Classroom Supplement Level C: Structure and Style Pacing ... · 10* Unit 6: Library Research...

© 2014 Institute for Excellence in Writing, L.L.C. All rights reserved. Duplication prohibited.

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*Note: Lessons marked with an asterisk have a model for imitation. See page 10 for more details.

C

Classroom Supplement Level C: Structure and Style Pacing Chart Weeks 1–15

Recommended Pacing of Structural Units Move through all nine units every year.

Possible Pacing of Stylistic Techniques Concept introduced upon mastery

WEEK STRUCTURAL MODEL SOURCE TEXT or PROMPT MECHANICS STYLISTIC TECHNIQUES GRAMMAR AS NEEDED

1* Units 1 & 2: KWO and Summarizing

Music, Jeff., & Dec. of Independence, Our First President, Andrew Jackson

complete sentences, punctuation, capitalization

DU: who/which DU: strong verbs

nouns, verbs, agreement, synonyms/antonyms

2* Unit 3: Summarizing Narrative Stories The Miller, His Son, and Their Donkey use of quotation mks. DU: “-ly” adverbs adverbs, “-ly” imposters

3 Unit 3: Summarizing Narrative Stories King Midas homophones: to/two/too

there/they’re/their DU: quality adjective adjectives, comma, coordinating conjunctions

4* Unit 4: Summarizing a Reference

Plants Respond to Music; Notes from a Lecture (Music and Rats) topic/clincher rule invisible who/which clauses, appositives

5* Unit 4: Summarizing a Reference Bad Vibes, Advances in Medicine

bibliography it’s/its, and other contractions

DU: adverb clause with because clause (www.asia.b)

dependent & independent clauses, subordinating conjunctions

6* Unit 5: Writing from Pictures Chandelier pictures SO: (1) subject

SO: (2) prepositional opener prepositions, and prepositional phrases

7* Unit 5: Writing from Pictures Ring Bearer pictures SO: (3) “-ly” adverb opener it’s/its, and other

contractions

8* Unit 6: Summarizing Multiple References Apes bibliography page SO: (5) clausal opener

(www.asia.buw) main clauses/dependent clauses

9* Unit 6: Library Research Reports Seals quotations and footnotes

lead-ins, citations SO: (6) VSS (very short sentence)

sentence variation, parallelism

10* Unit 6: Library Research Reports Clara Barton SO: (4) “-ing” opener gerunds, participles,

infinitives

11* Unit 7: Creative Writing Prompt: Write an essay on ________ (Descriptive Essay)

Dec: question, quote, conversation, 3 sss, dramatic opening/closing

punctuation

12* Unit 7: Creative Writing TRIAC Model Dec: simile/metaphor, alliteration simile and metaphor

13* Unit 7: Creative Writing Letter to the Editor [T] transitional starters invisible #2 opener transitions

14 Unit 7: Creative Writing Prompt Based Writing (Argumentative) duals

15 Unit 7: Creative Writing Prompt Based Writing (Motivational) invisible -ing opener SO: -ed

present, past, and dangling participles

This%lesson%shows%you%what%you%can%expect%in%the%5th%week%of%the%year.%Students%will%learn%to%extract%important%and%interes:ng%facts%to%accurately%summarize%an%author.%

Sample

These are Sample Pages for preview only! Copyrighted Materials!

© 2014 Institute for Excellence in Writing, L.L.C. All rights reserved. Duplication prohibited.

36

*Note: Lessons marked with an asterisk have a model for imitation. See page 10 for more details.

C

Classroom Supplement Level C: Structure and Style Pacing Chart Weeks 16–30

Recommended Pacing of Structural Units Move through all nine units every year.

Possible Pacing of Stylistic Techniques Concept introduced upon mastery

WEEK STRUCTURAL MODEL SOURCE TEXT or PROMPT MECHANICS STYLISTIC TECHNIQUES GRAMMAR AS NEEDED

16* Unit 8: Five-Paragraph Essay Biographical Essay

quote/footnote review

17* dual verb and adjective review parallelism phrases and clauses

18* Unit 8: Interview Essay Interview Essay

clincher starters participial phrases

19* em dash and en dash value of the checklist

20* Unit 8: Expanded Essay

Event Essay (Expository, Argumentative, or Motivational)

21* triple extensions (TE) parallelism

22* Unit 8: Super Essay Super Essay

Adv. DU: adjectival teeter-totter

23*

24* Unit 8: Persuasive Essay Persuasive Essay Adv. DU: adverbial teeter-totter

25* Public Speaking (Previous Stories and Essays)

26* Unit 9: Imitation of Style Imitation of Style

27* Unit 9: Formal Critique The Little Mermaid

28 Unit 9: Response to Literature Little Mermaid (Andersen) to Little Mermaid (Disney) Adv. DU: noun clause using that

29 Unit 9: Response to Literature The Last Leaf

30 Unit 9: Response to Literature The Cop and the Anthem Sa

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© 2012 Institute for Excellence in Writing, L.L.C. All rights reserved. 101

MFI Lesson Plans

C Teaching Writing: Structure and Style

Unit 4: Summarizing a Reference Assignment Length: two paragraphs

Week 5

Date O

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Student will be able to � Independently create an outline for reference � Recall important information using outline � Choose topics and follow topic/clincher rule � Create rough draft using model outline, Unit 4 � Include required dress-ups � Revise work

Materials Needed � Student Reference Handbook � SH 5.1: “Bad Vibes” article � SH 5.2: Composition Checklist � SH 5.3: “Advances in Medicine” article � SH 5.4: Composition Checklist

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(See Unit 4 Teaching Procedure on pages 83–84 for overview.) Day 1: Read and Discuss. Key Word Outline. Test by Retelling.

� Model reading and annotation of source (Student Handout 5.1). � Model identifying possible topics. Choose one. � Model creating an outline on one topic. � Students test the outline by retelling to a partner. � Using the information provided with the article, show your students how to credit a source in a report.

Day 2: Introduce Adverb Clause and Because Clause Dress-Ups. Brainstorm Style. Rough Draft. � Introduce the adverbial clause and because clause (www.asia.b). Invite students to add these to the Stylistic

Techniques list in their Student Reference Handbook. � Review the style learned thus far. � Distribute the checklist (Student Handout 5.2). � Students write rough draft.

Day 3: Read and Discuss. Key Word Outline. Test by Retelling. Brainstorm Style. Rough Draft. � Distribute “Advances in Medicine” (Student Handout 5.3). Feel free to substitute another article. � Students independently or with a partner read and annotate source. Students identify topics and share as a class. � Students choose one topic and create a key word outline on that topic. � Students test by retelling from the outline to a partner. � Distribute checklist (Student Handout 5.4). Brainstorm style. � Students write rough draft.

