poaw side-shadowing excercise

8/10/2019 POAW Side-Shadowing Excercise

http://slidepdf.com/reader/full/poaw-side-shadowing-excercise 1/9

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Side-shadowing

This

activity

will

help

you

analyze

your

own work,

paragraph

by

paragraph,

and

then

help

you

see

if

the

structure

of

your

paper

"works." Work

with

your

current draft

-

the one

with 2-inch margins if

you

have

it.

First,

remind

yourself

of

the

following:

Your audience

=

your

purpose

or

rhesis

=

W\}u

*tq'y:

I tq,]

r]l

re

Ingram

1.

Read

a.

through

your

first

paragraph

-

all

the

way

through.

Identify

the

purpose

of

this

paragraph.

Does

this

paragraph

exist

to

introduce

or

explain

a

new

idea

to

your

audience,

or to

give

detail

or an

example?

Perhaps

it

is

providing

context-all

the necessary

background

info

your

reader

needs-to

understand

something

you've

said,

or

your

larger

purpose?

Identify

your

topic sentence.

Does

this

sentence

do

its

job?

Does

it

clearly

tell

your

reader

the

purpose

of

the

paragraph and set

the

tone?

If

not

(or

if

it doesn't

even exist), how

might

you

revise

it?

Do

all

the

suppofting

sentences

in

your

paragraph

directly

support

the

topic

sentence?

If

not,

how can

your

revise? Do

you

need

to move

stuff

around,

or

delete

something,

or add

something?

Identify the

concluding

sentence.

Does it

do

its

job

of

wrapping up the

paragraph

andlor connecting its

ideas

to the next

paragraph?

Does

it

prepare

your

reader

to move

on

without leaving

unanswered

questions?

(Consider

this:

have

you

ever

read

a

paragraph

in

an

text,

and

you're

not

quite

sure

why

it's

there

or

what

its

purpose

is? The concluding sentence can

be a

nice

place

to

remind

your

reader why

that

paragraph

was

purposeful;

it

can

be a

place

to remind

your

reader how this

paragraph

relates

to

your

overall

purpose

or

thesis.)

b.

d.

3.

2.

Repeat

with

each

paragraph.

When

you

are finished with each

paragraph,

take

a step back and

look

at

your

paper

as

a

whole,

cohesive

piece.

a.

Predicting

what

your

audience

needs

from

you

is

an

impoftant

skill

to

develop.

With

your

audience

in mind,

Iook

at

the

purpose

of

each

paragraph.

Is

all

the

necessary

info

provided?

Is any

piece

missing, such

as support for a

claim or an explanation

of a

new

concept? Perhaps there is

too

much info

provided

in some

places,

or

you get

repetitive?

b.

Look at

the

organization

of

the

paragraphs.

Is

evefihing

in

the

best

order? What might

you

rearrange

to fit

your

need?

Would

subtitles

help?

c.

What

are

you

plans

for revision?

Why?



Raker l-

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gtl

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Lauren

Raker

uwRT

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Ingram

14

October 2014

whoaml,thewriter?

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I

kick

my

shoes off, stare

at my

computer

screen,

and(----

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,

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u,\

1t*f],"I

hq_

brainstorm

a million

dif[erent

ideas in

my

head.

What is

going

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i

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i

be the

title

of this

paper?

Where

do I begin? What do

Iwrite

)

:O1,

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about?

How do

say

what

I

need to say

without it being

confusirug?

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How can

I

get

my audience to

relate to what

I

am saying?

These

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iir 'n

kinds of

thoughts seem

to be never

ending.

I

always

write

in my

hi,,

-;g.o.-

I hr;tve

U

roomithat way$lietrornffi

less distractions.

I

can still hear

allof the

noise,

if

there

is

any, outside,

but

with

my door

closed,

nobody

u.

i6

rP

ra*

{.ti

{',rrrd

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bothers

md

Sometimes,

if

I

cannot concentrate,

I

listen

to music

to

get

a

good

rhythm to write

to.

In high school,

I

was

the

kind of

writer

that always

had

€-*

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t

u

ti':k'1'+e

ll

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f

writer's

block.

