the basic checklist. chapter 2, lesson 1 chapter overview 1. the basic checklist 2. writing...

The Basic ChecklistThe Basic Checklist

Chapter 2, Lesson 1

Chapter OverviewChapter Overview

11. . The Basic ChecklistThe Basic Checklist

2. Writing Effectively2. Writing Effectively

3. Speaking Effectively3. Speaking Effectively

Chapter 2, Lesson 1

Lesson OverviewLesson Overview

• What is the purpose of the basic checklist?What is the purpose of the basic checklist?

• What are the six steps in the basic checklist?What are the six steps in the basic checklist?

• What is your purpose?What is your purpose?

• Why is understanding your audience important?Why is understanding your audience important?

• What are ways of conducting research?What are ways of conducting research?

Chapter 2, Lesson 1

Lesson OverviewLesson Overview

• How do you support your ideas?How do you support your ideas?

• What are the benefits of getting organized?What are the benefits of getting organized?

• What are the organizational patterns?What are the organizational patterns?

• What are the benefits of outlining?What are the benefits of outlining?

• What are the benefits of drafting and editing?What are the benefits of drafting and editing?

• What are the benefits of fighting for feedback?What are the benefits of fighting for feedback?

Chapter 2, Lesson 1

Quick WriteQuick Write

that a new community service organization at your school has that a new community service organization at your school has decided to sponsor a program, the “Lunch Project,” to make, decided to sponsor a program, the “Lunch Project,” to make,

package, and deliver meals for a local outreach center. package, and deliver meals for a local outreach center.

The center serves food to the homeless in your community. One The center serves food to the homeless in your community. One committee of the Lunch Project has the job of publishing a four-committee of the Lunch Project has the job of publishing a four-

page monthly newsletter about the program. The newsletter, page monthly newsletter about the program. The newsletter, called called Lunch LinesLunch Lines, will go to students, alumni, parents, , will go to students, alumni, parents,

teachers, local businesses, and community members. teachers, local businesses, and community members.

Imagine…

Graphic # 20132907 www.clipart.com

Chapter 2, Lesson 1

Quick WriteQuick Write

• To inform? To inform? • To promote the program? To promote the program? • To solicit donations? To solicit donations? • To profile the families helped?To profile the families helped?

Think about the kinds of stories you and the other writers might want to cover. Make a list of five specific story ideas.

Share it with a partner in class.

You are going to be a writer on the newsletter staff.

What do you think the purposes of the newsletter should be?

Chapter 2, Lesson 1

Purpose of the Basic ChecklistPurpose of the Basic Checklist

• The key to good writing is The key to good writing is processprocess

• The The basic checklistbasic checklist is a set of guidelines is a set of guidelines to help you through the processto help you through the process

Graphic courtesy of Clipart.com

Chapter 2, Lesson 1

Steps in the Basic ChecklistSteps in the Basic Checklist

Analyze purpose and audience

Conduct research to support your ideas

Support your ideas

Get organized

Draft and edit

Fight for feedback

Chapter 2, Lesson 1

Your PurposeYour Purpose

• Your Your purposepurpose is what you want your audience is what you want your audience to think, do, say, or believe after they’ve read to think, do, say, or believe after they’ve read what you’ve written what you’ve written

• Some possible purposes of your writing:Some possible purposes of your writing:– to to informinform– to to directdirect– to to persuadepersuade– to to inspireinspire

Chapter 2, Lesson 1

Purpose StatementPurpose Statement

A A purpose statementpurpose statement is a single sentence is a single sentence that sums up what you’re trying to do—that sums up what you’re trying to do—

your “bottom line” your “bottom line”


Chapter 2, Lesson 1

Understanding Your AudienceUnderstanding Your Audience

The better you know your The better you know your audienceaudience, the , the better you’ll be able to write a message better you’ll be able to write a message

that will accomplish your purpose that will accomplish your purpose


Chapter 2, Lesson 1

Your ToneYour Tone

• When you are writing, think about the When you are writing, think about the tone of your message tone of your message

• ToneTone is not what you say, but how you is not what you say, but how you say it say it