Day 4: Revise and Edit. Write Final Draft. � Review crediting a source in a report. � Students revise and edit their paragraphs. Utilize peer editors. (See page 22 of the Classroom Supplement.) � Students write final drafts.

Day 5: Read Aloud. Submit. � Students read their paragraph to a partner who listens for mistakes. Make corrections as needed. � Students turn in complete assignment in this order: checklist, final draft, rough draft, and key word outline. � Be sure students keep their graded work in their student writing portfolio.

Styl

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New: Introduce sentence openers. Introduce the adverb clause with because clause. Citation: Credit a source. Include a bibliography.

Review as needed: dependent and independent clauses subordinating conjunctions

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ar Student should be able to

Identify clauses phrases Excellent Satisfactory Needs Mini Lesson

Locate subjects and verbs in sentences

Add word alternatives for banned words

Reminders (Student results, problems, notes, etc.):

Sample



Additional Teacher’s Notes Week 5 Bad Vibes Below is a possible outline based on the “Bad Vibes” article. This exercise can be completed using any newspaper or magazine article that is 500 to 1000 words. Students should create a bibliography to go with their paragraph. Different teachers require various style manuals, but for now, make citations in MLA style. (See footnote, page 103.)

Bad Vibes

I. video games, health problems 1. extended, use, “industrial injuries” 2. vibrating game controls, HAVS 3. realistic, jack-hammer, chainsaw 4. 7 hrs/day excessive, avg. 1-1½ hrs 5. fingers, palms, “Nintendonitis” 6. reports, seizures 7. “video game epilepsy,” diagnosis Clincher

Adverb Clause Dress-Up Have students write the adverb clause starters (when, while, where, as, since, if, although, because) and the acronym (www.asia.b) in a section of the Odds and Ends page. A list is also included on the bottom of the Preposition List (located behind the Style Charts tab of the Student Reference Handbook).

Below are sample sentences you can use to illustrate the concept. Begin with the clause, “I will come/came to class.” I came to class when I found out it would be exciting. I came while my brother went to the zoo. I came to class where the teacher tortured us with adverbial clauses. I came to class as the teacher announced her promotion to principal. I will come to class if the torture decreases. I came to class although I already knew everything my teacher had to teach me. I came to class because I adore grammar, spelling, and literature.

Sample



Unit 4: Models for Imitation Teacher’s Notes Week 5 Except where indicated, continue to use the Models for Imitation Disc 2 for this lesson. From the main menu screen of any DVD, you can click “Scenes,” which will take you to a menu where you can choose the scene you desire.

Week 5: Day 1 Scenes Topic/Clincher Review (1 minute) Reading “Bad Vibes” Article (9 minutes) “Bad Vibes” Outline (14 minutes)

Materials: Student Handout 5.1: “Bad Vibes”

Notes on Topic/Clincher Review Time had passed for the students on the video, so Andrew reviewed the topic/clincher rule in depth. Since students need repetition, you should also review the topic/clincher rule, but you will be able to do so more quickly.

Notes on Reading “Bad Vibes” Article and Outline Andrew announces that the students will need to find an article on a current event because they will be writing a summary of it. Instead of assuming or even asking if they know how to do that, he informs them that they will do one together. This is the guided practice that is missing from other writing instruction. Andrew reads and discusses the article with the students. Most importantly he models his thought process of how he decides to pace himself as he decides the interesting points that he will choose. Allowing the students to choose facts that are interesting to them leads to original thoughts.

Andrew also chose a topic that could be controversial for the students. This forces them to address an issue they might choose to ignore, but he doesn’t preach to them.

Finally, he reminds them that they are not including everything from the growing checklist in their papers because it guarantees a good paper but because they are learning how to make the words do what they want them to do. They are learning to be “masters of their words.”

Week 5: Day 2 Disc 9 Scenes Dress-Up: Adverbial Clause (4 minutes)

Materials Student Reference Handbook Student Handout 5.2: Composition Checklist

Notes on Dress-Up: Adverbial Clause Giving his students a list of adverb clause starters empowers them to achieve this requirement easily. He has them write the list on the “Key Ideas Page,” which has been changed to the “Odds and Ends” page for these lessons. The acronym: www.asia.b will help your students remember the list: when, while, where, as, since, if, although, because. Younger students will learn and practice the adverb and because clauses separately. However, with older students they are combined to move students more rapidly toward the sentence openers.

To encourage his students to learn them, he makes the list a password for class the next day. Plan on using a student to be door monitor for this. Having a weak student serve as door monitor will ensure that he will hear the list over and over and learn it himself!

Due to time restraints, Andrew did not take the time to show students how to use the adverbial clause starters in a sentence. You may wish to do so since you meet with your students daily. Below are sample sentences you can use to illustrate the concept: I will come to class if the torture decreases.

I came to class when I found out it would be exciting. I came while my brother went to the zoo. I came to class where the teacher tortured us with adverbial clauses. I came to class although I already knew everything my teacher had to teach me.

Find this scene on Disc 9 of the Models for Imitation.

Bad Vibes

I. video games, health problems 1. extended, use, “industrial injuries” 2. vibrating game controls, HAVS 3. realistic, jack-hammer, chainsaw 4. 7 hrs/day excessive, avg. 1-1½ hrs 5. fingers, palms, “Nintendonitis” 6. reports, seizures 7. “video game epilepsy,” diagnosis Clincher

Sample



Students should begin work on the “Bad Vibes” summary paragraph.

Introduce the concept of citation of sources. To begin this process, teach students how to create a bibliography page for the report. Specific citations will be explored in Unit 6. For now, simply referencing the source with a bibliography will begin the process. Teaching concepts incrementally is a more effective way to help students internalize the process.

The bibliographic listing to cite the “Bad Vibes” article is located at the end of the article. Take a few minutes to discuss how the reference is formatted: Author. Title. Magazine. Format. Since it was from the Internet, the reference includes the date accessed.

Week 5: Day 3 Scenes No Models for Imitation viewing

Materials Student Handout 5.3: “Advances in Medicine” Student Handout 5.4: Composition Checklist

Follow the lesson plan sheet for this day.

Week 5: Days 4–5 Scenes No Models for Imitation viewing

Follow the lesson plan sheet for these days.

The handouts for Week 5 begin on the next page. The Models for Imitation lessons continue in Week 6 with Unit 5.

