Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience. (F.12.5) Use organizational strategies (e.g., notes and outlines) to plan writing. (F.12.6) Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. (F.12.7) Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). (F.12.8) Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. (F.12.9) Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and use techniques to convey a personal style and voice. (F.12.10) Use available technology to

compose text. (F. 12.11) Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. (F.12.12) Add and delete examples and details to better elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts. (F.12.13) Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes. (F.12.14) Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice. (F.12.15) Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language. (F.12.16) Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. (F.12.17) Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. (G.12.1) Write reflective compositions that: (a) use personal experiences as a basis for reflection on some aspect of life; (b) draw abstract comparisons between specific incidents and abstract concepts; (c) maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and (d) move from specific examples to generalizations about life. (G.12.3) Write functional documents (e.g., requests for information, resumes, letters of complaint, memos and proposals) that: (a) report, organize and convey information accurately; (b) use formatting techniques that make a document user-friendly; (c) anticipate readers’ problems, mistakes and misunderstandings. (G.12.4) Write informational essays or reports, including research, that: (a) develop a controlling idea that conveys a perspective on the subject; (b) create an organizing structure appropriate to purpose, audience and context; (c) include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources; (d) make distinctions about the relative value and significance of specific data, facts and ideas; (e) anticipate and address a reader’s potential biases, misunderstandings and expectations; and (f) provide a sense of closure to the writing. (G.12.5) Write persuasive compositions that: (a) articulate a clear position; (b) support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and (c) develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning). (H.12.1) Use correct spelling conventions. (H.12.2) Use correct capitalization and punctuation. (H.12.3) Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns).

KNOW • Identify and craft a thesis that is

arguable, clear and qualified • Identify and use the three appeals

used in argument: rational, ethical, and emotional

• Use the appeals to establish a common ground with the intended audience

• Consider the opposing view(s) to the writer’s claim

• Recognize and use techniques to consider opposing views: acknowledge, concede, and/or refute

• Organize an argument essay effectively and logically

• Choose a rhetorical style that is appropriate for the subject matter in an academic argument

DO • Study sample thesis statements for

argument essays and determine their effectiveness based on whether they are arguable, clear and qualified (See pages 16-23 of The Lively Art of Writing)

• Craft arguable, clear and qualified thesis statements for a list of topics (i.e. uniforms in public schools, random drug testing, troops in Iraq). Defend the effectiveness of the thesis statements

• Define and study examples of the appeals (See pages 51-52 of Keys for Writers)

• Study examples of counterargument techniques (See pages 681-684 of St. Martin’s Guide)

• Read “Working at McDonalds” (Etzioni). Annotate by labeling examples of appeals and counterarguments. Outline the writer’s organizational plan.

• Write a response to “Working at McDonald’s.” Do you agree, or disagree, with the writer’s claim?

• Read “Sticks and Stones and Sports Team Names” (Estrada). Annotate by labeling examples of appeals and counterarguments.

• Write an analysis of “Sticks and Stones and Sport Team Names.” Do you feel Estrada has made an effective argument? Support your view by providing quoted evidence from Estrada’s essay.

• “Test-drive” one of the appeals by writing a paragraph response to the following prompt: Do we rely too much on technology? Form a claim and respond by providing specific evidence from your own experience or

observation. On the back of your paper, clarify the appeal that you used, and defend its use in 2-3 sentences.

• “Test-drive” a method of considering the opposing view by writing a paragraph response to the following prompt: Is texting an effective means of communication? Form you claim, and respond by considering the opposing point of view. On the back of you paper, clarify the method you chose and defend its use in 2-3 sentences.

PRE-ASSESSMENT: ASSESSMENT: Group peer review of short essay response to the reading by Etzinoi. Quiz: Identifying appeals and counterargument techniques Teacher feedback Primary trait rubric for “test-drive” paragraphs


BEST PRACTICES:

RESOURCES: Part I, Section 4 of Keys for Writers, pages 44-61 Chapter 6 of St. Martin’s Guide to Writing, pages 272- 322 Pages 16-23 of The Lively Art of Writing

TESTING VOCABULARY: Appeals: rational (logos), ethical (ethos), and emotional (pathos) Counterargument: acknowledge, concede, refute Thesis: arguable, clear, qualified


ENRICHMENT: Study sample argument essays from the AP Language and Composition exam- analyze the effectiveness of the writers’ use of the appeals, organization, and counterargument. Consider also the effectiveness of the writers’ choice of evidence.