• Pay close attention to how your writing Pay close attention to how your writing soundssounds

Chapter 2, Lesson 1

Conducting ResearchConducting Research

ResearchResearch is the process of digging up is the process of digging up information that supports your purpose—it can information that supports your purpose—it can

help you become an expert on your topic help you become an expert on your topic


Chapter 2, Lesson 1

Using the LibraryUsing the Library

• Librarians (real, live human beings) can help Librarians (real, live human beings) can help you find information and give basic research you find information and give basic research adviceadvice

• Free access to books and periodicals—most of Free access to books and periodicals—most of which aren’t available on the Internetwhich aren’t available on the Internet

• Information has been critically reviewed—it’s Information has been critically reviewed—it’s more trustworthymore trustworthy


Chapter 2, Lesson 1

Using the InternetUsing the Internet

• Convenient source of informationConvenient source of information

• Search engines are a good place to start—Search engines are a good place to start—such as Google or Ask Jeevessuch as Google or Ask Jeeves

• But be careful! How do you know if But be careful! How do you know if information on the Internet is reliable?information on the Internet is reliable?


Chapter 2, Lesson 1

Using the InternetUsing the Internet

• Ask yourself: Who created the website? What Ask yourself: Who created the website? What are the authors’ motives? are the authors’ motives?

• If you find the same piece of information at If you find the same piece of information at two or more sites, the chances of its accuracy two or more sites, the chances of its accuracy are greater are greater

• It’s better to refer to original material than to It’s better to refer to original material than to rely on someone else’s interpretation of itrely on someone else’s interpretation of it

Chapter 2, Lesson 1

Supporting Your IdeasSupporting Your Ideas

• Sort through the information that provides Sort through the information that provides the best supportthe best support

• For a controversial question or problem, For a controversial question or problem, arrange the evidence in a logical argument arrange the evidence in a logical argument


Chapter 2, Lesson 1

Using Good EvidenceUsing Good Evidence

• A A definitiondefinition is the precise meaning or significance of a is the precise meaning or significance of a word or phraseword or phrase

• AnAn exampleexample is a specific instance chosen to represent a is a specific instance chosen to represent a larger fact in order to clarify an idealarger fact in order to clarify an idea or support a claim or support a claim

• TestimonyTestimony is the comments of authorities that are used to is the comments of authorities that are used to support a claim support a claim

• StatisticsStatistics provide a summary of data in a numerical format provide a summary of data in a numerical format

• ExplanationExplanation makes a point plain or understandable or makes a point plain or understandable or creates a relationship between cause and effectcreates a relationship between cause and effect

Chapter 2, Lesson 1

Logical Arguments are ImportantLogical Arguments are Important

• They make a case, or a series of They make a case, or a series of statements intended to persuade others statements intended to persuade others

• They give your readers enough They give your readers enough information to make decisions on your information to make decisions on your subject subject


Chapter 2, Lesson 1

Benefits of Getting OrganizedBenefits of Getting Organized

• You’ll save time and frustrationYou’ll save time and frustration

• Help your audience see your pointsHelp your audience see your points

• If you take the time to organize and If you take the time to organize and outline your work before starting to outline your work before starting to write, you’re halfway toward your goalwrite, you’re halfway toward your goal

Time Saver…


Chapter 2, Lesson 1

Organizational Patterns: To InformOrganizational Patterns: To Inform

• Topical PatternTopical Pattern– Follows a logical order that reflects Follows a logical order that reflects

the nature of the material and the the nature of the material and the purpose of the writing purpose of the writing

– If you were writing about types of If you were writing about types of foods needed for the Lunch Project foods needed for the Lunch Project program, you might categorize the program, you might categorize the material according to the Food material according to the Food Guide Pyramid Guide Pyramid

Graphic courtesy of USDA.gov

Chapter 2, Lesson 1

Patterns: To InformPatterns: To Inform

• Chronological PatternChronological Pattern– Use this pattern to discuss events, problems, or Use this pattern to discuss events, problems, or

processes in the sequence of time in which they processes in the sequence of time in which they take place or should take place (histories, take place or should take place (histories, processes, biographies)processes, biographies)