Sample



Student Handout 5.1

Bad Vibes Vibrating Video Game Controls May Cause Industrial-Style Injuries by Melinda T. Willis, www.ABCNews.com 02/03/02

Feb. 1 — Video gamers risk more than virtual injury when they play for prolonged periods — the extended use of vibrating game controls could put them at risk for the same injury experienced by operators of power tools like jackhammers.

A letter published in this week’s British Medical Journal describes the case of a 15-year-old British boy who developed what is known as hand-arm vibration syndrome, or HAVS, from the vibration feature on his video game control. Many newer hand held game controls have this feature, which vibrates or “rumbles” in concert with events on the screen, creating a more realistic effect.

Prior to the report, HAVS was recognized only as an occupational hazard more commonly seen in people exposed to excessive levels of vibration from operating handheld power tools such as chain saws or jackhammers.

The syndrome results from the destruction of the small vessels that supply blood to the hand. Symptoms include poor circulation, numbness, and increased sensitivity to heat and cold.

Game Over?

The researchers state that the boy in the current report played video games for up to seven hours a day. While they acknowledge that this exceeds the manufacturer’s recommendations, they also note that it is not an unusual occurrence.

According to the Minneapolis, Minn., based National Institute on Media and the Family, a non-profit organization conducting ongoing research on the effects of the electronic media on children, 84 percent of teens play electronic games, and the average teen plays for one hour at a sitting. The average for boys alone nears 1 1/2 hours.

“I don’t know that there is a clear algorithm for what safe limits of usage are,” says Dr. Michael Rich, a pediatrician at Children’s Hospital in Boston, Mass., who has studied the effects of media on child and adolescent health and behavior. “I haven’t seen anything like that, and I would bet that no one has done the research.”

The authors of the current paper would like to see the game systems come with warnings stating that developing HAVS is a risk associated with play. Other doctors are concerned about the strength of the vibrations to begin with.

“I think that probably the more reasonable response to this ... on a societal level, is to say calm down the vibrations,” adds Rich. “The vibrations are obviously too intense to cause this kind of damage regardless of the number of hours played.”

Sample



Student Handout 5.2 Continued

“Nintendonitis”

Experts say that this unusual side effect of extensive game play sounds plausible. “[The report] sounds real. I haven’t played these games, but I’ve felt the vibrations and they’re pretty intense,” says Rich. “I wasn’t aware that the intensity of the vibration was such that it would cause [HAVS], but it makes reasonable sense.”

While the authors of the report state that this is the first time that video game-related HAVS has been documented, there have been reports of other incidents associated with playing video games either on the computer or other game systems.

“Mechanical damage to fingers or the palm [have been reported], and then there’s sort of a tendonitis, like a tennis elbow, that people have described,” says Rich. This video game associated tendonitis has been described by some as “Nintendonitis.”

Overdevelopment of the arm, back, and shoulder muscles on one side of the body at the expense of the other has also been noted. And mechanical injuries are not the only problem.

“There have been reports in the literature of kids having seizures from playing video games,” says Dr. Miriam Bar-On, professor of pediatrics at Loyola University in Chicago and chair of the American Academy of Pediatrics Committee on Public Education. “Video game epilepsy is almost becoming a diagnosis unto its own.”

Experts are also concerned that the full physical consequences of video game playing have not yet been seen.

“I think as kids are spending considerable amounts of time playing these games that we are going to see a lot of the injury or illness that people have seen in industry with a lot of the different types of repetitive use syndrome,” adds Bar-On. “I am just waiting for the first case report of the development of carpal tunnel syndrome from using one of these video game platforms. I think it’s just a matter of time.”

Willis, Melinda. “Bad Vibes: Vibrating Video Game Controls May Cause Industrial-Style Injuries.” ABC News. Web. 03 Feb. 2002. Sample



Student Handout 5.2 Composition Checklist

Name: ____________________________________Date: ___________________ Source: Bad Vibes q Composition is double-spaced. q Dress-ups are marked with underline. q Sentence openers are numbered in margin or in brackets in front of sentence. q Name is on paper as directed. q Title is centered. q Topic and clincher sentences repeat or reflect 2–3 key words (highlighted or bold). q Title repeats key words of final sentence. q Checklist on top, final draft, rough draft, key word outline. Dress-Ups (underlined) I who/which clause (or invisible) strong verb “-ly” adverb quality adjective adverb clause (www.asia.b)

Mechanics and Grammar (correct usage) I proper punctuation of quotations commas citation of source

Banned Words:

Sample



Student Handout 5.3

Advances in Medicine by Jill Pike

Although people today become nervous when a doctor mentions surgery, we do not experience half the fear people felt a hundred years ago. The discovery and improvement of anesthetics, blood transfusions, and antiseptics has brought great relief to patients in recent years.

“Anesthesia” comes from a Greek word meaning “loss of feeling.” Before anesthetics, patients had to be strapped to an operating table and held down by strong men. Surgeons had to be fast to get the job done. Then chemists discovered that nitrous oxide and ether could deaden pain. Dr. William Morton was the first one to use ether on a patient to deaden pain when he pulled a tooth. He sealed a glass jar containing several ether-soaked sponges and capped it with an air valve with a hose leading to a mouthpiece. His patients were grateful to be unconscious for their procedures. Unfortunately, ether had a bad smell and irritated the lungs. Soon chloroform was discovered. James Young Simpson, a Scottish doctor, pioneered the use of chloroform as an anesthetic that was particularly useful during childbirth. Its use for this purpose became more common after Queen Victoria used it during the birth of her seventh child, Leopold.

If people lose too much blood due to injury or surgery, they will die. Doctors didn’t think about replacing blood until the seventeenth century. In 1665 Dr. Richard Lower performed successful dog-to-dog transfusions. The first transfusion to a human was performed in 1667 by Jean-Baptiste Denis. After practicing on animals, he successfully gave a fifteen-year-old boy blood from a lamb. However, most people who received blood from an animal died. Soon animal-to-human transfusions were outlawed. Even human-to-human transfusions often resulted in death. This puzzled doctors until 1901, when Dr. Karl Landsteiner discovered that there were different types of blood. We now know there are four main types of blood: A, B, O, and AB. Some blood types are compatible; some are not. When people receive blood from an incompatible donor, they die. Once blood types were discovered, physicians could successfully replace lost blood. Countless lives have been saved as a result.