REMEDIATION/REVIEW:

BENCHMARK: (C) Reading Processes: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies; (D) Reading Applications: Informational, Technical and Persuasive Text; (F) Writing Processes; (G) Writing Applications; (H) Writing Conventions; (I) Research. Unit IX: Final Exam Process Work- Arguing a Position Time Line: Final week of the second quarter before the semester exam Indicator (#__): (C.12.1) Apply reading comprehension strategies, including making predictions, comparing and contrasting, recalling and summarizing and making inferences and drawing conclusions. (C.12.2) Answer literal, inferential, evaluative and synthesizing questions to demonstrate comprehension of grade-appropriate print texts and electronic visual media. (C.12.3) Monitor own comprehension by adjusting speed to fit the purpose, or by skimming, scanning, reading on, looking back, note taking or summarizing what has been read so far in text. (D.12.1) Analyze the rhetorical devices used in public documents, including state or school policy statements, newspaper editorials and speeches. (D.12.2) Analyze and critique organizational patterns and techniques including repetition of ideas, appeals to authority, reason and emotion, syntax and word choice that authors use to accomplish their purpose and reach their intended audience. (D.12.3) Analyze and compile information from several sources on a single issue or written by a single author, clarifying ideas and connecting them to other sources and related topics. (D.12.4) Distinguish between valid and invalid inferences and provide evidence to support the findings, noting instances of unsupported inferences, fallacious reasoning, propaganda techniques, bias and stereotyping. (D.12.5) Examine an author’s implicit and explicit philosophical assumptions and beliefs about a subject. (D.12.6) Evaluate the effectiveness and validity of arguments in public documents and their appeal to various audiences. (D.12.7) Analyze the structure and features of functional and workplace documents, including format, sequence and headers, and how authors use these features to achieve their purposes and to make information accessible and usable. (F.12.1) Generate writing ideas through discussions with others and from printed material, and keep a list of writing ideas. (F.12.2) Determine the usefulness of and apply appropriate pre-writing tasks (e.g., background reading, interviews or surveys). (F.12.3) Establish and develop a clear thesis statement for informational writing or a clear plan or outline for narrative writing. (F.12.4) Determine a purpose and audience and plan strategies (e.g., adapting formality of style, including explanations or definitions as appropriate to audience needs) to address purpose and audience. (F.12.5) Use organizational strategies (e.g., notes and outlines) to plan writing. (F.12.6) Organize writing to create a coherent whole with an effective and engaging introduction, body and conclusion and a closing sentence that summarizes, extends or elaborates on points or ideas in the writing. (F.12.7) Use a variety of sentence structures and lengths (e.g., simple, compound and complex sentences; parallel or repetitive sentence structure). (F.12.8) Use paragraph form in writing, including topic sentences that arrange paragraphs in a logical sequence, using effective transitions and closing sentences and maintaining coherence across the whole through the use of parallel structures. (F.12.9) Use precise language, action verbs, sensory details, colorful modifiers and style as appropriate to audience and purpose, and