I

was

given prompts

that sometimes

I

couldn'i

-

'tZ

i

relate

to;

therefore,

writer's

block

consumed

me. I

would sit at

my

desk

watching

the hands on the

clock tick

just

thinking

how I

could

i

put

my spin on

a

topic

that

I

really

didn't

know anything

about. I

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school

hours, so

I

couldn't

really

ever

get

into

my

groove

on

paper.

When

I

wrote

papers

in class, there

was always a time

limit. For

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me to

write

a

solid

paper, I need arnple

time.

I

need

to be

able

to

revise

and

edit

my work

as

many

timos

as

I feel necessary.

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college,

I

consider

myself

a

fieedom

writer

because

I have

fi161s

/-

hY

o

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freedom

as a

writer.

Yes,

I

am

given topics, but the

topics

\1

assigned

are

broad.

I

can

put

my

own

spin

on the

topic and

interpret

it

however

I want.

ln college,

I

have

noticed that

I

am

a

,

more

relaxed

writer.

Writing

a

paper

is actually

full-

.

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:ti",

(rt.

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.[.4-tr(.e

;

I

love reading

qther

uriterd-work-

I appreciate

that

other

'

-

--{qrf,

-E(-r'"r<c'-tl-

writers

have different

perspectives.

In return,

other

writers'

perspectives

glve me

a

different

outlook

on

my

papers

and

what

I've written about.

It

gives

me brand

new ideas

that

I

can

use in

my own

work.

It also

reminds

me

to

be more

open

mindedr

h

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rcmi"4s#be

a risk

taker

with

my

writing

andL-

experiment

with different

ideas.

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What is

strength?

According to

Google, Strength is

a

good

or

beneficial

quality

or

attribute

of

a

person or thing.

As

writer,

my strengths

vary

from

paper

to

paper, it

just

depends

on

the

topic-

For instanco,

ffiy

Literacy

Narrative

was

a

paper

that

was

easy

to

write because

I wrote

about

softball

and

memories.

{+arr<arrite

r\tNc "t

I've

PlaYed

softball

forchrerr

years,

so

I

pretty much

know everything

there

is

to

know

about

it'

Memories

are easy

to

write

about

if

you

can

remember

what

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happened

in ahbment

of

your

lifetime.

With that

said,

I am

a



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strong

writer

when

I write

about my

hobbies and

past

*"*oriJ*

'

Grammar

is also a strength of

mine.

I

had a

really

amazing

teacher

my

freshman

year

of high

school.

Her name was Ms. Simmons,

and

Ms.

Simmons

taught me nothing

but

grammar. Every single

day,

I would come

into

her class,

room number

133, and

correct

all

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i)

the sentences

that

she

had written on the

board.

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is

how

I

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became an expert

in

grammar

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myself.

So far, this essay

has been a struggle.

I tend

to

think

so'

negative about

myself

that

I

just

can't

ever

think

of anything

good

to say, or in this

case

good

to

write.

Writing about

my

strengths

was a bit of

a

challenge.

I've

never

had

very

good

confidence

in

anything

I

do whether

it's writing

or

riding

a bicycle.

Elaborating

on

a

specific

point

I bring up

is

also

a challenge

for me.

Sometimes,

I

just

say

what

I

want

to

say

but never

actually

go

into

detail

about

a

specific

point.

This

tends to

make

my

papers

uninteresting

to

readers.

I need

to

practice

more

with

r,lriting so

I

, wt;*

6

can

hook the

readers

and

make them

want to

read more

of

my

l*-

c

i-

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t

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:i1ltJ'&

work.

, r\ l'l

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Whenlwrite,Iwantto

makethe

readerfeelwhat

I felt

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t

Str

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[\

{

As

a writer,

I

guess

my

biggest

challenge

is

writing

about

F

{Ap

r

r,

[:€"'t\4-{"

when

I

was

writing.

I

try

to

write

with a

lot

of emotion

in

n

tvi

\

papers

to make the

readers more engaged.

I

try

to

make my

points

\

\

/

b

1.,

j

clear

and

concise

and easy

to follow

along. I want

my

papers

to

i



have a

good

flow and

rhythm to

them.