In the past, patients undergoing surgery not only had to endure pain, but half of them died for unknown reasons. Doctors did not know about bacteria in those days. They believed that the raw flesh and oozing pus from wounds was normal to the healing process. A British surgeon named Joseph Lister decided to find a way to kill the bacteria located on medical instruments and personnel. Discovering that carbolic acid was very effective in preventing infection, Lister insisted on a rigorous antiseptic routine at his hospital. Instruments, dressings, and wounds were all thoroughly cleaned. Realizing that bacteria could be carried by doctors and nurses, he insisted that medical staff regularly clean their hands with disinfectant. More people began to survive surgery. Lister also published articles about his antiseptic techniques in a British medical magazine, The Lancet. In time his ideas became widely accepted, making surgery much safer.

Information from:

Tiner, John Hudson. Exploring The History of Medicine. Green Forest: Master Books, 1999. Print.

Sample



Student Handout 5.4 Composition Checklist

Name: ____________________________________Date: ___________________

Source: ___________________________________________________________

q Composition is double-spaced. q Dress-ups are marked with underline. q Sentence openers are numbered in margin or in brackets in front of sentence. q Name is on paper as directed. q Title is centered. q Topic and clincher sentences repeat or reflect 2–3 key words (highlighted or bold). q Title repeats key words of final sentence. q Checklist on top, final draft, rough draft, key word outline. Dress-Ups (underlined) I who/which clause (or invisible) strong verb “-ly” adverb quality adjective adverb clause (www.asia.b)

Mechanics and Grammar (correct usage) I proper punctuation of quotations commas citation of source

Banned Words:

Sample



MFI Lesson Plans

C Teaching Writing: Structure and Style Unit 8: Super Essay Assignment Length: twelve paragraphs (two 5-paragraph essays plus super intro/conclusion)

Week 22

Date O

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tives

Student will be able to � Conduct research and organize a super essay � Place an opinion in the concluding paragraph � Create a well organized outline of facts � Add stylistic techniques � Edit work

This assignment spans two weeks (22–23) and can be extended to three or four weeks if needed.

Materials Needed � Student Reference Handbook � Optional: Unit 6 essays from previous weeks � SH 22.1: Super Essay Model � SH 22.2: Footnoting and Quoting � SH 22.3: Sample Essay “The Three F’s of Norway” � SH 22:4: Sample Super Essay Outline “Sino-Soviet Split” � SH 22.5: Model of the Super Essay: “Marvelous Bananas” � SH 22.6: Sample Super Essay on Food � SH 22.7: Composition Checklist

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(See Unit 8 Teaching Procedure on pages 239–240 for overview.) Day 1: Introduce the super essay model and practice structuring an essay.

� Introduce the super essay model. Include another expanded essay model where some of the topics are related (Student Handout 22.1).This handout may be kept behind the Structural Models tab of their Student Reference Handbook.

� Use the two animal reports (body paragraphs) created in Weeks 8 and 9. Pull them out and work on taking those two reports and turning them into a super essay on animals. How could these reports be connected? What opinion could you have about them? What might make a good thesis for the super introduction? Model for students how to create an outline for a super essay using those report body paragraphs.

� Students should consider a topic for a super essay. Highly recommended: Students take a former essay (biographical or event) and add to it by writing one other essay that connects well.

Day 2: Model a super essay and plan; revisit quotations. � Revisit the super essay model, and develop a plan to write one. � Discuss how quotes can be used to support topics in a paragraph. � Revisit quotations and footnotes as modeled in the sample essay “The Three Fs of Norway” (Student Handout 23.2

and 23.3). Review the Clincher Starter list. (See Student Handout 18.2.) � Revisit the Clara Barton or other report body paragraphs, and revise the quotation lead-ins as needed. � Specifically note the various kinds of quotes (direct, paraphrase, inset, informational). This super essay should include

one of each in each essay (thus two each in the entire super essay). � Students should continue to collect information to turn one of their previously written essays into a super essay. For

example, the Clara Barton essay could become part of a Super Essay on Famous Nurses. Day 3: Review a super essay model and a sample super essay.

� Review the super essay model as illustrated with Student Handout 23.4: “Sino-Soviet Split” and 23.5: “Marvelous Bananas.” These models should be kept behind the Structural Models tab of their Student Reference Handbook.

� Examine a student super essay on food, and see how it follows the model (Student Handout 23.6). 5500 words! � Examine use of topic/clinchers in the essay. � Students should bring sources to class tomorrow.

Day 4: Key Word Outline. � Revisit how to collect information from multiple sources. Include page numbers for citation. � Students should create the outline for the body paragraphs of the second essay of their super essay.

Day 5: Test by Retelling. Introduce Adjectival Teeter-Totter. Begin Rough Draft. � Have a few students tell back their outline to the class. Evaluate their outline: is it topical? Does it flow? Help them

organize the details if needed. � Introduce adjectival teeter-totter. � Distribute the composition checklist (Student Handout 23.1). � Students begin rough draft of body paragraphs of second essay.

Styl

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Review as needed: citations and Works Cited

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Excellent Satisfactory Needs Mini Lesson

Reminders (Student results, problems, notes, etc.):

Sample



MFI Lesson Plans

C Teaching Writing: Structure and Style Unit 8: Super Essay Assignment Length: twelve paragraphs (two five-paragraph essays plus super intro/conclusion)

Week 23

Date

Obj

ectiv

es

Student will be able to � Distinguish a report (facts) from an essay (opinion

supported by facts) � Compose intro. and concluding paragraphs � Place an opinion in the concluding paragraph � Create a well organized outline of facts � Add stylistic techniques � Edit work

Materials Needed � Student Reference Handbook

This assignment spans two weeks (22–23) and can be extended to three weeks if needed.

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(See Unit 8 Teaching Procedure on pages 239–240 for overview.) Day 1: Write Rough Draft. Revise and Edit.

� Students finish rough draft of the body paragraphs of their second essay. � As students finish each paragraph, they should use peer editors to check.

Day 2: Write Conclusion and Introduction (Second Essay). � Emphasize having an opinion in the conclusion. � Students create outline of conclusion, retell, and write rough draft. � Students create outline of introduction, retell, and write rough draft.

Day 3: Write Super Conclusion and Super Introduction. � Revisit the Super Essay Model as needed. � Students create outline of super conclusion, retell, and write rough draft. � Students create outline of super introduction, retell, and write rough draft.

Day 4: Revise and Edit. Write Final Draft. � Have students reduce their bibliography to the sources that were actually cited. � Students conduct revision and editing of essay with peer editors helping with specific requirements. (Add dress-ups

and openers; check topic/clincher; check citation.) � Students write final draft of complete essay.

Day 5: Read Aloud. Submit. � Students proofread final draft by reading aloud to a partner who listens for mistakes. � Students turn in complete assignment in this order: checklist, final draft, rough draft, and key word outline.