use techniques to convey a personal style and voice. (F.12.10) Use available technology to compose text. (F. 12.11) Reread and analyze clarity of writing, consistency of point of view and effectiveness of organizational structure. (F.12.12) Add and delete examples and details to better elaborate on a stated central idea, to develop more precise analysis or persuasive argument or to enhance plot, setting and character in narrative texts. (F.12.13) Rearrange words, sentences and paragraphs, and add transitional words and phrases to clarify meaning and achieve specific aesthetic and rhetorical purposes. (F.12.14) Use resources and reference materials (e.g., dictionaries and thesauruses) to select effective and precise vocabulary that maintains consistent style, tone and voice. (F.12.15) Proofread writing, edit to improve conventions (e.g., grammar, spelling, punctuation and capitalization), identify and correct fragments and run-ons and eliminate inappropriate slang or informal language. (F.12.16) Apply tools (e.g., rubric, checklist and feedback) to judge the quality of writing. (F.12.17) Prepare for publication (e.g., for display or for sharing with others) writing that follows a manuscript form appropriate for the purpose, which could include such techniques as electronic resources, principles of design (e.g., margins, tabs, spacing and columns) and graphics (e.g., drawings, charts and graphs) to enhance the final product. (G.12.1) Write reflective compositions that: (a) use personal experiences as a basis for reflection on some aspect of life; (b) draw abstract comparisons between specific incidents and abstract concepts; (c) maintain a balance between describing incidents and relating them to more general, abstract ideas that illustrate personal beliefs; and (d) move from specific examples to generalizations about life. (G.12.3) Write functional documents (e.g., requests for information, resumes, letters of complaint, memos and proposals) that: (a) report, organize and convey information accurately; (b) use formatting techniques that make a document user-friendly; (c) anticipate readers’ problems, mistakes and misunderstandings. (G.12.4) Write informational essays or reports, including research, that: (a) develop a controlling idea that conveys a perspective on the subject; (b) create an organizing structure appropriate to purpose, audience and context; (c) include information on all relevant perspectives, considering the validity and reliability of primary and secondary sources; (d) make distinctions about the relative value and significance of specific data, facts and ideas; (e) anticipate and address a reader’s potential biases, misunderstandings and expectations; and (f) provide a sense of closure to the writing. (G.12.5) Write persuasive compositions that: (a) articulate a clear position; (b) support assertions using rhetorical devices, including appeals to emotion or logic and personal anecdotes; and (c) develop arguments using a variety of methods (e.g., examples, beliefs, expert opinion, cause-effect reasoning). (H.12.1) Use correct spelling conventions. (H.12.2) Use correct capitalization and punctuation. (H.12.3) Use correct grammar (e.g., verb tenses, parallel structure, indefinite and relative pronouns).

KNOW • Students draft a thesis in response to

a instructor-generated prompt • Students draft a thesis that is

arguable, clear and qualified • Students analyze and compile

information on a single issue from nonfiction sources

• Students clarify ideas and evidence from nonfiction sources and apply them to a thesis

• Students draft a clear essay plan to develop a thesis

• Students integrate evidence from personal experience/observation with evidence from nonfiction sources to develop a thesis

• Students effectively paraphrase and/or quote evidence from nonfiction sources

• Students document evidence from nonfiction sources using correct MLA form

• Students establish a common ground with the essay audience by considering opposing views and the appeals where appropriate

• Students proofread for correctness and style

DO

• One week in advance of the exam, students are given the following essay prompt: With local community members and educators as your intended audience, argue for or against the proposition that the start time of FHS should be later than what it already is. In your argument, consider the scientific evidence relating to problems associated with lack of sleep. Consider also the complications of coordinating schedules among teachers, students, parents, coaches, and staff. Use your readings, your own experience/observations, and FHS schedules to help develop your assertion

• To help students consider their own sleep/work habits, administer a modified version of the Pittsburg Sleep Quality Index (See pages 545-548 of Writing and Reading across the Curriculum). Discuss results as a class.

• Read/annotate the following readings on the teens and sleep topic: “Adolescents and Sleep” (Spinks); “Starting Time and School Life” (Kubow, Wahlstrom, and Bemis); “America’s Sleep-Deprived Teens Nodding Off at School, Behind the Wheel” (National Sleep Foundation). These readings will be discussed in small groups in class during the week before the exam.

• Students draft an essay plan (see plan options given in Arguing a Position unit) for the exam essay. They will create the plan during class time the week before the exam; their work will remain in the classroom. Students may record this plan on their copy of the exam prompt and bring it to the exam.

• Students may bring the following to the exam period: the prompt page with the plan/notes for drafting and the annotated readings. *Students are not permitted to bring a completed draft to the exam.

• Students may also access a class copy of Keys for Writers during the exam period.

• Students will complete their essay draft in the writing lab during the exam period.

PRE-ASSESSMENT: ASSESSMENT: Exam rubric


BEST PRACTICES:

RESOURCES: “To Sleep,” Chapter 11 of Writing and Reading across the Curriculum, pages 501-567. Part 3, MLA Documentation, from Keys for Writers, pages 140- 183. Frontline Website

TESTING VOCABULARY: HISTORICAL/MODERN LINK:

ENRICHMENT: Students may compile evidence from nonfiction readings they have found on their own. These readings must also be documented using correct MLA form.

REMEDIATION/REVIEW:

Behrens, Laurence, and Leonard J. Rosen. Writing and Reading across the Curriculum. 10th Ed. New York: Pearson-Longman, 2008.

essay writing - findlay city schools writing (course #518) ... write reflective compositions that:...

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