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ii"

I

different

drafts

for our

Literacy Narrative,

Geena,

Olivia,

and I

\,.

t

I

want the

readers of my

on the edge of their

seats

and

driven to

read

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t think writing

is

a

good

way to express

yourself

whether(-=-

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r

i

di"t.c

i.*

you're

mad,

sad,

or

happy. I

know

when

I

am

mad I whip out my

t.

.\

diary and

write

about

all the terrible things that

happened

that day

l

until

it's all

out of

my

system.

That makes

me

feel

a lot better

,

{

,

,

,;

because

I

can

"murder"

the

page

with

my words of

hatred. I also

.

--a

write when

I'm

really

happy.

When

I'm

happy,

I

write

about

how

I

great

my

day

was

and

everything that

happened because I

want to

remember every

little

detail

about

how

awesome

my day had been.

, r.:*

*Y'S

I

may even doodle

or draw flowers on the

page.

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When

I

talk about

writing,

I

mostly

talk

about

grammar

ffird4-*,.

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tu\

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td-[ t

'

punctuation.

When

I

was

in high

school,

that's

what the

English

\

\.---.}

,

teachers pushed

their

students

to

do.

I don't

want to

say

that

the

\

;

l

English teacher

didn't

care

about the

content because they

did, but

,-l

.,,"1-),('r

a.x

"-t-"

they really enforced

grammar

and

punctuation.

I

have

noticed

tha1-.

l

when we do

peer

observations in

Ms. Ingram's class

I

have

looked

l

at

other things

like

the flow of,the

paper.

When

we wrote the

two

l';

discussed how to

combine both drafts

together. We helped

each

other

figure out

which

paragraphs

we needed to take out

and the



Raker 5

order that the rest of the

paragraphs

needed to

go

in to

make

each

k'

&]. l

i

L"L'({S.,

''l0r*,f

y-(l_dj\

other's

paper

flow

better

I

S

*Ot

&*S

n

n 'r'L

ffin*#'

,

rr,_

My

favorite

genrd

to

write

in

would

probably

be romance.4

y7rry

t

L

Most of my diary is

about

my boyfriend

and

I

and

the

dates

*" ^\

have been on,

the

places

we

have

been

together,

and

how

I

feel

about

him.

I

love romance. Romance is my

favorite

genre

in

j

I

general.

I

love to watch romantic TV shows,

read

romantic books,

fr/

watch romantic movies, and take romantic walks in

the

park.

If

it

_

{f

}.

has anything to do

with

romance, I

probably

love it.

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fx,$t/U\'

c&t

-.-{1'{i

Speaking

of romance,

I

love weddings, and

planning

u

.-

lpfi

t

L

wedding

can

be

a

lot like writing

a

paper.

When

you

get

engagedl

\

to

someone,

that's

when

your

'topic" is

assigned.

Your topic is the

L

f

wedding, and

a

wedding

is nothing more than a story that the soon-

i

J

,

fu-U"

husband and

',r)

uperiod

of

time.-

To be able

to

plan

a successful

wedding,

you

will

need to

-

W

'L

come up with ideas and

brainstorm;

the

same

thing

has to happen if

t

^,

Jh&/\'l,t

\ot

trtPttnvct

writers

want

to

write

a successful

story or

pup"S

Wlrere

is the

-

,

wedding

going

to

be held?

Who

are the

bridesmaids and

groomsmen going

to

be?

What kind

offood

is

going

to be

served?\r.,,

.\

What time is the wedding

going

to

take

place?

How are

the

bride

and

groom going

to

payfor

the wedding? All of these are

questions

that

we

ask

ourselves as writers when

we

write a

story.

-.

'"

i

{..

r

wife

have

planned,

edited,

and

revised over

a

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Raker

5

In otherwordsr

what

is the setting

of

the

story? Who

are the

main

characters?

When

is the

story

going

to take

place?

How

are

we

going

to make

this

story

came

alive?

What are

the spectfic

details

in

the

story

that made

everything

come tagetker

toform

a

masterpiece?

As

you

can

see, rnniting

apaper

or a story is

not

much

diffterentthanplanning

awedding.

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poaw side-shadowing excercise

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