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New:

Review as needed: brainstorming for style as needed adjectives, clauses

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Excellent Satisfactory Needs Mini Lesson

Reminders (Student results, problems, notes, etc.): Sample



Additional Teacher’s Notes Weeks 22–23 Sample Essay: “The Three F’s of Norway” Using the sample student essay, stress the four kinds of footnotes: direct, paraphrase, inset, and informational. Invite your students to look for the footnote numbers. Determine which kind of footnote each one illustrates.

Also, notice how the writer uses the quotes—to support his topic. Students tend to find quotes and write a paper that simply strings many quotes together. Helps students see how quotes are used to support the writer’s opinion.

Body Paragraphs Continue to help students focus their body paragraphs. Revisit the TRIAC model. At the 2010 Writing Educator’s Symposium, Maureen Richards recommended the use of CQE paragraphs:

C: Claim Q: Quote E: Explanation

The CQE takes the place of RIA in TRIAC, and one or two of them can be sandwiched between topic and clincher sentences. Using this model will encourage students to do more than just string together a paragraph full of quotes. It forces them to analyze what they are quoting with their own statements and explanations. The TRIAC or CQE (Claim-Quote-Explain) models make this easy to do.

Model Super Essays Revisit the super essay model by looking at a model of a super essay on bananas. This repeated modeling of the organization of a super essay is crucial to help students internalize the process. As they look at models, they can be thinking how to organize their own paper.

Also, explore a complete student super essay on food. This essay is about 5500 words and is a collection of six essays! Notice how the writer used subheadings for each of the essays and how that made it easy on the reader. Go further through a portion of the essay. Notice that it reinforces the topic/clincher rule in each body paragraph and that those topics are introduced in each sub-essay’s introduction and revisited in the sub-essay conclusion. You do not need to revisit all six essays’ use of topic clinchers, but do see how two or three of the essays work. Note that the super introduction and super conclusion tie it all together. See if you can identify the thesis of the entire super essay.

Adjectival Teeter-Totter Have students copy the illustration of the “Adjectival Teeter-Totter” onto the back of the Stylistic Techniques page behind the Style Charts tab of the Student Reference Handbook.

Adjectival Teeter-Totter

dual adjectives who/which r

(NOUN)

Examples: � … large, prosperous farm which had hundreds of workers … � It is advantageous to learn confusing but important word roots which help to develop our vocabulary and

comprehension.

Note: � You can connect your adjectives with a comma, the words and, but, and yet, or with nothing at all. � The adjectival teeter-totter counts as quality adjective and who/which on the checklist. Sample



Unit 8: Models for Imitation Teacher’s Notes Weeks 22–23 Except where indicated, use the Models for Imitation Disc 6 for these lessons. From the main menu screen of any DVD, you can click “Scenes,” which will take you to a menu where you can choose the scene you desire.

Over the next two weeks, your students will have the opportunity to complete their own super essay by adding a second essay to one they have already written.

Week 22: Day 1 Scenes Unit 8: Super Essay (32 minutes)

Materials Student Handout 22.1: Unit 8: Super Essay

Notes on Unit 8: Super Essay Andrew introduces students to the super essay and explains why it is so important to learn how to do one.

To help your students see how this can work in reality, revisit the reports written in Weeks 8 and 9, and discuss how these reports could be used to create a super essay. Determine what might make a good thesis statement for the essay on each animal and what the thesis would be for the super essay. The thesis is simply a statement at the end of the introduction to let your reader know what the essay will be about. The thesis for the topics ties the topics together while the super essay thesis ties the two essays together.

Week 22: Day 2 Scenes Super Essay Model (12 minutes) Sample Essay: “The Three F’s of Norway” (13 minutes) Sample Super Essay Outline: “Sino-Soviet Split” (8 minutes) Writing Assignment Details (6 minutes)

Materials Student Handout 22.2: Footnoting and Quoting Student Handout 22.3: Sample Essay: “The Three F’s of Norway” Student Handout 22.4: Sample Super Essay Outline: “Sino-Soviet Split”

Notes on Super Essay Model A week had passed for these students, so a detailed review of the model was important. Knowing that students zone out from one day to the next, a review of the entire model will help students internalize the model, but you can run through it more briefly, especially as the model will be reviewed again with the sample super essay outline.

Be sure to talk about how this model can be translated into subjects, sub-subjects, and topics.

Notes on Sample Essay: “The Three F’s of Norway” Andrew uses a student essay to review methods for quoting in an essay. Stress the four kinds of footnotes: direct, paraphrase, inset, and informational. Invite your students to look for the footnote numbers, and determine which kind of footnote each one illustrates.

Also, notice how the writer uses the quotes—to support his topic. Students tend to find quotes and write a paper that simply strings many quotes together. Helps students see how quotes are used to support the writer’s opinion. Again, the TRIAC or CQE (Claim-Quote-Explain) models make this easy to do.

Revisit the formatting that you desire your students to use (footnotes or in-text citation). For examples of in-text citations, see the MLA examples located in the MLA Formatting document in the Student Reference Handbook. See page 17 of the Classroom Supplement for details.

Notes on Sample Super Essay Outline: “Sino-Soviet Split” This sample outline can help students see how the subjects work together in a super essay outline.

Sample



Notes on Writing Assignment Details These students only met with Andrew once a week, so they needed to know how best to plan their time. Help students see how to do this as they will need to manage their own time when they are in college and not meeting with a professor every day. The plan that is laid out in these notes is illustrated in the box at right. Discuss how this might be adapted for a college research paper.

Week 22: Day 3 Scenes Model of Super Essay: “Marvelous Bananas” (14 minutes) Sample Super Essay: “Food Throughout American History” (23 minutes)

Materials Student Handout 22.4: Model of the Super Essay: “Marvelous Bananas” Student Handout 22.3: Sample Super Essay on Food

Notes on Model of Super Essay: “Marvelous Bananas” Andrew revisits the super essay model by looking at a model of a super essay on bananas. This repeated modeling of the organization of a super essay is crucial to help students internalize the process. As they look at models, they can be thinking how to organize their own paper.

Notes on Sample Super Essay on Food Andrew provided the students with a complete student super essay on food. He goes through the essay and reinforces the topic/clincher rule demonstrated in each body paragraph and how those topics are introduced in each sub-essay’s introduction and revisited in the sub-essay conclusion.

This essay is about 5500 words and is a collection of six essays! Notice how the writer used subheadings for each of the essays and how that made it easy on the reader. You do not need to revisit all six essays’ use of topic clinchers as Andrew did with his students, but do see how two or three of the essays work and how the super introduction and super conclusion tie it all together. See if you can identify the thesis of the entire super essay.