– In profiling a Lunch Project volunteer in the In profiling a Lunch Project volunteer in the newsletter, you might tell, in chronological order, newsletter, you might tell, in chronological order, how the student became involved with the project how the student became involved with the project

Chapter 2, Lesson 1

Patterns: To InformPatterns: To Inform

• Spatial/Geographical PatternSpatial/Geographical Pattern– Start at some point in space and proceed in Start at some point in space and proceed in

sequence to other pointssequence to other points– It is based on a directional strategy—north to It is based on a directional strategy—north to

south, clockwise or counterclockwise, bottom south, clockwise or counterclockwise, bottom to top, right to left, and so on to top, right to left, and so on

– Maybe Maybe Lunch LinesLunch Lines could publish a map and could publish a map and directions for getting to the community directions for getting to the community outreach center outreach center


Chapter 2, Lesson 1

Patterns: To PersuadePatterns: To Persuade

• Problem/Solution PatternProblem/Solution Pattern– Use to identify a problem and one or Use to identify a problem and one or

more possible solutions, or to describe more possible solutions, or to describe an issue and possible techniques for an issue and possible techniques for resolving it resolving it

– If scheduling deliveries for the Lunch If scheduling deliveries for the Lunch Project becomes complicated, for Project becomes complicated, for example, example, Lunch LinesLunch Lines might publish an might publish an article on how to solve the problem article on how to solve the problem


Chapter 2, Lesson 1


• Cause/Effect PatternCause/Effect Pattern– Use to show how one or more ideas, actions, or Use to show how one or more ideas, actions, or

conditions lead to other ideas, actions, or conditions conditions lead to other ideas, actions, or conditions – You can begin with the effects, and then identify You can begin with the effects, and then identify

the causes, or vice versathe causes, or vice versa– For instance, an editorial in For instance, an editorial in Lunch LinesLunch Lines might might

discuss how poverty leads to unhealthy, high-risk discuss how poverty leads to unhealthy, high-risk behaviors behaviors


Chapter 2, Lesson 1


• Reasoning/Logic PatternReasoning/Logic Pattern– State a position and then provide support for itState a position and then provide support for it

– Use this pattern when your purpose is to present Use this pattern when your purpose is to present research that will win over your audience research that will win over your audience

– If you are trying to persuade teachers to support If you are trying to persuade teachers to support the Lunch Project, look at this issue through their the Lunch Project, look at this issue through their eyes: Start out with the argument that they are eyes: Start out with the argument that they are most likely to accept, and then move onmost likely to accept, and then move on

Chapter 2, Lesson 1

Benefits of OutliningBenefits of Outlining

Outlining willOutlining will::

Test the flow of ideasTest the flow of ideas

Ease the pain of writing Ease the pain of writing the first draftthe first draft

Help you focus on your Help you focus on your purpose statementpurpose statement

Save you effort whenSave you effort when you edityou edit


Chapter 2, Lesson 1

DraftingDrafting

• DraftingDrafting is a quick, first writing of a paper, is a quick, first writing of a paper, focused on ideas and not stylefocused on ideas and not style

• When you draft, you are a creatorWhen you draft, you are a creator


Chapter 2, Lesson 1

EditingEditing

• When you edit, you shift from creator to criticWhen you edit, you shift from creator to critic

• EditingEditing is the slow, careful examination of a is the slow, careful examination of a piece of writing to correct and clarify ideas piece of writing to correct and clarify ideas and to ensure the proper formand to ensure the proper form


Chapter 2, Lesson 1

Three-Step Approach to EditingThree-Step Approach to Editing

• First pass: the big pictureFirst pass: the big pictureArrangement/flow of ideas, purpose, length, introduction, Arrangement/flow of ideas, purpose, length, introduction, conclusion, completenessconclusion, completeness

• Second pass: paragraph structure and claritySecond pass: paragraph structure and clarityOrganization of main points and support, unity of focus, Organization of main points and support, unity of focus, topic sentencestopic sentences

• Third pass: detailsThird pass: detailsUnclear language, wordiness, and grammar and spelling Unclear language, wordiness, and grammar and spelling errors; read your paper aloud as you editerrors; read your paper aloud as you edit

Chapter 2, Lesson 1

Fight for Feedback!Fight for Feedback!