Students should complete their research tonight and bring their sources to class tomorrow.

Week 22: Day 4 Scenes Review of Organization (22 minutes)

Notes on Review of Organization Notice how Andrew helps students evaluate their organizational plan for their essay. This is a critical step before beginning an outline. Have students share their general plan for their super essay and evaluate each plan with the class. All will benefit from this modeling and recommendations for how to organize a paper.

Once everyone has had their plan evaluated, they should begin the outline process for their super essays.

As students complete the collection of resources for their super essay, they should continue the habit of creating their bibliography page to make creating the Works Cited page easier later. Help students create their outlines using the report writing system used with the biographical essay.

Week 22: Day 5 Scenes (Disc 9) Adjectival Teeter-Totter (10 minutes)

Materials Student Handout 21.1: Composition Checklist

Notes on Adjectival Teeter-Totter Andrew introduces his students to some optional advanced style. Have students copy the illustration of the “Adjectival Teeter-Totter” onto the back of the Stylistic Techniques page in the Style Charts section of their Student Reference Handbook.

Super Essay Plan

Day 1: Decide on subject; consider topics.

Day 2: Begin research; refine subjects/topics.

Days 4–5: Create outline of body paragraphs; collect possible quotes to support topics.

Days 6–8: Write rough draft of body paragraphs. Write intro/conclusion of essays. Combine essays with super intro/super conclusion.

Day 9: Edit rough draft.

Sample



Adjectival Teeter-Totter

dual adjectives who/which r

(NOUN)

Andrew offers these examples of the technique: � … large, prosperous farm which had hundreds of workers … � It is advantageous to learn confusing but important word roots which help to develop our vocabulary and

comprehension.

Andrew also tells them that � You can connect your adjectives with a comma, the words and, but, and yet, or with nothing at all. � The adjectival teeter-totter counts as quality adjective and who/which on the checklist.

Distribute the composition checklist. Note that teeter totters are optional, but they can double count as adjectives and are included with the decoration list.

Once you have introduced the new style, help students evaluate their outlines before moving on to writing body paragraphs. Continue to help students focus their body paragraphs. Revisit the TRIAC model. At the 2010 Writing Educator’s Symposium, Maureen Richards recommended the use of CQE paragraphs:

C: Claim Q: Quote E: Explanation

The CQE takes the place of RIA in TRIAC, and one or two of them can be sandwiched between topic and clincher sentences. Using this model will encourage students to do more than just string together a paragraph full of quotes. It forces them to analyze what they are quoting with their own statements and explanations.

Students can begin work on their body paragraphs from the outlines.

Week 23: Days 1–5 No Models for Imitation viewing

Follow the Week 23 Lesson Plan page for these days.

The essays will either be due at the end of Day 5 or Day 1 of next week. This is a huge accomplishment for your students. If you feel that they need an extra week to complete their work, give them time.

The handouts for Weeks 22 and 23 begin on the next page.

The Models for Imitation will continue in Week 24.

Sample



Student Handout 22.1: Super Essay Model Super Essay Model 12–17 paragraphs

Super Introduction

I. Intro Essay 1 (3–5 topics) V. Conclusion

I. Intro Essay 2 (3–5 topics) V. Conclusion

Possible Subjects History

� people � events � places

Science � discoveries � theories � people (Tessla/Edison)

Theology

Current Issues � abortion

(mother’s health—physical/psychological, scientific info)

� cloning � vital organ donation � Middle East � recycling

Literature � compare � techniques

Expanded Topics

Introduction Topic A1

Topic A2

Topic B Topic C1

Topic C2

Topic D1

Topic D2

Topic D3

Conclusion

I.

II.

III.

IV.

V.

VI.

VII.

VIII.

IX.

X.

XI.

XII.

Super Conclusion

Plan for Writing a Super Essay

Task 1: Subject and Research Create “Works Cited” page Task 2: Topics Task 3: Write body paragraphs Task 4: Sub-Intro/Conclusion Task 5: Super Intro/Conclusion

Sample



Student Handout 22.2: Footnoting and Quoting

Footnoting and Quoting

There are basically two types of quotations: integrated and inset, the former integrated into your own

writing, the latter inset from both margins, single spaced with no quotation marks. All types and sub-

types can be found in "The Three F’s of Norway” documentation. Note that inset quotations and

longer integrated ones require "lead-ins." Note that all lead-ins in the composition are different.

Achieve variety. Choose from the following lead ins:

A. Ole Waever argued: (or argued that:) claimed: pointed out: concluded: stated: B. As Donald Hancock argued: [or any synonyms shown at A]

C. According to David Green's argument: thesis: conclusion: analysis: D. In his conclusion [or synonyms at C] one writer (or Ole Waever) claimed: [or synonyms at A]

E. It has been pointed out that: [or one of the synonyms at A] F. In Atlas of the World, David Green concluded: [or synonyms at A] or Ole Waever in "The

Nordic Countries after the Cold War" stated that: [or synonyms at A]

Mechanics: Spelling Mark all spelling by circling the word and writing "sp" in the margin. Do not give the correct form.

Encourage dictionary use. Insist they use a spelling checker, but also insist they check spelling

personally. Senior students might enjoy the following, which speaks for itself.

I have a spelling chequer As soon as a mist ache is maid It came with my pea sea It nose bee fore two late It plainly marks four my revue And aye can put the error rite Miss stakes eye cannot sea Know matter small or grate Each thyme when eye have struck the quays I've run this poem through it I weight for it to say I'm sure yore policed to no If watt eye rote is wrong or rite It's letter perfect in its weigh It shows me strait a weigh My chequer tolled me so.

Sample



Student Handout 22.3: Sample Essay “The Three F’s of Norway”

The Three F’s of Norway: Documentation

The land is beautiful. Norway, one of the Scandinavian countries, forms a very old

nation in northern Europe. In the long ago it was known and hailed as the land of the fierce

and naked Vikings and brave Norsemen because they raided most of Europe from its fiords

and villages. Since it became independent from Sweden in 1905, it is properly called the

Kingdom of Norway, a constitutional democracy with a population of five million. It is

extremely mountainous. With so little arable land, Norway has the densest population in

Europe. Norway stretches 2,000 miles north, half of it in the Arctic region where the Sami

(Lapps) herd their reindeer, where whaling and sealing are popular occupations, and where for

a couple of weeks each year the sun shines at midnight. Presently the nation has become

famous for fish, fiords, and fuel since it became civilized and modern.1 While the country

enjoyed a colorful past, what became the most important and historically relevant aspect of

Norway? What has fashioned its history and people more than anything else? Considering the

three F’s, it might be proper to ask which became the most critical in shaping Norway? The

people are energetic.

Since at one time Norway stood for fish, most of the people were poor, hard-working

fishermen who battled the sea for a livelihood. Clinging precariously along its rocky shores

were thousands of small fishing villages. People ate fish and also dried, canned, and smoked

it for export. Norwegians specialized in fish. A Smörgåsbord featured fish prepared in every

possible fashion: raw, pickled, and marinated, baked, boiled, and fried. Fishing led

Norwegians to become the world's greatest sailors, and consequently “the great Norwegian

merchant fleet carries a large part of the world's trade."2 Predictably the rivers of the country

seem alive with fish. Over one hundred salmon rivers flow into the fiords.3 As one writer

argued:

Because Norway has little farmland, fishing has always been a vital source of food.

Today about 95 percent of the total catch is processed ... Fish farming is on the increase,

especially of salmon in the fiords.4

There are fine fighting fish in the fiords. Over a century ago it easily might have been argued

that the shaping element and historically most relevant aspect of Norway involved fish

because the country had so little else to offer. While they lived on fish, Norwegians also

exported it to the world to earn foreign exchange. Certainly since fish shaped the nation for

______________________________ 1. "Fiords" also spelled "fjords." If this composition was expanded to an extended essay, for example "The Five F’s of Norway,” the following could be added to the introduction: Farming and forestry have for centuries been important secondary occupations among Norwegians. 2. Anonymous, "Norway," Canadian Encyclopedia, World Edition, McLelland & Stewart, 1998. CD-ROM. 3. Internet, "Norway; Sport," http://www.excite.com/reference/almanac/?;d=CE037747. 4. David R. Green, Atlas of the World, Raincoast, Vancouver, 1994, p. 56.

Put only explanatory notes in the introduction Title integrated quote lead in inset quote clincher starter Sa

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Page 2

centuries, it was therefore the fundamental and most important "F" of the three.

Fiords are long, narrow inlets for which Norway has been famous. They are

"submerged valleys bordered by high steep cliffs,"5 long fingers of the sea which have been

deeply "cut into Norway's west coast."6 Occasionally the walls of rock stretch straight up from

the edges of the water as if they were ramparts of a fortress. In these protected waterways,

fishermen could operate without danger while their home villages clung to rocks along the

fiords. The beautiful fiords and the midnight sun of the far north attract tourists.7 They bring

wealth. Of all the fiords in the world, none can equal those of Norway. However, the fiords

have tended to separate the rural areas from the capital region. It has been pointed out that this

causes:

… friction between local districts in Norway and the capital of Oslo, which has always

been viewed with suspicion by the countryside as an originally Danish and thus too

European city—not the real Norway.8

Fiords draw tourists. Fiords promoted seafaring. They protected fishermen. Fiords have been

historically vital, economically profitable and dramatically picturesque. Providing waterways

for transportation and communication between the villages, the fiords were excellent because

road building in the mountains was impossible. As a result, Norwegians became and have

remained seagoing and seafaring people. Clearly their skills were originally perfected in the

fiords of their homeland. Norway is fiord-land.

Exporting fuels has always been a Norwegian activity because of the many trees in the

country. Norway for centuries had sold lumber and wood to many other countries in Europe,

when about twenty years ago oil was discovered and pumped from offshore in the North Sea.

Since petroleum has been drilled and sold, the entire character of Norway has rapidly begun to

change. According to the Canadian Encyclopedia, Norway has become dependent upon

petroleum:

Since the discovery of petroleum in the Ekofisk field in 1969, the petroleum and natural

gas industries have become increasingly important for Norway's economy, bringing

increased employment, but also … vulnerability to fluctuations in the world market.9

_____________________________ 5. Gordon G. Lang (ed.), The New Educator Encyclopedia, General Press, Toronto, 1952, p. 2609. 6. Green, op. cit., p. 56. 7. Anonymous, op. cit.. 8. Ole Waever, "The Nordic Countries After the Cold War," Current History, Nov. 1994, p. 393. 9. Ibid..

broken quote paraphrase lead in to inset quote clincher starter lead in to inset quote words omitted Sa

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Page 3

Since North Sea oil and natural gas brought prosperity to the country10 in the 1970s,

“Norway has achieved one of the highest standards of living in the world.”11 Oil mining and

drilling, processing and shipping, marketing and selling are the buzz words in modern

Norway. From a nation which had been rather poor, Norway has become rich. For the

people it has been like a family which won the lottery. Obviously for the first time, fish and

fiords, farms and forests all take second place in the economy. Fuel oil dominates the

economy. The exploitation of oil has led to discussions according to the conclusions of Ole

Waever about "some kind of North Sea venture in cooperation including western Norway,

Ireland, Denmark's Faroe Islands, Scotland, the Scottish Islands, and possibly others."11 In

the next century oil might become the most important product of Norway and the most

relevant aspect which will shape the people and their history. It might be argued that fuel

will likely become the most crucial "F" in Norway's future.

Fiords symbolize Norway. Normally one might expect the country to be icebound in

winter because of its northern location. However, freezing of the fiords in the high Arctic

does not occur because of the warm Gulf Stream. Fiords dominate Norway. While bus

transport plays a key role in the country, it is only possible because of the operation of 250

fast and frequent fiord ferries. For visitors the most important feature of Norway clearly was

its beautiful and dramatic fiords, which stretched along the entire length of the Atlantic

coast. For centuries the fiords protected and promoted fishing and allowed tugs to bring

wood fuel to the markets of the world. Today they earn tourist dollars as cruise ships sail

from one to the other. Dramatically the fiords shaped Norway's history, protecting a small

population and allowing it to grow into a nation. Defending the country from invaders, the

fiords became the hiding places of the Vikings, who sailed forth to invade the British Isles

and France, Germany and Iceland. Vikings discovered America. While the fiords protected

fish stocks, they also acted as giant ramparts to protect people because their villages were

small and isolated. While fiords created fishermen and created sailors, they surely created

Norwegians. In modern times, as a consequence, the fiords are the most important and

historically relevant of the three F’s of Norway, shaping the rugged and adventurous

character of her people. Fiords shaped Norway.

______________________________ 10. Internet, “Norway: History,” http://www.excite.com/com/references(Zovo)almanac/?id=CE037747.