• FeedbackFeedback is the response of another person to is the response of another person to your writing your writing

• Why is a second pair of eyes necessary? Why is a second pair of eyes necessary? – Even the best writers get so close to their projects Even the best writers get so close to their projects

that they can no longer see them objectivelythat they can no longer see them objectively

– You may omit vital information, fail to see a You may omit vital information, fail to see a weakness in an argument, or overlook need for a weakness in an argument, or overlook need for a transition transition


Chapter 2, Lesson 1

Accept FeedbackAccept Feedback

• To make good use of To make good use of feedback, you need an open feedback, you need an open mind mind

• Learn to accept criticismLearn to accept criticism

• Don’t take comments Don’t take comments personallypersonally


Chapter 2, Lesson 1

ReviewReview

• Experienced writers know that the key to good writing Experienced writers know that the key to good writing is is processprocess

• The The basic checklistbasic checklist can help guide you through that can help guide you through that writing processwriting process

• The checklist has six steps: analyze purpose and The checklist has six steps: analyze purpose and audience, conduct research, support your ideas, get audience, conduct research, support your ideas, get organized, draft and edit, and fight for feedbackorganized, draft and edit, and fight for feedback

Chapter 2, Lesson 1

ReviewReview• Your Your purposepurpose is what you want your audience to think, do, say, or is what you want your audience to think, do, say, or

believe after they’ve read what you’ve writtenbelieve after they’ve read what you’ve written

• The better you know your The better you know your audienceaudience, the better you’ll be able to , the better you’ll be able to write a message that will accomplish your purposewrite a message that will accomplish your purpose

• ResearchResearch is the process of digging up information or evidence that is the process of digging up information or evidence that supports your purpose. It can help you become an expert on your supports your purpose. It can help you become an expert on your topictopic

• For informative writing, you provide facts to support your ideas. For informative writing, you provide facts to support your ideas. For a controversial question or problem, you must assemble sound For a controversial question or problem, you must assemble sound evidence as your foundationevidence as your foundation

Chapter 2, Lesson 1

ReviewReview

• The organizational pattern you choose should depend on The organizational pattern you choose should depend on your purpose, the needs of your audience, and the nature of your purpose, the needs of your audience, and the nature of your materialyour material

• You’ll save time and frustration if you take time to You’ll save time and frustration if you take time to organize your thoughts and write an organize your thoughts and write an outlineoutline

• When you When you draftdraft, you are a creator. When you , you are a creator. When you editedit, you shift , you shift from creator to criticfrom creator to critic

• Fight for Fight for feedbackfeedback, accept it willingly and use it , accept it willingly and use it constructively—it’s an important step in the writing processconstructively—it’s an important step in the writing process

Chapter 2, Lesson 1

SummarySummary

• What is the purpose of the basic checklist?What is the purpose of the basic checklist?

• What are the six steps in the basic checklist?What are the six steps in the basic checklist?

• What is your purpose?What is your purpose?

• Why is understanding your audience important?Why is understanding your audience important?

• What are ways of conducting research?What are ways of conducting research?

Chapter 2, Lesson 1

SummarySummary

• How do you support your ideas?How do you support your ideas?

• What are the benefits of getting organized?What are the benefits of getting organized?

• What are the organizational patterns?What are the organizational patterns?

• What are the benefits of outlining?What are the benefits of outlining?

• What are the benefits of drafting and editing?What are the benefits of drafting and editing?

• What are the benefits of fighting for feedback?What are the benefits of fighting for feedback?

Chapter 2, Lesson 1

NextNext

• Done—the basic checklistDone—the basic checklist

• Next—writing effectivelyNext—writing effectively


the basic checklist. chapter 2, lesson 1 chapter overview 1. the basic checklist 2. writing...

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