11. Waever, op. cit., p. 393.

integrated sentence lead in to longer integrated quote no footnotes or quotations in the conclusion clincher starter Title

Sample



Student Handout 22.4: Sample Outline “Sino-Soviet Split”

Sino-Soviet Split by

Student’s Name ¶ 1. Super Themes

A. Ideological disputes B. Leadership rivalry

Essay A: Ideological disputes ¶ 2. Ideology

A. co-existence B. Great Leap C. Moscow summit

¶ 3. Co-existence

co-existence ¶ 4. Great Leap

Great Leap ¶ 5. Moscow summit

Moscow summit ¶ 6. Co-existence, Great Leap, Moscow summit

Most N.B. and Why? Ideology

Essay B: Leadership Rivalry ¶ 7. Rivalry

Trad. hostility Border disputes Third World

¶ 8. Traditional, hostility Basic

¶ 9. Border disputes Border disputes

¶ 10. Third World

Third World ¶ 11. Trad. rivalry, border

disputes, Third World Most N.B. and why? Rivalry

¶ 12. Ideological disputes

Leadership rivalry Most N.B. and why?

Sino-Soviet Split N.B = Nota Bene or “Note Well,” i.e., most important thing.

Presentation

Super Introduction Introduction: Super Theme A Introduce three themes. Theme I Basic Theme II Transitional Phrase Essay A Theme III Transitional Phrase Conclusion: Super Theme A

Clincher reflects subheading. Introduction: Super Theme B

Basic Theme IV Essay B

Theme V Transitional Phrase Essay

Theme VI Transitional Phrase

Sample



Student Handout 22.5: Model of the Super Essay: “Marvelous Bananas”

Model of the Super Essay: “Marvelous Bananas” Background: Time: Place: Three themes A. History B. Eating C. Growing and handling. Reflects Title

History of Bananas Background: Time: Place: Three sub-themes A1 Migration A2 Varieties A3 Gros Michel Topic migration Topic varieties Topic Gros Michel Migration, varieties, Gros Michel Most N.B. varieties

Eating Bananas

Background: Time: Place: Three sub-themes B1 Plantain B2 Gros Michel B3 Nutrition Topic plantain clincher: Topic Gros Michel clincher: Topic nutrition Plantain, Gros Michel, Nutrition Most N.B. Nutrition

Growing and Handling Bananas

Background: Time: Place: Three sub-themes C1 Plantations C2 Shipping C3 Home care Topic plantations Topic shipping Topic home care Plantations, Shipping, Home care Most N.B. Home Care History, Eating, Growing, Handling Most N.B. Eating

N.B. = Nota Bene or “Note Well,” i.e., most important thing.

Super Introduction

sub-heading Introduction

Theme: History

A1 A2 A3

Conclusion Theme

sub-heading Introduction

Theme: Eating B1 B2 B3

Conclusion Theme

sub-heading Introduction Theme Growing, Handling

C1 C2 C3

Conclusion Theme

Super Conclusion

clincher: migration clincher: varieties clincher: Gros Michel clincher: History

clincher: plantain clincher: Gros Michel clincher: nutrition

clincher: eating

clincher: plantations clincher: shipping clincher: home care

clincher: growing, handling

clincher: reflects title Sample



Student Handout 23.1: Super Essay Composition Checklist (Page 1) Name:

General q Title (centered) repeats key words from last paragraph. q Font/spacing: Times or similar, double spacing, 1” margins. q Checklist on top, final draft, rough draft, key word outline.

Super Introduction q Attention getter. q Gives background information (time, place) on subject. q States two themes for discussion (essays). q States a question or thesis (goal of the paper). q Does not contain any quotations as footnotes, but may include an informational footnote. q Follows dress-up, openers, and dec/trip rules.

Super Conclusion q Restates two themes of discussion (essays). q States most significant thing and why. q Addresses question or thesis (from Super Intro). q Does not contain any quotations as footnotes, however may contain a quote used as a decoration. q Follows dress-up, openers, and dec/trip rules.

Works Cited Page – includes references consulted but not cited Items are formatted properly, MLA style. Items are listed alphabetically by author.

Miscellaneous q Avoid word repeat (except triples). q Paragraphs should be of approximately equal length (+/- 3 lines). q Paragraph clinchers should use a variety of “clincher starters.” (See list below.) q Avoid contractions (didn’t, couldn’t, weren’t, etc.) except in quotations. q Never use the words “This essay” or “this paper.” q Never use the first person “I” or “we” (unless in a cited quotation). q Never use the second person “you” (unless in a quotation). q Correct punctuation used before the quote. (See Student Handout 9.6.) q Be sure to have at least two lines of paragraph after an inset quotation. q One-word numbers should be written as a word, hyphenated or two-word numbers as numerals.

Clincher Starters

Category A Thus Therefore Hence

Category B Consequently Clearly Arguably

Category C As a result As a consequence

Category D It becomes clear that … Without a doubt …

Category E It might be argued that …

Category F However Nevertheless Nonetheless

(continued)

Sample



Super Essay Composition Checklist (Page 2)

Name:

Mechanics and Style

Essay One and Two Sub-Introductions Essay 1 Essay 2 Subtitled (reflects sub-conclusion) Gives background information on theme of essay Does not contain any quotations, but may include an informational footnote States topics of sub-essay (bold) Essay One and Two Sub-Conclusions Essay 1 Essay 2 Restates theme of essay Restates topics of essay (bold) States most significant thing and why Quotations and Footnotes (one of each per essay) Essay 1 Essay 2 Integrated, “ ” (< 3 lines) with citation Inset: (three lines or more - no “ ” ) with citation Informational (five lines maximum) Paraphrase with citation Variety of lead-ins for quotations (see list)

Dress-Ups (underlined) E1 I

E1 II

E1 III

E1 IV

E1 V

E1 (VI)

E1 V

E2 I

E2 II

E2 III

E2 IV

E2 V

E2 (VI)

who/which (invisible) strong verb (duals) -ly adverb (duals) quality adjective (duals) adverbial clause (www.asia.b) Sentence Openers (marked in margin or with brackets)

E1 I

E1 II

E1 III

E1 IV

E1 V

E1 (VI)

E1 V

E2 I

E2 II

E2 III

E2 IV

E2 V

E2 (VI)

� subject � prepositional � -ly adverb � “-ing” , � clausal , � V.S.S. Decorations (marked in margin) (different one each ¶) question, 3 S.S.S., conversation, quote, dramatic opening/closing, simile/metaphor, alliteration

E1 I

E1 II

E1 III

E1 IV

E1 V

E1 (VI)

E1 V

E2 I

E2 II

E2 III

E2 IV

E2 V

E2 (VI)

triple (different each ¶; ,marked “trip”

Sample


Classroom Supplement Level C: Structure and Style Pacing ... · 10* Unit 6: Library Research...

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